Primary Care Providers’ Perspectives of Knowledge and Skill Acquisition, and Benefits Following University Faculty-Led Continuing Medical Education Sessions: Results of a Qualitative Assessment in Southwest Uganda

TL;DR

This study explores how continuing medical education sessions led by university faculty in Uganda improved primary care providers' knowledge and skills.

Contribution

The study provides qualitative insights into the effectiveness of university-led CME in resource-limited settings.

Findings

Primary care providers gained knowledge and skills in areas like newborn care and infection prevention.

Post-test scores improved by 22% on average after attending CME sessions.

Providers incorporated new skills into their clinical practice.

Abstract

Background and objective

Mbarara University of Science and Technology’s (MUST) First Mile Community Health Program (FMCH) has been at the forefront of providing continuing medical education (CME) to primary care providers working in health facilities in southwestern Uganda. However, little is known about how CME has influenced primary care providers' knowledge and skills. This qualitative assessment sought to describe participants' perspectives on knowledge and skill acquisition following these CME sessions.

Methods

In 2024, a descriptive review was carried out using activity reports from CME sessions. The review included CME sessions conducted over two years (2018-2019). Forty primary care providers from 40 health facilities, ranging from health centers (HCs) to general hospitals, participated in each CME session offered by MUST faculty. CME sessions were provided in the following areas: basic emergency obstetric care (BEmOC), emergency triage, assessment, and treatment, admission care for the sick child and newborn (ETAT+), and infection prevention and control.

Results

Primary care providers reported gains in knowledge and skills as well as other benefits after attending CME sessions, particularly in newborn care, the manual vacuum aspiration (MVA) procedure, management of pre-eclampsia, birth monitoring, and infection prevention and control. The average pre-test score was 58%, while the average post-test score was 80%. The percentage change in knowledge was 22%. The providers reported incorporating previously overlooked skills or procedures into their clinical practice.

Conclusions

University-led CME sessions can be an effective method for primary care providers working in resource-limited settings to acquire knowledge and enhance their skills. Fostering partnerships between universities and stakeholders in the local health system to support the sustainability of CMEs is likely to have a positive impact on healthcare delivery.