ArticleAdvances in health sciences education : theory and practice2025
Community health learning experiences of Colombian undergraduate medical students. A phenomenographic research study.
Article in Advances in health sciences education : theory and practice, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Medical students' perceptions of their community learning experiences can provide valuable insights for evolving and improving healthcare professional education curricula to better respond to health needs. This study aims to explore the learning experiences of undergraduate medical students in a community health course at a Colombian University. Fifteen students who had completed the Family Medicine and Community Health course participated in this qualitative study, employing a phenomenographic approach and interview technique. The phenomenographic analysis, informed by the transformative service-learning theoretical framework, resulted in the construction of categories of description, organized hierarchically, based on levels of understanding. The findings revealed five main community health learning experiences: Fulfilling the requirements, Educating the community, Solving health problems, Joint construction, and Personal transformation. Students experienced learning in diverse hierarchical learning levels, with their understanding around community health evolving over time. Transformative learning experiences were identified among only some students, indicating the potential for everyone to reach such levels of complexity and depth. Educationally critical aspects for achieving more complex levels of learning include exposure to intense and major challenges in longer periods of community services, reflection guided by teacher in intentional pedagogical spaces, feedback, and meaningful relationships between key stakeholders. These findings hold significance for medical programs that offer community medicine or related courses, since they present pedagogical opportunities to create and improve similar learning contexts in other domains.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.