Abstract
BackgroundFourth-year medical students at the University of Cape Town (UCT) work closely with stakeholders in community teaching sites to conduct community-based research projects and follow-up health promotion interventions during their Public Health training.ObjectivesThis study evaluated the placements as a learning experience from the perspectives of past students and community stakeholders.MethodsA total of 32 projects were randomly selected out of 232 projects undertaken during 2006, 2008 and 2009. Two students and a stakeholder involved with each project were sampled. A standardised survey was emailed to students and in-depth interviews were held with stakeholders.ResultsFifty two per cent of 64 students and 57% of 25 stakeholders responded. Most students felt that the placements enhanced their academic experience and confidence in research skills, and were an effective form of learning. Perceived challenges included time constraints and, for a minority, inadequately prepared settings and stakeholders. Stakeholders felt that the placements empowered the communities and prepared students for the realities of working as a medical professional. They viewed students as a valuable resource and believed that student projects addressed important community myths and health problems. Recommendations from students and stakeholders included more time for the Public Health block, follow-up interventions for greater continuity, and better alignment of projects with stakeholder programmes.ConclusionThe evaluation reveals both the importance and challenges of community placements and identifies areas of improvement. Despite the limited duration of the placements, they offered valuable community-based learning experiences for the students and worthwhile benefits for the communities.
Highlights
The training of an appropriately skilled and sustainable workforce has been acknowledged as a critical strategy for the improvement and development of a health care system that is fair, equitable, responsive and accountable.[1]
The World Health Organisation[6] has identified communitybased education (CBE) as an effective method of training health personnel who are responsive to community needs
CBE in the University of Cape Town Faculty of Health Sciences CBE plays an important role in promoting the primary health care approach of the University of Cape Town (UCT) Faculty of Health Sciences.[16]
Summary
The training of an appropriately skilled and sustainable workforce has been acknowledged as a critical strategy for the improvement and development of a health care system that is fair, equitable, responsive and accountable.[1]. CBE in the University of Cape Town Faculty of Health Sciences CBE plays an important role in promoting the primary health care approach of the University of Cape Town (UCT) Faculty of Health Sciences.[16] Key principles of this approach include promoting equity in health care; health promotion; intersectoral collaboration; and community involvement.[17] The Faculty envisions CBE as a learning environment which is community-based, adequately resourced, caring, and physically secure.[18] CBE can help strengthen the district health system through the provision of on-site teaching and service delivery, and promote mutually beneficial relationships between the community, service providers, and the Faculty of Health Sciences.[16,18,19,20] CBE aims to address the health needs of groups beyond hospital settings, and brings students closer to communities which they may service in the future In their fourth year of study students complete an eightweek rotation in Public Health and Health Promotion across five community-based teaching sites. Site facilitators are appointed for each community and are responsible for facilitating liaison between community stakeholders and students, and provide feedback to students, stakeholders and course coordinators
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