Professor Lule Co-Principal Investigator PACE

Participants being guided at a workshop

Dr. Marybeth C. Maritim

A session with students at a teaching lab within the University
Partnership for Advanced Clinical Education


The Partnership for Advanced Clinical Education (PACE) is a PEPFAR/CDC-funded program of the Institute of Human Virology - University of Maryland, Baltimore, University of Nairobi and Kenya Paediatric Association working in close collaboration with the Kenya National AIDS & STI Control Programme (NASCOP) to strengthen pre-service and in-service HIV education and training in Kenya. The PACE grant is a direct response to priorities outlined in the Kenya National AIDS Strategic Plan III (2009-2013), which recognized:

  • the proliferation of HIV in-service training and the associated high costs and amount of time health care workers are away from their work stations, and;

  • the lack of HIV-practice-ready graduates emerging from the country’s universities.

Goal and Aims

The overarching goal of PACE is to increase the impact, efficiency, and sustainability of pre-service and in-service HIV training in Kenya. The program aims to:

  • support Kenya’s 6 public universities to deliver HIV education that is based on core competencies for HIV service delivery and uses teaching methodologies that maximize adult learning principles;

  • develop and implement, in close partnership with NASCOP, an integrated competency-based in-service HIV training curriculum that utilizes self-learning and on-site mentorship delivered through a coordinated training network, and;

  • develop capacity within universities, medical training colleges, and MOH health facilities to provide structured and practical high quality training in HIV laboratory services.


PACE is using four broad strategies to achieve the program goal:

  • rationalizing what is taught by focusing on the core competencies a health care worker needs in their day-to-day practice;

  • improving how it is taught through utilizing problem- and systems-based adult learning methodologies;

  • changing where it is taught—moving training from the classroom or hotel into clinical training centers which mirror the participant’s own workplace, and utilizing distance/self-learning formats and online teaching platforms, and;

  • Implementing a rigorous monitoring and evaluation framework that not only measures changes in health care worker knowledge, but also evaluates improvement in clinical practice, quality of care, and ultimately patient outcomes.