Browsing by Author "Baingana, Rhona K."

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    Are Women In Low Income Setting Gaining Adequate Gestational Weight? A Prospective Cross Sectional Study In Urban Uganda
    (School of Biological Sciences, 2016) Wanyama, Ronald; Obai, Gerald; Odongo, Pancras; Kagawa, Mike N.; Baingana, Rhona K.
    Introduction: Pre-pregnancy weight and weight gained during pregnancy significantly influence maternal and infant health. Little information is available regarding prevalence of optimal GWG in relation to pre-pregnancy body mass index (BMI) in Uganda. This study aimed at determining the prevalence of inadequate, adequate and excessive GWG in women pregnant for the first and second time. Methods: The study was prospective cross sectional by design and involved HIV negative women pregnant for the first or second time. It was conducted in a health centre IV and recruitment women at ≤18 weeks of gestation. Follow up measurements were done at 26 and 36 weeks gestation age. Maternal height and weight were measured and used to calculate BMI. Depending on BMI category, GWG was categorized as inadequate, adequate and excessive based on the Uganda Ministry of Health guidelines. Results: The participants’ mean±standard deviation (Sd) age was 20.9±2.7 years and mean±Sd BMI was 21.40±2.73kg/m2. None of the participants was obese and 68.8% (n=132) were primigravidae. The mean±Sd GWG at time of delivery was 10.58±2.44kg. Inadequate GWG was recorded in 62.5% (n=120/192) while only 3.1% (n=6/192) of the participants gained excessive gestational weight. Conclusion: About 62% of primigravidae and secundigravidae in low income urban Kampala do not gain adequate gestational weight
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    Undergraduate students’ contributions to health service delivery through communitybased education: A qualitative study by the MESAU Consortium in Uganda
    (BMC Medical Education, 2016) Atuyambe, Lynn M.; Baingana, Rhona K.; Kibira, Simon P. S.; Katahoire, Anne; Okello, Elialilia; Mafigiri, David K.; Ayebare, Florence; Oboke, Henry; Acio, Christine; Muggaga, Kintu; Mbalinda, Scovia; Nabaggala, Ruth; Ruzaaza, Gad; Arubaku, Wilfred; Mary, Samantha; Akera, Peter; Tumwine, James K.; Peters, David H.; Sewankambo, Nelson K.
    Background: It has been realised that there is need to have medical training closer to communities where the majority of the population lives in order to orient the trainees’ attitudes towards future practice in such communities. Although community based education (CBE) has increasingly been integrated into health professions curricula since the 1990s, the contribution students make to service delivery during CBE remains largely undocumented. In this study, we examined undergraduate health professions students’ contribution to primary health care during their CBE placements. Methods: This was a qualitative study involving the Medical Education for Equitable Services to All Ugandans consortium (MESAU). Overall, we conducted 36 Focus Group Discussions (FGDs): one each with youth, men and women at each of 12 CBE sites. Additionally, we interviewed 64 community key-informants. All data were audio-recorded, transcribed and analysed using qualitative data analysis software Atlas.ti Ver7. Results: Two themes emerged: students’ contribution at health facility level and students’ contribution at community level. Under theme one, we established that students were not only learning; they also contributed to delivery of health services at the facilities. Their contribution was highly appreciated especially by community members. Students were described as caring and compassionate, available on time and anytime, and as participating in patient care. They were willing to share their knowledge and skills, and stimulated discussion on work ethics. Under the second theme, students were reported to have participated in water, sanitation, and hygiene education in the community. Students contributed to maintenance of safe water sources, educated communities on drinking safe water and on good sanitation practices (hand washing and proper waste disposal). Hygiene promotion was done at household level (food hygiene, hand washing, cleanliness) and to the public. Public health education was extended to institutions. School pupils were sensitised on various health-related issues including sexuality and sexual health. Conclusion: Health professions students at the MESAU institutions contribute meaningfully to primary health care delivery. We recommend CBE to all health training programs in sub-Saharan Africa.