Assessment of faculty members’ perceptions towards community-oriented health professions education in Egypt: a concurrent convergent mixed-methods study

Theodor Bilharz Research Institute

Bibliographic Information

Authors: Hamed O.; Mekheimar S.I.; Abouzeid E.; Mustafa S.S.; Amin M.A.; Abo-Halawa N.; Hassan N.H.; AlSemeh A.E.; Talaat W.

Journal: BMC Medical Education

Publisher: BioMed Central Ltd

Publication Date: 25 May 2026

Volume / Issue: Volume 26 / Issue 1

Article No.: 789

ISSN: 14726920

DOI: 10.1186/s12909-026-09430-1

Scopus: View on Scopus

PubMed: 42186025

Document Type: Article

Access: All Open Access; Gold Open Access; Green Open Access

Authors and Affiliations

Hamed O., Medical Education Department, Armed Forces College of Medicine, Cairo Governorate, Heliopolis, Egypt, Egyptian Society for Medical Education (ESME), Ismailia, Egypt; Mekheimar S.I., Medical Education Department, Armed Forces College of Medicine, Cairo Governorate, Heliopolis, Egypt, Public Health Department, Theodore Bilharz Research Institute, Cairo Governorate, Egypt; Abouzeid E., Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt, School of Medicine, Ulster University, Londonderry, United Kingdom, Egyptian Society for Medical Education (ESME), Ismailia, Egypt; Mustafa S.S., Department of Pediatric Dentistry and Public Health, Faculty of Dentistry, Beni-Suef University, Beni-Suef, Egypt, Egyptian Society for Medical Education (ESME), Ismailia, Egypt; Amin M.A., Anatomy Department, Faculty of Medicine, Ain Shams University, Cairo Governorate, Egypt, Egyptian Society for Medical Education (ESME), Ismailia, Egypt; Abo-Halawa N., General Surgery Department, Faculty of Medicine, South Valley University, South Valley, Egypt, Egyptian Society for Medical Education (ESME), Ismailia, Egypt; Hassan N.H., Human Anatomy and Embryology Department, Faculty of Medicine, Zagazig University, Sharkia Governorate, Egypt, Egyptian Society for Medical Education (ESME), Ismailia, Egypt; AlSemeh A.E., Human Anatomy and Embryology Department, Faculty of Medicine, Zagazig University, Sharkia Governorate, Egypt, Egyptian Society for Medical Education (ESME), Ismailia, Egypt; Talaat W., Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt, Egyptian Society for Medical Education (ESME), Ismailia, Egypt, Foundation for Advancement of International Medical Education and Research (FAIMER), Philadelphia, United States

Abstract

Background: Despite the growing recognition of Community-Oriented Health Professions Education (COHPE) as an essential framework for developing socially accountable healthcare practitioners, there remains a critical knowledge gap regarding faculty members’ perceptions of COHPE across different health professions disciplines and institutional contexts. Aim: This study investigates faculty perceptions of COHPE implementation across multiple disciplines and institutions in Egypt. Methods: A concurrent mixed-methods design was used, involving 454 faculty members from governmental and non-governmental health professions institutions. Quantitative data were collected via validated surveys and analysed using descriptive statistics and agreement indices. Qualitative data from focus group discussions underwent thematic analysis. Integration of both datasets followed a convergent design to identify patterns and contradictions in implementation experiences. Results: Overall, COHPE implementation was rated as neutral (mean agreement index: 2.8/5), suggesting uncertainty rather than an endorsement issue. Four domains reflected moderate implementation: relevance to community needs, priority health problems, cultural sensitivity, and health systems integration. Domains such as community empowerment, involvement, and partnership development received the lowest scores. Ten overarching themes were identified, with logistical constraints, curriculum rigidity, and faculty development gaps being the most recurrent. Faculty experience did not correlate with stronger COHPE implementation, revealing a paradox in traditional education models. Conclusion: Findings highlight a widespread conceptual awareness of COHPE principles, but persistent structural and cultural barriers limit their full integration. The convergence of quantitative neutrality and qualitative concern indicates systemic rather than isolated challenges. Strategic reforms targeting curriculum design, faculty training, and stakeholder engagement are essential to transition COHPE from idealistic talk to embedded practice. © The Author(s) 2026.

Keywords

Community-oriented health professions education; Faculty perception; Mixed-methods study; Adult; Attitude of Health Personnel; Curriculum; Egypt; Faculty; Faculty, Medical; Female; Focus Groups; Health Occupations; Humans; Male; Middle Aged; Qualitative Research; Surveys and Questionnaires; article; awareness; community; cultural sensitivity; education; educational model; empowerment; health care personnel; human; human experiment; knowledge; knowledge gap; medical profession; perception; rigidity; stakeholder engagement; system analysis; thematic analysis; health personnel attitude; information processing; medical school; psychology; questionnaire; university

Citation Information

Scopus Citations: 0

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