Transformative Learning through Community-Based Education: Insight from Training Socially Accountable Medical Doctors at a Historical Disadvantage University in the Eastern Cape, South Africa round

Background: According to research in medical education, medical curriculum needs to address the health system and its issues. In 2014, the Faculty of Health Sciences at Walter Sisulu University introduced a 20-week Integrated Longitudinal Clinical Clerkship rotation block as part of its commitment to Community Based Education and social responsiveness, with an emphasis on how the curriculum needs to be developed to address the challenges of the country's health system. The study's aim was to explore if the ILCC can be a transformative learning tool used to understand the complex health needs of society. Methods A cross-sectional, exploratory study was conducted using qualitative research methods. Data was collected in hospitals where the students were housed during their 20-week community clerkship. Using interview guides, six focus group discussions were held, and they were furthered by field notes, observations, an interview, and journal entries. The focus group discussions were tape-recorded, then transcribed. Results The study identifies three phases of students' transformation during ILCC rotation: social and personal transformation, shift in understanding of community needs, and response to community needs. Conclusion The study found that factors like adaptability, program duration, community skills, and peer relationships influenced students' transformation during the Integrated Longitudinal Clerkship, although not all experienced significant changes.