Training of health professionals can be deliberately structured to enhance rural recruitment by exposing the trainees to the realities of rural life and practice through Community-Based Education and Service (COBES) programs. During this period, students spend a part of their training in the community they are likely to serve upon completion of their study. Student engage and empower local people in the community to address their health needs during their placements, at the same time they are learning from the people. During community –based education, students are constantly supervised by health facility staff and academic staff from the University to ensure that the intended objectives are achieved. The aim of the present study was to explore student perception on field attachment of supervision support from hospital staff and academic staff during their community-based education, and service (COBES) placement and to identify ways in which the student learning can be improved.
A qualitative, explorative study was conducted using open ended questionnaire during COBES placement of the University of Namibia third year undergraduate medical students for 2013 to 2015 in Namibia. Most of the students reported to be happy with the supervision from the hospital staff however, they expressed some challenges that affecting supervision negatively such as: academic staff spend very short time with them, shortage of staff at health facilities as the ratio of staff to patients is low which negatively affect their supervision and insufficient orientation of cite supervisors on the expectation during COBES placement.