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...
Saved in:
| Published in: | BMC medical education Vol. 25; no. 1; pp. 508 - 9 |
|---|---|
| Main Authors: | , , , , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
London
BioMed Central
10.04.2025
BioMed Central Ltd Springer Nature B.V BMC |
| Subjects: | |
| ISSN: | 1472-6920, 1472-6920 |
| Online Access: | Get full text |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| 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. |
|---|---|
| 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 |
| BookMark | eNp9kktv3CAUha0qVfNo_0AXlaVuunHKBYyhmyoa9REpUjftGmF8PcMIwwQ8UfLvy2TSJFNVFQvQ5TsH3cs5rY5CDFhVb4GcA0jxMQNVRDWEtg3pSAcNf1GdAO9oIxQlR8_Ox9VpzmtCoJMMXlXHnFDStoqeVLiI07QNbr6rV2j8vKpH41KuTa7xdoPJYZid8bVHk4ILy0-1qa-3xrvZzO4Gd5CPqZxjqONY9xhwdHPRh6G2K-M9hiXm19XL0fiMbx72s-rX1y8_F9-bqx_fLhcXV41tBcwNiEEO4yB6TsXY8qFUe8F6YqihAwcL2AFYIbGnVNK-B-ihtdBKIVsUSrGz6nLvO0Sz1pvkJpPudDRO3xdiWmqTZmc9asIIU6Moz7WKE6sUFPeW952hcuhoX7w-7702237CwZZBJOMPTA9vglvpZbzRAEqyjori8OHBIcXrLeZZTy5b9N4EjNusGUjJGQVCC_r-L3QdtymUWWlGCbSUAWFP1NKUDlwYY3nY7kz1hWRcEc7Zbgjn_6DKGnByNu4-qNQPBO-ed_rY4p-UFIDuAZtizgnHRwSI3kVR76OoSxT1fRQ1LyK2F-UClxCkp5b-o_oNNRPfTQ |
| Cites_doi | 10.12968/bjon.2017.26.16.932 10.1080/10401334.2016.1152899 10.1080/10810730.2017.1284284 10.1080/13561820.2020.1760803 10.1177/1757975912464596 10.1080/10705422.2010.485863 10.1191/1478088706qp063oa 10.1080/0142159X.2017.1417578 10.1016/j.socscimed.2013.06.032 10.1177/16094069221085056 10.7759/cureus.41907 10.1111/jocn.12014 10.1207/S15328015TLM1101_11 10.1186/s12909-019-1751-3 10.1080/10401334.2012.664533 10.1002/9781119111931.ch76 10.1097/JXX.0000000000000297 10.1111/j.0737-1209.2004.021310.x 10.1002/jcop.22254 |
| ContentType | Journal Article |
| Copyright | The Author(s) 2025 2025. The Author(s). COPYRIGHT 2025 BioMed Central Ltd. 2025. This work is licensed under http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. The Author(s) 2025 2025 |
| Copyright_xml | – notice: The Author(s) 2025 – notice: 2025. The Author(s). – notice: COPYRIGHT 2025 BioMed Central Ltd. – notice: 2025. This work is licensed under http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. – notice: The Author(s) 2025 2025 |
| DBID | C6C AAYXX CITATION CGR CUY CVF ECM EIF NPM 0-V 3V. 7X7 7XB 88B 88C 88E 8FI 8FJ 8FK ABUWG AFKRA ALSLI AZQEC BENPR CCPQU CJNVE DWQXO FYUFA GHDGH GNUQQ K9. M0P M0S M0T M1P PHGZM PHGZT PIMPY PJZUB PKEHL PPXIY PQEDU PQEST PQQKQ PQUKI PRINS Q9U 7X8 5PM DOA |
| DOI | 10.1186/s12909-025-07071-4 |
| DatabaseName | Springer Nature OA Free Journals CrossRef Medline MEDLINE MEDLINE (Ovid) MEDLINE MEDLINE PubMed ProQuest Social Sciences Premium Collection【Remote access available】 ProQuest Central (Corporate) Health & Medical Collection ProQuest Central (purchase pre-March 2016) Education Database (Alumni Edition) Healthcare Administration Database (Alumni) Medical Database (Alumni Edition) ProQuest Hospital Collection Hospital Premium Collection (Alumni Edition) ProQuest Central (Alumni) (purchase pre-March 2016) ProQuest Central (Alumni) ProQuest Central UK/Ireland Social Science Premium Collection ProQuest Central Essentials - QC ProQuest Central ProQuest One Education Collection ProQuest Central Korea Proquest Health Research Premium Collection Health Research Premium Collection (Alumni) ProQuest Central Student ProQuest Health & Medical Complete (Alumni) Education Database ProQuest Health & Medical Collection Healthcare Administration Database Medical Database Proquest Central Premium ProQuest One Academic (New) Publicly Available Content Database ProQuest Health & Medical Research Collection ProQuest One Academic Middle East (New) ProQuest One Health & Nursing ProQuest One Education ProQuest One Academic Eastern Edition (DO NOT USE) ProQuest One Academic (retired) ProQuest One Academic UKI Edition ProQuest Central China ProQuest Central Basic MEDLINE - Academic PubMed Central (Full Participant titles) Directory of Open Access Journals |
| DatabaseTitle | CrossRef MEDLINE Medline Complete MEDLINE with Full Text PubMed MEDLINE (Ovid) Publicly Available Content Database ProQuest One Education ProQuest Central Student ProQuest One Academic Middle East (New) ProQuest Central Essentials ProQuest Health & Medical Complete (Alumni) ProQuest Central (Alumni Edition) ProQuest One Community College ProQuest One Health & Nursing ProQuest Central China ProQuest Central ProQuest Health & Medical Research Collection Health Research Premium Collection Health and Medicine Complete (Alumni Edition) ProQuest Central Korea Health & Medical Research Collection ProQuest Central (New) ProQuest Medical Library (Alumni) Social Science Premium Collection Education Collection ProQuest Central Basic ProQuest Education Journals ProQuest One Academic Eastern Edition ProQuest Health Management ProQuest Hospital Collection Health Research Premium Collection (Alumni) ProQuest Hospital Collection (Alumni) ProQuest Health & Medical Complete ProQuest Medical Library ProQuest Social Sciences Premium Collection ProQuest One Academic UKI Edition ProQuest Health Management (Alumni Edition) ProQuest One Academic ProQuest One Academic (New) ProQuest Education Journals (Alumni Edition) ProQuest Central (Alumni) MEDLINE - Academic |
| DatabaseTitleList | MEDLINE - Academic Publicly Available Content Database MEDLINE |
| Database_xml | – sequence: 1 dbid: DOA name: Acceso a contenido Full Text - Doaj url: https://www.doaj.org/ sourceTypes: Open Website – sequence: 2 dbid: NPM name: PubMed url: http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed sourceTypes: Index Database – sequence: 3 dbid: PIMPY name: ProQuest Publicly Available Content Database url: http://search.proquest.com/publiccontent sourceTypes: Aggregation Database |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Medicine Education Public Health Nursing |
| EISSN | 1472-6920 |
| EndPage | 9 |
| ExternalDocumentID | oai_doaj_org_article_03039f6dfd5940c9911e754b7a28d72b PMC11983726 A834904439 40205592 10_1186_s12909_025_07071_4 |
| Genre | Journal Article |
| GeographicLocations | United States |
| GeographicLocations_xml | – name: United States |
| GrantInformation_xml | – fundername: University of Arkansas for Medical Sciences |
| GroupedDBID | --- 0-V 0R~ 23N 2WC 53G 5GY 5VS 6J9 7X7 88E 8FI 8FJ AAFWJ AAJSJ AASML ABUWG ACGFO ACGFS ACHQT ACIHN ADBBV ADRAZ ADUKV AEAQA AENEX AFKRA AFPKN AHBYD AHMBA AHYZX ALMA_UNASSIGNED_HOLDINGS ALSLI AMKLP AMTXH AOIJS AQUVI ARALO AZQEC BAPOH BAWUL BCNDV BENPR BFQNJ BMC BPHCQ BVXVI C6C CCPQU CJNVE CS3 DIK DU5 DWQXO E3Z EBD EBLON EBS EMB EMOBN F5P FYUFA GNUQQ GROUPED_DOAJ GX1 HMCUK IAO IHR INH INR ITC IVC KQ8 M0P M0T M1P M~E O5R O5S OK1 OVT P2P PGMZT PHGZM PHGZT PIMPY PJZUB PPXIY PQEDU PQQKQ PROAC PSQYO PUEGO RBZ RNS ROL RPM RSV SHS SOJ SV3 TR2 UKHRP W2D WOQ WOW XSB AAYXX AFFHD CITATION ALIPV CGR CUY CVF ECM EIF NPM 3V. 7XB 8FK K9. M48 PKEHL PQEST PQUKI PRINS Q9U 7X8 5PM |
| ID | FETCH-LOGICAL-c561t-16d8dfd6b426f54dc56b63b0a2a2d41c1e711c68eb2282bb11b15c158685e6993 |
| IEDL.DBID | DOA |
| ISICitedReferencesCount | 0 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=001464130300002&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 1472-6920 |
| IngestDate | Mon Nov 10 04:30:10 EST 2025 Tue Nov 04 02:05:57 EST 2025 Fri Sep 05 17:41:05 EDT 2025 Tue Oct 07 05:24:31 EDT 2025 Sat Nov 29 13:49:12 EST 2025 Tue Nov 04 18:12:13 EST 2025 Sun Apr 13 01:31:06 EDT 2025 Sat Nov 29 08:04:42 EST 2025 Sat Sep 06 07:30:44 EDT 2025 |
| IsDoiOpenAccess | true |
| IsOpenAccess | true |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 1 |
| Keywords | Qualitative research Health fairs Interprofessional education Students, health occupations Faculty, nursing |
| Language | English |
| License | 2025. The Author(s). Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/. |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c561t-16d8dfd6b426f54dc56b63b0a2a2d41c1e711c68eb2282bb11b15c158685e6993 |
| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23 |
| OpenAccessLink | https://doaj.org/article/03039f6dfd5940c9911e754b7a28d72b |
| PMID | 40205592 |
| PQID | 3201523103 |
| PQPubID | 42593 |
| PageCount | 9 |
| ParticipantIDs | doaj_primary_oai_doaj_org_article_03039f6dfd5940c9911e754b7a28d72b pubmedcentral_primary_oai_pubmedcentral_nih_gov_11983726 proquest_miscellaneous_3188432102 proquest_journals_3201523103 gale_infotracmisc_A834904439 gale_infotracacademiconefile_A834904439 pubmed_primary_40205592 crossref_primary_10_1186_s12909_025_07071_4 springer_journals_10_1186_s12909_025_07071_4 |
| PublicationCentury | 2000 |
| PublicationDate | 2025-04-10 |
| PublicationDateYYYYMMDD | 2025-04-10 |
| PublicationDate_xml | – month: 04 year: 2025 text: 2025-04-10 day: 10 |
| PublicationDecade | 2020 |
| PublicationPlace | London |
| PublicationPlace_xml | – name: London – name: England |
| PublicationTitle | BMC medical education |
| PublicationTitleAbbrev | BMC Med Educ |
| PublicationTitleAlternate | BMC Med Educ |
| PublicationYear | 2025 |
| Publisher | BioMed Central BioMed Central Ltd Springer Nature B.V BMC |
| Publisher_xml | – name: BioMed Central – name: BioMed Central Ltd – name: Springer Nature B.V – name: BMC |
| References | 7071_CR10 JM Metzl (7071_CR29) 2014; 103 7071_CR15 M Sarker (7071_CR32) 2012; 19 A Medina-Walpole (7071_CR5) 2012; 24 AM Fournier (7071_CR25) 1999; 11 V Braun (7071_CR22) 2006; 3 E Cicognani (7071_CR31) 2020; 48 JM Weller-Newton (7071_CR4) 2021; 35 JG Christner (7071_CR1) 2016; 28 L Davis (7071_CR2) 2021; 33 KC Hamilton (7071_CR11) 2017; 22 AA Baig (7071_CR20) 2009; 23 7071_CR7 7071_CR8 S Reeves (7071_CR14) 2013; 2018 7071_CR9 B Hill (7071_CR26) 2017; 26 W Ansari (7071_CR30) 2004; 21 7071_CR21 JA Grunbaum (7071_CR18) 2017; 42 MB McCullough (7071_CR28) 2016; 22 7071_CR23 S Kolomer (7071_CR12) 2010; 18 CE Houghton (7071_CR13) 2013; 22 MF Dulin (7071_CR19) 2006; 63 RD Thackrah (7071_CR3) 2019; 19 DC Landy (7071_CR24) 2012; 17 7071_CR16 7071_CR17 M Roberts-MacDonald (7071_CR6) 2018; 40 LA Ward (7071_CR27) 2022; 52 |
| References_xml | – volume: 26 start-page: 932 issue: 16 year: 2017 ident: 7071_CR26 publication-title: Br J Nurs doi: 10.12968/bjon.2017.26.16.932 – volume: 23 start-page: 232 issue: 3 year: 2009 ident: 7071_CR20 publication-title: J Interprof Care – ident: 7071_CR15 – volume: 28 start-page: 329 issue: 3 year: 2016 ident: 7071_CR1 publication-title: Teach Learn Med doi: 10.1080/10401334.2016.1152899 – ident: 7071_CR8 – volume: 22 start-page: 319 issue: 4 year: 2017 ident: 7071_CR11 publication-title: J Health Commun doi: 10.1080/10810730.2017.1284284 – volume: 35 start-page: 316 issue: 2 year: 2021 ident: 7071_CR4 publication-title: J Interprof Care doi: 10.1080/13561820.2020.1760803 – volume: 19 start-page: 7 issue: 4 year: 2012 ident: 7071_CR32 publication-title: Glob Health Promot doi: 10.1177/1757975912464596 – volume: 18 start-page: 267 issue: 2–3 year: 2010 ident: 7071_CR12 publication-title: J Community Pract doi: 10.1080/10705422.2010.485863 – volume: 3 start-page: 77 issue: 2 year: 2006 ident: 7071_CR22 publication-title: Qual Res Psychol doi: 10.1191/1478088706qp063oa – volume: 40 start-page: 934 issue: 9 year: 2018 ident: 7071_CR6 publication-title: Med Teach doi: 10.1080/0142159X.2017.1417578 – volume: 103 start-page: 126 year: 2014 ident: 7071_CR29 publication-title: Soc Sci Med doi: 10.1016/j.socscimed.2013.06.032 – ident: 7071_CR17 doi: 10.1177/16094069221085056 – volume: 2018 start-page: 8 year: 2013 ident: 7071_CR14 publication-title: Cochrane Database Syst Reviews – ident: 7071_CR10 – volume: 63 start-page: 2146 issue: 21 year: 2006 ident: 7071_CR19 publication-title: Am J Health-System Pharm – ident: 7071_CR7 doi: 10.7759/cureus.41907 – volume: 22 start-page: 398 issue: 4 year: 2016 ident: 7071_CR28 publication-title: J Public Health Manage Pract – ident: 7071_CR9 – volume: 22 start-page: 1961 issue: 13–14 year: 2013 ident: 7071_CR13 publication-title: J Clin Nurs doi: 10.1111/jocn.12014 – volume: 17 start-page: 298 issue: 3 year: 2012 ident: 7071_CR24 publication-title: J Res Med Sci – volume: 11 start-page: 48 issue: 1 year: 1999 ident: 7071_CR25 publication-title: Teach Learn Med doi: 10.1207/S15328015TLM1101_11 – volume: 52 start-page: 31 issue: 8 year: 2022 ident: 7071_CR27 publication-title: Nurs (Brux) – ident: 7071_CR23 – volume: 19 start-page: 331 issue: 1 year: 2019 ident: 7071_CR3 publication-title: BMC Med Educ doi: 10.1186/s12909-019-1751-3 – volume: 24 start-page: 117 issue: 2 year: 2012 ident: 7071_CR5 publication-title: Teach Learn Med doi: 10.1080/10401334.2012.664533 – ident: 7071_CR16 doi: 10.1002/9781119111931.ch76 – volume: 33 start-page: 66 issue: 1 year: 2021 ident: 7071_CR2 publication-title: J Am Assoc Nurse Pract doi: 10.1097/JXX.0000000000000297 – volume: 42 start-page: 339 issue: 2 year: 2017 ident: 7071_CR18 publication-title: J Community Health – volume: 21 start-page: 277 issue: 3 year: 2004 ident: 7071_CR30 publication-title: Public Health Nurs doi: 10.1111/j.0737-1209.2004.021310.x – ident: 7071_CR21 – volume: 48 start-page: 323 issue: 2 year: 2020 ident: 7071_CR31 publication-title: J Community Psychol doi: 10.1002/jcop.22254 |
| SSID | ssj0017831 |
| Score | 2.382269 |
| 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... |
| SourceID | doaj pubmedcentral proquest gale pubmed crossref springer |
| SourceType | Open Website Open Access Repository Aggregation Database Index Database Publisher |
| StartPage | 508 |
| 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 |
| SummonAdditionalLinks | – databaseName: Health & Medical Collection dbid: 7X7 link: http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1Lb9QwEB5BeQgJ8VgoBAoyEhIHiLp2HNvhggqi4kLFAaS9WY7tlJWqpGzSSvx7xo6zJUVw4Wo7Sib-5mnPDMBL1ErKMGpz1B8i503t8srHiJjxwhgqpeWx2YQ8OlKrVfUlBdz6dK1ykolRULvOhhj5foGaqgzGSPHu9EceukaF09XUQuMqXAttswPO5WrrcFGpCjolyiix34eYS5WHBq6hyA36TjNlFGv2_ymZf1NNl69NXjo7jSrp8O7_EnMP7iRjlByM6LkPV3y7gJuf03H7Am6kWMICbo_hPTJmLT0AnxJLhp9kzKQk8WCImJ74VDwZRccJSU0pjt8SQ8b8zVhoPCw6SeAjXUNqlLjNesDnW0fs1N-lfwjfDj9-_fApTx0bcot22JBT4ZRrnKhR7zcldzhai6JeGmaY49RSLym1QqE7j65eXVNa09LSUglVeoGm0i7stF3rHwNpmkZ6ZiRzlvPGVRVfGo_mCKeGo5FWZPB62jp9Ohbm0NGhUUKPG61xo3XcaM0zeB92d7syFNWOA93mWCce1SjviqoRSECJb7NoOeP3lryWhiknWZ3Bq4ANHVgfAWBNymDowi_C8QNV8GrJ0cTLYG-2ElnWzqcnWOgkMnp9gYkMXmynw5PhGlzruzNcQ5XiIeuKZfBoBOOWpBAIQPcQZ9QMpjOa5zPt-nssKE5ppQrJRAZvJkRffNfff-qTf5PxFG6xyGscdf0e7AybM_8MrtvzYd1vnkdO_QVwpEQb priority: 102 providerName: ProQuest – databaseName: SpringerLINK Contemporary 1997-Present dbid: RSV link: http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnR3JbtUwcAQFIS4sZQsUZCQkDhD12XFsh1tBVFyoEJt6sxwv5UlVgl5SJP6eseM8SIEDXO2xEo9n9XhmAJ6gVlKGUVui_hAlD60rG59uxIwXxlApLU_NJuTRkTo-bt7lpLBhfu0-hySTpE5srcT-EG9MmjK2X40latDzuQiXUN2p2LDh_YfP29iBVBWd02P-uG6hglKl_t_l8S8K6fxjyXMR06SIDq__3xZuwLVseJKDiVJuwgXf7caezfl9xy5ceZvD7LfA57SR8TuZ8iRJCvsQMxCfSyOjYDglueXEyQtiyJSdmcqIR6DTTFqkD6RFeRrWI67vHLFz95bhNnw6fP3x1Zsy92MoLVpZY0mFUy440aJWDzV3ONqKql0ZZpjj1FIvKbVCobOOjlzbUtrS2tJaCVV7gYbQHdjp-s7fAxJCkJ4ZyZzlPLim4Svj0djg1HA0waoCns1HpL9OZTd0cleU0BMWNWJRJyxqXsDLeIpbyFgyOw30mxOdOVCjNKuaIHADNX7Nol2M_1vzVhqmnGRtAU8jDejI2HjQ1uT8hD6iCMcPVMWbFUcDroC9BSQypF1Oz1Sks0AYdIWGVh1tadza4-10XBkfuXW-P0MYqhSPOVWsgLsT0W23FN18dP5wRi3IcbHn5Uy3_pLKhVPaqEoyUcDzmSp__tffkXr_38AfwFWWCJujZt-DnXFz5h_CZfttXA-bR4lDfwACGDZP priority: 102 providerName: Springer Nature |
| Title | Community health fairs as experiential learning: a qualitative exploration of benefits and challenges |
| URI | https://link.springer.com/article/10.1186/s12909-025-07071-4 https://www.ncbi.nlm.nih.gov/pubmed/40205592 https://www.proquest.com/docview/3201523103 https://www.proquest.com/docview/3188432102 https://pubmed.ncbi.nlm.nih.gov/PMC11983726 https://doaj.org/article/03039f6dfd5940c9911e754b7a28d72b |
| Volume | 25 |
| WOSCitedRecordID | wos001464130300002&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVADU databaseName: BioMed Central Open Access Free customDbUrl: eissn: 1472-6920 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0017831 issn: 1472-6920 databaseCode: RBZ dateStart: 20010101 isFulltext: true titleUrlDefault: https://www.biomedcentral.com/search/ providerName: BioMedCentral – providerCode: PRVAON databaseName: Acceso a contenido Full Text - Doaj customDbUrl: eissn: 1472-6920 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0017831 issn: 1472-6920 databaseCode: DOA dateStart: 20010101 isFulltext: true titleUrlDefault: https://www.doaj.org/ providerName: Directory of Open Access Journals – providerCode: PRVHPJ databaseName: ROAD: Directory of Open Access Scholarly Resources customDbUrl: eissn: 1472-6920 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0017831 issn: 1472-6920 databaseCode: M~E dateStart: 20010101 isFulltext: true titleUrlDefault: https://road.issn.org providerName: ISSN International Centre – providerCode: PRVPQU databaseName: Health & Medical Collection customDbUrl: eissn: 1472-6920 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0017831 issn: 1472-6920 databaseCode: 7X7 dateStart: 20090101 isFulltext: true titleUrlDefault: https://search.proquest.com/healthcomplete providerName: ProQuest – providerCode: PRVPQU databaseName: Healthcare Administration Database customDbUrl: eissn: 1472-6920 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0017831 issn: 1472-6920 databaseCode: M0T dateStart: 20090101 isFulltext: true titleUrlDefault: https://search.proquest.com/healthmanagement providerName: ProQuest – providerCode: PRVPQU databaseName: ProQuest Central customDbUrl: eissn: 1472-6920 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0017831 issn: 1472-6920 databaseCode: BENPR dateStart: 20090101 isFulltext: true titleUrlDefault: https://www.proquest.com/central providerName: ProQuest – providerCode: PRVPQU databaseName: ProQuest Education Database customDbUrl: eissn: 1472-6920 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0017831 issn: 1472-6920 databaseCode: M0P dateStart: 20090101 isFulltext: true titleUrlDefault: https://search.proquest.com/education providerName: ProQuest – providerCode: PRVPQU databaseName: ProQuest Publicly Available Content Database customDbUrl: eissn: 1472-6920 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0017831 issn: 1472-6920 databaseCode: PIMPY dateStart: 20090101 isFulltext: true titleUrlDefault: http://search.proquest.com/publiccontent providerName: ProQuest – providerCode: PRVAVX databaseName: Springer LINK customDbUrl: eissn: 1472-6920 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0017831 issn: 1472-6920 databaseCode: RSV dateStart: 20011201 isFulltext: true titleUrlDefault: https://link.springer.com/search?facet-content-type=%22Journal%22 providerName: Springer Nature |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrR1daxQxMGgV6Yv47Wo9Igg-6NJNNptkfWulRR_uOGqV8ylk86EHZa90t4L_3kk2e3Yr4osvgc0ksJmPzEySmUHoFWglqSkxOegPnjPf2Lx28URMO641EcKwWGxCLBZytaqXV0p9hTdhQ3rgAXH7wIRl7bn1tqpZYcCcIU5UrBGaSitoE3bfQtSjM5XuD4QsyRgiI_l-F05b6jyUbg3pbcBrmqihmK3_zz35ilK6_mDy2q1pVEbH99DdZEXig-Hv76Mbrn2A7szTPflD5FLcR_8TD4GOON7bYN1hl3Ibg2Sf4VQz4ts7rPEQXhnzgIdBZ4k38MbjBjZEv-5hfmuxGcuvdI_Q5-Oj0_cf8lRQITdgJvU54VYCInkDatlXzEJvw8um0FRTy4gBzBJiuARvGzyxpiGkIZUhleSychwsmcdop9207inC3nvhqBbUGsa8rYE22oG1wIhmYEOVGXoz4ledD3kzVPQ3JFcDNRRQQ0VqKJahw0CC7ciQ8zp2ACeoxAnqX5yQodeBgCpIJlDJ6BRgsAkogv4DWbK6YGCBZWhvMhIkykzBIwuoJNGdKsFSqoIxDEt7uQWHmeGVWus2lzCGSMlCUBTN0JOBY7ZLCn46eG8AkRNemqx5CmnX32O-b0JqWQrKM_R2ZLvf__V3pD77H0h9jnZpFBsGCnsP7fQXl-4Fum1-9OvuYoZuipWIrZyhW4dHi-XJLAoitPNiGdtTgCw_zpdf4evk05dfG0o16g |
| linkProvider | Directory of Open Access Journals |
| linkToHtml | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMw1V1Lb9QwEB5VW14S4lFegQJGAnGAqGvHcRwkhMqj6qrd1R5aqZyM4zhlpSopmy2of4rfyDhxtqQIbj1wtR0l43zztGcG4DlqJakZNSHqDxHyIsvD1DYRMW2F1jRJDG-aTSSTiTw4SKcr8LPLhXHXKjuZ2AjqvDIuRr4RoaaKnTESvTv-FrquUe50tWuh0cJix57-QJetfjv6iP_3BWNbn_Y-bIe-q0Bo0FZYhFTkMi9ykaFuKmKe42gmomyomWY5p4bahFIjJLqc6I5kGaUZjQ2NpZCxFakrvoQif5U7sA9gdToaTz8vzy0SGdEuNUeKjdpFedLQtYx1ZXXQW-upv6ZLwJ-64DdleP6i5rnT2kYJbt3837bvFtzw5jbZbPnjNqzYcg2ujP2FgjW47KMla3C9DWCSNi_rDlifOrM4JW2uKGmOvoiuifXloVE4HhHfduPwDdGkzVBtSqm7RUeevUhVkAx1SjFb4PNlTkzXwaa-C_sXQv49GJRVaR8AKYoisUwnLDecF3ma8qG2aHBxqjmaoVEArzqoqOO29IhqXDYpVAsshcBSDbAUD-C9Q9NypSsb3gxU80PlpZBCiR6lhUACYnybQd8AvzfmWaKZzBOWBfDSYVE54YaAM9rnaFRui3B8U0Y8HXI0YgNY761EoWT60x0MlReKtTrDYADPltPuSXfRr7TVCa6hUnKXV8YCuN-Cf0mSC3WgA4wzsscWPZr7M-Xsa1MyndJURgkTAbzuOOjsu_6-qQ__TcZTuLq9N95Vu6PJziO4xho-52jZrMNgMT-xj-GS-b6Y1fMnXk4Q-HLRvPULWH-hmA |
| linkToPdf | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpR3ZbtQw0IKCKl44yhUoYCQkHiDq2nFsh7dyrEDAqhKH-mb5LCtVSbWbIvH3jB1naQo8IF7tsZIZj-fweGYQegJaSWpKbAn6g5csGFc2Pt2Iac-1JkJYlppNiMVCHh42B2ey-NNr9zEkOeQ0xCpNbb934sJwxCXfW8fbk6aMrVhjuRrwgi6iSyw-pI_--qevmziCkBUZU2X-uG6ijlLV_t9l8xnldP7h5LnoaVJK82v_j851dDUbpHh_4KAb6IJvd2Iv5_zuYwdtf8zh95vI53SS_gce8idxCgdhvcY-l0wGgXGMcyuKoxdY4yFrM5UXj0DHmeVwF7ABORuWPaxvHbZjV5f1LfRl_ubzq7dl7tNQWrC--pJwJ11w3IC2DzVzMGp4ZWaaauoYscQLQiyX4MSDg2cMIYbUltSSy9pzMJBuo622a_1dhEMIwlMtqLOMBdc0bKY9GCGMaAamWVWgZ-N2qZOhHIdKbozkaqCiAiqqREXFCvQy7ugGMpbSTgPd6kjlk6lAylVN4IBADV-zYC_D_9bMCE2lE9QU6GnkBxUPPGy61TlvoYskgvF9WbFmxsCwK9DuBBIOqp1OjxylsqBYqwoMsDra2IDa4810XBkfv7W-OwUYIiWLuVa0QHcGBtygFN1_cAphRk5Yc4LzdKZdfktlxAlpZCUoL9DzkUN__dffiXrv38Afoe2D13P14d3i_X10hSYeZ6D8d9FWvzr1D9Bl-71frlcP08H9CRMFQhc |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Community+health+fairs+as+experiential+learning%3A+a+qualitative+exploration+of+benefits+and+challenges&rft.jtitle=BMC+medical+education&rft.au=Rojo%2C+Martha&rft.au=Wright%2C+Scott&rft.au=Jin%2C+Jing&rft.au=Feliciano%2C+Erickson&rft.date=2025-04-10&rft.pub=BioMed+Central+Ltd&rft.issn=1472-6920&rft.eissn=1472-6920&rft.volume=25&rft.issue=1&rft_id=info:doi/10.1186%2Fs12909-025-07071-4&rft.externalDocID=A834904439 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1472-6920&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1472-6920&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1472-6920&client=summon |