Department of Obstetrics and Gynaecology, Nnamdi Azikiwe University, Awka, Nigeria.
Department of Obstetrics and Gynecology, Nnamdi Azikiwe University Teaching Hospital, PMB 5025, Nnewi, Nigeria.
BMC Med Educ. 2024 Oct 15;24(1):1144. doi: 10.1186/s12909-024-06137-z.
The undergraduate medical training programme is demanding and rigorous. This underlines the importance of a peer mentorship strategy to improve the well-being, self-determination, school connectedness, and performance of struggling medical and nursing students. This study is aimed at identifying struggling medical and nursing students using two cumulative continuous assessment test (CAT) scores, assess their subjective vitality and school engagement and evaluate the impact of the peer mentorship intervention on them.
The study will adopt a mixed-methods approach and will be conducted in the medical colleges of Nnamdi Azikiwe University, Awka, Nigeria, and the University of Rwanda. Three instruments will be used: The subjective Vitality Scale (SVS), the University Student Engagement Inventory (USEI), and the academic records of the students before and after the commencement of the intervention programme. The consenting least-performing medical and nursing students identified by their low CAT scores (below 45%) in basic medical sciences will be selected for study in each institution. The outcome measures will include students' CAT scores, subjective vitality, and school engagement scores. The data will be analysed both quantitatively and qualitatively. Thematic content analysis will be adopted in the analysis of the responses generated from the focus group discussion. The mean ± standard deviation or median and interquartile range statistic will be adopted for the quantitative data.
Given the paucity of data on struggling medical and nursing students in Nigeria and Rwanda, this research was designed to help in exploring evidence-based interventions to improve and prevent poor subjective well-being of struggling students. The study is expected to fill these knowledge gaps.
Pan African Clinical Trial registry, PACTR202405546896613, registration date: 27 May, 2024. This proposal has been supported by grant 1R25TW011217 from the US National Institutes of Health (NIH)/Fogarty International Center (FIC) which also includes co-funds from the U.S. Department of State's Office of the U.S. Global AIDS Coordinator and Health Diplomacy (S/GAC) and the President's Emergency Plan for AIDS Relief (PEPFAR) to the African Forum for Research and Education in Health (AFREhealth). The Grant Principal Investigators are Profs. Nelson K.Sewankambo (contact PI), Prisca Adejumo, Jean Bisimwa Nachega, Fatima Suleman.
本科医学培训计划要求高、严格。这凸显了同伴指导策略的重要性，该策略可提高苦苦挣扎的医学生和护生的幸福感、自主性、学校归属感和学业表现。本研究旨在使用两次累积连续评估测试 (CAT) 分数来确定苦苦挣扎的医学生和护生，评估他们的主观活力和学校参与度，并评估同伴指导干预对他们的影响。
该研究将采用混合方法，在尼日利亚纳姆迪·阿齐基韦大学和卢旺达大学的医学院进行。将使用三种工具：主观活力量表 (SVS)、大学生参与度量表 (USEI) 和干预计划开始前后学生的学业记录。在每个机构中，将选择由其基础医学科学 CAT 分数（低于 45%）确定的表现最差的医学生和护生作为研究对象。结果测量将包括学生的 CAT 分数、主观活力和学校参与度分数。将对定量和定性数据进行分析。将采用主题内容分析法对焦点小组讨论中产生的回答进行分析。将采用均值±标准差或中位数和四分位距统计量对定量数据进行分析。
鉴于尼日利亚和卢旺达苦苦挣扎的医学生和护生的数据很少，因此进行这项研究旨在帮助探索基于证据的干预措施，以改善和预防苦苦挣扎的学生的不良主观幸福感。该研究有望填补这些知识空白。
泛非临床试验注册处，PACTR202405546896613，注册日期：2024 年 5 月 27 日。这项研究得到了美国国立卫生研究院（NIH）/Fogarty 国际中心（FIC）1R25TW011217 赠款的支持，该赠款还包括美国国务院美国全球艾滋病协调员和卫生外交办公室（S/GAC）和总统艾滋病紧急救援计划（PEPFAR）对非洲研究与教育健康论坛（AFREhealth）的共同资助。赠款主要研究者是 Nelson K.Sewankambo 教授（联系 PI）、Prisca Adejumo、Jean Bisimwa Nachega 和 Fatima Suleman。
