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Background <p>Low-income settings such as Uganda bear a disproportionately high burden of diseases such as HIV/AIDS, but contribute little to knowledge production to address their health challenges. The training of health professionals traditionally focuses on clinical skills with less emphasis on research; yet, in practice, health professionals are expected to do operational research. In this study, we evaluate the impact of a micro-research model on building the capacity of undergraduate health professions students to conduct locally relevant biomedical, behavioral, clinical, and operations research on HIV and its co-morbidities.</p> Methods <p>This study was within the Health Professional Education Partnership Initiative - Transforming Ugandan Institutions Training Against HIV/AIDS (HEPI<b>-</b>TUITAH; 2018–2024<b>)</b>, using a sequential explanatory mixed methods design. We collected quantitative data on sociodemographic, number of trainings, concepts and written manuscripts. Thereafter, we conducted in-depth interviews and analyzed them using a thematic content approach. We used the RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework to evaluate the impact (number trainings, protocols written, manuscripts written, publications, and change in attitudes) of the HEPI-TUITAH micro-research model.</p> Results <p>Of the 24 participants that were interviewed, 15 (62.5%) were male, aged 24–63 years (mean age, 35.3 years). Despite the challenges associated with the COVID-19 risk management measures, 41 (57%) out of the expected 72 manuscripts were published. Most participants expressed satisfaction with the recruitment process and the opportunities provided by the program. The process was described as transparent, competitive, and inclusive, allowing participation of multiple disciplines within the health professions training domains.</p> <p>The multi-disciplinary approach to team formation enriched the research process by leveraging diverse perspectives and expertise. Our data show that effective mentorship was a key driver of program success, facilitating skill development, fostering strong relationships, and ultimately contributing to the advancement of both mentees and mentors in their academic and professional pursuits. Training and mentorship sessions encompassed proposal development and manuscript writing. There was a general positive outlook regarding the sustainability at participating institutions.</p> Conclusion <p>The micro-research model is a successful model for building research capacity for undergraduate health professions students. This model is highly recommended for integration into curricula for health professions programs.</p>

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Impact of the micro-research model on building research capacity in undergraduate health professions students in HIV-related research: a comprehensive evaluation using the RE-AIM framework

  • 期刊论文

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  • 发表日期：

    2026年6月24日

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  • Godfrey Zari Rukundo,
  • Peace Kellen,
  • Christine K. Karungi,
  • Edith K. Wakida,
  • Edward Kumakech,
  • Samuel Maling,
  • Jane Kabami,
  • Samantha Mary,
  • Jastine Gutu,
  • Jenipher Asasira,
  • Moses Ocan,
  • Jessica E. Haberer,
  • Elialilia S. Okello,
  • Celestino Obua

摘要

Background

Low-income settings such as Uganda bear a disproportionately high burden of diseases such as HIV/AIDS, but contribute little to knowledge production to address their health challenges. The training of health professionals traditionally focuses on clinical skills with less emphasis on research; yet, in practice, health professionals are expected to do operational research. In this study, we evaluate the impact of a micro-research model on building the capacity of undergraduate health professions students to conduct locally relevant biomedical, behavioral, clinical, and operations research on HIV and its co-morbidities.

Methods

This study was within the Health Professional Education Partnership Initiative - Transforming Ugandan Institutions Training Against HIV/AIDS (HEPI-TUITAH; 2018–2024), using a sequential explanatory mixed methods design. We collected quantitative data on sociodemographic, number of trainings, concepts and written manuscripts. Thereafter, we conducted in-depth interviews and analyzed them using a thematic content approach. We used the RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework to evaluate the impact (number trainings, protocols written, manuscripts written, publications, and change in attitudes) of the HEPI-TUITAH micro-research model.

Results

Of the 24 participants that were interviewed, 15 (62.5%) were male, aged 24–63 years (mean age, 35.3 years). Despite the challenges associated with the COVID-19 risk management measures, 41 (57%) out of the expected 72 manuscripts were published. Most participants expressed satisfaction with the recruitment process and the opportunities provided by the program. The process was described as transparent, competitive, and inclusive, allowing participation of multiple disciplines within the health professions training domains.

The multi-disciplinary approach to team formation enriched the research process by leveraging diverse perspectives and expertise. Our data show that effective mentorship was a key driver of program success, facilitating skill development, fostering strong relationships, and ultimately contributing to the advancement of both mentees and mentors in their academic and professional pursuits. Training and mentorship sessions encompassed proposal development and manuscript writing. There was a general positive outlook regarding the sustainability at participating institutions.

Conclusion

The micro-research model is a successful model for building research capacity for undergraduate health professions students. This model is highly recommended for integration into curricula for health professions programs.