Students’ perceptions on community-based education at Avalon University School of Medicine during the first two years of the program

Abstract

The socio-cultural learning theory can be divided into a social and cultural process. Learner's learning occurs within the context rather than anticipating and preparing for the future context. It may happen in the workplace through apprenticeship, experiential learning, or community-based learning. Community-based education and community services have always been part of the students' volunteer services at Avalon University School of Medicine. The importance of community-based education has led to its recent integration into the curriculum. The objective of this study is to observe the community services in the field and to record the perceptions of students regarding community-based education at Avalon University School of Medicine. Methods This is a qualitative study. The research was conducted in the form of an observational study and framework analysis was done. The community-based education and community services were observed and recorded along with individual interviews. Students from different semesters were selected randomly for the interviews. The interviews were audio-recorded and transcribed. Results All interviewed students (100%) reported that they are involved in community services. 53.8% of students were not able to recognize the health issues of Curacao. 84.6% of students recognized and acknowledged the local health issues after reminding them of the activities conducted in the community services. 84.6% of students believed community services enhanced their clinical skills and increased their confidence in communication skills. Conclusion

Medical Students' Perception of Community-Based Education Research and Services (COBERS) In Mbarara University of Science and Technology.

“…Tovia et al, (2018) state that despite the various reforms brought in health care service delivery, there is always a gap between the community and health care providers hence need to reorient the medical students towards public health relevant community needs (Stephen., 2018). Arja et al, (2018) assets that medical students struggle to advise patients in a local social-cultural context. It has been proven by Wilcox et al, (2015) that community-based Education can enhance the willingness of trainees to remain in their home countries after qualification and to practice in rural areas.…”