TY - JOUR
T1 - Perceptions and valuation of a community-based education and service (COBES) program in Uganda
AU - Chang, Larry W.
AU - Kaye, Dan
AU - Muhwezi, Wilson W.
AU - Nabirye, Rose C.
AU - Mbalinda, Scovia
AU - Okullo, Isaac
AU - Groves, Sara
AU - Kennedy, Caitlin E.
AU - Bollinger, Robert C.
AU - Sisson, Stephen
AU - Burnham, Gilbert
AU - Mwanika, Andrew
N1 - Funding Information:
This study was funded by a grant from the Bill and Melinda Gates Foundation. We thank the survey participants for their contributions. We also thank Ann Kasozi Nambi for her invaluable administrative and logistical support of this project.
PY - 2011/1
Y1 - 2011/1
N2 - Background: Community-based education and service (COBES) has been promoted to improve the education of health professionals, particularly in low-resource settings. However, few evaluations have been performed to guide program development. Aim: This study assessed student and educator perceptions and valuation of a Ugandan COBES program. Methods: We administered an internet-based survey to students, faculty, and site tutors associated with the Makerere University College of Health Sciences COBES program. Results: 255 surveys were completed. Response rates varied (students, 188/684, 27.5%; faculty-site supervisors, 15/23, 65.2%; faculty general, 38/312, 12.2%; site tutors, 14/27, 51.9%). Students valued the COBES program (93.5% some/high value). Tutors enjoyed their work (92.9% agreeing/strongly agreeing). Faculty (n=53) felt COBES was valuable (90.2% agreeing/strongly agreeing). High student valuation was associated with high quality accommodation (aOR 4.7, 95% CI=1.6-13.4), free accommodation (aOR 2.9, 95% CI=1.2-6.8), and tutors who demonstrated enthusiasm for teaching (aOR 3.4, 95% CI=1.1-10.0). Areas identified for improvement included financial support, student preparation, and tutor training, feedback, and supervision. Conclusion: In this study, COBES was perceived positively by students and educators and learning environment and quality of teaching both contributed to valuation of COBES. Well-implemented COBES programs may offer an opportunity to enhance health sciences education.
AB - Background: Community-based education and service (COBES) has been promoted to improve the education of health professionals, particularly in low-resource settings. However, few evaluations have been performed to guide program development. Aim: This study assessed student and educator perceptions and valuation of a Ugandan COBES program. Methods: We administered an internet-based survey to students, faculty, and site tutors associated with the Makerere University College of Health Sciences COBES program. Results: 255 surveys were completed. Response rates varied (students, 188/684, 27.5%; faculty-site supervisors, 15/23, 65.2%; faculty general, 38/312, 12.2%; site tutors, 14/27, 51.9%). Students valued the COBES program (93.5% some/high value). Tutors enjoyed their work (92.9% agreeing/strongly agreeing). Faculty (n=53) felt COBES was valuable (90.2% agreeing/strongly agreeing). High student valuation was associated with high quality accommodation (aOR 4.7, 95% CI=1.6-13.4), free accommodation (aOR 2.9, 95% CI=1.2-6.8), and tutors who demonstrated enthusiasm for teaching (aOR 3.4, 95% CI=1.1-10.0). Areas identified for improvement included financial support, student preparation, and tutor training, feedback, and supervision. Conclusion: In this study, COBES was perceived positively by students and educators and learning environment and quality of teaching both contributed to valuation of COBES. Well-implemented COBES programs may offer an opportunity to enhance health sciences education.
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U2 - 10.3109/0142159X.2011.530317
DO - 10.3109/0142159X.2011.530317
M3 - Article
C2 - 21182375
AN - SCOPUS:78650796550
SN - 0142-159X
VL - 33
SP - e9-e15
JO - Medical teacher
JF - Medical teacher
IS - 1
ER -