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Perceptions of Newly Admitted Undergraduate Medical Students On Kaye et al. BMC Medical Education 2010, 10:47 http://www.biomedcentral.com/1472-6920/10/47 RESEARCH ARTICLE Open Access PerceptionsResearch article of newly admitted undergraduate medical students on experiential training on community placements and working in rural areas of Uganda Dan K Kaye*, Andrew Mwanika, Patrick Sekimpi, Joshua Tugumisirize and Nelson Sewankambo Abstract Background: Uganda has an acute problem of inadequate human resources partly due to health professionals' unwillingness to work in a rural environment. One strategy to address this problem is to arrange health professional training in rural environments through community placements. Makerere University College of Health Sciences changed training of medical students from the traditional curriculum to a problem-based learning (PBL) curriculum in 2003. This curriculum is based on the SPICES model (student-centered, problem-based, integrated, community-based and services oriented). During their first academic year, students undergo orientation on key areas of community- based education, after which they are sent in interdisciplinary teams for community placements. The objective was to assess first year students' perceptions on experiential training through community placements and factors that might influence their willingness to work in rural health facilities after completion of their training. Methods: The survey was conducted among 107 newly admitted first year students on the medical, nursing, pharmacy and medical radiography program students, using in-depth interview and open-ended self-administered questionnaires on their first day at the college, from October 28-30, 2008. Data was collected on socio-demographic characteristics, motivation for choosing a medical career, prior exposure to rural health facilities, willingness to have part of their training in rural areas and factors that would influence the decision to work in rural areas. Results: Over 75% completed their high school from urban areas. The majority had minimal exposure to rural health facilities, yet this is where most of them will eventually have to work. Over 75% of the newly admitted students were willing to have their training from a rural area. Perceived factors that might influence retention in rural areas include the local context of work environment, support from family and friends, availability of continuing professional training for career development and support of co-workers and the community. Conclusion: Many first year students at Makerere University have limited exposure to health facilities in rural areas and have concerns about eventually working there. Background critical shortage of doctors and other health professionals In Uganda, as in many low-income countries, there is an in rural areas of Uganda, partly due to health profession- acute problem of adequate human resources especially in als' unwillingness to work in a rural environment or cer- rural areas. There is absence of the necessary skills mix, a tain other areas [2]. One crucial strategy to address this problem associated with geographical mal-distribution of problem is to arrange health professional to have experi- health professionals and difficulty in deploying or retain- ence in rural environments through rural placements so ing them in some areas of the countries [1]. There is a that they acquire experience of health systems and health * Correspondence: [email protected] services in rural areas part as part of their training [3]. 1 Makerere University College of Health Sciences, P.O. Box 7072, Kampala, The predictors of health professionals' choices for Uganda recruitment or retention on jobs in rural areas include the Full list of author information is available at the end of the article © 2010 Kaye et al; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Kaye et al. BMC Medical Education 2010, 10:47 Page 2 of 9 http://www.biomedcentral.com/1472-6920/10/47 individual having been born or educated in a rural loca- of 84), dentistry (8 of 8), nursing (8 of 10), pharmacy (10 tion, exposure to rural healthcare during training and of 12) and medical radiography (5 of 6) program students. access to continuing professional education [4]. Others An open-ended self-administered questionnaire (devel- are good relationships with peers and colleagues, ability oped by the staff of the college of health sciences and to adapt to or adopt the rural 'lifestyle', successful integra- external consultants who were involved in the evaluation tion into or interaction with local communities and fam- of the PBL curriculum) was given to first year students on ily and spousal contentedness [4]. It is not well their first day at the College of Health Sciences, during documented whether, how and why these factors apply to their first meeting with the college administration. Data the Ugandan context. was collected on sex, age, district of origin, and district Makerere University Faculty of Medicine changed where the immediate former school was located. The training of medicine and nursing students from the tradi- specific questions asked were: What 2 two factors moti- tional curriculum to a problem-based learning curricu- vated you to apply for a program in the medical faculty? lum in 2003. The first graduates of nursing and medicine Did you get career guidance before making your choice? on this curriculum completed their studies in 2007 and Do you have a mentor (someone senior health profes- 2008 respectively. The Faculty of Medicine carried out a sional who guided you in making the choices)? In case comprehensive evaluation of the problem-based learning you have a mentor, what 2 (two) roles did the mentor play (PBL) curriculum to assess the likely influence of the in your choice and what role do you expect your mentor graduates' training experience on willingness to be to play in your training? Have you been exposed to rural recruited to work in rural health facilities. Continuing health facilities? If Yes, in what roles have you been medical students (second, third, fourth and fifth years) exposed to the facilities? What was your experience of had already received orientation on the role of commu- health care providers in rural health facilities? What are nity-based education, had been informed about impor- your experiences of urban health facilities? What factors tance of community-based training irrespective of would you consider before making your choices? Would medical discipline, and had already been involved in at you be willing to work in rural areas at completion of least one community placement. your training? What are your views about having part of Over 80% of the Ugandan population resides in the your training conducted within the rural communities? rural areas. There are several educational benefits of rural Data was therefore collected on motivational factors for placements for health professional training. Students the students to apply for a program in medical field, acquire knowledge and skills in real-life contexts of ill- whether the newly admitted students received career health and its related non-biomedical determinants. By guidance before making their choice, whether they have enabling students to learn for significant periods in rural mentors and the roles two primary roles of the mentors in communities, health professional training institutions their training. Data was also collected on prior exposure can address the medical workforce needs of the commu- to rural health facilities and capacity in which they were nities they serve at the same time as providing educa- exposed (patient, healthcare provider, patient caretaker), tional advantages to their students [5]. It is therefore the students' perception/experience of healthcare provid- necessary to address characteristics that would influence ers in rural health facilities, prior perception and/or expe- students' working in rural areas on qualification [6]. riences of urban health facilities. Other data collected Addressing these factors during medical training, espe- was on factors they would consider before making a cially during community based training, may increase choice to work in a rural area, and their views on having recruitment, deployment or retention of health workers part of your training conducted within the rural commu- in the rural areas. The objective was to assess first year nities. students' perceptions on experiential training through To gain a deeper understanding of the students' vies on community placements and factors that might influence community-based training and willingness to work in their willingness to eventually work in rural health facili- rural areas at completion of the training, in depth inter- ties after completion of their training. views were conducted by one of the authors (DKK) assisted by a research assistant, using a standardized Methods interview guide. The participants were purposively The assessment was part of the comprehensive evalua- selected by maximum variation sampling so as to repre- tion exercise for the PBL curriculum that was conducted sent views of the upgrading students, students from from 19th-31st October 2008 at Makerere University Col- homes in urban or very rural areas, students with and lege of Health Sciences, Kampala, Uganda. those
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