Contextual resource constraints in low- and middle-income settings may limit implementation of structured, feedback-intensive clinical teaching models¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2026 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The review argues that high patient volumes, workforce shortages, and constrained infrastructure in low- and middle-income settings may hinder application of structured, time-intensive, feedback-demanding models, so direct transferability should not be assumed. → Munguiko Clement 2026

Evidence¶

Munguiko Clement 2026¶

Munguiko Clement, Masereka Enos Mirembe, Atukwatse Joseph, Smitha Joseph, Kateregga James, Nankinga Clare, Collete Alice Alum, Namujju Josephine, Akello Safina, Nalubega Sylivia. (2026). Clinical teaching models for the instruction of healthcare trainees in the 21st century: a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-026-09710-w

q2 · i? · review · r3

Authors' interpretive synthesis in the discussion, attributing transferability concerns to contextual conditions. The review states these environments are "marked by high patient load, staff shortages, limited infrastructure, and competing service demands" which may hinder effective application; it adds that without empirical evidence of adaptation, "the transferability of such models may be ineffective."

"The clinical environments in low- and middle-income countries are often marked by high patient load, staff shortages, limited infrastructure, and competing service demands which may hinder effective application of the structured, time-intensive, and feedback demanding clinical teaching models"

Discussion¶

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