ArticleBMC medical education2024
Medical students' perceptions of a community-engaged learning approach to community health in Ghana: the Students' Community Engagement Programme (SCEP).
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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5 citing papers in PubMed.
- Curricular advances to develop medical students' knowledge, skills, and attitudes in health advocacy.BMC medical education · 2026Article
- Lessons learned from a door-to-door screening program for developmental delay and motor impairment in children in Cuenca, Ecuador.BMC medical research methodology · 2026Article
- Contribution of Final-Year Medical Students to Hypertension Diagnosis in Primary Care Units.Clinics and practice · 2025Article
- Development and innovation in a new distributed medical programme: Scottish Graduate Entry Medicine (ScotGEM).Frontiers in medicine · 2025Review
- Study on Medical Students' Knowledge, Performance, and Understanding of Parasitic Diseases, With a Focus onJournal of parasitology research · 2025Article
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Abstract
backgroundRevitalizing primary health care requires that the health workforce, especially doctors, must appreciate the significance of the socio-cultural environment in health. To achieve this objective, training of medical students must emphasize greater understanding of the community and its role in health through community engagement using community-engaged learning. However, research on this learning method applied in a purely community engagement context is lacking. A medical school in Ghana adapted its fourth-year junior clerkship curriculum in Community Health to include a community-engagement programme. This study reports students' perceptions of the said programme as a way of evaluating it and helping to improve upon its implementation.
methodsA cross-sectional survey using a Google form-based questionnaire with open- and closed-ended questions was conducted from May 2022 to December 2023 among 303 current and past medical students of the University of Health and Allied Sciences, Ghana who had experienced the said programme. Based on the first three levels of the Kirkpatrick's four-level model of training evaluation, data was collected on participants' socio-demographics, their assessment of the programme content and delivery, subsequent attitudinal changes and their application to practice. Descriptive statistics were performed on quantitative data and thematic content analysis done for responses to the open-ended questions.
resultsMore than half of participants were males (188/303). The mean (SD) participant age was 23.9 years (2.4). Over 90% indicated the programme was valuable to their training (277/297) and were satisfied with the facilitators (283/297) despite some anxieties expressed at the start of their clerkship. Participants noted that they acquired other skills including teamwork and leadership aside the reinforced academic content. At least 99% of participants noted they could conduct the processes of community entry and engagement with or without assistance.
conclusionAlthough there is room for improvement, the students' community engagement programme may have some utility in the training of medical students to enable them better appreciate community interactions that influence health. Further research incorporating objective assessments of learning and behaviour change is needed to comprehensively assess the programme.
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