Tutor for the Fellowship in Medical Humanitarian Action
Tutor for the Fellowship in Medical Humanitarian Action (m/f/x)
Médecins Sans Frontières (MSF) is an international humanitarian aid organization that provides assistance in more than 60 countries to populations in distress, to victims of natural or manmade disasters and to victims of armed conflicts, without discrimination and irrespective of origin, religion, creed or political affiliation.
The MSF Academy for Healthcare is an initiative that has been created with the aim to increase the quality of healthcare provided by our staff to the patients we assist in the missions. The Academy has a growing portfolio of projects addressing specific learning objectives of different categories of healthcare staff in MSF. All these projects are chosen in line with overall MSF operational and medical priorities.
A large focus is on MSF’s national staff, especially in the countries with the largest gaps in human resources for health (HRH) capacity. Presently, a lot of effort goes to nursing staff of MSF hospitals in Africa. More recently we added skills in out-patient departments as a new program. The Academy develops adapted curricula and invests a great deal in clinical mentorship in the wards. Presently the nursing training programme has projects in CAR, South Sudan and Sierra Leone and it is planned to be expanded to other countries in the coming years. We hope to install a much stronger learning culture within the MSF operations. Beyond MSF projects, the Academy connects also to health authorities to work on accreditation of its learning and punctual support to governmental programs.
The Academy works also on two projects to develop longer term, academic courses. The first is a Post-Graduate Diploma in Infectious diseases, the other a masters-level course for medical managers in the organisation. These courses are developed in collaboration with existing universities. Finally, there are also a couple of scholarship programs that send MSF staff to high quality schools in Africa, either to become certified nurses or specialist nurses in anaesthesia-reanimation. The portfolio of the Academy is planned to develop further, so new projects can be added in the coming years.
The Fellowship in MHA has the aim to improve the quality of MSF operations through the development of the competencies of the Medical coordinators and PMR. The objective is to propose a 24-month, work-based learning course, focussed on the specific competencies of the MedCo and PMR. A detailed plan of learning objectives has been finalised already, build around 8 key competencies, that include a good introduction in epidemiology and statistics:
- Competency 1: To design operational strategies for the country considering context needs and policies
- Competency 2: To ensure optimal operational management of medical interventions
- Competency 3: To manage and support medical team
- Competency 4: To coordinate and or manage emergency preparedness and response
- Competency 5: To coordinate pharmacy management
- Competency 6: To be an active actor of the organisation’s positioning contributing with medical humanitarian analysis (networking, representation, communication, advocacy)
- Competency 7: To facilitate operational research
- Competency 8: To manage the health of the staff
The Academy aims to maintain the same overall educational approach in all its projects: competency-based learning; as much as possible on-the-job training with the presence of strong tutors or clinical mentors; and seeking to achieve appropriate accreditation for all trainings, often in collaboration with partner teaching institutes.
“RAISON D’ETRE”, MISSION AND NATURE OF THE FUNCTION
Part of a team of tutors, the Fellowship MHA tutor is a key support in the learner development. A facilitator and a referent, s/he enforces the development of competencies, the use of work situations to ensure actual learning of FMHA curriculum while assessing progress.
S/he works on the specificity of the path of each participant during the course (except the initial Epicentre led module in epidemiology and statistics). Each tutor can support a group of trainees, whose number depends upon the overall tutor availability.
S/he is a guide, a mediator, an adviser, who train each learner mostly individually. S/he also prepares and co-animates group sessions (face to face meetings, online group exchanges). S/he helps the learner to organize his/her training by putting him/her in relation with internal and external resources, including e-learning material.
The expected workload dedicated to each learner should not exceed 10% of a tutor full time equivalent, both for individual and collective training. It should ally physical and mostly distance (e.g. online) support.
A learning agreement will outline what the student will achieve, how this will be done, how it will be assessed and who will support and supervise. The learning agreement will be signed by the participant, his/her line manager, the FMHA tutor and the FMHA course coordinator. An individual online learner portfolio will include all elements related to the participant path: successive learning objectives, personal work, learning activities/assignments achieved, assessments.
Main task of the tutor will be remote facilitation of the work-based learning of each participant.
This means to integrate the learner in the training environment; stimulate and motivate; actively train and guide; monitor, assess and adjust. S/he supervises work-based learning projects of each participant in the field, and monitor progress on a weekly basis.
Provide individual support for up to 10 learners (75%)
1. Remote learning support via phone/online calls and chats, e-mails (2h/week/learner):
- Lead and guide the learning of the learners, based on the curriculum and learning resources.
- Assure a part of the lecturing and teaching for the learners.
- Create or adapt and curate additional resources depending on learner’s specific needs.
- Establish and follow-up on individual learning plan, based on co-assessment of learners’ strengths/weaknesses in the different competency areas and on the context’s opportunities and constraints.
- Assist the learner to orientate themselves in the course (where to find the information on Tembo Learning Management System (LMS): means of communication, assessment system and criteria, course calendar; referring to course coordinator or Tembo helpdesk for specific issues, etc)
- Assure good progress in the learning plan in view of the specific needs and situation of the learners, identity and solve obstacles throughout the course.
- Assess the outcome of the learning (refine/tailor assignments, give feedback on assignments)
- Provide mentoring-like support on Medco/PMR job
2.Face-to-face learning support
- Field visits at the learner’s place of work (5 days per year per learner)
Prepare and facilitate group training activities (20%)
- Prepare and facilitate 2 weeks per year of intensive face-to-face or virtual training sessions with the whole group
- Prepare and facilitate 20 interactive webinars per year (2/month)
- Encourage peer-learning and learning community building through creating and moderating discussion forums on Tembo LMS, group chats etc.
- Curate and create additional resources, organise and improve the existing course contents on Tembo LMS
- Follow-up on buddy system and group works
Administration, monitoring and evaluation (5%)
- Participate in teams meeting
- Collect data and report on learners’ participation, progress, satisfaction, obstacles
- Debriefing, sharing proactively with other tutors and programme coordinators to improve the learning experience
Assessment of the learning (transversal)
- Communicate evaluation criteria.
- Evaluate and certify the competencies developed, thanks to the detailed assessment plan set.
- In addition to self-assessment, give feedback on the accomplishment of tasks and performance, the mode of operation and the evolution of the participant learning through the review and output assessment.
- Medical doctor or nurse, preferably with a master’s degree.
- Extensive MSF field experience, preferably recent, including 5 years of medical coordination.
- Interest in learning and teaching and staff development, capacity to motivate colleagues.
- High level of autonomy and proven leadership qualities.
- Comfortable with the use of e-learning technology.
- Good written and oral communication skills in English, French would be a plus.
- Experience as a tutor or coach, or as trainer and mentor are assets.
- Readiness and flexibility to often be in contact with participants (weekly basis as an average).
- Available for regular travels (face to face meeting with participants, team meetings, etc.).
- Possible part time position.
- Commitment to tutorship for at least 3 years.
- Expected starting date: July 1st 2021
- Contract type: Open-ended Contract (CDI), Full-time
- Location: based in based in Brussels or Cape Town (other locations can be discussed)
- If based in Brussels : Salary according to MSF-OCB HQ grid – Hospital Insurance (DKV) – Pension Plan – 100% reimbursement for public transportation costs. If based in Cape Town : Salary package according to MSF South Africa branch office (permanent work permit eligibility to be assed)
- Adhere to the MSF principles and to our managerial values: Respect, Transparency, Integrity, Accountability, Trust and Empowerment
- Adhere to the MSF Behavioral Commitments
Deadline for applications: 27/06/2021
How to apply?
Please, send your CV and cover letter to Caroline.firstname.lastname@example.org and mention “Tutor Fellowship MHA” in the subject of your email.
Only shortlisted candidates will be contacted.
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