Undergraduate students’ contributions to health service delivery through communitybased education: A qualitative study by the MESAU Consortium in Uganda
Date
2016Author
Atuyambe, Lynn M.
Baingana, Rhona K.
Kibira, Simon P. S.
Katahoire, Anne
Okello, Elialilia
Mafigiri, David K.
Ayebare, Florence
Oboke, Henry
Acio, Christine
Muggaga, Kintu
Mbalinda, Scovia
Nabaggala, Ruth
Ruzaaza, Gad
Arubaku, Wilfred
Mary, Samantha
Akera, Peter
Tumwine, James K.
Peters, David H.
Sewankambo, Nelson K.
Metadata
Show full item recordAbstract
Background: It has been realised that there is need to have medical training closer to communities where the majority
of the population lives in order to orient the trainees’ attitudes towards future practice in such communities. Although
community based education (CBE) has increasingly been integrated into health professions curricula since the 1990s, the
contribution students make to service delivery during CBE remains largely undocumented. In this study, we examined
undergraduate health professions students’ contribution to primary health care during their CBE placements.
Methods: This was a qualitative study involving the Medical Education for Equitable Services to All Ugandans
consortium (MESAU). Overall, we conducted 36 Focus Group Discussions (FGDs): one each with youth, men and women
at each of 12 CBE sites. Additionally, we interviewed 64 community key-informants. All data were audio-recorded,
transcribed and analysed using qualitative data analysis software Atlas.ti Ver7.
Results: Two themes emerged: students’ contribution at health facility level and students’ contribution at community
level. Under theme one, we established that students were not only learning; they also contributed to delivery of health
services at the facilities. Their contribution was highly appreciated especially by community members. Students were
described as caring and compassionate, available on time and anytime, and as participating in patient care. They were
willing to share their knowledge and skills, and stimulated discussion on work ethics. Under the second theme, students
were reported to have participated in water, sanitation, and hygiene education in the community. Students contributed
to maintenance of safe water sources, educated communities on drinking safe water and on good sanitation practices
(hand washing and proper waste disposal). Hygiene promotion was done at household level (food hygiene, hand
washing, cleanliness) and to the public. Public health education was extended to institutions. School pupils were
sensitised on various health-related issues including sexuality and sexual health. Conclusion: Health professions students at the MESAU institutions contribute meaningfully to primary health care
delivery. We recommend CBE to all health training programs in sub-Saharan Africa.
Collections
- Research Articles [54]