Over the past 10 years, the Faculty of Medicine at MUST has hosted a total of 154 students on GHC scholarship in 22 postgraduate programs. These include 81 (52.6%) Master of Medicine (MMed) programs, 57 (37.0%) Master of Nursing Science (MNS) programs, 7 (4.5%) Master of Science (MSc) programs, 6 (3.9%) Master of Medical Laboratory Science (MMLS) programs and 3 (1.9%) Master of Public Health (MPH) programs (Table 2). The MSc programs that have thus far participated in the scholarships include biochemistry (4 scholars), microbiology (2 scholars) and physiology (1 scholar). For MMLS, the subspecialties pursued by scholars thus far include parasitology (2 scholars), histopathology (1 scholar), medicine (1 scholar), and laboratory diagnostics (1 scholar).
Table 2
Programs that have received global health scholars in the MUST Faculty of Medicine
SN
|
Academic program
|
Program category
|
N (%)
|
1
|
Critical care nursing
|
MNS
|
57 (37.0)
|
2
|
Pediatrics and child health
|
MMED
|
16 (10.4)
|
3
|
Obstetrics and gynecology
|
MMED
|
11 (7.1)
|
4
|
Psychiatry
|
MMED
|
11 (7.1)
|
5
|
Anesthesia
|
MMED
|
8 (5.2)
|
6
|
Internal medicine
|
MMED
|
8 (5.2)
|
7
|
Surgery
|
MMED
|
7 (4.5)
|
8
|
Medical laboratory science
|
MMLS
|
6 (3.9)
|
9
|
Pathology
|
MMED
|
6 (3.9)
|
10
|
Radiology
|
MMED
|
6 (3.9)
|
11
|
Biochemistry
|
MSc
|
4 (2.6)
|
12
|
Ear, nose and throat
|
MMED
|
3 (1.9)
|
13
|
Ophthalmology
|
MMED
|
3 (1.9)
|
14
|
Master of public health
|
MPH
|
3 (1.9)
|
15
|
Microbiology
|
MSc
|
2 (1.3)
|
16
|
Dermatology
|
MMED
|
1 (0.6)
|
17
|
Emergency medicine
|
MMED
|
1 (0.6)
|
18
|
Physiology
|
MSc
|
1 (0.6)
|
|
Total
|
|
154
|
Demographic information of the scholars
Out of the 154 scholars contacted through the online questionnaire, 50 (32.5%) responded. Of these, 36 (72%) were alumni, and the rest were current students. The majority were male (n = 30; 60%) and graduates of MMED (n = 29; 58%) or MNS (n = 20; 40%) programs, and only one was from the MMLS program. The majority of the MMED respondents were from pediatrics and child health (n = 5), obstetrics and gynecology (n = 5), and anesthesia (n = 4). Others were from ophthalmology (n = 3), ENT (n = 2), general surgery (n = 2), radiology (n = 3), psychiatry (n = 1), dermatology (n = 1), histopathology (n = 1), internal medicine (n = 1), and pathology (n = 1). Table 3 shows the detailed demographics of the participants.
The respondents had received their scholarship awards from as early as 2012 to as recently as 2022, but the majority were 2018 awardees (n = 16; 32%). Only scholarship awardees of the 2017 cohort were not represented among the respondents.
Most of the respondents were First Mile scholars (n = 29, 58%), followed by Kayanja (n = 12, 24%), Paiko (n = 5, 10%) and SEED (n = 4, 8%) scholars. The majority of the scholarships had supported both tuition and research fees (82%), and the rest were tuition only (4%), part tuition (8%), part tuition and research (4%) and research only (2%). Seventy-two percent of the scholars had completed their program at the time of the study, while the rest were still in the program.
Most of those who had completed their programs had done so between 2015 and 2022, and 16% of them had gone on to pursue additional trainings in the form of fellowships (6%), other masters (6%) and PhDs (4%), although none of them had completed the latter. Two of the current scholars reported having had additional training in the responsible conduct of research and quantitative data analysis. Thus, the highest academic qualification for the respondents was a master’s degree in the case of those who had completed the scholarship or a bachelor’s degree for those who were still in their postgraduate programs at the time of the study.
On average, each scholar belonged to at least one registered professional body: Uganda Medical and Dental Practitioners Council (UMDPC) (56%), Uganda Nurses and Midwives Council (UNMC) (38%) or other (6%). The “other” were Uganda Fertility Society (UFS), Allied Health Professionals and Critical Care Nursing Association of Uganda (CCNAU), each of whom had one participant.
Table 3
Summary of the demographic information for the 50 participants involved in the study
Variable
|
Values
|
N (%)
|
Gender
|
Male
|
30 (60)
|
Female
|
20 (40)
|
Field of study
|
Nursing
|
20 (40)
|
Medicine
|
29 (58)
|
MLS
|
1 (2)
|
Program of study
|
MNS
|
20 (40)
|
MMED
|
29 (58)
|
MMLS
|
1 (2)
|
Specific program
|
Anesthesia
|
4 (8)
|
Pediatrics and child health
|
5 (10)
|
Psychiatry
|
1 (2)
|
General surgery
|
2 (4)
|
Other
|
5 (10)
|
Critical care nursing
|
20 (40)
|
Dermatology
|
1 (2)
|
Ear, nose and throat
|
2 (4)
|
Histopathology
|
1 (2)
|
Internal medicine
|
1 (2)
|
Obstetrics and gynecology
|
4 (8)
|
Ophthalmology
|
3 (6)
|
Pathology
|
1 (2)
|
Year of scholarship award
|
2012
|
2 (4)
|
2013
|
1 (2)
|
2014
|
3 (6)
|
2015
|
4 (8)
|
2016
|
7 (14)
|
2018
|
16 (32)
|
2019
|
7 (14)
|
2020
|
4 (8)
|
2021
|
2 (4)
|
2022
|
4 (8)
|
Scholarship scheme
|
First Mile
|
29 (58)
|
Kayanja
|
12 (24)
|
Paiko
|
5 (10)
|
SEED
|
4 (8)
|
Form of support
|
Tuition and research
|
41 (82)
|
Tuition only
|
2 (4)
|
Part tuition
|
4 (8)
|
Part tuition and research
|
2 (4)
|
Research only
|
1 (2)
|
Completion status
|
Yes
|
36 (72)
|
No
|
14 (28)
|
Year of completion
|
2015
|
1 (2)
|
2016
|
5 (10)
|
2017
|
4 (4)
|
2018
|
7 (14)
|
2019
|
8 (16)
|
2020
|
1 (2)
|
2021
|
6 (12)
|
2022
|
4 (8)
|
Additional scholar training post Master’s scholarship
|
Yes
|
8
|
No
|
28 (16)
|
If “yes” additional training post Master’s scholarship
|
Fellowship
|
3 (6)
|
Masters
|
2 (4)
|
Masters and PhD
|
1 (2)
|
PhD
|
2 (4)
|
Additional training during current scholarship
|
Yes
|
2 (4)
|
No
|
15 (30)
|
If “yes” to the above
|
Responsible conduct of research
|
1 (2)
|
Responsible conduct of research and data analysis
|
1 (2)
|
Highest academic qualification
|
Bachelors
|
17 (34)
|
Masters
|
33 (66)
|
Professional memberships
|
UMDPC
|
28 (56)
|
UNMC
|
19 (38)
|
Other
|
3 (6)
|
Current employment status of the scholars
Among the alumni, over 88 percent (n = 32) were already employed; however, just twenty-eight percent (n = 4) of the students had formal jobs (Fig. 1). The majority of those employed mainly worked in the public sector (66.7%), and the rest worked in the private sector (33.3%). The main sectors of employment were the health sector (50%) and academia (38.9), with 11.1% of the scholars being employed in both sectors. All those employed were based in Uganda (Table 4).
Table 4
Summary of the employment details of the scholars (both alumni and students)
Variable
|
Values
|
N (%)
|
Employment status
|
Employed
|
36 (72.0)
|
Unemployed
|
14 (28.0)
|
Form of employment
|
Public
|
24 (66.7)
|
Private
|
12 (33.3)
|
Employment sector
|
Academia
|
14 (38.9)
|
Health sector
|
18 (50.0)
|
Both health sector and academia
|
4 (11.1)
|
Employment country
|
Uganda
|
36 (100)
|
Relevance of graduate programs to market needs
The scholars reported that they deemed the programs sponsored by the GHC scholarship schemes to be relevant to market needs, with 96% of the respondents reporting that the relevance to the market was very high or high. Only 2 of the scholars (4%) deemed the sponsored programs to be just somewhat relevant to market needs. Figure 2 illustrates the participants’ responses regarding the relevance of the sponsored programs and scholarships to market needs.
Relevance of scholarship to scholar’s career
Regarding the relevance of the scholarships to the scholars’ needs, all but one scholar reported that the scholarships were very highly or highly relevant, representing 80% and 18% of the respondents, respectively (Fig. 2).
Level of career satisfaction among alumni
Approximately 86 percent of the alumni reported that their level of satisfaction with their careers was very high (50%) or high (36%). Only 14% of the scholars reported being somewhat satisfied, but there were no scholars who reported limited satisfaction or total dissatisfaction with their careers (Fig. 2).
Perceived scholar impact while on campus
Over 88 percent of the scholars (alumni) perceived themselves to have made a significant positive impact while on campus, but the rest were not sure. Among the current scholars, self-perception of making a significant impact on campus was 71.4%, with the rest not sure whether they were making any significant impact or not. None of the scholars perceived their impact while on campus to have been certainly insignificant (Table 5).
Table 5
Scholar’s self-perception of having a significant impact while on campus
Scholar category
|
N (%)
|
Yes
|
No
|
Not sure
|
Alumni
|
32(88.9)
|
0(0.0)
|
4(11.1)
|
Students
|
10(71.4)
|
0(0.0)
|
4(28.6)
|
Contributions of the scholars while on campus: The scholars’ contributions to the university and the teaching hospital while on campus during their training were categorized into four major themes: provision of patient care, leadership, advocacy and coordination, conducting research, and training and mentorship of undergraduate students.
Clinical care
Most of the GHC scholars reported having provided quality and specialized healthcare services to patients during clinical rotations at MRRH and within the rural setting within the southwestern region during community placements. This augmented the human resources available to the hospital, which in turn improved the range and quality of health services that were being offered.
As students, these scholars would run scans in the radiology department, take care of critically ill patients in the ICU (particularly MNC Critical Care students), and attend to those requiring emergency care in the hospital’s emergency department. The following quotes illustrate the range of clinical care that the scholars provided:
“I also assisted in running the CT scan examinations at Mbarara Regional Referral Hospital following the re-establishment of procedures.” (Scholar P021, MMED Radiology)
“I contributed to clinical care in the ICU, theatre, emergency department and research areas.” (Scholar P022, MMED Anesthesia)
“I offered clinical care to patients and [taught] undergraduate students in the nursing department.” (Scholar P046, MNS Critical Care)
“From my critical care training, I was able to provide quality care to emergency and critically ill patients to enhance their recovery.” (Scholar P020, MNS Critical Care)
“I actively participated in clinical care as well as teaching the undergraduate students.” (Scholar P008, MNS Critical Care)
“I was able to provide quality care to the patients in my care.” (Scholar P019, MNS Critical Care)
“Improved clinical radiology care, helped teaching undergraduate students.” (Scholar P045, MMED Radiology)
“Participation in clinical care for the patients and taking part in clinical teaching of undergraduate students.” (Scholar P004, MMED, Pediatrics)
“Teaching undergraduate students, clinical work and conducting clinical research in areas of clinical care and clinical teaching especially in critical care units.” (Scholar P039, MMED Psychiatry)
Alumni of internal medicine had the opportunity to support cancer care during their residency training. One respondent notes that during their time as residents at MRRH, the oncology unit was under the care of the department of internal medicine. This gave the residents an opportunity to train in oncology care while also contributing to the management of cancer patients.
“I contributed to the clinical care of patients with cancer at the hospital [oncology unit], which was under the supervision of the department of [internal] medicine.” (Scholar P047, MMED Internal Medicine)
It is notable that the range of contributions made by the scholars was mainly in the various departments of the teaching hospital, but in some cases, the impact was in the placement sites where these scholars practiced, particularly during the recess periods of their training. During such placements, the scholars had the opportunity to perform specialized interventions, as this participant notes:
“I performed several specialized surgeries during my placement at Kisoro district hospital. Offered bedside teaching to undergraduate medical students.” (Scholar P032, MMED Surgery)
It was quite apparent that the training at MUST had improved the scholars’ skills to the extent that the services they offered were perceived to be of higher quality. The residents continued to offer this high-quality clinical care even after completion of their residency programs. The alumni expected that the improved care offered to patients would add to the good reputation of the university. This probably implied that alumni were happy to remain associated with their alma mater and that the public would easily associate the quality of their services with the university that had nurtured them. They sought to be good ambassadors.
“I have since utilized the training to serve people in Kabale, a rural area in Western Uganda.” (Scholar P005, MMED Obs/Gyn)
“My skills in clinical care were improved, and so I was able to care for patients in a way that adds to the already good reputation of the university.” (Scholar P031, MNS Critical care)
Leadership, advocacy and coordination
Some of the scholars took on the mantle of leadership and advocacy, which they effectively utilized to ensure quality in service provision, influence and advocate for positive changes in training and health service provision, program coordination and inspire students to advance their knowledge and skills through specialized training.
At the time of receiving the scholarship, some of the scholars were already part of the faculty, retained as teaching assistants after their graduation from the undergraduate programs to support teaching in some nascent departments. Frequently, these young academics, now residents on a reputable scholarship, became role models for undergraduate students who would be inspired to take on careers similar to their teachers’, leading to increased enrollment in residency programs. These scholars went on to have wider reaching impacts at the departmental level through leadership, advocacy and lobbying for increased support from university and hospital management. The following quote from a scholar in the radiology department clearly illustrates this point:
“I have remained as a teaching staff member in the Faculty of Medicine, where I have participated in the establishment of the department and strengthened radiology teaching for both undergraduates and postgraduates in addition to providing clinical care to patients. To date, there is overwhelming interest from students who want to pursue radiology. Through progressive leadership as head of department, the hospital has invested significantly in equipment to further improve learning and patient care. The student population pursuing Radiology has improved from 1 during my study period to 20 to date.” (Scholar P017, MMED Radiology)
Some of the scholars were appointed as undergraduate class coordinators in their departments. As class coordinators, they were instrumental in advocating for better welfare and support to the learners while mediating residents’ issues with the lecturers, heads of departments, offices of the dean, and academic registrars. In this way, the class coordinators were critical in determining how undergraduate training was organized, thus leading to an effective learning process. In addition to these roles, such class coordinators provided linkages with other universities to allow sharing of knowledge and experiences, thus raising the profile of the program and university to the outside world. This quote illustrates this role further:
“I was involved in the practical demonstration for undergraduate students, participated in examination setting for undergraduates and advocacy for fairness and support of the learners. [I] advocated for collaboration with other universities for elective training and sharing of experience and knowledge for increased marketability of students during recess semesters or as may be planned.” (Scholar P044, MMED Pathology)
“I participated in teaching critical care, and currently, I coordinate the critical care program. In addition, I have published a number of papers that have increased the visibility of the university at large.” (Scholar P027, MNS Critical Care)
“…I was also the postgraduate leader in my department and led to many positive changes, especially in how our work/training was organized.” (Scholar P004, MMED Pediatrics)
“Yes, chairperson quality assurance and help improve quality.” (Scholar P041, MMED Obs/Gyn)
Relevant research
A number of scholars considered research to be one of the key contributions made while on campus. As part of their postgraduate training, the scholars trained and supervised undergraduates as they conducted their own research. Some of this research was published on campus in the form of peer-reviewed articles in journals, which led to increased visibility of the university. In addition to adding to the knowledge base, the scholars reported that some of their research was able to bring about changes in policy as well as inform clinical practice. These quotes clearly summarize these points
“I have published a number of papers that have increased the visibility of the university at large.” (Scholar P027, MNS Critical Care)
“I instilled in students a positive attitude toward nursing and patients and conducted research that was able to bring about policy changes.” (Scholar P049, MNS)
“My research was able to inform clinical practice.” (Scholar P010, MNS Critical Care)
It was notable that while the majority of research themes centered on works by the scholars themselves, some of the respondents reported that they had trained others to do research. The latter was done as part of program training in research for undergraduate or postgraduate students in which the scholars constituted the team of trainers and/or supervisors. This is illustrated in the following quotes:
“[I was involved in] clinical care in the ICU, theatre, emergency department and [conducting] research...” (Scholar P022, MMED Anesthesia)
“I [gave] back to the university by teaching both undergraduate and postgraduate students as well as conducting research...” (Scholar P006, MMED Obs/Gyn)
“[I was involved in] teaching undergraduate students, clinical work and conducting clinical research.” (Scholar P039, MMED Psychiatry)
“[I was involved in] teaching undergraduates and undergraduate research supervision.” (Scholar P024, MNS Critical Care)
Training and mentorship
All scholars trained and mentored undergraduate students either in class, during clinical rotations or both in their respective specialties and in other departments when need arose. This training involved teaching, setting examinations and marking them. It is apparent that these scholars were passionate in training their successors, and some took the initiative to practically demonstrate abstract concepts to students and utilized the platform to encourage and inspire trainees concerning their career choices and the need to specialize. Some scholars who were retained by the university continued to steer positive changes in training by advocating for collaborations that can sharpen the knowledge and skills of students to those that meet the demands of current society and learning aids such as equipment for practical courses such as radiology to ease clinical training at MRRH.
“Practical demonstration for undergraduate students, participated in examination setting for undergraduates and advocacy for fairness and support of the learners. Advocated for collaboration with other universities for elective training and sharing of experience and knowledge for increased marketability of students during recess semesters or as may be planned.” (Scholar P044, MMED Pathology)
“Participated in teaching and examining the undergraduate students.” (Scholar P037, MNS Critical Care)
“As a resident in the department of Radiology, which was understaffed during my residency, I took part in teaching undergraduates (both in class and clinical rotations) and fellow residents in other disciplines (e.g., obstetrics and gynecology). I also assisted in running the CT scan examinations at Mbarara Regional Referral Hospital following the re-establishment of procedures.” (Scholar P021, MMED Radiology)
“Participation in clinical care for the patients and taking part in clinical teaching of undergraduate students. I was also the postgraduate leader in my department and led to many positive changes, especially in how our work/training was organized.” (Scholar P004, MMED Pediatrics)
Scholarship impacts on the alumni
We asked the alumni about their perceived impacts of the scholarship on their current careers. The questions reflected on the extent to which the scholars agreed or disagreed with four specific statements centered on scholarship-enabled attainment of essential skills and competencies for optimal healthcare delivery. The statements encompassed themes on leadership in healthcare innovation, community-based healthcare delivery, community-based research to address disease burden, and leveraging healthcare technologies for better patient care. Textbox 1 briefly describes these themes.
Enhanced skills in leadership for innovative healthcare
The alumni agreed that the scholarship had a positive impact on their leadership skills to drive innovations in healthcare systems and patient care. Of the thirty-six alumni who responded, over 91% either strongly agreed (n = 13) or agreed (n = 20) that the scholarship had enhanced their leadership skills and ability to develop and implement innovative health care. Conversely, one scholar (2.8%) strongly disagreed with the statement, while two of them (5.6%) neither agreed nor disagreed (Fig. 3).
Increased competence in community-based healthcare
Over sixty-six percent (n = 24) of the alumni strongly agreed and 22.2% (n = 8) agreed that the scholarship had increased their competences (knowledge, skills and attitude) in community-based healthcare delivery. Conversely, 5.6% of the scholars either strongly disagreed (n = 1) or disagreed (n = 1). Two of the participants (5.6%) neither agreed nor disagreed with the statement (Fig. 3).
Understanding and addressing disease burden through community-based research
Almost forty-two percent (n = 15) of the alumni strongly agreed and 52.8% (n = 19) agreed that the scholarship had equipped them with skills to better understand and address the burden of disease through community-based research. Conversely, 5.6% of the scholars either strongly disagreed (n = 1) or disagreed (n = 1) with the statement (Fig. 3).
Leveraging existing technologies to innovate and create new solutions for healthcare
Over eighty-six percent of the alumni either strongly agreed (n = 17) or agreed (n = 14) that the scholarship enhanced their ability to leverage existing technologies to innovate and create new solutions for patient management and care. Conversely, 2.8% (n = 1) of the scholars disagreed. Four participants (11.1%) neither agreed nor disagreed with the statement (Fig. 3).
Anticipated scholarship impacts on the students
As with the alumni, we asked the students (current scholars) about their expected impacts of the scholarship on their future careers. The same questions, statements and themes were used as with the alumni (see Textbox 1), only with slight modification in the phrasing to future tense since the impacts were being anticipated. The responses are summarized in Fig. 4.
Enhanced skills in leadership for innovative healthcare
The current scholars believed that the scholarship would have a significant impact on their leadership skills to drive innovations in healthcare systems and patient care. Of the seventeen students, forty-seven percent (n = 8) strongly agreed and 23.5% (n = 4) agreed that the scholarship enhanced their leadership skills and ability to develop and implement innovative health care. Conversely, those who disagreed or strongly disagreed were 5.9% (n = 1) and 23.5% (n = 4), respectively.
Increased competence in community-based healthcare
The same trend as above was also observed among the current scholars concerning the anticipated impact of the scholarship on their competences (knowledge, skills and attitude) in community-based healthcare. Forty-seven percent (n = 8) strongly agreed and 23.5% (n = 4) agreed that the scholarship increased their competences in community-based healthcare. Conversely, those who disagreed or strongly disagreed were 5.9% (n = 1) and 23.5% (n = 4), respectively.
Understanding and addressing disease burden through community-based research
Over seventy percent of the current scholars strongly agreed (n = 6) or agreed (n = 5) that the scholarship was equipping them with skills to better understand and address the burden of disease through community-based research. Conversely, 29.4% (n = 5) strongly disagreed with this statement. Only one scholar neither agreed nor disagreed.
Leveraging existing technologies to innovate and create new solutions for healthcare
Almost sixty-five percent of the scholars either strongly agreed (n = 8) or agreed (n = 3) that the scholarship enhanced their ability to leverage existing technologies to innovate and create new solutions for patient management and care. Conversely, 23.5% of the scholars either strongly disagreed (n = 3) or disagreed (n = 1) with the statement. Two of the scholars neither agreed nor disagreed.
Career paths by the alumni
Following their graduation, some of the scholars sought to pursue their interests in academic scholarship. These scholars were either planning, currently pursuing, or had completed another master’s program, a fellowship or PhD.
“I have done a fellowship in Alzheimer’s disease and related dementias, published 10 papers in reputable journals and currently undertake a fellowship in children’s palliative care.” (Scholar P027, MNS Critical Care)
“I enrolled for a PhD in health sciences (taught; epidemiology and biostatistics). I finished course works and examinations and now writing my concept.” (Scholar P016, MNS Nursing)
More than half of the scholars who reported being in academia were also involved in research. They were at different stages of their research careers, with some being at earlier stages of research career development, while others had already published several times as principal investigators. In addition, some scholars shared the research skills, knowledge and experience obtained through training and mentoring their junior colleagues in their departments or research groups.
“I have thus far had 4 publications; I have also been able to participate in the WHO nurse educators’ competence course.” (Scholar P020, MNS Critical Care)
“I am an academician and researcher studying cancer of the cervix. I have had several publications in that area. I have supervised three Masters Students to completion and currently supervising 6 Masters Students yet to complete.” (Scholar P015, MMLS Histopathology)
In fact, a few of the scholars had been retained by the university to serve initially as assistant lecturers in various departments; some of these had been promoted to lecturer and other senior positions, including being appointed as heads of departments that had effectively positioned them to train, mentor, and inspire their junior colleagues to become marketable young professionals as well as advocating for better training conditions.
““I was appointed Assistant Lecturer, to teach histopathology and diagnostic cytology to MLS students.” (Scholar P015, MMLS Histopathology)
“I have remained as a teaching staff member in the Faculty of Medicine, where I have participated in the establishment of the department and strengthened radiology teaching for both undergraduates and postgraduates in addition to providing clinical care to patients. To date, there is overwhelming interest from students who want to pursue radiology. Through progressive leadership as head of department, the hospital has invested significantly in equipment to further improve learning and patient care. The student population pursuing Radiology has improved from 1 during my study period to 20 to date.” (Scholar P017, MMED Radiology)
Many of the scholars had registered as healthcare professionals serving their communities with increased confidence, due diligence and a revolutionary mindset by offering specialized care to patients. To further demonstrate their commitment to better clinical care, some scholars were keeping abreast with the current clinical practices through participation in continuous professional trainings organized by various reputable organizations and institutions.
“I have had a chance to change the face of ICU practice to evidence-based care in different hospitals.” (Scholar P011, MNS Critical care)
“Registered with the council as a specialist. I'm competent enough to perform ALL surgical procedures expected of a general surgeon.” (Scholar P032, MMED Surgery)
“I have completed trainings in infertility and laparoscopy.” (Scholar P005, MMED Obs/Gyn)
Career achievements by the alumni
Academic pursuits
Following their graduation, some of the scholars had taken it upon themselves to further their training at a specialized level by pursuing another master's program, a fellowship or PhD; many of them had successfully accomplished these programs.
“Have completed trainings in infertility and laparoscopy.” (Scholar P005, MMED Obs/Gyn)
“Did my rhinology fellowship, published as first author and coauthor on some [journal] papers.” (Scholar P028, MMED ENT)
“I enrolled for a PhD in health sciences (taught; epidemiology and biostatistics). I finished course works and examinations and now writing my concept.” (Scholar P016, MNS Nursing)
“Since graduation, I have successfully applied to and completed the Fogarty Global Health Fellowship 2020/2021 and was a participant of the Introduction to Research for Young International Academics (IRIYA) 2021 at the Radiological Society of North America (RSNA). I am also currently a fellow under the Multimorbidity in Uganda Research Capacity Initiative (MURCI) and was awarded a Harvard University Center for AIDS Research (HU-CFAR) award. I also presented work from the master's thesis at the Conference on Retroviral and Opportunistic Infections (CROI) conference 2020 and was awarded an International Investigator Award, and I am currently working as a part-time lecturer at the department of Radiology, Faculty of Medicine of Mbarara University of Science and Technology.” (Scholar P021, MMED Radiology)
“Promoted to rank as a lecturer, published as a primary author and coauthor, started a surgical simulation course for nose and sinus surgery, vice chair faculty curriculum review committee, currently doing a fellowship in curriculum studies and medical education.” (Scholar P030, MMED ENT)
Achievements in research
Some of the scholars had opportunities and were able to conduct research and to disseminate their findings through research articles in reputable journals and conferences, which has added to their reputation and enhanced their career growth. Others were able to train, mentor and supervise undergraduate student research and to support residents in their research projects.
“I have been able to publish research articles, I have participated in a WHO nurse educators’ competence course and currently I have enrolled for a PhD.” (Scholar P019, MNS Critical Care)
“I have done a fellowship in Alzheimer’s disease and related dementias, published 10 papers in reputable journals and currently undertake a fellowship in children’s palliative care.” (Scholar P027, MNS Critical Care)
“Did my rhinology fellowship, published as first author and coauthor on some [journal] papers.” (Scholar P028, MMED ENT)
“I am an academician and researcher studying cancer of the cervix. I have had several publications in that area. I have supervised three Masters Students to completion and currently supervising 6 Masters Students yet to complete.” (Scholar P015, MMLS Histopathology)
“I have supervised and graduated 6 students of Master of Medicine in Radiology, I have participated in research and grant writing.” (Scholar P017, MMED Radiology)
“I have thus far had 4 publications; I have also been able to participate in the WHO nurse educators’ competence course.” (Scholar P020, MNS Critical Care)
Achievements in innovations and pioneering change
Some of the scholars had introduced new academic programs within their universities and new health services within the hospitals and the communities they serve. These innovations have been able to bridge some gaps in human resources and healthcare delivery.
“I implemented the first Ugandan endoscopic sinus surgery dissection course which has run for 3 years now, started a fellowship in curriculum studies and medical education.” (Scholar P028, MMED ENT)
“I started a surgical simulation course for nose and sinus surgery…” (Scholar P030, MMED ENT)
“I have had a chance to change the face of ICU practice to evidence-based care in different hospitals.” (Scholar P011, MNS Critical Care)
“I have successfully spear headed the formation and operation of UPDF medical aviation services.” (Scholar P013, MNS Critical care)
Achievements in leadership
Scholars have taken on various leadership roles that have enabled them to serve a larger number of people and advance their careers.
“I have had the privilege of heading a nursing department and publishing original research papers.” (Scholar P031, MNS Critical Care)
“I am vice chair faculty curriculum review committee, currently doing a fellowship in curriculum studies and medical education.” (Scholar P030, MMED ENT)
Professional career achievements
Many scholars have noted major successes in their careers, such as acquisition of jobs they could not get earlier, job promotions, gain in confidence in their professional competences, and the ability to register and provide specialized care as per their training within the various communities they now serve.
“I registered with the council as a specialist. I'm competent enough to perform ALL surgical procedures expected of a general surgeon.” (Scholar P032, MMED Surgery)
“One of my career achievements is being able to get a number jobs.” (Scholar P001, MNS Critical Care)
“Since graduation, I was able to register as a specialist and presented my research dissertation at the JASH22 conference.” (Scholar P004, MMED Pediatrics)
“Being able to actively participate in research and continue doing offering health care services.” (Scholar P006, MMED Obs/Gyn)
“I have been promoted by the health service commission, and I am currently the Head Nurse of the pediatric Intensive Care Unit at Mulago National Referral Hospital.” (Scholar P008, MNS Critical Care)
“Been practicing as an obstetrician and gynecologist.” (Scholar P009, MMED Obs/Gyn)
“I have since my graduation been able to lecture nursing students both in class and in clinical areas.” (Scholar P010, MNS Critical Care)
“Passing on the knowledge in the field of anesthesia through lecturing students.” (Scholar P022, MMED Anesthesia)
Research & publications, graduate research supervision & better clinical care.” (Scholar P024, MNS Critical Care)