Research

Relational experiences of community members participating in a rural health initiative with interprofessional students

R Botha, A Joubert, H Morgan, M Wilmot

Abstract


Background. A South African faculty of health sciences created a forum for the community to voice their relational experiences with interprofessional students through visual projections. No other studies that explore such experiences using the Mmogo method could be located.

Objective. To gain an understanding of the relational experiences of community members participating in Lifestyle-groups as part of a rural health initiative with interprofessional student groups.

Methods. The Mmogo method is a qualitative, structured, observation technique. Participants constructed visual projections representing specific relationships. Thereafter, during a group discussion, participants explained the meaning of their projections. The visual data were analysed according to their literal presentation and subjective, symbolic meaning. A thematic analysis was used for the transcribed data.

Results. Thirteen of the 24 visual projections were of a quality that allowed visual analysis; all 24 members participated in the discussions. Light was identified as an overarching theme to represent the community-student interaction. Sub-themes and categories associated with light were healthier lifestyles (knowledge sharing, lifestyle transformation, improved health outcomes), solidarity (reciprocity, collaboration, person centredness, multidimensional approach) and affirmation (gratitude and acceptance).

Conclusion. Though some statements by participants related to health education as opposed to health dialogue highlighted areas requiring improvement, the findings correlated with the outcomes prescribed for students by this rural health initiative. Emotional connections in relational experiences could facilitate higher levels of self-efficacy in communities. The question is whether a stronger emphasis on health dialogue can be a catalyst for improved self-efficacy


Authors' affiliations

R Botha, Office of Community-based Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa

A Joubert, Office of Community-based Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa

H Morgan, Office of Community-based Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa

M Wilmot, Office of Community-based Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa

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Cite this article

African Journal of Health Professions Education 2022;14(2):49.

Article History

Date submitted: 2022-07-19
Date published: 2022-07-19

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