Assessing the implementation of community-based learning in public health: a mixed methods approach

Abstract

Background The French government has set up a community-based learning programme on health promotion for undergraduate health students to involve them in key public health objectives. At the University of Lyon, students first underwent formal instruction, including e-learning, lectures, and interactive seminars, and then became health educators for school pupils. The main objective of the present study was to assess the process of implementing this programme during the 2018–2019 academic year. Methods The satisfaction and perception of medical and midwife students with community-based learning experiences were assessed by a questionnaire, semi-directive interviews, and observations. Replies to the questionnaire were described by median and interquartile range or by proportion. A paired Wilcoxon-Mann–Whitney test was used to compare self-evaluated students’ competence scores before and after the seminars (alpha risk of 5%). Thematic analyses using grounded theory were performed on recorded and transcribed interviews, and on transcribed notes taken during the observations. Results Over time the students have evolved from a negative perception of the community-based learning to a positive one. The students were mostly satisfied by interactive seminars that allowed them to gain confidence and competencies in health education. Their involvement in the programme increased their self-esteem. They became more aware of their educative responsibilities regarding public health issues as future professionals. Conclusions The students had a positive perception of the implementation of a community-based learning programme in our University, as it appeared a pertinent strategy to raise their awareness of prevention and health education issues.

Healthcare students’ prevention training in a sanitary service: analysis of health education interventions in schools of the Grenoble academy

“…This was previously viewed as the most satisfactory aspect by 85% of the students questioned at the end of the first sanitary service [ 1 ]. Other studies have shown the importance of interdisciplinary work not only in raising students’ awareness of prevention and public health issues [ 26 ], but also in favouring teamwork in the practice of the health professions [ 27 , 28 ]. However, the integration of different health professions in the same seminar programme is not easy to achieve, as shown by the publications of other French sanitary service experiences where interventions were carried out by only one or two professions [ 23 , 25 , 26 , 29 ].…”

“…Other studies have shown the importance of interdisciplinary work not only in raising students’ awareness of prevention and public health issues [ 26 ], but also in favouring teamwork in the practice of the health professions [ 27 , 28 ]. However, the integration of different health professions in the same seminar programme is not easy to achieve, as shown by the publications of other French sanitary service experiences where interventions were carried out by only one or two professions [ 23 , 25 , 26 , 29 ]. The main challenge was to harmonise the academic agendas of the five professions so that students could be available at the same time for training and for interventions.…”

“…Finally, it involved students from only one university. The context in which the sanitary service is carried out can be very different from one university to another [ 23 , 25 , 26 ]. However, it seemed useful to report on an original experience in terms of its pedagogical model.…”

The Primary Healthcare Physician's Awareness and Engagement in Community-Based Medical Education: a mixed qualitative and quantitative study

“…Primary healthcare physicians are essential in community-based medical education [14]. Through their mentorship, expertise, and engagement with learners and educators alike, they can help ensure that future generations of healthcare providers are well-prepared to meet the needs of their communities [15].…”

Perspectiva de la calidad de servicio en la enseñanza e-learning en estudiantes universitarios en Perú

“…A nivel internacional se aplican políticas de implementación en todas las comunidades de instrucción donde reciben entrenamiento en aprendizaje online (Leblanc et al, 2022) y la evaluación de estos adiestramientos tiene efectos poco alentadores porque el nivel de conocimiento en competencias digitales de los docentes es regular y no era lo que se esperaba, siendo superados por los estudiantes (Huamán-Romaní et al, 2022), en el manejo de las Tecnologías de Información y Comunicación (TIC) a consecuencia del principal método de enseñanza e-learning. Con la poca preparación económica en países subdesarrollados, el sector educación es el más satisfecho porque logra mejores rendimientos académicos en sus estudiantes (Bossman y Agyei, 2022).…”