scholarly journals The Role of Community-Based Education and Service (COBES) in Undergraduate Medical Education in Reducing the Mal-Distribution of Medical Doctors in Rural Areas in Africa: A Systematic Review

2020 ◽  
Vol 6 (1) ◽  
pp. 9-18
Author(s):  
Anthony Amalba ◽  
Francis A. Abantanga ◽  
Albert J.J.A. Scherpbier ◽  
Walther N.K.A. van Mook
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Undergraduate Medical Education ◽  
Rural Areas ◽  
Medical Doctors ◽  
Community Based ◽  
Community Based Education

scholarly journals Role of active patient involvement in undergraduate medical education: a systematic review

BMJ Open ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. e037217
Author(s):  
Stijntje Willemijn Dijk ◽  
Edwin Johan Duijzer ◽  
Matthias Wienold
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Undergraduate Medical Education ◽  
Patient Involvement ◽  
Current Knowledge ◽  
Daily Practice ◽  
Pubmed Database ◽  
Wide Range ◽  
Active Patient

ObjectivesTo identify the scope of active patient involvement in medical education, addressing the current knowledge gaps relating to rationale and motivation for involvement, recruitment and preparation, roles, learning outcomes and key procedural contributors.MethodsThe authors performed a systematic search of the PubMed database of publications between 2003 and 2018. Original studies in which patients take on active roles in the development, delivery or evaluation of undergraduate medical education and written in English were eligible for inclusion. Included studies’ references were searched for additional articles. Quality of papers was assessed using the Mixed Methods Appraisal Tool.Results49 articles were included in the review. Drivers for patient involvement included policy requirements and patients’ own motivations to contribute to society and learning. Patients were engaged in a variety of educational settings in and outside of the hospital. The vast majority of studies describe patients taking on the role of a patient teacher and formative assessor. More recent studies suggest that patients are increasingly involved in course and curriculum development, student selection and summative assessment. The new body of empirical evidence shows the wide range of learning objectives was pursued through patient participation, including competencies as professional, communicator, collaborator, leader and health advocate, but not scholar. Measures to support sustainable patient involvement included longitudinal institutional incorporation, patient recruitment and/or training, resource support and clear commitment by faculty. The importance and advantages of patient involvement were highlighted by students, faculty and patients themselves; however, organisations must continue to consider, monitor and take steps to mitigate any potential harms to patients and students.DiscussionThis systematic review provides new knowledge and practical insights to physicians and faculty on how to incorporate active patient involvement in their institutions and daily practice, and provides suggested action points to patient organisations wishing to engage in medical education.

Undergraduate Medical Education towards Health for All: Progress, Pitfalls, Perspectives

1992 ◽  
Vol 5 (1) ◽  
pp. 17-31
Author(s):  
Antonio C. M. Carvalho
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Primary Health Care ◽  
Undergraduate Medical Education ◽  
Poor Quality ◽  
Sources Of Information ◽  
Community Based ◽  
Community Based Education ◽  
Primary Health ◽  
The Impact

I discuss aspects of undergraduate medical education related to primary health care and analyse innovative programmes, with emphasis on problem-based methods and community-based education. Assessing the impact of these programmes shows problem-based learning is an interesting didactic exercise but not a necessary or sufficient condition for the adequacy of programmes to the Health for All (HFA) policy. Community-based education is pressed by several obstacles inside and outside educational institutions that put at risk its effectiveness as a real agent of change. Amongst these obstacles are political difficulties in building linkages amongst teaching institutions, services, and community; logistical problems in facilitating faculty and student work in the community; reactions from faculties; poor research opportunities in primary health care; pressures for more socially, professionally, and economically rewarding careers; biases in training the present generation of teachers; attempts to fulfil the social, behavioural, epidemiological, and preventive knowledge requirements for medical education by adding to an already overloaded information base; and shortage of relevant and significant sources of information for the medical students. Building corporations representing ‘innovative’ programmes, on one side, and ‘conservative’, ‘traditional’ ones, on the other, is not helpful and probably false. Each Programme should be assessed in its strength and weaknesses in the light of political decisions committed to change in unequal, poor-quality health systems.

Do the Heterogeneous Determinants of Repayment Affect Differently across Borrowers of Diverse Credit Sources in Rural Assam? A Double Hurdle Approach

2021 ◽  
pp. 245513332110316
Author(s):  
Tiken Das ◽  
Pradyut Guha ◽  
Diganta Das
Keyword(s):  
Rural Areas ◽  
Probit Model ◽  
Original Data ◽  
Community Based ◽  
Data Set ◽  
Brahmaputra Valley ◽  
Double Hurdle ◽  
Instrumental Variable Probit ◽  
Instrumental Variable Probit Model

This study made an attempt to answer the question: Do the heterogeneous determinants of repayment affect the borrowers of diverse credit sources differently? The study is based on data collected from 240 households from three districts in the lower Brahmaputra valley of Assam through a carefully designed primary survey. Besides, the study uses the double hurdle approach and the instrumental variable probit model to reduce possible selection bias. It observes better repayment performance among formal borrowers, followed by semiformal borrowers, while occupation wise it is prominent among organised employees. It has been found that in general, the household characteristics, loan characteristics and location-specific characteristics significantly affect repayment performance of borrowers. However, the nature of impact of the factors influencing repayment performance is remarkably different across credit sources. It ignores the role of traditional community-based organisations in rural Assam while analysing the determinants of repayment performance. The study also recommends for ensuring productive opportunities and efficient market linkages in rural areas of Assam. The study is based on an original data set that has specially been collected to examine question that—do the heterogeneous determinants of repayment affect the borrowers of diverse credit sources differently in the lower Brahmaputra valley of Assam—which has not been studied before.

Educational Principles of Community-based Education

PEDIATRICS ◽  
1996 ◽  
Vol 98 (6) ◽  
pp. 1259-1263
Author(s):  
Kenneth B. Roberts
Keyword(s):  
Medical Education ◽  
Adult Learning ◽  
Medical School ◽  
Needs Assessment ◽  
Teaching And Learning ◽  
Educational Experiences ◽  
Community Based ◽  
Community Based Education ◽  
Primary Focus ◽  
School Curricula

Much of medical education remains teacher centered, as exemplified by the continued emphasis on lectures. Increasingly, however, the importance of the learner is being recognized and acknowledged in medical school curricula. The distinction between teaching and learning is also an issue for graduate medical education; accreditation bodies focus on programs and teaching, and credentialing bodies determine whether individuals have accomplished sufficient learning. The true mission of teaching is to facilitate learning, and adult learning is enhanced by four elements: respect, building on previous experiences, immediacy of application, and the opportunity to practice. These elements should be considered when designing educational experiences in the community. Educational planning includes five steps, represented by the mnemonic GNOME: goals, needs assessment, objectives, methods, and evaluation. Goals are broad aspirations, which are refined by the learners' needs to specific, measurable objectives. Methods are selected to match the objective, and evaluation determines whether the objectives were achieved. The results of the evaluation serve as another needs assessment, and the process continues until the goals are achieved. Throughout the process, the primary focus should be on the resident, with the program in a supporting role.

Is awareness of credit sources prerequisite for their use? A study of rural Assam

2018 ◽  
Vol 12 (1) ◽  
pp. 131-146
Author(s):  
Tiken Das
Keyword(s):  
Rural Areas ◽  
Design Methodology ◽  
Econometric Model ◽  
Social Indicators ◽  
Critical Question ◽  
Community Based ◽  
Informal Credit ◽  
Content Type ◽  
Community Based Organizations

Purpose The purpose of this paper is to analyze the determinants of awareness and use of credit sources. The paper attempts to answer the critical question: is awareness of credit sources prerequisite for their use? Design/methodology/approach This study is conducted in Assam, India, and uses a two-stage econometric model to reduce possible selection bias. Findings This study argues that awareness of credit sources may be a necessary but not sufficient prerequisite for use. It is found that, in general, formal, semiformal and informal sources attract different classes of the population with respect to economic and social indicators. Research limitations/implications The study recommends expanding the scope of semiformal and informal credit sources in rural areas of Assam only for income generating activities with proper market linkages. The possible limitation of the study can be due to exclusion of the role of traditional community-based organizations in rural Assam while analyzing the awareness and use of credit sources. Originality/value The study contributes to the literature by assessing the probable differences among formal, semiformal and informal credit sources with respect to their determinants of awareness and use.

scholarly journals Effect of community-based education on undergraduate nursing students’ skills: a systematic review

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Arezoo Zeydani ◽  
Foroozan Atashzadeh-Shoorideh ◽  
Fatemeh Abdi ◽  
Meimanat Hosseini ◽  
Sima Zohari-Anboohi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Practical Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Community Based ◽  
Undergraduate Nursing Students ◽  
Community Based Education ◽  
Undergraduate Nursing

Abstract Background Community-based education, as an effective approach to strengthen nurses’ skills in response to society’s problems and needs has increased in nursing education programs. The aim of this study was to review the effect of community-based education on nursing students’ skills. Methods For this systematic review, ProQuest, EMBASE, Scopus, PubMed/ MEDLINE, Cochran Library, Web of Science, CINAHL and Google Scholar were searched up to February 2021. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT). Seventeen studies were included in this systematic review. Inclusion criteria included articles published in English and were original articles. Results In all studies, undergraduate nursing students’ skills were improved by participation in a community-based education program. Community-based education enhances professional skills, communication skills, self-confidence, knowledge and awareness, and critical thinking skills and teamwork skills in undergraduate nursing students. Conclusions Community-based education should be used as an effective and practical method of training capable nurses to meet the changing needs of society, to improve nurses ‘skills and empower them to address problems in society.

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