Personal and Social Transformative Learning through Community‑Based Education: Insights from Training Socially Accountable Medical Doctors at a Historically Disadvantaged University in the Eastern Cape, South Africa.

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

Who cites it

2 citing papers in PubMed.

1. Towards medical pedagogical pragmatism: transforming medical students' Understanding of community health needs through the integrated longitudinal community clerkship in rural South Africa.BMC medical education · 2026
   Article
2. Health professionals' perceptions of the Walter Sisulu University's integrated longitudinal clinical clerkship on service delivery in rural district hospitals in Eastern Cape Province, South Africa.BMC medical education · 2025
   Article

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

Authors and funding

5 authors.

Funding

Abstract

PubMed holds no abstract for this paper.

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