Improving struggling medical and nursing students' subjective vitality, school engagement and academic performance through a peer mentorship intervention programme: an intervention protocol.

Autor: Eleje GU; Department of Obstetrics and Gynaecology, Nnamdi Azikiwe University, Awka, Nigeria. georgel21@yahoo.com.; Department of Obstetrics and Gynecology, Nnamdi Azikiwe University Teaching Hospital, PMB 5025, Nnewi, Nigeria. georgel21@yahoo.com.; Effective Care Research Unit, Department of Obstetrics and Gynaecology, Nnamdi Azikiwe University, Awka (Nnewi Campus), P.M.B. 5001, Nnewi, Anambra State, Nigeria. georgel21@yahoo.com., Ikwuka DC; Department of Medical Physiology, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda., Nwosu KC; Department of Educational Foundations, Nnamdi Azikiwe University, Awka, Nigeria., Eleje LI; Department of Educational Foundations, Nnamdi Azikiwe University, Awka, Nigeria., Sani N; Department of Health Information Management, Nasarawa State University, Keffi, Nigeria.; Department of Health Informatics, University of Rwanda, Kigali, Rwanda., Niyoyita JP; Department of Health Informatics, University of Rwanda, Kigali, Rwanda., Okesina KB; Department of Medical Physiology, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda., Dimkpa U; Department of Human Physiology, Nnamdi Azikiwe University, Awka, Nigeria., Ikwuka OI; Department of Educational Foundations, Nnamdi Azikiwe University, Awka, Nigeria., Nwanna UK; Department of Community Health, University of Rwanda, Kigali, Rwanda., Archibong VB; Department of Human Anatomy, University of Rwanda, Kigali, Rwanda., Twizeyimana E; Department of Medical Physiology, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda., Divekar NS; Department of Prosthodontics and Restorative Dentistry, University of Rwanda, Kigali, Rwanda., Ogenyi SI; Department of Medical Laboratory Science, Nnamdi Azikiwe University, Awka, Nigeria., Ochayi OM; Department of Human Physiology, Baze University, Abuja, Nigeria., Bushaku M; Department of Biochemistry, Molecular Biology and Genetics, University of Rwanda, Kigali, Rwanda., Ani EJ; Department of Medical Physiology, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda.; Department of Human Physiology, University of Calabar, Calabar, Nigeria., Nwaogu KC; Department of Radiology, Nnamdi Azikiwe University Teaching Hospital, Nnewi, Nigeria., Onaadepo O; Department of Human Physiology, University of Abuja, Abuja, Nigeria., Sule IM; Department of Pharmaceutical Sciences, Ahmadu Bello University, Zaria, Nigeria., Nwangwu EC; Department of Computer and Robotics Education, University of Nigeria, Nsukka, Nigeria., Nri-Ezedi CA; Department of Paediatrics, Nnamdi Azikiwe University, Awka, Nigeria., Onubogu CU; Department of Paediatrics, Nnamdi Azikiwe University, Awka, Nigeria., Onwuegbuna AA; Department of Ophthalmology, Nnamdi Azikiwe University, Awka, Nigeria., Ogelle OM; Department of Obstetrics and Gynaecology, Nnamdi Azikiwe University, Awka, Nigeria.; Department of Obstetrics and Gynecology, Nnamdi Azikiwe University Teaching Hospital, PMB 5025, Nnewi, Nigeria., Wondimu DH; Department of Medical Physiology, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda., Nwobodo EO; Department of Human Physiology, Nnamdi Azikiwe University, Awka, Nigeria.
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2024 Oct 15; Vol. 24 (1), pp. 1144. Date of Electronic Publication: 2024 Oct 15.
DOI: 10.1186/s12909-024-06137-z
Abstrakt: Background: The undergraduate medical training programme is demanding and rigorous. This underlines the importance of a peer mentorship strategy to improve the well-being, self-determination, school connectedness, and performance of struggling medical and nursing students. This study is aimed at identifying struggling medical and nursing students using two cumulative continuous assessment test (CAT) scores, assess their subjective vitality and school engagement and evaluate the impact of the peer mentorship intervention on them.
Methods: The study will adopt a mixed-methods approach and will be conducted in the medical colleges of Nnamdi Azikiwe University, Awka, Nigeria, and the University of Rwanda. Three instruments will be used: The subjective Vitality Scale (SVS), the University Student Engagement Inventory (USEI), and the academic records of the students before and after the commencement of the intervention programme. The consenting least-performing medical and nursing students identified by their low CAT scores (below 45%) in basic medical sciences will be selected for study in each institution. The outcome measures will include students' CAT scores, subjective vitality, and school engagement scores. The data will be analysed both quantitatively and qualitatively. Thematic content analysis will be adopted in the analysis of the responses generated from the focus group discussion. The mean ± standard deviation or median and interquartile range statistic will be adopted for the quantitative data.
Discussion: Given the paucity of data on struggling medical and nursing students in Nigeria and Rwanda, this research was designed to help in exploring evidence-based interventions to improve and prevent poor subjective well-being of struggling students. The study is expected to fill these knowledge gaps.
Trial Registration: Pan African Clinical Trial registry, PACTR202405546896613, registration date: 27 th May, 2024. This proposal has been supported by grant 1R25TW011217 from the US National Institutes of Health (NIH)/Fogarty International Center (FIC) which also includes co-funds from the U.S. Department of State's Office of the U.S. Global AIDS Coordinator and Health Diplomacy (S/GAC) and the President's Emergency Plan for AIDS Relief (PEPFAR) to the African Forum for Research and Education in Health (AFREhealth). The Grant Principal Investigators are Profs. Nelson K.Sewankambo (contact PI), Prisca Adejumo, Jean Bisimwa Nachega, Fatima Suleman.
(© 2024. The Author(s).)
Databáze: MEDLINE
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