Browsing by Author "Clement Munguiko"

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Applying Learning Theories to Clinical Teaching in Contemporary Settings: A Conceptual Analysis
(South Asian Research Journal of Medical Sciences, 2025-05-08) Clement Munguiko; Enos Mirembe Masereka; Carolyn Sang
Abstract: Background: Learning theories play a crucial role in shaping clinical instructional strategies, materials, and activities. By applying these theories, clinical teachers can create engaging, interactive, and student-centred learning experiences. However, some theories are complex and require time and adequate training to fully understand and implement. This study presents a theoretical concept analysis aimed at identifying clear and readily applicable concepts from well-known learning theories to enhance clinical teaching and learning in contemporary settings. Methods: A search for published articles on well-known learning theories was conducted. Articles were retrieved from Google Scholar and PubMed using search terms such as 'learning theories,' 'learning theories and clinical teaching,' 'applying learning theories to clinical teaching,' and 'learning theories in clinical instruction.' The principal investigator screened articles at the title, abstract, and full-text levels. Selected articles were thoroughly reviewed to identify relevant learning theories, from which key concepts underpinning clinical teaching and learning in contemporary settings were extracted and described. Results: We retrieved 625 articles, removed 38 duplicates, and screened the remaining articles at the title, abstract, and full-text levels. Ultimately, 23 articles were included in the study. The documented learning theories included behaviorism, social learning, constructivism, social constructivism, discovery learning, meaningful learning, experiential learning, humanistic theory, self-determination theory, and expectancy-value theory. Conclusion: Guiding clinical teaching sessions with well established learning theories can significantly enhance learning outcomes in contemporary settings. Therefore, we recommend the intentional application of learning theories in clinical education to improve student engagement, knowledge retention, and skill acquisition. Additionally, policymakers should integrate evidence-based learning theories into clinical teaching guidelines and training programs to standardize and enhance the quality of education in healthcare settings. Keywords: Learning, Theories, Clinical, Teaching, Contemporary, Concepts.
Clinical teaching models for the instruction of healthcare trainees in the 21st century: a scoping review
(BMC Medical Education, 2026-06-22) Clement Munguiko; Enos Mirembe Masereka; Joseph Atukwatse; Joseph Smitha; James Kateregga; Clare Nankinga; Alice Alum Collete; Josephine Namujju; Safina Akello; Sylivia Nalubega
Background: In the 21st century, health professions educators are required to adopt contemporary clinical teaching models that equip trainees with competencies that are responsive to the evolving healthcare needs of the population. Efforts to standardize clinical competencies across the globe further demand aligned pedagogical frameworks to guide clinical teaching across diverse contexts. However, evidence on such remains fragmented and inadequately synthesized. This study mapped existing evidence on models guiding clinical teaching of healthcare trainees in the 21st century. Methods: The review followed the Joanna Briggs Institute scoping review guideline. Electronic database searches were conducted between 1st and 4th January 2026 in CINAHL, PubMed, Scopus, Cochrane, and Informit to identify articles published from 1st January 2000 to 31st December 2025. Grey literature searches were conducted in google scholar and ProQuest. Studies were screened at title, abstract and full text levels, and data were extracted using a standardized Joanna Briggs Institute data extraction tool. Data was analyzed descriptively and summarized in a tabular form. ARTICLE IN PRESS Results: The search yielded 3,526 records, of which 70 went through full text screening and 26 met the inclusion criteria. Most studies were conducted in the United States, with none from Africa, and involved medical students. Eight clinical teaching models were mapped: i) One 1 ACCEPTED MANUSCRIPT ARTICLE IN PRESS Minute Preceptor Model (OMP); ii) Summarize, Narrow, Analyze, Probe, Plan, Select (SNAPPS); iii) Setting foundation, Tutor demonstrating without commentary, Explaining with repeated demonstration, Practicing under supervision, and Subsequent practice (STEPS); iv) Meeting, Introduction, In the moment, Inspection, Interruption, Independent thought, Patient care, Learner’s questions, Attending agenda, and Next steps (MiPLAN); v) Bridge-in, Objectives, Pre-assessment, Participatory learning, Post-assessment, and Summary (BOPPPS); vi) Emergency Department Strategies for Teaching Any Time (ED STAT); vii) Reporter Interpreter-Manager-Educator (RIME); and viii) Aunt Minnie. OMP and SNAPPS were the most commonly reported models. Conclusions and recommendations: Although eight clinical teaching models were identified, supporting evidence remains geographically and methodologically uneven, with no single model emerging as universally applicable. However, structured teaching, learner engagement, reflection, feedback, and role modelling consistently appeared across the identified models as core microteaching skills. Clinical educators and training institutions should strengthen these competencies through faculty development and context-sensitive application of clinical teaching models. Future research should prioritize methodologically rigorous and contextually grounded studies on clinical teaching models, particularly in underrepresented low-resource settings.
Educational factors influencing academic achievement in biomedical sciences among undergraduate nursing students in Uganda: analytical cross‑sectional study
(2025-06-25) Clement Munguiko; Anne Ngeno; Safinah Museene
Introduction Biomedical science courses, including anatomy, physiology, and biochemistry, are challenging for many undergraduate nursing students. This study explored academic achievement in these subjects and the impact of student educational factors on performance among nursing students in Uganda. Methods Analytical cross-sectional study of 208 nursing students from four Ugandan public universities examined aca demic achievement in biomedical sciences. Using Grade Point Average (GPA) and letter grades as measures, the study analysed the influence of student educational factors like prior academic performance, career choice, and learning methods through Welch’s Analysis of Variance, Pearsons’s correlation and Linear Mixed-Effects model. Results Academic achievement varied slightly across universities, with physiology having the highest mean GPA of 2.89 (1.83–3.70) and anatomy the lowest at 2.63 (2.04–3.30), resulting in an overall GPA of 2.80 ± 0.747. Most students received C (37%) and D (33.7%) grades. Choosing nursing as a lower-priority career (β = 0.42, 95% CI 0.08–0.76, p = 0.02) and infrequent participation in group discussions (β = −0.61, CI −1.21 to −0.12, p < 0.001) influenced academic achieve ment in biomedical sciences. Secondary school performance showed negligible correlation with biomedical science GPA (r = 0.1163). Conclusion Academic achievement in biomedical sciences among Ugandan nursing students is marginal to moderate, with most earning C and D grades. Universities should provide extra support to students who select nursing as their f irst choice while continuing to admit those who choose nursing as a later option. Encouraging small group discussions among students could also be beneficial. Keywords Academic · Performance · Biomedical · Sciences · Nursing
Profiling the disease burden in Teso subregion during community-based medical education and research services at Soroti University: a prospective study protocol
(Archives of Public Health, 2026-06-18) Opito Ronald; Amos Odiit; Hellen Akurut; Emmanuel Ayikobua Tiyo; Joash Okoboi; Letizia Maria Atim; Clement Munguiko; Lawrence Obado; Bonniface Oryokot; Fred Kirya; Ruth Muhindo; David Aderu; Patrick Lubogo; Stephen Econyu; Simon Icumar Omeke; Samuel Kabwigu; Amos Deogratius Mwaka
Background: Community-based medical education and research services (COBMERS) place medical students in primary health care facilities to strengthen their skills in community health service delivery, teamwork, leadership and professional ethics within limited-resource settings. Beyond training, COBMERS enables universities to generate evidence on local disease epidemiology, transmission dynamics, and control practices, resulting in a tangible, contextualized impact on the communities. There is however limited data on disease profile in Teso subregion, with limited epidemiological research in the area. This prospective study aims to profile the disease burden in the Teso subregion through COBMERS, thereby informing community-level interventions and health policy. Methods: The study will employ convergent parallel mixed-methods design, integrating quantitative and qualitative approaches. Quantitative ARTICLE IN PRESS components will include cross-sectional surveys to determine prevalence of non-communicable diseases (NCDs), neglected tropical diseases (NTDs), and ACCEPTED MANUSCRIPT ARTICLE IN PRESS infectious diseases, complemented by prospective cohort studies to assess temporal trends. Qualitative data will be gathered through focus group discussions and key informant interviews to explore community perceptions, health system capacity, and effectiveness of preventive measures. A community-based participatory research (CBPR) approach will guide all phases, ensuring that research is co-designed with community members, health practitioners, and local authorities. Medical students, under the supervision of faculty and site mentors, will serve as primary data collectors, integrating research with their COBMERS training. Discussion: The study is expected to provide evidence on the prevalence, trends, and risk factors of major diseases in the Teso subregion, alongside community perspectives on health priorities and barriers to care. Findings will stir up debates to inform tailored interventions, strengthen primary health care, and guide policy formulation. Additionally, embedding research within COBMERS is expected to build local research capacity among site mentors and students, fostering sustainability and continued community university collaboration. This protocol therefore provides an integrated framework that combines epidemiological surveillance, community engagement, and capacity building. By leveraging COBMERS and CBPR, the study seeks to provide actionable evidence to reduce the burden of NCDs, infectious diseases, and NTDs while promoting health system resilience in ARTICLE IN PRESS Eastern Uganda.
Uptake and Completion of Human Papilloma Virus Vaccination by Adolescent Girls Attending Primary Healthcare Facilities in Soroti City, Northeastern Uganda; A Cross Sectional Study
(Journal of Nursing & Healthcare, 2025-02-03) Lydia Dora Nagudi; James Kateregga; Clement Munguiko; Hellen Akurut; Josephine Namujju; Moses Esabu; Ronald Opito
Introduction: Uganda adopted and implemented Human Papilloma Virus (HPV) vaccination since 2015 for adolescent girls aged 9-13 years for primary prevention of cervical cancer. However, the vaccine uptake and dose completion have remained relatively low national wide. Therefore, this study aimed at determining the uptake and dose completion of HPV vaccination and associated factors in Soroti city, Northeastern Uganda. Methodology: This was a cross-sectional study that employed quantitative methods of data collection and analysis. A sample of 287 adolescent girls aged 10-19 years were selected consecutively from four health centers in Soroti City between March and April 2024. Data was analyzed using Stata statistical software, version 15.0. Descriptive statistical analysis was performed to determine the level of HPV vaccine uptake and dose completion. Bivariate and multivariate analyzes were performed using modified Poisson regression with robust error estimates to determine association between independent factors and uptake and dose completion. Results were reported with a 95% confidence interval (CI) and factors whose P-Values were less than 0.05 were considered statistically significant. Results: Of the 287 adolescent girls, their mean age was 14 years (SD=2.9). Most of the participants were in school, 231(80.5%). Majority, 79 % (n=228) had never heard about HPV Vaccination. HPV Vaccination uptake among the study participants was suboptimal as only 58.8% (n=166) had received at least one dose whereas only 30% (n=86) had completed the two doses of the vaccine. The factors that were significantly associated with vaccination uptake were school enrollment status (P=0.022), religion (P=0.010), and awareness about HPV vaccine (P<0.001), while factors that were significantly associated with completion of HPV vaccination were: School enrollment status (P=0.046) and awareness about HPV vaccine (P=0.007). Conclusion: The uptake and completion of HPV vaccination in Soroti was suboptimal compared to WHO target of 90%. School enrollment status and awareness about HPV vaccine were factors significantly associated with HPV uptake and dose completion. Strengthening the school-based HPV vaccination program and creating awareness about HPV vaccination, in schools, at the health facilities and in the community may significantly improve the HPV vaccination and dose completion in the region.