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Research articles
Empirical effect of the Dr Lee Jong-wook Fellowship Program to empower sustainable change for the health workforce in Tanzania: a mixed-methods study
Masoud Dauda, Swabaha Aidarus Yusuph, Harouni Yasini, Issa Mmbaga, Perpetua Mwambinngu, Hansol Park, Gyeongbae Seo, Kyoung Kyun Oh
J Educ Eval Health Prof. 2025;22:6.   Published online January 20, 2025
DOI: https://doi.org/10.3352/jeehp.2025.22.6    [Epub ahead of print]
  • 548 View
  • 89 Download
AbstractAbstract PDFSupplementary Material
Purpose
This study evaluated the Dr Lee Jong-wook Fellowship Program’s impact on Tanzania’s health workforce, focusing on relevance, effectiveness, efficiency, impact, and sustainability in addressing healthcare gaps.
Methods
A mixed-methods research design was employed. Data were collected from 97 out of 140 alumni through an online survey, 35 in-depth interviews, and one focus group discussion. The study was conducted from November to December 2023 and included alumni from 2009 to 2022. Measurement instruments included structured questionnaires for quantitative data and semi-structured guides for qualitative data. Quantitative analysis involved descriptive and inferential statistics (Spearman’s rank correlation, non-parametric tests) using Python ver. 3.11.0 and Stata ver. 14.0. Thematic analysis was employed to analyze qualitative data using NVivo ver. 12.0.
Results
Findings indicated high relevance (mean=91.6, standard deviation [SD]=8.6), effectiveness (mean=86.1, SD=11.2), efficiency (mean=82.7, SD=10.2), and impact (mean=87.7, SD=9.9), with improved skills, confidence, and institutional service quality. However, sustainability had a lower score (mean=58.0, SD=11.1), reflecting challenges in follow-up support and resource allocation. Effectiveness strongly correlated with impact (ρ=0.746, P<0.001). The qualitative findings revealed that participants valued tailored training but highlighted barriers, such as language challenges and insufficient practical components. Alumni-led initiatives contributed to knowledge sharing, but limited resources constrained sustainability.
Conclusion
The Fellowship Program enhanced Tanzania’s health workforce capacity, but it requires localized curricula and strengthened alumni networks for sustainability. These findings provide actionable insights for improving similar programs globally, confirming the hypothesis that tailored training positively influences workforce and institutional outcomes.
Cultural immersion in the education of healthcare professionals: a systematic review  
Marty J. Brock, Levi B. Fowler, Johnathan G. Freeman, Devan C. Richardson, Lisa J. Barnes
J Educ Eval Health Prof. 2019;16:4.   Published online January 31, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.4
  • 31,222 View
  • 463 Download
  • 19 Web of Science
  • 16 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
With the ever-changing cultural makeup of society, the ability to deliver culturally appropriate healthcare is essential. An educational method aimed at increasing cultural knowledge and sensitivity in the education of healthcare professionals is cultural immersion, which creates opportunities for transformational learning through direct interactions with culturally diverse populations. The purpose of this systematic review was to examine the qualitative effects of cultural immersion experiences on graduate-level healthcare professional students.
Methods
A search of the CINAHL (Cumulative Index to Nursing and Allied Health Literature) and ERIC (Education Resources Information Center) databases was performed, utilizing search terms including cultural immersion, cultural sensitivity, educational outcomes, and healthcare professionals. The search was limited to publications within the last 10 years. The articles were screened according to title, abstract, and full-text following the application of inclusion/exclusion criteria. Themes identified within each article were collected and categorized, using a qualitative methodology, into 5 overarching domains to assess the educational experiences. Studies were scored for quality using the qualitative portion of the McGill Mixed Methods Appraisal Tool–2011.
Results
Nine studies incorporating a total of 94 participants with experiences in 14 culturally diverse environments revealing 47 individually identified themes were included in the review. The results indicated that all cultural immersion experiences stimulated increased cultural awareness and sensitivity.
Conclusion
Cultural immersion experiences produced a positive, multi-domain effect on cultural learning in students of the health professions. The results of this review provide support for implementing cultural immersion experiences into the education of healthcare professionals with the goal of increasing cultural sensitivity.

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Review Article
An overview of ethnography in healthcare and medical education research
Leigh Goodson, Matt Vassar
J Educ Eval Health Prof. 2011;8:4.   Published online April 25, 2011
DOI: https://doi.org/10.3352/jeehp.2011.8.4
  • 48,225 View
  • 581 Download
  • 92 Crossref
AbstractAbstract PDF
Research in healthcare settings and medical education has relied heavily on quantitative methods. However, there are research questions within these academic domains that may be more adequately addressed by qualitative inquiry. While there are many qualitative approaches, ethnography is one method that allows the researcher to take advantage of relative immersion in order to obtain thick description. The purpose of this article is to introduce ethnography, to describe how ethnographic methods may be utilized, to provide an overview of ethnography's use in healthcare and medical education, and to summarize some key limitations with the method.

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    A.P. Bikker, H. Atherton, H. Brant, T. Porqueddu, J.L. Campbell, A. Gibson, B. McKinstry, C. Salisbury, S. Ziebland
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    Food Control.2016; 59: 849.     CrossRef
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    Ariane Plaisance, Holly O Witteman, Daren Keith Heyland, Mark H Ebell, Audrey Dupuis, Carole-Anne Lavoie-Bérard, France Légaré, Patrick Michel Archambault
    JMIR Research Protocols.2016; 5(1): e24.     CrossRef
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    The AAPS Journal.2016; 18(5): 1047.     CrossRef
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    Paul Bowie, Elaine McNaughton, David Bruce, Deirdre Holly, Eleanor Forrest, Marion Macleod, Susan Kennedy, Ailsa Power, Denis Toppin, Irene Black, Janet Pooley, Audrey Taylor, Vivien Swanson, Moya Kelly, Julie Ferguson, Suzanne Stirling, Judy Wakeling, An
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    Medical Education Online.2016; 21(1): 32561.     CrossRef
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    Bayan Sharif-Chan, Dipti Tankala, Christine Leong, Zubin Austin, Marisa Battistella
    American Journal of Pharmaceutical Education.2016; 80(7): 114.     CrossRef
  • Qualitative research and its methods in epilepsy: Contributing to an understanding of patients' lived experiences of the disease
    Frances Rapport, Clare Clement, Marcus A. Doel, Hayley A. Hutchings
    Epilepsy & Behavior.2015; 45: 94.     CrossRef
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    Susan Bosher, Joel Stocker
    English for Specific Purposes.2015; 38: 109.     CrossRef
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    Parvaneh Vasli, Nahid Dehghan-Nayeri, Leili Borim-Nezhad, AbouAli Vedadhir
    Issues in Comprehensive Pediatric Nursing.2015; 38(2): 118.     CrossRef
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    Emily Martin, Gideon Litchfield, Mehret Mandefro, Farah Parvez, Seth M. Holmes, Danielle Lindemann, Helena Hansen
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JEEHP : Journal of Educational Evaluation for Health Professions
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