Dealing with disclosure: Perspectives from HIV-positive children and their older carers living in rural south-western Uganda.

There are limited data on the challenges faced by carers, in particular older carers, in managing the difficult task of status disclosure for HIV-positive children. We report findings from qualitative interviews with 18 care dyads of older people and HIV-positive children living in rural south-western Uganda. Our data provide insights into perceptions and norms influencing communication during and following disclosure among both carers and children, including those shaped by gendered expectations of girls' and boys' sexual behaviour. Young participants reported several advantages of knowing their status and showed considerable resilience in the face of HIV disclosure. Better and more support is needed to help health workers and carers (particularly older carers) manage cross-generational communication around HIV disclosure and other related aspects of sexual and reproductive health as critical aspects of children's psychosocial development and well-being

Knowledge, attitudes, and practices of health professions students on mentorship: a cross-sectional study at a sub-Saharan African medical school

Abstract Background Mentoring involves the informal conveyance of knowledge, social capital, and support, as perceived by the recipient to be pertinent to aspects of work, career, and personal or professional development. Students pursuing health-related courses need access to mentorship and its benefits during their formative academic and career states. However, in Sub-Saharan Africa, many institutions have not fully embraced this despite the benefits of mentorship. Aim The primary purpose of this study was to assess medical students’ knowledge about mentorship and explore their attitudes and practices toward mentorship. Methodology We held an online cross-sectional study utilizing a pre-tested self-reported questionnaire targeting health professional students in the faculty of medicine, Mbarara University of Science and Technology (MUST). The collected data were coded and summarized using descriptive statistics and thematic analysis. Results Two hundred eighty-three (283) students participated in this study. Of this group, 79.9% were aware of mentorship, 61% were willing to commit 1–2 h a week for mentorship, and Zoom was the preferred mode of communication; 98.2% expressed the need for a structured student-led hybrid mentorship program. Conclusion Mentorship at Mbarara University of Science and Technology was considered beneficial by health professions students in the Faculty of Medicine. Recommendation Future studies should explore accessibility to mentorship and the effectiveness of existing mentorship processes