Browsing by Author "Enos Mirembe Masereka"

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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.
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    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.