Browsing by Author "Josephine Namujju"

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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.
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.