Workplace Learning for Undergraduate Medical Students at a National Referral and Teaching Hospital as Perceived by Lecturers, Administrators and Students of a Contemporary Medical Training University in Uganda.

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dc.contributor.authorNantamu Kagawa, Mike
dc.contributor.authorKiguli, Sarah
dc.contributor.authorSteinberg, Hannes
dc.contributor.authorJama, Mpho P.
dc.date.accessioned2023-03-30T18:14:13Z
dc.date.available2023-03-30T18:14:13Z
dc.date.issued2019
dc.description.abstractBackground It is well documented that workplace learning is a significant contributor to competence development as it offers engagement opportunities that enable students to participate in clinical activities in preparation for future clinical practice. Undergraduate medical students of Makerere University College of Health Sciences have placements at Mulago National Referral and Teaching Hospital for purposes of workplace learning. The purpose of this study was to explore the perceptions and experiences of lecturers, administrators and students about workplace learning at the hospital for the undergraduate medical students with the ultimate aim of identifying opportunities and challenges in the learning environment for purposes of improvement. Methods The study design was cross-sectional descriptive with a qualitative approach using key informant interviews for the lecturers and administrators, and focus group discussions for the students. The framework method was used to perform thematic data analysis with the help of ATLAS.ti Results The workplace at Mulago National Referral and Teaching Hospital was perceived to be wellendowed with adequate patient numbers, a suitable case mix and unrestricted access to patients for purposes of competence achievement. The challenges reported included inadequate resources such as infrastructure, equipment and supplies, poor learner agency and overcrowding which compromised competence development. The resource challenge appeared insurmountable in the context of two autonomous institutions with divergent planning priorities in terms of teaching, research and patient care. Resource challenges notwithstanding, alternative perceptions were that occasional shortages of equipment and supplies during workplace learning presented as a reality check for students to fit in with the realities of the practice setting when they finally qualify. Conclusions There were mixed perceptions about the learning environment at Mulago National Referral and Teaching Hospital with both enabling and challenging factors. It therefore requires that enabling factors are enhanced and innovative solutions are designed to address the challenges in order for workplace learning to be optimal.en_US
dc.identifier.citationKagawa, M. N., Kiguli, S., Steinberg, H., & Jama, M. P. (2019). Workplace Learning for Undergraduate Medical Students at a National Referral and Teaching Hospital as Perceived by Lecturers, Administrators and Students of a Contemporary Medical Training University in Uganda. https://doi.org/10.21203/rs.2.16647/v1en_US
dc.identifier.urihttps://doi.org/10.21203/rs.2.16647/v1
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/8354
dc.language.isoenen_US
dc.publisherResearch Squareen_US
dc.subjectWorkplace learningen_US
dc.subjectUndergraduatesen_US
dc.subjectLecturersen_US
dc.subjectAdministratorsen_US
dc.subjectMulagoen_US
dc.subjectMakerere Universityen_US
dc.titleWorkplace Learning for Undergraduate Medical Students at a National Referral and Teaching Hospital as Perceived by Lecturers, Administrators and Students of a Contemporary Medical Training University in Uganda.en_US
dc.typeArticleen_US
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