Table 4.
Experiences in classroom and clinical IMNCI training and challenges faced, November 2007.
| Characteristics | Number | Percent |
| IMNCI concept taught within related subjects (n=34) | ||
| Yes | 28 | 82.4 |
| No | 6 | 17.6 |
| Approach/method used (n=34) | ||
| Block | 2 | 5.9 |
| Staggered | 4 | 11.8 |
| Mixed | 28 | 82.3 |
| Placement of classroom IMNCI teaching (n=34) | ||
| 2nd year | 5 | 14.7 |
| 3rd year | 27 | 79.4 |
| 5th year | 2 | 5.9 |
| Time allotted for classroom IMNCI (n=34) | ||
| < 40 hours | 15 | 44.1 |
| ≥ 40 hours | 19 | 58.9 |
| The most often used teaching methods in classroom IMNCI | ||
| Group discussion | 28 | 82.4 |
| Demonstration | 19 | 55.9 |
| Lecture | 14 | 41.2 |
| Placement of clinical IMNCI teaching (n=34) | ||
| No clinical session | 3 | 8.8 |
| 2nd year | 3 | 8.8 |
| 3rd year | 26 | 76.5 |
| 5th year | 2 | 5.9 |
| Time allotted for clinical IMNCI (n=34) | ||
| < 40 hours | 14 | 41.2 |
| ≥ 40 hours | 13 | 38.2 |
| Not mentioned | 7 | 20.6 |
| The most often used teaching methods in clinical IMNCI (n=34) | ||
| Demonstration | 28 | 82.4 |
| supervised individual student practice | 27 | 79.4 |
| Group practice | 25 | 73.5 |
| Sites of IMNCI clinical practice (n=34) | ||
| Inpatient | 25 | 73.5 |
| Outpatient | 29 | 85.3 |
| Field assignment | 18 | 52.9 |
| Each student managed both outpatient and inpatient cases (n=34) | ||
| Yes | 28 | 82.4 |
| No | 2 | 5.9 |
| Not sure | 4 | 11.8 |
| During IMNCI clinical practice, each student saw variety of signs (n=34) | ||
| Yes | 28 | 82.5 |
| No | 2 | 5.9 |
| Not sure | 4 | 11.8 |
| Each student saw children with severe illnesses (n=34) | ||
| Yes | 26 | 76.5 |
| No | 3 | 8.8 |
| Not sure | 5 | 14.7 |
| Each student managed at least 20 sick children (n=34) | ||
| Yes | 12 | 35.3 |
| No | 11 | 32.4 |
| Not sure | 11 | 32.4 |
| Each student received feedback on his/her performance (n=34) | ||
| Yes | 26 | 76.5 |
| No | 2 | 5.9 |
| Not sure | 6 | 17.6 |