Table 7.

Instructors focus group interview (n=22 groups), November 2007.

Characteristics	Number	Percent
Relevance of IMNCI concept (n=22)
Not relevant	0	0
Relevant	3	13.6
Very relevant	12	54.5
Extremely relevant	7	31.8
Reason why IMNCI is relevant
Addresses common problem	9	40.9
Simplified and applicable	3	13.6
Holistic approach	3	13.6
Help students to acquire skill	3	13.6
Time allotted for classroom IMNCI training (1–62 hours) (n=22)
Inadequate	12	54.5
Adequate	10	45.5
Time allotted for clinical IMNCI training (1–672) hours) (n=16)
Inadequate	10	62.5
Adequate	6	37.5
Time of IMNCI introduction in the academic program (n=22)
Not at all appropriate	4	18.2
Neutral	5	22.7
Fully appropriate	13	59.1
Most frequently used methods
Demonstration	8	36.4
Group discussion	6	27.3
Lecture	6	27.3
Video	4	18.2
Most useful methods
Demonstration	14	63.6
Individual feedback	8	36.4
Any suggestions for improving teaching methodology
Avail teaching materials	6	27.3
Allocate more time for practice	5	22.7
Staff training	9	40.9
What materials students used to learn about IMNCI?
Chart booklet	15	68.2
Video	8	36.4
Modules	6	27.3
Photo booklet	2	9.1
Do you check how well students were learning?
Yes	20	90.9
No	2	9.1
Ways of checking (n=20)
Exam	9	45.0
Individual feedback	7	35.0
Question and answer	3	15.0
Group feedback	2	10.0
Confidence of students in using IMNCI to manage sick children
Not confident	2	9.1
Confident	6	27.3
Very confident	12	54.5
Extremely confident	2	9.1