Community-Based Education Programs in Africa: Faculty Experience Within the Medical Education Partnership Initiative (MEPI) Network
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Date
2014-08Author
Mariam, Damen Haile
Sagay, Atiene Solomon
Arubaku, Wilfred
Bailey, Rebecca J.
Baingana, Rhona K.
Burani, Aluonzi
Couper, Ian D.
Deery, Christopher B.
Villiers, Marietjie de
Matsika, Antony
Mogodi, Mpho S.
Mteta, Kien Alfred
Talib, Zohray M.
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Show full item recordAbstract
Purpose
This paper examines the various models, challenges, and evaluative efforts of community-based education
(CBE) programs at Medical Education
Partnership Initiative (MEPI) schools and makes recommendations to strengthen those programs in the
African context.
Methods
Data were gathered from 12 MEPI schools through self-completion of a standardized questionnaire on goals, activities, challenges, and evaluation of
CBE programs over the study period, from November to December 2013.
Data were analyzed manually through the collation of inputs from the schools included in the survey.
Results
CBE programs are a major component of the curricula of the surveyed schools.
CBE experiences are used in sensitizing students to community health problems, attracting them to rural primary health care practice, and preparing them to perform effectively within health systems. All schools reported a number of challenges in meeting the demands of increased student enrollment. Planned strategies used to tackle these challenges include motivating faculty, deploying students across expanded centers, and adopting innovations. In most cases, evaluation of CBE was limited to assessment of student performance and program processes.
Conclusions
Although the CBE programs have similar goals, their strategies for achieving these goals vary. To identify approaches that successfully address the challenges, particularly with increasing enrollment, medical schools need to develop structured models and tools for evaluating the processes, outcomes, and impacts of CBE programs. Such efforts should be accompanied by training faculty and embracing technology, improving curricula, and using global/ regional networking opportunities.
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