scholarly journals Recruitment and retention of healthcare professionals in rural areas is a major, worldwide concern. Medical education has integrated community-oriented medical education strategies to help address these challenges. This study explored medical trainees' preferences regarding place of work and choice of specialty after completing training using either the traditional or mixed Problem-Based Learning/Community-Based Education and Service curriculum in Ghanaian medical schools

2019 ◽  
Author(s):  
Anthony Amalba ◽  
Francis Abantanga ◽  
Albert Scherpbier ◽  
Walther van Mook
Keyword(s):  
Medical Education ◽  
Learning Community ◽  
Mixed Problem ◽  
Rural Areas ◽  
Healthcare Professionals ◽  
Problem Based Learning ◽  
Medical Schools ◽  
Community Based ◽  
Community Based Education ◽  
Medical Trainees

scholarly journals Medical students’ achievement on the Bachelor of Medicine, Bachelor of Surgery/Chirurgery Final Part I and II licensing examination: a comparison of students in problem-based learning, community-based education and service, and conventional curricula in Ghana

2014 ◽  
Vol 11 ◽  
pp. 10 ◽  
Author(s):  
Victor Mogre ◽  
Anthony Amalba ◽  
Mark Saaka ◽  
Kwabena Kyei-Aboagye
Keyword(s):  
Child Health ◽  
Learning Community ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Final Part ◽  
Community Based ◽  
Community Based Education ◽  
School Of Medicine ◽  
Conventional Curriculum ◽  
Licensing Examination

Purpose: Problem-based learning is an established method of teaching and learning in medical education. However, its impact on students’ achievement on examinations is varied and inconsistent. We compared the levels of achievement on the Bachelor of Medicine, Bachelor of Surgery/Chirurgery (MB ChB) Part I and II licensing examination of students in problem-based learning, community-based education and service (PBL/COBES), and conventional curricula.Methods: In 2014, we analyzed the MB ChB Final Part I and II licensing examination results of students in three classes (2004, 2005, and 2006) of the School of Medicine and Health Sciences, University for Development Studies, Tamale, Ghana. Ninety-three students in the 2004 and 2005 cohorts followed a conventional curriculum, and 82 students in the 2006 cohort followed a PBL/COBES curriculum. Using appropriate statistical tools, the analysis compared individual discipline scores and the proportions of students who received distinction/credit/pass grades among the classes.Results: The PBL students had significantly higher mean and median scores than the conventional students in Obstetrics and Gynecology, Internal Medicine, Community Health and Family Medicine, Surgery, and Psychiatry, but not in Child Health and Pediatrics. Also, a significantly (P=0.0010) higher percentage, 95.1% (n=78), of the PBL students passed all the disciplines, compared to 79.6% (n=74) of the conventional students.Conclusion: The PBL students significantly performed better in all the disciplines except child health and pediatrics, where the conventional students scored higher. These findings demonstrate that the benefits of the PBL/COBES curriculum are tangible and should be fostered.

scholarly journals The Uncertainty of COVID-19 Inducing Social Fear and Pressure on the Continuity of Rural, Community-Based Medical Education: A Thematic Analysis

Healthcare ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 223
Author(s):  
Ryuichi Ohta ◽  
Yoshinori Ryu ◽  
Chiaki Sano
Keyword(s):  
Medical Education ◽  
Direct Observation ◽  
Rural Community ◽  
Thematic Analysis ◽  
Community Based ◽  
Postgraduate Students ◽  
Medical Trainees ◽  
Rural Settings ◽  
Social Fear ◽  
Medical Educators

Rural community-based medical education (CBME) enriches undergraduate and postgraduate students’ learning but has been impacted by the coronavirus disease 2019 (COVID-19) pandemic. We identified the challenges faced by stakeholders as well as the relevant solutions to provide recommendations for sustainable CBME in community hospitals during the COVID-19 pandemic. A total of 31 pages of field and reflection notes were collated through direct observation and used for analysis. Five physicians, eight nurses, one clerk, fourteen medical trainees, and three rural citizens were interviewed between 1 April and 30 September 2020. The interviews were recorded and their contents were transcribed verbatim and analyzed using thematic analysis. Three themes emerged: uncertainty surrounding COVID-19, an overwhelming sense of social fear and pressure within and outside communities, and motivation and determination to continue providing CBME. Rural CBME was impacted by not only the fear of infection but also social fear and pressure within and outside communities. Constant assessment of the risks associated with the pandemic and the implications for CMBE is essential to ensure the sustainability of CBME in rural settings, not only for medical educators and students but also stakeholders who administrate rural CBME.

Educational Principles of Community-based Education

PEDIATRICS ◽  
1996 ◽  
Vol 98 (6) ◽  
pp. 1259-1263
Author(s):  
Kenneth B. Roberts
Keyword(s):  
Medical Education ◽  
Adult Learning ◽  
Medical School ◽  
Needs Assessment ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
Community Based ◽  
Community Based Education ◽  
Primary Focus ◽  
School Curricula

Much of medical education remains teacher centered, as exemplified by the continued emphasis on lectures. Increasingly, however, the importance of the learner is being recognized and acknowledged in medical school curricula. The distinction between teaching and learning is also an issue for graduate medical education; accreditation bodies focus on programs and teaching, and credentialing bodies determine whether individuals have accomplished sufficient learning. The true mission of teaching is to facilitate learning, and adult learning is enhanced by four elements: respect, building on previous experiences, immediacy of application, and the opportunity to practice. These elements should be considered when designing educational experiences in the community. Educational planning includes five steps, represented by the mnemonic GNOME: goals, needs assessment, objectives, methods, and evaluation. Goals are broad aspirations, which are refined by the learners' needs to specific, measurable objectives. Methods are selected to match the objective, and evaluation determines whether the objectives were achieved. The results of the evaluation serve as another needs assessment, and the process continues until the goals are achieved. Throughout the process, the primary focus should be on the resident, with the program in a supporting role.

Pengenalan Potensi Kawasan Sebagai Pondasi Pembangunan Pusat Pendidikan Berbasis Komunitas Lokal Pedesaan

2021 ◽  
Vol 6 (2) ◽  
pp. 67
Author(s):  
Adhi Surya Perdana ◽  
Budi Rahardjo ◽  
Ikha Amalia Ikhsani ◽  
Miftahul Ilmi
Keyword(s):  
Rural Areas ◽  
Local Community ◽  
Animal Husbandry ◽  
Sampling Technique ◽  
Youth Organizations ◽  
Community Based ◽  
Community Based Education ◽  
Cultural Conditions ◽  
Ex Post ◽  
Ex Post Facto

Social, economic, institutional, and cultural conditions become the basis of education and provide benefits for science to formulate the introduction of regional potential, regional designations, program development carried out by villages, and routine activities (learning, research, and community service) by students and lecturers of the Faculty of Agriculture Tidar University which has an interest in developing Sidorejo Village, Bandongan District. The research objective is to create an embryonic center for local community-based education in strengthening rural areas that are progressing efficiently, effectively, and sustainably as a form of university connectivity with the local community. This research focuses on identifying the area's potential in a careful village, with a qualitative research method using an ex post facto comparative clause through a social, ethnographic approach. The research was conducted using a purposive sampling technique consisting of village officials, community leaders, youth organizations, family empowerment and welfare, arts and culture actors, business actors, and planning faculty development planners as many as 20 respondents. The results of the study are in the form of identification findings that can be used as objects of community social mapping projections, needs, essential potential, human resource capabilities, institutions, local culture, infrastructure, economy, natural resources, and agriculture to design rural areas to become centers of local community-based education in strengthening, developing and tri dharma of higher education in the fields of agriculture, plantation, animal husbandry, fisheries, and social entrepreneurship.

scholarly journals Facilitators' perceptions of problem-based learning and community-based education

2000 ◽  
Vol 5 (2) ◽  
pp. 3-10
Author(s):  
Annali E Fichardt ◽  
Paula P Du Rand
Keyword(s):  
Full Text ◽  
Problem Based Learning ◽  
Free State ◽  
Community Based ◽  
Traditional Lecture ◽  
Community Based Education ◽  
Role Change ◽  
Lecture Method ◽  
Base Education

In 1997 the School for Nursing, University of the Orange Free State, changed from the traditional lecture method of teaching to problem-based learning and from a curative to a community-based approach. Lecturers from a traditional environment became facilitators and new skills such as listening, dialogue, negotiation, counselling and problemsolving were expected from them. Besides the role change, the environment changed from a structural classroom to an unstructured community. The aim of this research was to determine the perceptions and experiences of facilitators in problem-based learning and community-base education. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

scholarly journals Medical Students' Perception of Community-Based Education Research and Services (COBERS) In Mbarara University of Science and Technology.

2021 ◽  
Author(s):  
◽  
Ritah Naali
Keyword(s):  
Education Research ◽  
Medical Students ◽  
Rural Areas ◽  
Science And Technology ◽  
Group Discussions ◽  
Community Based ◽  
Community Based Education ◽  
Mixed Feelings ◽  
Qualitative Descriptive ◽  
The University

Background: The success of the Community Based Education Research and services (COBERS) in Mbarara University of Science and Technology plays a fundamental role in improving the community's health, education, and economics by sharing knowledge obtained from projects and increases the student's interest and participation in research while fulfilling the mission and vision of the university. The Student's perception of the Program contributes to compliance by Students to work in rural areas upon graduation, increases trust from communities, enhances the behavioral change and decreases costs to health departments, and facilitates development and implementation of more effective public health interventions. Most published studies reporting students' perceptions of COBERS are mainly from the developed world and only a few in Africa including Uganda. This report explored the overall Students Perceptions of COBERS at Mbarara University of Science and Technology. Methodology: A qualitative descriptive design was employed. The study involved thirty-three Medical students who were selected by purposive sampling. Data was collected using focused group discussions and analyzed manually to generate themes and subthemes. Results: Four themes emerged from eighteen categories describing Medical Students Perception of COBERS: An opportunity for interactions, the program is challenging, Attainment of skills, and an opportunity for interactions. These Qualitative findings reveal mixed feelings about COBERS. Conclusion: In conclusion, the four themes; An opportunity for interactions, the program is challenging, attainment of skills, an opportunity for translating theory to practice that emerged from eighteen categories were mostly expressions of perceptions of COBERS. These qualitative findings suggest that students' acceptance of COBERS as a requirement for Medical Schools is based on their perception of the expected outcome and the perceived benefits of their contribution to the community. These findings were from five focused group discussions where participants participated voluntarily in the study.

scholarly journals Teaching Health Center Graduate Medical Education Locations Predominantly Located in Federally Designated Underserved Areas

2016 ◽  
Vol 8 (2) ◽  
pp. 241-243 ◽  
Author(s):  
Songhai C. Barclift ◽  
Elizabeth J. Brown ◽  
Sean C. Finnegan ◽  
Elena R. Cohen ◽  
Kathleen Klink
Keyword(s):  
Primary Care ◽  
Medical Education ◽  
Health Center ◽  
Residency Training ◽  
Graduate Medical Education ◽  
Rural Areas ◽  
Clinical Training ◽  
Community Based ◽  
Underserved Area ◽  
Graduate Medical

ABSTRACT  The Teaching Health Center Graduate Medical Education (THCGME) program is an Affordable Care Act funding initiative designed to expand primary care residency training in community-based ambulatory settings. Statute suggests, but does not require, training in underserved settings. Residents who train in underserved settings are more likely to go on to practice in similar settings, and graduates more often than not practice near where they have trained.Background  The objective of this study was to describe and quantify federally designated clinical continuity training sites of the THCGME program.Objective  Geographic locations of the training sites were collected and characterized as Health Professional Shortage Area, Medically Underserved Area, Population, or rural areas, and were compared with the distribution of Centers for Medicare and Medicaid Services (CMS)–funded training positions.Methods  More than half of the teaching health centers (57%) are located in states that are in the 4 quintiles with the lowest CMS-funded resident-to-population ratio. Of the 109 training sites identified, more than 70% are located in federally designated high-need areas.Results  The THCGME program is a model that funds residency training in community-based ambulatory settings. Statute suggests, but does not explicitly require, that training take place in underserved settings. Because the majority of the 109 clinical training sites of the 60 funded programs in 2014–2015 are located in federally designated underserved locations, the THCGME program deserves further study as a model to improve primary care distribution into high-need communities.Conclusions

Health Promotion in Medical Education

1988 ◽  
Vol 3 (1) ◽  
pp. 37-51 ◽  
Author(s):  
Steven Jonas
Keyword(s):  
Health Promotion ◽  
Medical Education ◽  
Disease Prevention ◽  
Medical School ◽  
Care Delivery ◽  
Medical Science ◽  
Problem Based Learning ◽  
Medical Schools ◽  
The United States ◽  
Care Hospital

A significant portion of the deaths in the United States could have been prevented or postponed using known interventions. One reason this did not occur is because medical science and medical education are disease, not health, oriented. Since physicians are at the center of the health care delivery system, their disease orientation pervades the industry. Historically, there have been calls for physicians to focus more on disease prevention; however, medical education does not teach disease prevention/health promotion. There are several reasons for this: 1) medical school faculty conceptual discordance between “certainty” of curative disease vs. the “probability” of risk factor reduction; 2) gaps in the knowledge of effective interventions; 3) the concept that health promotion/disease prevention are outside the province of physicians; 4) the significant role of biomedical research grants on medical school funding; 5) the close association of medical education and the acute care hospital; and 6) the use of rote memory/lecture based teaching methods of traditional medicine vs. the problem-based learning necessary to teach disease prevention/health promotion. Some medical schools have begun to use problem based learning and to introduce health promotion concepts. Widespread and long-lasting change requires support of the leadership in medical schools and the preventive medicine/public health community, and grant funding from state and federal sources to support research on medical education research and change.

scholarly journals Human Resources and Logistic Requirements in Problem Based Learning Compared to Traditional Learning

2014 ◽  
Vol 3 (2) ◽  
pp. 46-47 ◽  
Author(s):  
Satish Kumar Deo
Keyword(s):  
Medical Education ◽  
Human Resources ◽  
Health Care Services ◽  
Problem Based Learning ◽  
Medical Schools ◽  
Medical Council ◽  
Student Centered ◽  
Care Services ◽  
Minimum Requirements

Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems. Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem along with discussion of the solution within the group. Few medical schools in Nepal have already incorporated problem-based learning into their curricula and other medical schools are planning to adopt. However, when PBL is introduced into a curriculum, it has implications for staffing and learning resources and demands a different approach to timetabling, workload, and assessment. So, issues like human resources requirements and logistic requirements need to address specifically from Nepal Medical Council for the assurance quality of medical education which, in turn, has contributed in enhancing the quality of health care services in Nepal. Hence, this paper is prepared for developing further understanding about major difference between conventional method of Medical education and PBL in relation to human resources requirements and infrastructure. This article ends with some of the important recommendations that could be considered additionally to existing minimum requirements from Nepal Medical Council for the Medical Schools/ Universities in Nepal who are running or planning to implement Problem-based Learning in their curricula. DOI: http://dx.doi.org/10.3126/noaj.v3i2.9530   NOAJ July-December 2013, Vol 3, Issue 2, 46-47

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