title: Health-profession students' teaching and learning expectations in Ugandan medical schools: pre- and postcommunity placement comparison.
abstract: OBJECTIVE
  The benefits of community-based medical education for both students and teachers are becoming increasingly clear. However, there is paucity of information about the importance of incorporating students' thoughts in the community-based education curriculum and the impact it has on their intentions to work in rural communities. The purpose of this study was to assess the teaching and learning expectations before and after placement of health-profession students going for community placement for the first time and make suggestions for improvement of the community-based programs.
  
  
  METHODS
  The study was a cross-sectional survey with both structured and unstructured questions. Participants were recruited from four medical schools in Uganda targeting 100% participation of health-profession students going for community placement in 2014. In total, 454 and 305 participants responded to self-administered questionnaires before and after community placement, respectively; and they were from different programs and years of study.
  
  
  RESULTS
  Students' learning expectations before placement, in ranking were: community engagement, interpersonal skills, community diagnosis, clinical skills, lifestyle practices, and patient management. After placement, the order of ranking was: interpersonal skills, community engagement, community diagnosis, lifestyle practices, clinical skills, and patient management. Most of the students had prior rural exposure and expected to do community engagement. However, after community placement they indicated having developed interpersonal skills. The various health-profession students were able to harmoniously work together to achieve a common purpose, which they find difficult to do in a classroom environment.
  
  
  CONCLUSIONS
  Having student teams comprised of different health programs and years of study going for community placement together promoted peer-to-peer mentorship and enhanced team building during community placement.
authors.affiliation: Medical School, Mbarara University of Science and Technology, Mbarara, Uganda.
authors.forename: Edith K
authors.initials: EK
authors.lastname: Wakida
authors.affiliation: Medical School, Mbarara University of Science and Technology, Mbarara, Uganda.
authors.forename: Gad
authors.initials: G
authors.lastname: Ruzaaza
authors.affiliation: Medical School, Kampala International University, Kampala, Uganda.
authors.forename: Kintu
authors.initials: K
authors.lastname: Muggaga
authors.affiliation: Medical School, Gulu University, Gulu, Uganda.
authors.forename: Peter
authors.initials: P
authors.lastname: Akera
authors.affiliation: Medical School, Makerere University Kampala, Kampala, Uganda.
authors.forename: Hussein
authors.initials: H
authors.lastname: Oria
authors.affiliation: Medical School, Makerere University Kampala, Kampala, Uganda.
authors.forename: Sarah
authors.initials: S
authors.lastname: Kiguli
keywords: MESAU; Minimum competencies; community based education and Uganda; community-based education