Mubuuke Aloysius G, Oria Hussein, Dhabangi Aggrey, Kiguli Sarah, Sewankambo Nelson K
Makerere University College of Health Sciences, Kampala-Uganda.
Makerere University, College of Health Sciences, Kampala, Uganda.
Rural Remote Health. 2015 Oct-Dec;15(4):3591. Epub 2015 Dec 2.
To produce health professionals who are oriented towards addressing community priority health needs, the training in medical schools has been transformed to include a component of community-based training. During this period, students spend a part of their training in the communities they are likely to serve upon graduation. They engage and empower local people in the communities to address their health needs during their placements, and at the same time learn from the people. During the community-based component, students are constantly supervised by faculty from the university to ensure that the intended objectives are achieved. The purpose of the present study was to explore student experiences of support supervision from university faculty during their community-based education, research and service (COBERS placements) and to identify ways in which the student learning can be improved through improved faculty supervision.
This was a cross-sectional study involving students at the College of Health Sciences, Makerere University, Uganda, who had a community-based component during their training. Data were collected using both questionnaires and focus group discussions. Quantitative data were analyzed using statistical software and thematic approaches were used for the analysis of qualitative data.
Most students reported satisfaction with the COBERS supervision; however, junior students were less satisfied with the supervision than the more senior students with more experience of community-based training. Although many supervisors assisted students before departure to COBERS sites, a significant number of supervisors made little follow-up while students were in the community. Incorporating the use of information technology avenues such as emails and skype sessions was suggested as a potential way of enhancing supervision amidst resource constraints without faculty physically visiting the sites.
Although many students were satisfied with COBERS supervision, there are still some challenges, mostly seen with the more junior students. Using information technology could be a solution to some of these challenges.
为培养致力于满足社区优先健康需求的卫生专业人员，医学院校的培训已进行改革，纳入了基于社区的培训部分。在此期间，学生在毕业时可能服务的社区中度过一部分培训时间。他们在实习期间让社区中的当地人参与进来并赋予其权力以满足自身健康需求，同时向这些人学习。在基于社区的培训部分，学生始终由大学教师进行监督，以确保实现预期目标。本研究的目的是探讨学生在基于社区的教育、研究和服务（COBERS实习）期间接受大学教师支持性监督的经历，并确定通过改进教师监督来提高学生学习效果的方法。
这是一项横断面研究，涉及乌干达马凯雷雷大学健康科学学院在培训期间有基于社区培训部分的学生。通过问卷调查和焦点小组讨论收集数据。定量数据使用统计软件进行分析，定性数据采用主题分析法进行分析。
大多数学生对COBERS监督表示满意；然而，低年级学生对监督的满意度低于有更多社区培训经验的高年级学生。尽管许多导师在学生前往COBERS实习地点之前提供了帮助，但相当多的导师在学生在社区期间几乎没有后续跟进。建议在资源有限且教师无法实地考察的情况下，利用电子邮件和Skype会议等信息技术手段作为加强监督的潜在方式。
尽管许多学生对COBERS监督感到满意，但仍存在一些挑战，在低年级学生中最为明显。利用信息技术可能是解决其中一些挑战的办法。
