Community health fairs as experiential learning: a qualitative exploration of benefits and challenges
Background The shortage of clinical placements and preceptors necessitates innovative approaches to healthcare education. Community health fairs (CHFs) offer a potential solution, but their effectiveness as learning environments is limited. Further, there is lack of recent literature exploring CHFs...
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| Veröffentlicht in: | BMC medical education Jg. 25; H. 1; S. 508 - 9 |
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| Hauptverfasser: | , , , , , |
| Format: | Journal Article |
| Sprache: | Englisch |
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BioMed Central
10.04.2025
BioMed Central Ltd Springer Nature B.V BMC |
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| ISSN: | 1472-6920, 1472-6920 |
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| Abstract | Background
The shortage of clinical placements and preceptors necessitates innovative approaches to healthcare education. Community health fairs (CHFs) offer a potential solution, but their effectiveness as learning environments is limited. Further, there is lack of recent literature exploring CHFs settings as potential learning environments. This study examined and explored the benefits and challenges of healthcare students and faculty participating in a CHF setting.
Methods
Using a semi-structured guide developed by the researchers for this study, qualitative conversational interviews were conducted with 14 participants (7 students, 7 faculty) involved in an annual CHF. Prior to the interview, all participants completed a demographic data sheet. All interviews were audio-recorded, transcribed, checked for accuracy, and de-identified, and MAXQDA was used to manage and code the interviews. Two coders analyzed the transcripts, and a third coder served to confirm the qualitative findings, and Clarke and Braun thematic analysis was employed to develop themes. Descriptive statistics were used to describe the sample.
Results
Seven faculty participated in this study; the age range was 34–64 and years in practice ranged from 7 to 23, four participants were advanced practice nurses (28.6%), two mental health providers (14.3%), and one dental provider (7.1%). The student participants consisted of five dental hygiene students (35.7%) and two nursing students (14.3%). Participants were predominantly female (92.9%), with one male participant (7.1%). The average interview lasted 8 min reflecting the dynamic and fast-paced nature of CHFs. Four major themes emerged from the interviews: (1) Skills development and practical experience, (2) Perspective enhancement, (3) Challenges within the Learning environment, and (4) Recommendations for enhancing health fair settings experiences.
Conclusions
CHFs can serve as valuable active learning environments that promote clinical skill development and broaden perspectives. To improve CHFs experiences, participants discussed increasing collaborations with other healthcare institutions within the state, making the examination rooms more realistic, and increasing privacy for the patients. Participants also recommended pre-training of healthcare volunteers and incorporating technology for teaching patients. More research is needed to evaluate the utility of CHFs as a learning environment. This is urgent since clinical settings are limited and saturated. Further, researchers should continue doing research in this environment since the literature is scant and dated. |
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| AbstractList | Background The shortage of clinical placements and preceptors necessitates innovative approaches to healthcare education. Community health fairs (CHFs) offer a potential solution, but their effectiveness as learning environments is limited. Further, there is lack of recent literature exploring CHFs settings as potential learning environments. This study examined and explored the benefits and challenges of healthcare students and faculty participating in a CHF setting. Methods Using a semi-structured guide developed by the researchers for this study, qualitative conversational interviews were conducted with 14 participants (7 students, 7 faculty) involved in an annual CHF. Prior to the interview, all participants completed a demographic data sheet. All interviews were audio-recorded, transcribed, checked for accuracy, and de-identified, and MAXQDA was used to manage and code the interviews. Two coders analyzed the transcripts, and a third coder served to confirm the qualitative findings, and Clarke and Braun thematic analysis was employed to develop themes. Descriptive statistics were used to describe the sample. Results Seven faculty participated in this study; the age range was 34-64 and years in practice ranged from 7 to 23, four participants were advanced practice nurses (28.6%), two mental health providers (14.3%), and one dental provider (7.1%). The student participants consisted of five dental hygiene students (35.7%) and two nursing students (14.3%). Participants were predominantly female (92.9%), with one male participant (7.1%). The average interview lasted 8 min reflecting the dynamic and fast-paced nature of CHFs. Four major themes emerged from the interviews: (1) Skills development and practical experience, (2) Perspective enhancement, (3) Challenges within the Learning environment, and (4) Recommendations for enhancing health fair settings experiences. Conclusions CHFs can serve as valuable active learning environments that promote clinical skill development and broaden perspectives. To improve CHFs experiences, participants discussed increasing collaborations with other healthcare institutions within the state, making the examination rooms more realistic, and increasing privacy for the patients. Participants also recommended pre-training of healthcare volunteers and incorporating technology for teaching patients. More research is needed to evaluate the utility of CHFs as a learning environment. This is urgent since clinical settings are limited and saturated. Further, researchers should continue doing research in this environment since the literature is scant and dated. Keywords: Qualitative research, Health fairs, Students, health occupations, Faculty, nursing, Interprofessional education The shortage of clinical placements and preceptors necessitates innovative approaches to healthcare education. Community health fairs (CHFs) offer a potential solution, but their effectiveness as learning environments is limited. Further, there is lack of recent literature exploring CHFs settings as potential learning environments. This study examined and explored the benefits and challenges of healthcare students and faculty participating in a CHF setting.BACKGROUNDThe shortage of clinical placements and preceptors necessitates innovative approaches to healthcare education. Community health fairs (CHFs) offer a potential solution, but their effectiveness as learning environments is limited. Further, there is lack of recent literature exploring CHFs settings as potential learning environments. This study examined and explored the benefits and challenges of healthcare students and faculty participating in a CHF setting.Using a semi-structured guide developed by the researchers for this study, qualitative conversational interviews were conducted with 14 participants (7 students, 7 faculty) involved in an annual CHF. Prior to the interview, all participants completed a demographic data sheet. All interviews were audio-recorded, transcribed, checked for accuracy, and de-identified, and MAXQDA was used to manage and code the interviews. Two coders analyzed the transcripts, and a third coder served to confirm the qualitative findings, and Clarke and Braun thematic analysis was employed to develop themes. Descriptive statistics were used to describe the sample.METHODSUsing a semi-structured guide developed by the researchers for this study, qualitative conversational interviews were conducted with 14 participants (7 students, 7 faculty) involved in an annual CHF. Prior to the interview, all participants completed a demographic data sheet. All interviews were audio-recorded, transcribed, checked for accuracy, and de-identified, and MAXQDA was used to manage and code the interviews. Two coders analyzed the transcripts, and a third coder served to confirm the qualitative findings, and Clarke and Braun thematic analysis was employed to develop themes. Descriptive statistics were used to describe the sample.Seven faculty participated in this study; the age range was 34-64 and years in practice ranged from 7 to 23, four participants were advanced practice nurses (28.6%), two mental health providers (14.3%), and one dental provider (7.1%). The student participants consisted of five dental hygiene students (35.7%) and two nursing students (14.3%). Participants were predominantly female (92.9%), with one male participant (7.1%). The average interview lasted 8 min reflecting the dynamic and fast-paced nature of CHFs. Four major themes emerged from the interviews: (1) Skills development and practical experience, (2) Perspective enhancement, (3) Challenges within the Learning environment, and (4) Recommendations for enhancing health fair settings experiences.RESULTSSeven faculty participated in this study; the age range was 34-64 and years in practice ranged from 7 to 23, four participants were advanced practice nurses (28.6%), two mental health providers (14.3%), and one dental provider (7.1%). The student participants consisted of five dental hygiene students (35.7%) and two nursing students (14.3%). Participants were predominantly female (92.9%), with one male participant (7.1%). The average interview lasted 8 min reflecting the dynamic and fast-paced nature of CHFs. Four major themes emerged from the interviews: (1) Skills development and practical experience, (2) Perspective enhancement, (3) Challenges within the Learning environment, and (4) Recommendations for enhancing health fair settings experiences.CHFs can serve as valuable active learning environments that promote clinical skill development and broaden perspectives. To improve CHFs experiences, participants discussed increasing collaborations with other healthcare institutions within the state, making the examination rooms more realistic, and increasing privacy for the patients. Participants also recommended pre-training of healthcare volunteers and incorporating technology for teaching patients. More research is needed to evaluate the utility of CHFs as a learning environment. This is urgent since clinical settings are limited and saturated. Further, researchers should continue doing research in this environment since the literature is scant and dated.CONCLUSIONSCHFs can serve as valuable active learning environments that promote clinical skill development and broaden perspectives. To improve CHFs experiences, participants discussed increasing collaborations with other healthcare institutions within the state, making the examination rooms more realistic, and increasing privacy for the patients. Participants also recommended pre-training of healthcare volunteers and incorporating technology for teaching patients. More research is needed to evaluate the utility of CHFs as a learning environment. This is urgent since clinical settings are limited and saturated. Further, researchers should continue doing research in this environment since the literature is scant and dated. BackgroundThe shortage of clinical placements and preceptors necessitates innovative approaches to healthcare education. Community health fairs (CHFs) offer a potential solution, but their effectiveness as learning environments is limited. Further, there is lack of recent literature exploring CHFs settings as potential learning environments. This study examined and explored the benefits and challenges of healthcare students and faculty participating in a CHF setting.MethodsUsing a semi-structured guide developed by the researchers for this study, qualitative conversational interviews were conducted with 14 participants (7 students, 7 faculty) involved in an annual CHF. Prior to the interview, all participants completed a demographic data sheet. All interviews were audio-recorded, transcribed, checked for accuracy, and de-identified, and MAXQDA was used to manage and code the interviews. Two coders analyzed the transcripts, and a third coder served to confirm the qualitative findings, and Clarke and Braun thematic analysis was employed to develop themes. Descriptive statistics were used to describe the sample.ResultsSeven faculty participated in this study; the age range was 34–64 and years in practice ranged from 7 to 23, four participants were advanced practice nurses (28.6%), two mental health providers (14.3%), and one dental provider (7.1%). The student participants consisted of five dental hygiene students (35.7%) and two nursing students (14.3%). Participants were predominantly female (92.9%), with one male participant (7.1%). The average interview lasted 8 min reflecting the dynamic and fast-paced nature of CHFs. Four major themes emerged from the interviews: (1) Skills development and practical experience, (2) Perspective enhancement, (3) Challenges within the Learning environment, and (4) Recommendations for enhancing health fair settings experiences.ConclusionsCHFs can serve as valuable active learning environments that promote clinical skill development and broaden perspectives. To improve CHFs experiences, participants discussed increasing collaborations with other healthcare institutions within the state, making the examination rooms more realistic, and increasing privacy for the patients. Participants also recommended pre-training of healthcare volunteers and incorporating technology for teaching patients. More research is needed to evaluate the utility of CHFs as a learning environment. This is urgent since clinical settings are limited and saturated. Further, researchers should continue doing research in this environment since the literature is scant and dated. Abstract Background The shortage of clinical placements and preceptors necessitates innovative approaches to healthcare education. Community health fairs (CHFs) offer a potential solution, but their effectiveness as learning environments is limited. Further, there is lack of recent literature exploring CHFs settings as potential learning environments. This study examined and explored the benefits and challenges of healthcare students and faculty participating in a CHF setting. Methods Using a semi-structured guide developed by the researchers for this study, qualitative conversational interviews were conducted with 14 participants (7 students, 7 faculty) involved in an annual CHF. Prior to the interview, all participants completed a demographic data sheet. All interviews were audio-recorded, transcribed, checked for accuracy, and de-identified, and MAXQDA was used to manage and code the interviews. Two coders analyzed the transcripts, and a third coder served to confirm the qualitative findings, and Clarke and Braun thematic analysis was employed to develop themes. Descriptive statistics were used to describe the sample. Results Seven faculty participated in this study; the age range was 34–64 and years in practice ranged from 7 to 23, four participants were advanced practice nurses (28.6%), two mental health providers (14.3%), and one dental provider (7.1%). The student participants consisted of five dental hygiene students (35.7%) and two nursing students (14.3%). Participants were predominantly female (92.9%), with one male participant (7.1%). The average interview lasted 8 min reflecting the dynamic and fast-paced nature of CHFs. Four major themes emerged from the interviews: (1) Skills development and practical experience, (2) Perspective enhancement, (3) Challenges within the Learning environment, and (4) Recommendations for enhancing health fair settings experiences. Conclusions CHFs can serve as valuable active learning environments that promote clinical skill development and broaden perspectives. To improve CHFs experiences, participants discussed increasing collaborations with other healthcare institutions within the state, making the examination rooms more realistic, and increasing privacy for the patients. Participants also recommended pre-training of healthcare volunteers and incorporating technology for teaching patients. More research is needed to evaluate the utility of CHFs as a learning environment. This is urgent since clinical settings are limited and saturated. Further, researchers should continue doing research in this environment since the literature is scant and dated. The shortage of clinical placements and preceptors necessitates innovative approaches to healthcare education. Community health fairs (CHFs) offer a potential solution, but their effectiveness as learning environments is limited. Further, there is lack of recent literature exploring CHFs settings as potential learning environments. This study examined and explored the benefits and challenges of healthcare students and faculty participating in a CHF setting. Using a semi-structured guide developed by the researchers for this study, qualitative conversational interviews were conducted with 14 participants (7 students, 7 faculty) involved in an annual CHF. Prior to the interview, all participants completed a demographic data sheet. All interviews were audio-recorded, transcribed, checked for accuracy, and de-identified, and MAXQDA was used to manage and code the interviews. Two coders analyzed the transcripts, and a third coder served to confirm the qualitative findings, and Clarke and Braun thematic analysis was employed to develop themes. Descriptive statistics were used to describe the sample. Seven faculty participated in this study; the age range was 34-64 and years in practice ranged from 7 to 23, four participants were advanced practice nurses (28.6%), two mental health providers (14.3%), and one dental provider (7.1%). The student participants consisted of five dental hygiene students (35.7%) and two nursing students (14.3%). Participants were predominantly female (92.9%), with one male participant (7.1%). The average interview lasted 8 min reflecting the dynamic and fast-paced nature of CHFs. Four major themes emerged from the interviews: (1) Skills development and practical experience, (2) Perspective enhancement, (3) Challenges within the Learning environment, and (4) Recommendations for enhancing health fair settings experiences. CHFs can serve as valuable active learning environments that promote clinical skill development and broaden perspectives. To improve CHFs experiences, participants discussed increasing collaborations with other healthcare institutions within the state, making the examination rooms more realistic, and increasing privacy for the patients. Participants also recommended pre-training of healthcare volunteers and incorporating technology for teaching patients. More research is needed to evaluate the utility of CHFs as a learning environment. This is urgent since clinical settings are limited and saturated. Further, researchers should continue doing research in this environment since the literature is scant and dated. The shortage of clinical placements and preceptors necessitates innovative approaches to healthcare education. Community health fairs (CHFs) offer a potential solution, but their effectiveness as learning environments is limited. Further, there is lack of recent literature exploring CHFs settings as potential learning environments. This study examined and explored the benefits and challenges of healthcare students and faculty participating in a CHF setting. Using a semi-structured guide developed by the researchers for this study, qualitative conversational interviews were conducted with 14 participants (7 students, 7 faculty) involved in an annual CHF. Prior to the interview, all participants completed a demographic data sheet. All interviews were audio-recorded, transcribed, checked for accuracy, and de-identified, and MAXQDA was used to manage and code the interviews. Two coders analyzed the transcripts, and a third coder served to confirm the qualitative findings, and Clarke and Braun thematic analysis was employed to develop themes. Descriptive statistics were used to describe the sample. Seven faculty participated in this study; the age range was 34-64 and years in practice ranged from 7 to 23, four participants were advanced practice nurses (28.6%), two mental health providers (14.3%), and one dental provider (7.1%). The student participants consisted of five dental hygiene students (35.7%) and two nursing students (14.3%). Participants were predominantly female (92.9%), with one male participant (7.1%). The average interview lasted 8 min reflecting the dynamic and fast-paced nature of CHFs. Four major themes emerged from the interviews: (1) Skills development and practical experience, (2) Perspective enhancement, (3) Challenges within the Learning environment, and (4) Recommendations for enhancing health fair settings experiences. CHFs can serve as valuable active learning environments that promote clinical skill development and broaden perspectives. To improve CHFs experiences, participants discussed increasing collaborations with other healthcare institutions within the state, making the examination rooms more realistic, and increasing privacy for the patients. Participants also recommended pre-training of healthcare volunteers and incorporating technology for teaching patients. More research is needed to evaluate the utility of CHFs as a learning environment. This is urgent since clinical settings are limited and saturated. Further, researchers should continue doing research in this environment since the literature is scant and dated. Background The shortage of clinical placements and preceptors necessitates innovative approaches to healthcare education. Community health fairs (CHFs) offer a potential solution, but their effectiveness as learning environments is limited. Further, there is lack of recent literature exploring CHFs settings as potential learning environments. This study examined and explored the benefits and challenges of healthcare students and faculty participating in a CHF setting. Methods Using a semi-structured guide developed by the researchers for this study, qualitative conversational interviews were conducted with 14 participants (7 students, 7 faculty) involved in an annual CHF. Prior to the interview, all participants completed a demographic data sheet. All interviews were audio-recorded, transcribed, checked for accuracy, and de-identified, and MAXQDA was used to manage and code the interviews. Two coders analyzed the transcripts, and a third coder served to confirm the qualitative findings, and Clarke and Braun thematic analysis was employed to develop themes. Descriptive statistics were used to describe the sample. Results Seven faculty participated in this study; the age range was 34–64 and years in practice ranged from 7 to 23, four participants were advanced practice nurses (28.6%), two mental health providers (14.3%), and one dental provider (7.1%). The student participants consisted of five dental hygiene students (35.7%) and two nursing students (14.3%). Participants were predominantly female (92.9%), with one male participant (7.1%). The average interview lasted 8 min reflecting the dynamic and fast-paced nature of CHFs. Four major themes emerged from the interviews: (1) Skills development and practical experience, (2) Perspective enhancement, (3) Challenges within the Learning environment, and (4) Recommendations for enhancing health fair settings experiences. Conclusions CHFs can serve as valuable active learning environments that promote clinical skill development and broaden perspectives. To improve CHFs experiences, participants discussed increasing collaborations with other healthcare institutions within the state, making the examination rooms more realistic, and increasing privacy for the patients. Participants also recommended pre-training of healthcare volunteers and incorporating technology for teaching patients. More research is needed to evaluate the utility of CHFs as a learning environment. This is urgent since clinical settings are limited and saturated. Further, researchers should continue doing research in this environment since the literature is scant and dated. |
| ArticleNumber | 508 |
| Audience | Academic |
| Author | Wright, Scott Love, Margaret Feliciano, Erickson Stevenson, Sharon Rojo, Martha Jin, Jing |
| Author_xml | – sequence: 1 givenname: Martha surname: Rojo fullname: Rojo, Martha organization: College of Nursing, University of Arkansas for Medical Sciences (UAMS) – sequence: 2 givenname: Scott surname: Wright fullname: Wright, Scott organization: Office of Educational Development, University of Arkansas for Medical Sciences (UAMS) – sequence: 3 givenname: Jing surname: Jin fullname: Jin, Jing organization: College of Public Health, University of Arkansas for Medical Sciences (UAMS) – sequence: 4 givenname: Erickson surname: Feliciano fullname: Feliciano, Erickson email: efeliciano@uams.edu organization: College of Nursing, University of Arkansas for Medical Sciences (UAMS) – sequence: 5 givenname: Margaret surname: Love fullname: Love, Margaret organization: College of Nursing, University of Arkansas for Medical Sciences (UAMS) – sequence: 6 givenname: Sharon surname: Stevenson fullname: Stevenson, Sharon organization: College of Nursing, University of Arkansas for Medical Sciences (UAMS) |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/40205592$$D View this record in MEDLINE/PubMed |
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| Keywords | Qualitative research Health fairs Interprofessional education Students, health occupations Faculty, nursing |
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| PublicationTitle | BMC medical education |
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| Snippet | Background
The shortage of clinical placements and preceptors necessitates innovative approaches to healthcare education. Community health fairs (CHFs) offer a... The shortage of clinical placements and preceptors necessitates innovative approaches to healthcare education. Community health fairs (CHFs) offer a potential... Background The shortage of clinical placements and preceptors necessitates innovative approaches to healthcare education. Community health fairs (CHFs) offer a... BackgroundThe shortage of clinical placements and preceptors necessitates innovative approaches to healthcare education. Community health fairs (CHFs) offer a... Abstract Background The shortage of clinical placements and preceptors necessitates innovative approaches to healthcare education. Community health fairs... |
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| SubjectTerms | Adult Adult Learning Andragogy Beliefs, opinions and attitudes Collaboration Community Data Analysis Data collection Education Educational aspects Educational Environment Educational research Ethnicity Exhibits Experiential learning Faculty advisors Faculty, nursing Fairs Fairs & exhibitions Female Health education Health fairs Humans Interprofessional cooperation Interprofessional education Interviews Interviews as Topic Learner Engagement Learning Theories Male Medical Education Medical profession Medical Services Medical students Methods Middle Aged Modeling (Psychology) Nursing Observational Learning Pharmacy Problem solving Problem-Based Learning - methods Public health Qualitative Research School Demography School environment Skill development Skills Social aspects Social Work Student Participation Students Students, health occupations Supervision Teamwork Theory of Medicine/Bioethics Young Adult |
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| Title | Community health fairs as experiential learning: a qualitative exploration of benefits and challenges |
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