Level of Satisfaction with the Learning Environment and Transition to Employment among Health Professions Graduates at a Ugandan Medical School

Background. To ensure training quality, medical training institutions must provide an adequate learning environment and prepare trainees for work but there is research paucity on the subject. We determined the level of satisfaction with the learning environment and transition to employment among graduates of a Ugandan medical school. Materials and Methods. We conducted an online cross-sectional survey among graduates of Mbarara University of Science and Technology medical school in Uganda, graduating between 1995 and 2020 between March and November 2022. We used Likert scales to measure satisfaction with the learning environment and assessed relevance of the training in transition to the job market. Participants were reached by snowballing and data were analyzed using R-Studio. Results. A total of 361 graduates responded to the survey. Majority were male (72%) and reported having formal employment (94%). Most (57.4%) of the graduates were satisfied with the quality of teaching at medical school. In contrast, fewer graduates (31.2%) were satisfied with the state of the infrastructure at the university and the opportunities available to influence medical school policy such as inclusion on key medical school governance committees. Majority (85%) utilized the knowledge and skills acquired at university in their current job and 75% were satisfied with their ability to perform well under pressure. However, only 37% and 25.4% reported that the medical school supported them in internship and employment search. Conclusion. Students were satisfied with the teaching quality at the university and their ability to perform well at their jobs. However, gaps exist in infrastructure and preparation for transition to jobs. Hence, a need to improve infrastructure

Paving the Path to Patient-Centered Healthcare in Africa: Insights From a Student Led Initiative

Patient-centered care (PCC) is a key domain of healthcare quality. Its importance is driven by evidence-based medicine, the predominance of chronic conditions requiring self-care, and the recognition of the priority of patient goals, values, priorities, and preferences in determining care plans. This article emphasizes the urgent need for Africa to develop PCC and a workforce committed to its implementation, as well as highlights an initiative by African medical students to champion PCC continent-wide. Embracing this transformative approach presents Africa with an unprecedented opportunity to improve care for each person. Through a comprehensive exploration of unique strategies and considerations in African health professions education, this viewpoint seeks to spark dialogue and inspire action towards a future where patient-centered care is the foundation of healthcare delivery in Africa