Primary Care Providers’ Perspectives of Knowledge and Skill Acquisition, and Benefits Following University Faculty-Led Continuing Medical Education Sessions: Results of a Qualitative Assessment in Southwest Uganda

dc.contributor.authorEdgar Mulogo
dc.contributor.authorMoses Ntaro
dc.contributor.authorEleanor Turyakira
dc.contributor.authorMichael Matte
dc.contributor.authorAndrew Wesuta
dc.contributor.authorFred Mwebembezi
dc.contributor.authorFemus Agaba
dc.contributor.authorPrudence Nabimanya
dc.contributor.authorAngela Tushabe
dc.contributor.authorPeter Kawungezi
dc.date.accessioned2026-02-11T12:09:24Z
dc.date.issued2026
dc.description.abstractBackground and objective: Mbarara University of Science and Technology’s (MUST) First Mile Community Health Program (FMCH) has been at the forefront of providing continuing medical education (CME) to primary care providers working in health facilities in southwestern Uganda. However, little is known about how CME has influenced primary care providers' knowledge and skills. This qualitative assessment sought to describe participants' perspectives on knowledge and skill acquisition following these CME sessions. Methods: In 2024, a descriptive review was carried out using activity reports from CME sessions. The review included CME sessions conducted over two years (2018-2019). Forty primary care providers from 40 health facilities, ranging from health centers (HCs) to general hospitals, participated in each CME session offered by MUST faculty. CME sessions were provided in the following areas: basic emergency obstetric care (BEmOC), emergency triage, assessment, and treatment, admission care for the sick child and newborn (ETAT+), and infection prevention and control. Results: Primary care providers reported gains in knowledge and skills as well as other benefits after attending CME sessions, particularly in newborn care, the manual vacuum aspiration (MVA) procedure, management of preeclampsia, birth monitoring, and infection prevention and control. The average pre-test score was 58%, while the average post-test score was 80%. The percentage change in knowledge was 22%. The providers reported incorporating previously overlooked skills or procedures into their clinical practice. Conclusions: University-led CME sessions can be an effective method for primary care providers working in resource limited settings to acquire knowledge and enhance their skills. Fostering partnerships between universities and stakeholders in the local health system to support the sustainability of CMEs is likely to have a positive impact on healthcare delivery
dc.description.sponsorshipWyss Medical Foundation, the Massachusetts General Hospital’s Global Health Programme.
dc.identifier.citationMulogo, E., Ntaro, M., Turyakira, E., Matte, M., Wesuta, A., Mwebembezi, F., ... & Kawungezi, P. C. (2026). Primary Care Providers’ Perspectives of Knowledge and Skill Acquisition, and Benefits Following University Faculty-Led Continuing Medical Education Sessions: Results of a Qualitative Assessment in Southwest Uganda. Cureus, 18(1).
dc.identifier.urihttps://ir.must.ac.ug/handle/123456789/4222
dc.language.isoen
dc.publisherCureus
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United Statesen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectcme
dc.subjectknowledge and skills acquisition
dc.subjectperspectives
dc.subjectprimary care provider
dc.subjectsouth-west
dc.subjectuganda
dc.subjectuniversity led
dc.titlePrimary Care Providers’ Perspectives of Knowledge and Skill Acquisition, and Benefits Following University Faculty-Led Continuing Medical Education Sessions: Results of a Qualitative Assessment in Southwest Uganda
dc.typeArticle

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