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Teenage Pregnancy and Motherhood (TPM) pose significant global public health challenges, particularly in Sub-Saharan Africa with Uganda being among the countries most affected. In this phenomenological study we aimed to understand the lived experiences of teenage mothers regarding TPM, and to develop advocacy materials and methods to combat TPM. We recruited 14 teenage mothers, aged 16–19 years, who were receiving care at a high-volume hospital in Fort Portal City, Western Uganda. Photovoice, a participatory action research method was used, involving five group sessions. Participants documented their TPM experiences through photographs and narratives, followed by group discussions. Data were analyzed using phenomenological hermeneutics, with themes emerging from participants’ lived experiences. Teenage pregnancy and motherhood were understood to be unexpected and undesirable by the girls who experienced them. These situations were often marked by attempts to conceal the pregnancy, such as fleeing from home, and were compounded by insufficient material and psychosocial support. The girls also faced conflicting emotions about having children, challenges related to childbirth and childcaring as well as strained relationships with their families or partners. The unexpected, undesired, and challenging nature of TPM for this population highlights the need for comprehensive societal and systemic interventions to prevent TPM and to provide material and psychosocial support to those that find themselves in this situation. This can be through sexuality education to teenage girls and economic support for teenage mothers. Incorporating teenage mothers’ lived experiences into advocacy efforts offers a novel approach to addressing the TPM challenge in the setting of western Uganda. Teenage pregnancy is a deeply stigmatized and challenging experience for young girls, often leading to social isolation, concealment, and insufficient support, highlighting the urgent need for comprehensive societal and systemic interventions.

Background HIV-related stigma remains a key barrier to the attainment of the UNAIDS global goal of ending AIDS by 2030. Due to the social and contextual nature of HIV-related stigma, community-based interventions may be more effective in addressing it. In this review, we synthesized evidence on the effectiveness and features of community-based interventions against HIV-related stigma in Sub-Saharan Africa. Methods MEDLINE, EMBASE, CINAHL, Psych INFO, and Web of Science were searched in July 2023. We also searched Google Scholar and reference lists of all selected studies. Included studies were randomized controlled trials, mixed methods studies, as well as pre-test and post-test studies that evaluated the effectiveness of a community-based intervention to reduce HIV-related stigma in the general population or among specific groups. Data extraction was done using a pre-designed and pre-tested form. We performed a synthesis without meta-analysis, utilizing Fisher’s method to combine p -values, to demonstrate evidence of an effect in at least one study. Additionally, we applied framework thematic analysis to qualitatively synthesize the intervention characteristics of the included studies. Results A total of nine journal articles were included, largely with a high risk of bias. Results from the combined p -values provide strong evidence supporting the effectiveness of community-based interventions in reducing HIV-related stigma in at least one of the studies ( p  < 0.001, X 2  = 73.1, 18 degrees of freedom). Most studies involved people living with HIV (PLH) alone as intervention recipients and as intervention implementers. Community members with unknown HIV status were involved in only 2 studies. The intervention strategies were largely information sharing through workshops and training as well as individualized counselling. In few studies, additional support in the form of referrals, nutritional supplements, and adherence support was provided to PLH during the interventions. Most studies were judged to be of moderate to high cost except in 3 where the intervention implementers were PLH within the community, volunteering in the home-based support approach. The involvement of community members in the design of intervention strategies was not seen in all the studies. Conclusion Community-based interventions appear to be effective in reducing HIV-related stigma. However, more robust randomized trials are needed to provide stronger evidence for this effect. Although these interventions have been multifariously developed in Sub-Saharan Africa, comprehensive strategies involving the stigmatized and the “stigmatizers” in a social change approach are lacking. The application of strategies without the involvement of community members in their design takes away a sense of community responsibility, and this threatens the sustainability of such interventions. Systematic review registration PROSPERO CRD42023418818.

Aim This study was conducted to determine the correctness and completeness of documentation of partographs. Design This was a retrospective descriptive study. Methods We included 365 partographs of deliveries conducted from January 1st to October 31st 2019. Data were collected using a checklist and analysed descriptively. The study based on 13 partograph parameters. Results About 8–13 parameters were correctly documented in 71.5 % of the partographs. About 38.9%, 24.7%, 99.7%, 22.5% and 16 % of the partographs had no documentation of obstetric risk factors, foetal heart rate, colour of liquor, uterine contractions and cervical dilatation respectively. About 12.1% of the cervicographs crossed the action line and 61.4% of partographs where cervicographs crossed the action line had no documentation of action(s) taken.

Aim To determine the health facility‐based perinatal mortality rate, its causes and avoidable factors using the perinatal mortality surveillance and response guidelines. Design This was an action study conducted in one of the districts in Western Uganda from 1 January–31 December 2019. Methods A total of 20 perinatal death cases were recruited consecutively. Data were collected using a Ministry of Health Perinatal Death Surveillance and Response (PDSR) questionnaire containing questions on pregnancy, delivery and immediate postnatal care. We used descriptive statistics to describe key data elements. Results We found a health facility‐based perinatal mortality rate of 17.3 deaths per 1,000 live births. Birth asphyxia was the most common cause of perinatal deaths. Seven, three and ten mothers delayed seeking, reaching and receiving appropriate health care, respectively.

In the 21st century, health professions educators are required to adopt contemporary clinical teaching models that equip trainees with competencies that are responsive to the evolving healthcare needs of the population. Efforts to standardize clinical competencies across the globe further demand aligned pedagogical frameworks to guide clinical teaching across diverse contexts. However, evidence on such remains fragmented and inadequately synthesized. This study mapped existing evidence on models guiding clinical teaching of healthcare trainees in the 21st century.BACKGROUNDIn the 21st century, health professions educators are required to adopt contemporary clinical teaching models that equip trainees with competencies that are responsive to the evolving healthcare needs of the population. Efforts to standardize clinical competencies across the globe further demand aligned pedagogical frameworks to guide clinical teaching across diverse contexts. However, evidence on such remains fragmented and inadequately synthesized. This study mapped existing evidence on models guiding clinical teaching of healthcare trainees in the 21st century.The review followed the Joanna Briggs Institute scoping review guideline. Electronic database searches were conducted between 1st and 4th January 2026 in CINAHL, PubMed, Scopus, Cochrane, and Informit to identify articles published from 1st January 2000 to 31st December 2025. Grey literature searches were conducted in google scholar and ProQuest. Studies were screened at title, abstract and full text levels, and data were extracted using a standardized Joanna Briggs Institute data extraction tool. Data was analyzed descriptively and summarized in a tabular form.METHODSThe review followed the Joanna Briggs Institute scoping review guideline. Electronic database searches were conducted between 1st and 4th January 2026 in CINAHL, PubMed, Scopus, Cochrane, and Informit to identify articles published from 1st January 2000 to 31st December 2025. Grey literature searches were conducted in google scholar and ProQuest. Studies were screened at title, abstract and full text levels, and data were extracted using a standardized Joanna Briggs Institute data extraction tool. Data was analyzed descriptively and summarized in a tabular form.The search yielded 3,526 records, of which 70 went through full text screening and 26 met the inclusion criteria. Most studies were conducted in the United States, with none from Africa, and involved medical students. Eight clinical teaching models were mapped: i) One-Minute Preceptor Model (OMP); ii) Summarize, Narrow, Analyze, Probe, Plan, Select (SNAPPS); iii) Setting foundation, Tutor demonstrating without commentary, Explaining with repeated demonstration, Practicing under supervision, and Subsequent practice (STEPS); iv) Meeting, Introduction, In the moment, Inspection, Interruption, Independent thought, Patient care, Learner's questions, Attending agenda, and Next steps (MiPLAN); v) Bridge-in, Objectives, Pre-assessment, Participatory learning, Post-assessment, and Summary (BOPPPS); vi) Emergency Department Strategies for Teaching Any Time (ED STAT); vii) Reporter-Interpreter-Manager-Educator (RIME); and viii) Aunt Minnie. OMP and SNAPPS were the most commonly reported models.RESULTSThe search yielded 3,526 records, of which 70 went through full text screening and 26 met the inclusion criteria. Most studies were conducted in the United States, with none from Africa, and involved medical students. Eight clinical teaching models were mapped: i) One-Minute Preceptor Model (OMP); ii) Summarize, Narrow, Analyze, Probe, Plan, Select (SNAPPS); iii) Setting foundation, Tutor demonstrating without commentary, Explaining with repeated demonstration, Practicing under supervision, and Subsequent practice (STEPS); iv) Meeting, Introduction, In the moment, Inspection, Interruption, Independent thought, Patient care, Learner's questions, Attending agenda, and Next steps (MiPLAN); v) Bridge-in, Objectives, Pre-assessment, Participatory learning, Post-assessment, and Summary (BOPPPS); vi) Emergency Department Strategies for Teaching Any Time (ED STAT); vii) Reporter-Interpreter-Manager-Educator (RIME); and viii) Aunt Minnie. OMP and SNAPPS were the most commonly reported models.Although eight clinical teaching models were identified, supporting evidence remains geographically and methodologically uneven, with no single model emerging as universally applicable. However, structured teaching, learner engagement, reflection, feedback, and role modelling consistently appeared across the identified models as core microteaching skills. Clinical educators and training institutions should strengthen these competencies through faculty development and context-sensitive application of clinical teaching models. Future research should prioritize methodologically rigorous and contextually grounded studies on clinical teaching models, particularly in underrepresented low-resource settings.CONCLUSIONS AND RECOMMENDATIONSAlthough eight clinical teaching models were identified, supporting evidence remains geographically and methodologically uneven, with no single model emerging as universally applicable. However, structured teaching, learner engagement, reflection, feedback, and role modelling consistently appeared across the identified models as core microteaching skills. Clinical educators and training institutions should strengthen these competencies through faculty development and context-sensitive application of clinical teaching models. Future research should prioritize methodologically rigorous and contextually grounded studies on clinical teaching models, particularly in underrepresented low-resource settings.

In the 21st century, health professions educators are required to adopt contemporary clinical teaching models that equip trainees with competencies that are responsive to the evolving healthcare needs of the population. Efforts to standardize clinical competencies across the globe further demand aligned pedagogical frameworks to guide clinical teaching across diverse contexts. However, evidence on such remains fragmented and inadequately synthesized. This study mapped existing evidence on models guiding clinical teaching of healthcare trainees in the 21st century. The review followed the Joanna Briggs Institute scoping review guideline. Electronic database searches were conducted between 1st and 4th January 2026 in CINAHL, PubMed, Scopus, Cochrane, and Informit to identify articles published from 1st January 2000 to 31st December 2025. Grey literature searches were conducted in google scholar and ProQuest. Studies were screened at title, abstract and full text levels, and data were extracted using a standardized Joanna Briggs Institute data extraction tool. Data was analyzed descriptively and summarized in a tabular form. The search yielded 3,526 records, of which 70 went through full text screening and 26 met the inclusion criteria. Most studies were conducted in the United States, with none from Africa, and involved medical students. Eight clinical teaching models were mapped: i) One-Minute Preceptor Model (OMP); ii) Summarize, Narrow, Analyze, Probe, Plan, Select (SNAPPS); iii) Setting foundation, Tutor demonstrating without commentary, Explaining with repeated demonstration, Practicing under supervision, and Subsequent practice (STEPS); iv) Meeting, Introduction, In the moment, Inspection, Interruption, Independent thought, Patient care, Learner's questions, Attending agenda, and Next steps (MiPLAN); v) Bridge-in, Objectives, Pre-assessment, Participatory learning, Post-assessment, and Summary (BOPPPS); vi) Emergency Department Strategies for Teaching Any Time (ED STAT); vii) Reporter-Interpreter-Manager-Educator (RIME); and viii) Aunt Minnie. OMP and SNAPPS were the most commonly reported models. Although eight clinical teaching models were identified, supporting evidence remains geographically and methodologically uneven, with no single model emerging as universally applicable. However, structured teaching, learner engagement, reflection, feedback, and role modelling consistently appeared across the identified models as core microteaching skills. Clinical educators and training institutions should strengthen these competencies through faculty development and context-sensitive application of clinical teaching models. Future research should prioritize methodologically rigorous and contextually grounded studies on clinical teaching models, particularly in underrepresented low-resource settings.