Impact of community-based medical education on graduate performance: A Qualitative study using a critical incident technique

 Purpose: This study aims to explore the impact of community-based education on graduates’ work performance and career paths in later life. Methods: A self-administered critical incident questionnaire was given to a group of graduates from a community-based medical school. The target population was the graduates of the Faculty of Medicine in the University of Gezira who graduated between the years 1984e2021. Participants responded using audio recording or in writing and reported on ‘critical incidents’ they had experienced. Data was analysed using thematic data analysis to develop codes, categories and themes from the critical incident techniques. Results: Twenty-three critical incidents were reported from a total of 91 responses yielded from the recorded and written data. Most of the incidents take place in the Interdisciplinary Field Training, Research and Rural Development Programme, as well as in Rural Residency, Primary Health Care Centre Practice, and Family Medicine. From the reporting of the critical incidents, five themes were identified concerning the benefit of community-based education in learning at undergraduate level: leadership, care of patients, professionalism, personal development and belonging. Similarly, five themes demonstrating the impact of community-based education after graduation were also identified including improving patient care, improving health system practice, curriculum development, self-improvement skills, and family medicine practice. Discussion: Community-based education was shown to have a positive impact on students learning at undergraduate and post graduate level. Community-based education is also associated with the development of essential skills required by medical doctors after graduation. Structured community-based education is needed to maximize these benefits. </p

Consolidating medical education in Sudan during war

Providing quality medical education in Sudan faces challenges due to armed conflicts. This short communication explores practical solutions for ensuring the continuity of medical education during the conflict in the Sudanese context. Methods: A comprehensive literature review covered relevant articles published from 1915 to 2023. Four major databases (PubMed, Scopus, Web of Science, and Google Scholar) were searched using keywords related to medical education, war, armed conflict, and affected countries. Data synthesis identified common themes, challenges, and trends and suggested solutions for medical education in conflict zones. Case studies from Ukraine, Liberia, and Iraq were included for a comprehensive understanding. Results: Collaborative alliances among medical schools facilitate resource sharing and support. Engaging the Sudanese diaspora through virtual collaborations, mentorship programs, and faculty exchanges enhance educational experiences. Stable regions as educational hubs ensure uninterrupted academic progress for students from conflict-affected areas. Online and remote education, including asynchronous learning and social media platforms, overcome access barriers and fosters knowledge sharing. Ambulatory teaching provides practical experience and adaptability. Prioritizing faculty well-being and professional development through training and support is crucial. Emphasizing resilience and adaptability in student education prepare them for healthcare delivery in resource-limited settings. Research and innovation contribute to evidence-based strategies. International collaboration and support offer opportunities for knowledge exchange and infrastructure improvement. Conclusion: Implementing collaborative strategies and innovative approaches helps Sudanese medical schools overcome challenges during armed conflicts and maintain quality medical education. These solutions empower students and faculty, enhance resilience, and contribute to improving healthcare systems in post-war Sudan.</p