Lessons from a community based interdisciplinary learning exposure: benefits for both students and communities in Uganda
Abstract Background Makerere University implemented a One Health Institute (OHI) in 2016 involving undergraduate students selected from different disciplines. The students were first taken through theoretical principles of One Health followed by a field attachment in communities. The field attachmen...
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2021-01-01
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Online Access: | https://doi.org/10.1186/s12909-020-02429-2 |
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Article |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Esther Buregyeya Edwinah Atusingwize Peninah Nsamba Christine Nalwadda Jimmy Osuret Patrick Kalibala Ronald Nuwamanya Samuel Okech Tonny Ssekamatte Sarah Nitumusiima Timothy Wakabi Winnie Bikaako Agnes Yawe Irene Naigaga Juvenal Kagarama John David Kabasa William Bazeyo |
spellingShingle |
Esther Buregyeya Edwinah Atusingwize Peninah Nsamba Christine Nalwadda Jimmy Osuret Patrick Kalibala Ronald Nuwamanya Samuel Okech Tonny Ssekamatte Sarah Nitumusiima Timothy Wakabi Winnie Bikaako Agnes Yawe Irene Naigaga Juvenal Kagarama John David Kabasa William Bazeyo Lessons from a community based interdisciplinary learning exposure: benefits for both students and communities in Uganda BMC Medical Education One Health Institute; community based training Multi-disciplinary field attachment One Health approach Uganda |
author_facet |
Esther Buregyeya Edwinah Atusingwize Peninah Nsamba Christine Nalwadda Jimmy Osuret Patrick Kalibala Ronald Nuwamanya Samuel Okech Tonny Ssekamatte Sarah Nitumusiima Timothy Wakabi Winnie Bikaako Agnes Yawe Irene Naigaga Juvenal Kagarama John David Kabasa William Bazeyo |
author_sort |
Esther Buregyeya |
title |
Lessons from a community based interdisciplinary learning exposure: benefits for both students and communities in Uganda |
title_short |
Lessons from a community based interdisciplinary learning exposure: benefits for both students and communities in Uganda |
title_full |
Lessons from a community based interdisciplinary learning exposure: benefits for both students and communities in Uganda |
title_fullStr |
Lessons from a community based interdisciplinary learning exposure: benefits for both students and communities in Uganda |
title_full_unstemmed |
Lessons from a community based interdisciplinary learning exposure: benefits for both students and communities in Uganda |
title_sort |
lessons from a community based interdisciplinary learning exposure: benefits for both students and communities in uganda |
publisher |
BMC |
series |
BMC Medical Education |
issn |
1472-6920 |
publishDate |
2021-01-01 |
description |
Abstract Background Makerere University implemented a One Health Institute (OHI) in 2016 involving undergraduate students selected from different disciplines. The students were first taken through theoretical principles of One Health followed by a field attachment in communities. The field attachment aimed to expose students to experiential educational opportunities in the communities in a One Health approach. In this paper, we present students’ experiences and their contributions to the communities of attachment. Methods This was a cross-sectional study, utilizing qualitative data collection methods. The study involved students who participated in the OHI field attachment and community members in a One Health demonstration site-Western Uganda. Four focus group discussions (FGDs) and four in-depths interviews (IDIs) were conducted among the students, while four FGDs and twelve IDIs were conducted among community members. All interviews were audio-recorded, transcribed and analysed manually. Results The four themes that emerged are: students’ understanding and appreciation of One Health concept, their experiences and gains from the multi-disciplinary field attachment, students’ contributions to the community, and challenges faced by the students. Students had good knowledge of One Health. They appreciated that health cannot be achieved by one discipline or sector and thus the need to collaborate across sectors. Regarding experiences and gains during the multi-disciplinary field attachment, the students appreciated that each discipline had a role to play in achieving health in the community. They appreciated the training citing skills gained in communication, team work and collaboration. They also reported a feeling of gratitude and accomplishment because they felt they made a positive change to the community by putting in place interventions to address some of the community challenges. Similarly, the communities appreciated the students’ contribution in solving their health challenges, ranging from conducting health education to improving sanitation and hygiene. Conclusions Through the OHI, students gained One Health competencies including communication, teamwork, and collaboration. Adopting an interdisciplinary model in university teaching system especially during field placement would strengthen skills of collaboration, team work and communication which are critical for a multi-disciplinary approach which is needed among the future workforce in order to solve the current health challenges. |
topic |
One Health Institute; community based training Multi-disciplinary field attachment One Health approach Uganda |
url |
https://doi.org/10.1186/s12909-020-02429-2 |
work_keys_str_mv |
AT estherburegyeya lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda AT edwinahatusingwize lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda AT peninahnsamba lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda AT christinenalwadda lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda AT jimmyosuret lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda AT patrickkalibala lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda AT ronaldnuwamanya lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda AT samuelokech lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda AT tonnyssekamatte lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda AT sarahnitumusiima lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda AT timothywakabi lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda AT winniebikaako lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda AT agnesyawe lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda AT irenenaigaga lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda AT juvenalkagarama lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda AT johndavidkabasa lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda AT williambazeyo lessonsfromacommunitybasedinterdisciplinarylearningexposurebenefitsforbothstudentsandcommunitiesinuganda |
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doaj-d6970b2327c04ede8a518286f7ba37b12021-01-10T12:14:39ZengBMCBMC Medical Education1472-69202021-01-0121111310.1186/s12909-020-02429-2Lessons from a community based interdisciplinary learning exposure: benefits for both students and communities in UgandaEsther Buregyeya0Edwinah Atusingwize1Peninah Nsamba2Christine Nalwadda3Jimmy Osuret4Patrick Kalibala5Ronald Nuwamanya6Samuel Okech7Tonny Ssekamatte8Sarah Nitumusiima9Timothy Wakabi10Winnie Bikaako11Agnes Yawe12Irene Naigaga13Juvenal Kagarama14John David Kabasa15William Bazeyo16Makerere University School of Public HealthMakerere University School of Public HealthMakerere University College of Veterinary Medicine, Animal Resources and BiosecurityMakerere University School of Public HealthMakerere University School of Public HealthMakerere University College of Veterinary Medicine, Animal Resources and BiosecurityMakerere University College of Veterinary Medicine, Animal Resources and BiosecurityMakerere University College of Veterinary Medicine, Animal Resources and BiosecurityMakerere University School of Public HealthOne Health Central and Eastern Africa (OHCEA)One Health Central and Eastern Africa (OHCEA)One Health Central and Eastern Africa (OHCEA)One Health Central and Eastern Africa (OHCEA)Makerere University College of Veterinary Medicine, Animal Resources and BiosecurityOne Health Central and Eastern Africa (OHCEA)Makerere University College of Veterinary Medicine, Animal Resources and BiosecurityMakerere University School of Public HealthAbstract Background Makerere University implemented a One Health Institute (OHI) in 2016 involving undergraduate students selected from different disciplines. The students were first taken through theoretical principles of One Health followed by a field attachment in communities. The field attachment aimed to expose students to experiential educational opportunities in the communities in a One Health approach. In this paper, we present students’ experiences and their contributions to the communities of attachment. Methods This was a cross-sectional study, utilizing qualitative data collection methods. The study involved students who participated in the OHI field attachment and community members in a One Health demonstration site-Western Uganda. Four focus group discussions (FGDs) and four in-depths interviews (IDIs) were conducted among the students, while four FGDs and twelve IDIs were conducted among community members. All interviews were audio-recorded, transcribed and analysed manually. Results The four themes that emerged are: students’ understanding and appreciation of One Health concept, their experiences and gains from the multi-disciplinary field attachment, students’ contributions to the community, and challenges faced by the students. Students had good knowledge of One Health. They appreciated that health cannot be achieved by one discipline or sector and thus the need to collaborate across sectors. Regarding experiences and gains during the multi-disciplinary field attachment, the students appreciated that each discipline had a role to play in achieving health in the community. They appreciated the training citing skills gained in communication, team work and collaboration. They also reported a feeling of gratitude and accomplishment because they felt they made a positive change to the community by putting in place interventions to address some of the community challenges. Similarly, the communities appreciated the students’ contribution in solving their health challenges, ranging from conducting health education to improving sanitation and hygiene. Conclusions Through the OHI, students gained One Health competencies including communication, teamwork, and collaboration. Adopting an interdisciplinary model in university teaching system especially during field placement would strengthen skills of collaboration, team work and communication which are critical for a multi-disciplinary approach which is needed among the future workforce in order to solve the current health challenges.https://doi.org/10.1186/s12909-020-02429-2One Health Institute; community based trainingMulti-disciplinary field attachmentOne Health approachUganda |