Implementation Of Community-based Education Research Articles

Implementing Sustainable Islamic Higher Education Campuses: A Practical Framework

Most people know that our planet is in grave danger, but only a select few are doing something to stop the damage. Administrators at Islamic universities will find this article's framework for creating greener campuses useful. Institutional leaders must now take decisive action to rescue the planet by enacting environmentally friendly campus development programs or policies, directing environmental preservation, and building a clean, healthy, environmentally friendly, and sustainable campus. Several feasible frameworks are available for use in Islamic higher education institutions. The first step in environmental education management is the creation of an environmentally friendly curriculum, followed by the implementation of community-based education, the enhancement of the campus and surrounding environment, the implementation of an environmentally friendly support system, and finally the creation of environmental-based educational management.

Community based integrated vector management for malaria control: lessons from three years\u2019 experience (2016\u20132018) in Botor-Tolay district, southwestern Ethiopia

BackgroundIntegrated vector management (IVM) remains a key strategy in the fight against vector-borne diseases including malaria. However, impacts of the strategy should be regularly monitored based on feedback obtained through research. The objective of this study was to assess the impact of IVM for malaria control in Botor-Tolay district, southwestern Ethiopia after three years (2016–2018) of IVM implementation.MethodPrior to the implementation of IVM, a survey of socio-demographic, malaria burden, and communities’ perception towards malaria control was conducted in 200 households selected at random from 12 villages using standard questionnaire. Households were revisited after three years of project implementation for impact assessment. Compiled malaria case data was obtained from district health bureau for the three years period of the study while adult mosquito collection was conducted during each year using CDC light traps. Monthly larval mosquito collections were made each year using standard dipping method. Community education and mobilization (CEM) was made through different community-based structures.ResultsThe proportion of respondents who sought treatment in health facilities showed a significant increase from 76% in 2015 to 90% in 2018(P < 0.001). An average of 6.3 working and 2.3 school days were lost per year in a household due to parents and children falling sick with malaria. Malaria costs in a household in Botor-Tolay averaged 13.3 and 4.5 USD per episode for medical treatment and transportation respectively. Significantly fewer adult mosquitoes were collected in 2018 (0.37/house/trap-night) as compared to 2015 (0.73/house/trap-night) (P < .001). Malaria cases significantly declined in 2018 (262) when compared to the record in 2015 (1162) (P < 0.001). Despite improved human behavioral changes towards mosquito and malaria control, there were many setbacks too. These include reluctance to seek treatment in a timely manner, low user compliance of LLINs and low net repairing habit.ConclusionThe coordinated implementation of community-based education, environmental management, larviciding together with main core vector control interventions in Botor-Tolay district in Southwestern Ethiopia have contributed to significant decline in malaria cases reported from health facilities. However, commitment to seeking treatment by people with clinical symptoms of malaria and to repair of damaged mosquito nets remained low.

EVALUASI PELAKSANAAN PENDIDIKAN BERBASIS MASYARAKAT PADA PKBM HANGTUAH DAN PKBM SARI

The focus of this research is the implementation of community-based education (PBM) in PKBM Hangtuah and PKBM Sari with research subfokus: (1) Understanding of institution leadership on PBM; (2) Implementation of planning process, organizing, leading and controlling curriculum in PKBM studied; (3) The way of institution leadership in ensuring all PKBM learning activities to be run in accordance with the work program (running a smooth ship). This research uses a qualitative approach where researchers describe the phenomena obtained during the research on the implementation of PBM in PKBM studied. Data collection techniques used include (1) interviews, (2) observation, (3) documentation study. As for techniques to check the validity of the data using triangulation data. Data analysis techniques using data reduction, data presentation, verification or conclusion. The conclusion of this study are (1) Understanding PKBM leaders Hangtuah and PKBM Sari pertained good to PBM. The leaders of both institutions understand the concept of PKBM established from, by and for the community, knowing operational guidelines for the implementation of PKBM and has conducted the management of PKBM in accordance with the technical guidelines, knowing the technical service program and the obligations of PKBM and knowing the community needs around PKBM; (2) The leaders of both institutions have done a good planning, organizing, leading and controlling process. In the process of planning, the leaders of both institutions have set goals but do not include all the existing stakeholders, have institutional development strategies, although they are incomplete, and have job descriptions and schedule of PKBM activities. In the organizing process, both leaders of PKBM institutions have been managing in accordance with their vision and mission, determining strategies and targets that include the outcome criteria, quality and time constraints even though the document on this matter is not fully owned, and holds an internal meeting of the agency to carry out the review this is not done routinely. In the process of controlling, the leaders of both institutions often control the activities of the agencies in the field, often check the conditions in the field and explore information about the course of an activity to know the weaknesses and mistakes in the field, directly reprimand and make corrections to the mistakes that occur and provide input and warning to tutors and residents learn. (3) The leaders of both institutions have ensured that all learning activities work well through observation and direct action to the field and by communicating with staff, study residents and tutors consistently from time to time, rarely assessing tutors or teachers, assessment is done, it is well documented, has supervision in the academic field but this is not done regularly or consistently, PKBM Hangtuah leadership has conducted supervision in the field of lifeskills consistently by joining the field during the event held, while the leadership PKBM Sari do not do it consistently.

Community-based education in the Institute of Medicine, Tribhuvan University, Nepal: a qualitative assessment.

Background: Community-based education (CBE) involves learning activities that take place in a community setting. CBE is now recognized as an important addition to medical education, because the skills of graduates are needed more in communities than in urban and tertiary hospitals. The goal of CBE is to help the students understand social dynamics of health promotion and disease prevention and to impart a sense of social justice and cultural humility. Since its establishment in 1972, the Institute of Medicine (IOM) has provided community-based education in the medical and public health programs.Purpose: The objective of this study was to assess the organization and implementation of CBE in the IOM. This study also aimed to make recommendations based on the perspectives of students, faculty, education managers and administrative staff.Methods: The methods employed in this study were descriptive and exploratory using primary as well as secondary data collection. Primary data were collected using a qualitative approach – five focus group discussions with the students of Bachelor of Medicine and Bachelor of Surgery and Bachelor of Public Health programs, and 13 interviews with faculty members, field coordinators, administrative staff and office-bearers of the IOM. Additionally, observation of the infrastructure for implementing CBE activities was conducted. Secondary data were collected from the field reports of the students. The results were grouped into the following themes – organization of CBE, implementation of CBE and beneficiary perspectives.Results: The CBE has remained an important component of the undergraduate medical and public health curricula of the IOM since its establishment in 1972. The students and faculty members emphasized the importance of CBE in medical and public health education. The IOM has achieved the curricular objectives of the CBE by developing relevant guidelines and regularly conducting orientations and field activities.Conclusions: The organization and implementation of the CBE need to be made more effective and efficient by simplifying the administrative and financial procedures, specifying teaching communities, acknowledging the support of community and stakeholders, increasing the service components in students’ field practice, and engaging the communities in planning, implementation and evaluation of CBE.

Strengths and challenges of community-based clinical training as viewed by academics at the University of KwaZulu-Natal, Durban, South Africa

Background. Community-based education (CBE) is seen as a valuable tool in transforming health professions education by aligning clinical training with graduate competencies and needs of the health system. However, academics involved in the implementation have varied views. Objectives. To explore the experiences and views of academics involved in community-based training in the College of Health Sciences at the University of KwaZulu-Natal, Durban, South Africa. Methods. This qualitative study used interviews and focus group discussions consisting of a purposively selected sample of academics. The interviews were audio taped, transcribed and analysed using thematic analysis. Results. Three main themes emerged from the data analysis: the strengths of CBE, challenges experienced in implementation and academics’ suggestions concerning challenges. The strengths included benefits to the institution, students, health system and communities. The main challenges experienced were insufficient support from the institution and the Department of Health (DoH). Suggestions were made by academics to overcome these challenges. Conclusion. The study indicates that CBE is perceived as an important pedagogical approach in transforming health professions education, as it can align clinical training with the business plan of the university and the needs of the health system. However, for the successful implementation of CBE, full support from the university and the DoH is required.

Competence, commitment and opportunity: an exploration of faculty views and perceptions on community- based education

BackgroundCommunity-Based Education (CBE) is an instructional approach designed and carried out in a community context and environment in which not only students, but also faculty and Health Professionals’ Education (HPE) institutions must be actively engaged throughout the educational experience. Despite the growing evidence of CBE being an effective approach for contemporary HPE, doubts about its successful implementation still exist. This study has explored HPE structure, policies and curriculum from the point of view of faculty members to gain understanding about the prevailing practices and to propose recommendations that nurtures and promotes CBE.MethodA purposive sample was drawn from three major cities of Pakistan- Karachi, Rawalpindi and Islamabad. Out of twelve HPE institutions present in these cities we selected six, which provided a sound representation of medical and nursing colleges around the country. At each institution we had two Focus Group Discussions; in addition we interviewed registrars of medical and nursing councils and two CBE experts.ResultsThe factors effecting implementation of CBE as perceived by study participants are categorized as: preparation of faculty members; institutional commitment and enthusiasm; curricular priorities and external milieu. Within each theme, participants recurrently described structural and curricular deficiencies, and lack of commitment and appreciation for community based teaching, service and research permeating at all levels: regulatory bodies, institutional heads and faculty members.ConclusionsThe factors highlighted by our study and many others suggest that CBE could not perpetuate effectively within HPE. To enhance the effectiveness of CBE approach in a way that mutually benefits local communities as well as HPE institutions and health professionals, it is important that reforms in HPE must be strategized in a holistic fashion i.e. restructuring and aligning its polices, curriculum and research priorities.

Lessons learnt from comprehensive evaluation of community-based education in Uganda: a proposal for an ideal model community-based education for health professional training institutions

BackgroundCommunity-based education (CBE) can provide contextual learning that addresses manpower scarcity by enabling trainees acquire requisite experiences, competence, confidence and values. In Uganda, many health professional training institutions conduct some form of community-based education (CBE). However, there is scanty information on the nature of the training: whether a curriculum exists (objectives, intended outcomes, content, implementation strategy), administration and constraints faced. The objective was to make a comprehensive assessment of CBE as implemented by Ugandan health professional training institutions to document the nature of CBE conducted and propose an ideal model with minimum requirements for health professional training institutions in Uganda.MethodsWe employed several methods: documentary review of curricula of 22 institutions, so as to assess the nature, purpose, outcomes, and methods of instruction and assessment; site visits to these institutions and their CBE sites, to assess the learning environment (infrastructure and resources); in-depth interviews with key people involved in running CBE at the institutions and community, to evaluate CBE implementation, challenges experienced and perceived solutions.ResultsCBE was perceived differently ranging from a subject, a course, a program or a project. Despite having similar curricula, institutions differ in the administration, implementation and assessment of CBE. Objectives of CBE, the curricula content and implementation strategies differ in similar institutions. On collaborative and social learning, most trainees do not reside in the community, though they work on group projects and write group reports. Lectures and skills demonstrations were the main instruction methods. Assessment involved mainly continuous assessment, oral or written reports and summative examination.ConclusionThis assessment identified deficiencies in the design and implementation of CBE at several health professional training institutions, with major flaws identified in curriculum content, supervision of trainees, inappropriate assessment, trainee welfare, and underutilization of opportunities for contextual and collaborative learning. Since CBE showed potential to benefit the trainees, community and institutions, we propose a model that delivers a minimum package of CBE and overcomes the wide variation in the concept, conduct and implementation of CBE.

Estimated Cost Impacts of Law to Expand Coverage for Self-Management Education to Children With Asthma in California

Background. The California Legislature requires health maintenance organizations (HMOs) to expand coverage for pediatric asthma self-management educational services under two scenarios: education in clinic settings (to include group education) for symptomatic children; education in clinic and community settings (to include home- or school-based education) for children with uncontrolled asthma. Objective. This study aims to determine the impacts of the bill on coverage, utilization, and costs. Methods. The study population includes 503,000 children ages 1–17 years with symptomatic asthma and 134,000 children with uncontrolled asthma insured by California HMOs. The net effects of the expansion of coverage on costs were estimated after factoring in both the new costs associated with increases in utilization of expanded asthma self-management education as well as the cost savings resulting from reduced asthma-related emergency room visits and hospitalizations. Results. All children enrolled in HMOs in California are covered for clinic-based individual asthma self-management education, though alternative methods, such as group health education classes, and home- or school-based education services are less frequently or not covered at all by HMOs. The cost estimate for expansion of clinic-based education services to children with symptomatic asthma was approximately $5 million; and expansion of clinic and community-based education services to children with uncontrolled asthma was approximately $1 million annually if utilization increased by 10%. Conclusions. Our findings suggest that expansion of coverage for pediatric asthma self-management education is not very costly, especially for children with uncontrolled asthma given the potential improvements in asthma outcomes. Further evaluation of feasibility for implementation of community-based education is needed.

A taxonomy of community-based medical education.

The authors propose a classification of community-based education (CBE) as it is implemented all over the world. To create this taxonomy, they used reports in the literature of 31 active programs in many locations. A CBE program is an instructional program carried out in a community context, outside the academic hospital. The authors distinguish between programs that are developed primarily to provide services to an underserved community; programs that have a research focus; and programs that have as their primary goal the (clinical) training of students. These three major types can be subdivided in six minor types, among them community development programs, health intervention programs, and simple community-exposure programs. The ultimate goal of creating the taxonomy is to contribute to the development of a theory of CBE and provide a more systematic way to study CBE. In addition, the proposed taxonomy clearly demonstrates the various ways in which medical schools, their staffs, and their students can become involved with the communities served. CBE is not a unitary concept but a set of attempts to contribute to the quality of life in a particular community and, at the same time, create conditions for students to acquire hands-on understanding of the nature of the problems to be faced in future professional practice, and to develop relevant skills. The taxonomy also enables those involved in the development of CBE programs in their medical schools to see alternative approaches, which will help them choose the approaches that fit their particular educational goals. Last, it demonstrates the intricacies involved in the implementation of CBE, in particular the complexity of building a learning environment that is productive for students and, at the same time, responsive to community needs.