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Students’ Perspectives of a Community-Based Medical Education Programme in a Rural District Hospital

BACKGROUND: The adoption of community-based medical education (CoBME) into the undergraduate medical curriculum is in line with the SPICE model for medical curriculum proposed by Harden and colleagues. Students are the consumers of medical education and are, thus, the ideal evaluators of the efficac...

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Autores principales: Adefuye, Anthonio, Benedict, Matthew, Bezuidenhout, Johan, Busari, Jamiu O
Formato: Online Artículo Texto
Lenguaje:English
Publicado: SAGE Publications 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6859681/
https://www.ncbi.nlm.nih.gov/pubmed/31799407
http://dx.doi.org/10.1177/2382120519886849
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author Adefuye, Anthonio
Benedict, Matthew
Bezuidenhout, Johan
Busari, Jamiu O
author_facet Adefuye, Anthonio
Benedict, Matthew
Bezuidenhout, Johan
Busari, Jamiu O
author_sort Adefuye, Anthonio
collection PubMed
description BACKGROUND: The adoption of community-based medical education (CoBME) into the undergraduate medical curriculum is in line with the SPICE model for medical curriculum proposed by Harden and colleagues. Students are the consumers of medical education and are, thus, the ideal evaluators of the efficacy of their own course and learning environment. To evaluate the quality of the CoBME programme in Botshabelo District Hospital (BDH), this study investigated student’s perceptions of their experience during their CoBME training at BDH. In addition, suggestions on how to enrich students’ experience during the CoBME posting were obtained from the participants. METHODS: This research was designed as a qualitative (ethnographic) study that used a structured questionnaire, to obtain written statements from 120 fourth-year undergraduate medical students describing their experience during their CoBME training at BDH. The structured questionnaire in the form of an evaluation form was self-administered, consisted of only open-ended questions grouped into 4 main sections and was distributed manually (hard copy) to the participants. RESULTS: Of the 120 questionnaires distributed, 84 were returned, giving a response rate of 70.0%. When asked to indicate what they liked or disliked about their CoBME training, ‘Good educators/staff’ and the ‘Poor attitude of some doctors’ were the themes that scored highly (25.1% and 19.4%) in the ‘likes’ and ‘dislikes’ category, respectively. Some of the major challenges faced during the CoBME training at BDH included: exposure to new learning environment (14.2%), clinical practice context (12.6%), and language barrier (7.2%). Participants stated that they gained knowledge of how to perform certain clinical procedures and acquired core clinical skills in the areas of formulating management and managing some medical emergencies during their training at BDH. Increasing the duration of training (25.6% coverage) was suggested as a major way to enrich students’ experience during the training at BDH. CONCLUSION: Findings by this study reveal that CoBME is a valuable pedagogical tool to enhance learning in undergraduate medical education and that more work is required to improve the quality of CoBME training in BDH. We believe that the findings by this study will inform future planning of CoBME training programmes in BDH.
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spelling pubmed-68596812019-12-03 Students’ Perspectives of a Community-Based Medical Education Programme in a Rural District Hospital Adefuye, Anthonio Benedict, Matthew Bezuidenhout, Johan Busari, Jamiu O J Med Educ Curric Dev Original Research BACKGROUND: The adoption of community-based medical education (CoBME) into the undergraduate medical curriculum is in line with the SPICE model for medical curriculum proposed by Harden and colleagues. Students are the consumers of medical education and are, thus, the ideal evaluators of the efficacy of their own course and learning environment. To evaluate the quality of the CoBME programme in Botshabelo District Hospital (BDH), this study investigated student’s perceptions of their experience during their CoBME training at BDH. In addition, suggestions on how to enrich students’ experience during the CoBME posting were obtained from the participants. METHODS: This research was designed as a qualitative (ethnographic) study that used a structured questionnaire, to obtain written statements from 120 fourth-year undergraduate medical students describing their experience during their CoBME training at BDH. The structured questionnaire in the form of an evaluation form was self-administered, consisted of only open-ended questions grouped into 4 main sections and was distributed manually (hard copy) to the participants. RESULTS: Of the 120 questionnaires distributed, 84 were returned, giving a response rate of 70.0%. When asked to indicate what they liked or disliked about their CoBME training, ‘Good educators/staff’ and the ‘Poor attitude of some doctors’ were the themes that scored highly (25.1% and 19.4%) in the ‘likes’ and ‘dislikes’ category, respectively. Some of the major challenges faced during the CoBME training at BDH included: exposure to new learning environment (14.2%), clinical practice context (12.6%), and language barrier (7.2%). Participants stated that they gained knowledge of how to perform certain clinical procedures and acquired core clinical skills in the areas of formulating management and managing some medical emergencies during their training at BDH. Increasing the duration of training (25.6% coverage) was suggested as a major way to enrich students’ experience during the training at BDH. CONCLUSION: Findings by this study reveal that CoBME is a valuable pedagogical tool to enhance learning in undergraduate medical education and that more work is required to improve the quality of CoBME training in BDH. We believe that the findings by this study will inform future planning of CoBME training programmes in BDH. SAGE Publications 2019-11-14 /pmc/articles/PMC6859681/ /pubmed/31799407 http://dx.doi.org/10.1177/2382120519886849 Text en © The Author(s) 2019 http://creativecommons.org/licenses/by-nc/4.0/ This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages(https://us.sagepub.com/en-us/nam/open-access-at-sage).
spellingShingle Original Research
Adefuye, Anthonio
Benedict, Matthew
Bezuidenhout, Johan
Busari, Jamiu O
Students’ Perspectives of a Community-Based Medical Education Programme in a Rural District Hospital
title Students’ Perspectives of a Community-Based Medical Education Programme in a Rural District Hospital
title_full Students’ Perspectives of a Community-Based Medical Education Programme in a Rural District Hospital
title_fullStr Students’ Perspectives of a Community-Based Medical Education Programme in a Rural District Hospital
title_full_unstemmed Students’ Perspectives of a Community-Based Medical Education Programme in a Rural District Hospital
title_short Students’ Perspectives of a Community-Based Medical Education Programme in a Rural District Hospital
title_sort students’ perspectives of a community-based medical education programme in a rural district hospital
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6859681/
https://www.ncbi.nlm.nih.gov/pubmed/31799407
http://dx.doi.org/10.1177/2382120519886849
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