Aug 2026· Primary Health Care Research and Development· Vol 27· 0 citations· 12 references
Medicine
Abstract
Abstract Aim: This study aims to evaluate the feasibility and educational impact of utilizing SHCs as primary care training sites in undergraduate medical education, with the goal of enhancing clinical competencies in young adult healthcare. Background: Family Medicine (FM) is essential for integrating community-based health services into medical education. In Turkey, final-year medical students complete a one-month rotation at Family Health Centers (FHCs). However, young adults often utilize Student Health Centers (SHCs) on university campuses, resulting in a gap in students’ experience with this age group. Addressing this, our programme initiated the inclusion of SHCs in the FM internship rotation for the 2024–2025 academic year. Methods: A mixed-methodology study was conducted in two phases. A retrospective analysis was performed on medical records of patients aged 18–25 who attended the SHC over a one-month period. A prospective 9-item online survey assessed the educational impact on final-year medical students following their FM internship, which included the SHC rotation. Descriptive and qualitative statistical analyses were performed to summarize the survey and clinical data. Findings: A total of 1228 patients were seen at the SHC, mirroring FHC trends. All 87 interns surveyed rated the FM programme initiative positively, with 94.1% highly satisfied and 85.9% reporting improved primary care skills. Qualitative feedback highlighted the value of practical experience and called for longer rotations. Conclusion: Integrating SHC rotations into undergraduate medical education is both feasible and beneficial, providing relevant primary care experience for medical students and enhancing training in the care of young adult populations.
The findings revealed that participants had good knowledge, attitudes and practices regarding IPE, however, challenges such as limited exposure to other healthcare programmes, timetabling constraints and a lack of co-ordinated IPE activities should be addressed to inform future IPE practice.
M. Morule, S. Singh, A. Bhayat· African Journal of Health Pr...· 0 citations
Background Despite the Accreditation Council for Graduate Medical Education (ACGME) requirements for education on health equity, many graduate medical education (GME) programs lack structured learning in this area. Health inequities persist in clinical practice, emphasizing the importance of incorporating training in health equity concepts. Objective This study aimed to design and pilot a longitudinal health equity curriculum for pediatric fellows to improve their knowledge, beliefs, and comfort with equity-related concepts. Methods A two-phase pilot study was conducted. Phase I was from October 2024–March 2025 within a two-year pediatric hospital medicine (PHM) fellowship. Of six total PHM fellows, five were eligible and participated. Curriculum development followed Kern’s six-step model. A needs assessment informed session topics. Four, sixty-minute interactive, in-person sessions were held. Phase II curriculum sessions were delivered to a separate replication cohort of pediatric fellows in November and December 2025. Anonymous pre-post-session surveys were administered to assess changes in knowledge, beliefs, and comfort. Demographic data was not collected during phase I to maintain anonymity but was collected from the larger phase II cohort. Results were compared using pre-post-session data, using descriptive statistics. Survey tools were internally developed and not externally validated. Results During phase I, five fellows were eligible to participate, with 4-5 fellows per session (80-100% participation). All phase I participants (100%) completed both pre- and post-surveys. Self-reported knowledge, beliefs, and comfort improved across all sessions. In phase II, similar patterns of improvement were observed and participants shifted away from neutral or disagree responses, with marked improvements in knowledge, belief, and comfort domains. Conclusion A longitudinal health equity curriculum was piloted within a PHM fellowship and then replicated in a larger cohort, with measurable improvements in understanding of health equity concepts. These findings support the integration of longitudinal health equity education into GME programs to better equip physicians to advance health equity in clinical practice.
Naseem Alammar, Y. Rivera-Sánchez, K. Martinez et al.· Journal of Medical Education...· 0 citations
Introduction. The modernization of medical education in Ukraine focuses on competency-based, student-centered learning and the development of individualized educational pathways. University clinics support this process by integrating educational, clinical, and research activities and providing opportunities for the acquisition of practical competencies in real healthcare settings.Aim. To examine the organizational characteristics of individualized practice-oriented educational pathways for higher education students at the University Clinic of Bogomolets National Medical University and to assess their potential benefits, implementation challenges, and influence on the development of professional competencies, clinical reasoning, and preparedness for future medical practice within contemporary healthcare systems.Materials and methods. A cross-sectional analysis was conducted using survey data collected from higher education students in Ukraine in 2022 (n = 273), 2025 (n = 474), and 2026 (n = 156), yielding a total sample of 903 respondents. The study aimed to assess students’ satisfaction with the quality of theoretical and practical training and their exposure to discussions on academic integrity during their studies.Results. The study assessed higher education students’ satisfaction with the quality of theoretical and practical training and their exposure to discussions on academic integrity between 2022 and 2026. Survey results demonstrated a steady increase in satisfaction with theoretical training, rising from 43.6% in 2022 to 64.7% in 2026, accompanied by a significant decline in dissatisfaction. Satisfaction with practical training also improved, increasing from 15.0% to 30.8% over the same period, although practical training remained an area requiring further enhancement. Trend analyses confirmed statistically significant positive changes in students’ perceptions of educational quality across the study period.Conclusions. The findings support individualized practice-oriented educational pathways as an effective approach to improving medical education quality and strengthening students’ competencies. Integration of clinical practice, mentorship, research, and educational technologies within the University Clinic of Bogomolets NMU fosters clinical reasoning, professional responsibility, and readiness for medical practice.
Iurii Kuchyn, Inna I. Kucherenko, Oleg М Vlasenko et al.· Clinical and Preventive Medi...· 0 citations
The findings support the training module's potential to contribute meaningfully to clinical prevention education for pre-professional health students but underscore the need for the training module to be modified to enable scalability and sustained engagement across varied clinical contexts.
Emily Lehman, G. Healy, R. Forbes et al.· Health Education· 0 citations
Background: Community-based medical education is widely recognized as a critical approach for enabling medical students to understand social determinants of health and primary healthcare delivery. In India, NMC introduced the FAP to integrate community-oriented experiential learning into undergraduate medical education while simultaneously addressing community health needs. The main objective of the programme was to encourage medical students to actively participate in community health and well-being and to provide real-world experience in dealing with socio-economic and health-related issues.
Methods: A cross-sectional descriptive study was conducted by the department of community medicine at a tertiary care medical college in central India during July 2024-September 2024. Seven villages were randomly selected under the family adoption programme. Anthropometric measurements, blood pressure assessment, hemoglobin estimation, and random blood sugar testing were performed following standard protocols.
Results: Out of 200 sanctioned MBBS seats, 188 students participated in the programme. A total of 563 households comprising 3,391 individuals were covered. High blood pressure was observed in 12.9 of men and 6.9 of women and high blood sugar was observed in 3.2 of them. At the age of less than five, a quarter of the children (29.4) was found to be shorter than ought to have been, and a fifth (20.7) of the weight. The prevalence of anemia was higher in the adult population (15-49 years old) where 60.0 per cent of women and 37.0 per cent of men were afflicted.
Conclusions: The family adoption programme informed numerous individuals in the society and provided the undergraduates of the medical fields with a practical learning opportunity.
Shiwani Lilhore, Tinku Verma, M. Chouksey· International Journal of Res...· 0 citations
ABSTRACT Introduction: Continuing education (CE) is essential for professional improvement and for improving the quality of health services, which in this study refers to local professional training actions developed in Primary Health Care (PHC). Objective: To analyze the perception of physicians, nurses, and dentists regarding CE in PHC, identifying differences among professional categories and aspects related to the availability and quality of training activities. Methods: Cross-sectional, census-based, and analytical study. A previously validated questionnaire was used, adapted for online (Google Forms) and in-person (printed) application, administered to nurses, physicians, and dentists working in the public health service of Caucaia (CE), a municipality with a PHC structure representative of the national context. The dependent variable was the professional category, while the independent variables included sociodemographic factors (sex, age), academic training (type, time since graduation, and nature of the institution), postgraduate education (presence, type, and area), professional training (participation, type, and perceived contribution), and perception of municipal health education policies. Results: A total of 180 valid responses were obtained (response rate of 83.7%). Statistical analysis (Chi-square / Fisher’s exact test) showed significant associations between professional category and frequency of participation in training activities, with higher rates among nurses (69.7%), physicians (48.1%), and dentists (56.4%) (p=0.0340). Positive perceptions regarding the contribution of training also varied among categories (nurses = 47.2%; physicians = 25.0%; dentists = 66.7%; p < 0.0001), as did the evaluation of municipal CE actions (nurses = 41.6%; physicians = 17.3%; dentists = 69.2%; p < 0.0001). Conclusion: Nurses were the most frequent participants in training activities, while dentists evaluated them most positively. The findings reinforce the relevance of CE and of permanent educational strategies for improving the quality of primary care, providing insights for managers to adapt educational actions to the specific needs of each professional category.
Anna Lucia Iague Fraes Vasques, Luciane Zanin, Cibelly Neves Fonseca et al.· Revista Brasileira de Educaç...· 0 citations
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