Mixed-Method Outcome Evaluation of a Community-Based Education Program for Medical Students

Background: The success of the Community Based Education Research and services (COBERS) in Mbarara University of Science and Technology plays a fundamental role in improving the community's health, education, and economics by sharing knowledge obtained from projects and increases the student's interest and participation in research while fulfilling the mission and vision of the university. The Student's perception of the Program contributes to compliance by Students to work in rural areas upon graduation, increases trust from communities, enhances the behavioral change and decreases costs to health departments, and facilitates development and implementation of more effective public health interventions. Most published studies reporting students' perceptions of COBERS are mainly from the developed world and only a few in Africa including Uganda. This report explored the overall Students Perceptions of COBERS at Mbarara University of Science and Technology. Methodology: A qualitative descriptive design was employed. The study involved thirty-three Medical students who were selected by purposive sampling. Data was collected using focused group discussions and analyzed manually to generate themes and subthemes. Results: Four themes emerged from eighteen categories describing Medical Students Perception of COBERS: An opportunity for interactions, the program is challenging, Attainment of skills, and an opportunity for interactions. These Qualitative findings reveal mixed feelings about COBERS. Conclusion: In conclusion, the four themes; An opportunity for interactions, the program is challenging, attainment of skills, an opportunity for translating theory to practice that emerged from eighteen categories were mostly expressions of perceptions of COBERS. These qualitative findings suggest that students' acceptance of COBERS as a requirement for Medical Schools is based on their perception of the expected outcome and the perceived benefits of their contribution to the community. These findings were from five focused group discussions where participants participated voluntarily in the study.

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Support of young children from disadvantaged families in Switzerland: mixed-method evaluation of the home visitation program Schritt:weise

Journal of Children s Services ◽

10.1108/jcs-01-2021-0004 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Patricia Lannen ◽

Isabelle Duss

Keyword(s):

Education Program ◽

Mixed Method ◽

Early Education ◽

Home Visitation ◽

Outcome Evaluation ◽

School Entry ◽

Combined Process ◽

Content Type ◽

Process And Outcome ◽

Disadvantaged Families

Purpose Children from disadvantaged families often already show developmental deficits at the time of school entry. The goal of Schritt:weise, a preventive, easy-access early education program for children ages one to five is to avoid such deficits through a combination of home visits by semi-professionals as well as center-based group activities. The program has been translated and adapted from the Dutch program Opstapje and is now being implemented in different regions in Switzerland. To offer the program more readily in rural areas, four adapted models were developed. This paper aims to provide a mixed-method, combined process and outcome evaluation of these newly developed models. Design/methodology/approach For this combined process and outcome evaluation, standardized testing for child development outcomes and interviews with different stakeholders were conducted. Findings The evaluation found that implementation of all four models was feasible and children developed along the norm in all four of the models. This finding was confirmed one year after program completion. Research limitations/implications Building an evidence-base to better understand success of early intervention programs is key to effectively supporting children from disadvantaged families in their development. Practical implications This early education program using home-visitation with semi-professionals is feasible and successful in reaching children from disadvantaged families. Social implications It is possible to support children from disadvantaged families through the program Schritt:weise and prevent developmental deficits at school entry. Originality/value The finding that children developed along the norm in all four models means that the key program goal was achieved and that the specific implementation model can be chosen based on the specifics of the implementation context.

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A Community-based Education Program Increases Knowledge and Improves Cervical Cancer Screening Behavior in Honduran Women

Journal of Lower Genital Tract Disease ◽

10.1097/00128360-200607000-00020 ◽

2006 ◽

Vol 10 (3) ◽

pp. 173-174

Author(s):

R.B. Perkins ◽

S.M. Langrish ◽

L.J. Stern ◽

C.J. Simon

Keyword(s):

Cervical Cancer ◽

Cancer Screening ◽

Cervical Cancer Screening ◽

Education Program ◽

Community Based ◽

Community Based Education ◽

Screening Behavior

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A peer evaluation of the community-based education programme for medical students at the University of Zimbabwe College of Health Sciences: A southern African Medical Education Partnership Initiative (MEPI) collaboration

African Journal of Health Professions Education ◽

10.7196/ajhpe.2017.v9i3.733 ◽

2017 ◽

Vol 9 (3) ◽

pp. 138

Author(s):

D Michaels ◽

I Couper ◽

M S Mogodi ◽

J G Hakim ◽

Z Talib ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Education Programme ◽

Health Sciences ◽

Peer Evaluation ◽

Community Based ◽

Community Based Education ◽

The University ◽

University Of Zimbabwe ◽

Medical Education Partnership Initiative

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COMMUNITY-BASED EDUCATION PROGRAM ON KNOWLEDGE AND SELF-EFFICACY OF TYPE 2 DIABETES MELLITUS’ PATIENTS IN BANDUNG

Indonesian Contemporary Nursing Journal (ICON Journal) ◽

10.20956/icon.v2i1.3583 ◽

2018 ◽

Vol 2 (1) ◽

pp. 38

Author(s):

Citra Windani Mambang Sari ◽

Ahmad Yamin ◽

Mochmad Budi Santoso

Keyword(s):

Diabetes Mellitus ◽

Type 2 Diabetes ◽

Type 2 Diabetes Mellitus ◽

Education Program ◽

Self Efficacy ◽

Control Group ◽

Community Based ◽

Community Based Education ◽

Type 2 Dm

Introduction. Type 2 Diabetes Mellitus was a chronic disease have complicated. Amount of patient Type 2 Diabetes Mellitus (DM) was increased. Knowledge and self-efficacy is mainly important for self-care behavior. The purpose of this study was aimed to examine knowledge, and self-efficacy among patients with Type 2 DM in Bandung, Indonesia. Methods. The research was a quasi-experimental with pre and posttest control group. Sixty two type 2 DM were recruited from 8 working area Primary Health Centers in Bandung who have diagnosed DM, using purposive sampling technique. Knowledge questionnaire from Michigan Diabetes Research and Training Center’s Brief Diabetes Knowledge Test, Self-efficacy were measured by the developed Stanford Patients Education Research Center. Both of questionnaires comprised five dimensions: nutrition, sport and activity, drugs and glucose monitoring. Patients of in intervention group received 2 weeks Diabetes Mellitus education program be given healthcare workers. Techniques used in this program consisted of community-based education, goal setting, follow-up and face-to-face interview. Data were analyzed by independent t-test. Results. There are significantly different of knowledge and self-efficacy after community-based education program in intervention (M = 9.26, SD = 2.8 ; M = 53.26, SD = 10.50) and control group (M = 7.39, SD = 2.4; M = 36.74, SD = 4.49). This study revealed that community-based education program significantly improved self-efficacy (p=0.000) but not improved for knowledge (p=0.180). Conclusion. These findings indicated that Knowledge and Self-efficacy of type 2 Diabetes Mellitus patients in Bandung required improvement. Therefore, further study regarding the effective in improving knowledge and self-efficacy type 2 Diabetes Mellitus is extremely needed.

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