Exploring the determinants of community-oriented health professions education: A narrative review

Abstract

Background: Community-oriented education is increasingly prioritized in health professions curricula, but evidence on determinants for effective implementation is dispersed. This study aimed to synthesize the key determinants to guide curriculum design, implementation and evaluation. Methods: This narrative review searched PubMed and Scopus databases for relevant studies which were screened against eligibility criteria. The main search terms that were utilized: (community* or “communityoriented” or “community-oriented curriculum” AND “health professions” OR “health professions education”). Determinants were extracted, analyzed thematically, and synthesized narratively. A concept framework was developed to visualize relationships between determinants. Results: Of 2789 records screened, 88 studies were included. Determinants were organized into eight themes: community needs´ relevance, priority health problems, integration level, community involvement, cultural sensitivity, social accountability, health systems science, and collaboration with organizations. Determinants centered on aligning education with local contexts and priorities through engaged partnerships. The relationships between determinants were suggested. Discussion: This study presents a preliminary framework of determinants crucial for effective community oriented education in health professions curricula. The expected hurdles were discussed and mitigating actions were suggested. Eight key themes were synthesized from disparate literature sources that underscore the importance of aligning educational initiatives with local contexts and emphasizing partnerships with communities. While this proposed framework provides a valuable starting point, further rigorous inquiry and validation through systematic reviews are necessary to establish definitive determinants.