Conference abstract
Community health practice: a case study of Problem-Based Learning (PBL) approach at the University of Dschang-Cameroon
Pan African Medical Journal - Conference Proceedings. 2024:23(50).26
Nov 2024.
doi: 10.11604/pamj-cp.2024.23.50.2811
Archived on: 26 Nov 2024
Contact the corresponding author
Keywords: Community health practice, students, PBL, University of Dschang
Poster
Community health practice: a case study of Problem-Based Learning (PBL) approach at the University of Dschang-Cameroon
Cavin Epie Bekolo1,2,&, Ateudjieu J1,3,4, Njih Tabah E1,5,6, Djam CA1, Mapa-Tassou C1, Whegang S1, Kouanfack C1, Choukem SP1
1Department of Public Health, Faculty of Medicine and Pharmaceutical Sciences, The University of Dschang, West Region, Cameroon, 2Health District Service, Nkongsamba, Littoral Region, Cameroon, 3Meilleur Action en Santé (M.A. Santé), Yaoundé, Centre Region, Cameroon, 4Division of Health Operations Research, Cameroon Ministry of Public Health, Yaounde, Cameroon, 5National Yaws, Leishmaniasis, Leprosy and Buruli Ulcer Control Committee, Ministry of Public Health, Yaoundé, Centre Region, Cameroon, 6Research Initiative in Tropical and Community Health (RITCH), Yaoundé, Centre Region, Cameroon
&Corresponding author
Introduction: integrating community health practice into teaching curricula is essential for preparing students to understand and address the primary healthcare (PHC) issues within populations. Several approaches have been advocated but those that help students to develop critical thinking and enhance problem-solving skills as they address real community health challenges are more effective. We aimed to document the approach implemented by the University of Dschang to better prepare students to meet the complex health needs of their communities and contribute to the improvement of public health outcomes.
Methods: Description: at the Faculty of Medicine and the Pharmaceutical Sciences of the University of Dschang, the Community Health Practice Course is a dedicated course focused on community health principles, health promotion, and disease prevention for level two undergraduate medical and biomedical sciences students. It partners with local health district system and community leaders to develop projects that reflect the community’s needs and are relevant and impactful; and to offer hands-on experiences in community health settings, such as clinics, non-profits, and health facilities, and especially households where students can apply their knowledge in real-world scenarios. It adopts Case-Studies and Problem-Based Learning Approach that highlights a specific community health problem rooted within the eight components of PHC, and allows students to understand the complexities of community health challenges by organizing themselves into working groups to identify, investigate, and analyze problems, propose solutions, and present their findings in public. Their written reports and oral presentations are assessed by a multidisciplinary panel composed of faculty lecturers, health district managers, and community leaders.
Results: obtained and Lessons learned: each year, more than 150 students are trained, resulting in a total of over 1500 students trained in the past ten years. Ten different case studies have been addressed from all eight components of PHC and emerging health emergencies including COVID-19 and the armed conflict in the NW/SW Regions. The approach has led to greater retention and recall of knowledge, and the development of life-long learning skills on how to research and handle problems in community settings at the post-graduate level, as well as to communicate in groups and public. Its interdisciplinary nature has enabled access to and use of information from a variety of subject domains. The learning environment that is active, cooperative, and student-centered has led to better integration of classroom knowledge & fieldwork. However, the approach requires significant pre-planning and development of authentic problems, cases, and situations. Resources available for students and the project are limited to cope with the ever-growing demand from new training programs and the community.
Conclusion: the community health practice course is effective and the PBL approach is feasible at UDs but requires significant resources mobilization to achieve optimal results.
Community health practice: a case study of Problem-Based Learning (PBL) approach at the University of Dschang-Cameroon
Cavin Epie Bekolo1,2,&, Ateudjieu J1,3,4, Njih Tabah E1,5,6, Djam CA1, Mapa-Tassou C1, Whegang S1, Kouanfack C1, Choukem SP1
1Department of Public Health, Faculty of Medicine and Pharmaceutical Sciences, The University of Dschang, West Region, Cameroon, 2Health District Service, Nkongsamba, Littoral Region, Cameroon, 3Meilleur Action en Santé (M.A. Santé), Yaoundé, Centre Region, Cameroon, 4Division of Health Operations Research, Cameroon Ministry of Public Health, Yaounde, Cameroon, 5National Yaws, Leishmaniasis, Leprosy and Buruli Ulcer Control Committee, Ministry of Public Health, Yaoundé, Centre Region, Cameroon, 6Research Initiative in Tropical and Community Health (RITCH), Yaoundé, Centre Region, Cameroon
&Corresponding author
Introduction: integrating community health practice into teaching curricula is essential for preparing students to understand and address the primary healthcare (PHC) issues within populations. Several approaches have been advocated but those that help students to develop critical thinking and enhance problem-solving skills as they address real community health challenges are more effective. We aimed to document the approach implemented by the University of Dschang to better prepare students to meet the complex health needs of their communities and contribute to the improvement of public health outcomes.
Methods: Description: at the Faculty of Medicine and the Pharmaceutical Sciences of the University of Dschang, the Community Health Practice Course is a dedicated course focused on community health principles, health promotion, and disease prevention for level two undergraduate medical and biomedical sciences students. It partners with local health district system and community leaders to develop projects that reflect the community’s needs and are relevant and impactful; and to offer hands-on experiences in community health settings, such as clinics, non-profits, and health facilities, and especially households where students can apply their knowledge in real-world scenarios. It adopts Case-Studies and Problem-Based Learning Approach that highlights a specific community health problem rooted within the eight components of PHC, and allows students to understand the complexities of community health challenges by organizing themselves into working groups to identify, investigate, and analyze problems, propose solutions, and present their findings in public. Their written reports and oral presentations are assessed by a multidisciplinary panel composed of faculty lecturers, health district managers, and community leaders.
Results: obtained and Lessons learned: each year, more than 150 students are trained, resulting in a total of over 1500 students trained in the past ten years. Ten different case studies have been addressed from all eight components of PHC and emerging health emergencies including COVID-19 and the armed conflict in the NW/SW Regions. The approach has led to greater retention and recall of knowledge, and the development of life-long learning skills on how to research and handle problems in community settings at the post-graduate level, as well as to communicate in groups and public. Its interdisciplinary nature has enabled access to and use of information from a variety of subject domains. The learning environment that is active, cooperative, and student-centered has led to better integration of classroom knowledge & fieldwork. However, the approach requires significant pre-planning and development of authentic problems, cases, and situations. Resources available for students and the project are limited to cope with the ever-growing demand from new training programs and the community.
Conclusion: the community health practice course is effective and the PBL approach is feasible at UDs but requires significant resources mobilization to achieve optimal results.
