Introduction

Higher education institutions are recognized as drivers of change within communities and society as a whole [1]. With the growing challenges of globalization, higher education has a greater responsibility to improve the educational system to meet real-world demands. This ensures that students gain theoretical knowledge, work in real-life settings, and contribute to empowering communities [2]. However, each community’s specific needs and problems may vary, creating ambiguity about the kind of world for which students should be prepared.

In this context, integrating community-based education (CBE) into the curriculum is a pivotal strategy, as it is an important learning approach in health sciences education [3]. CBE not only provides ‘real-world’ experience to students by involving them in learning activities that use the community as a learning environment, but also helps in improving the health indicators of communities where these CBE programs are implemented [4]. Additionally, students learn more about the range of social, political, and economic factors that affect health, known as the social determinants of health [5]. CBE has made significant contributions in developing countries, including Pakistan, where resources to cater to the health awareness needs of the communities are limited.

With a growing population that ranks Pakistan as the fifth most populous country globally, achieving sustainable development goals related to health, particularly maternal and child health (MCH), remains a formidable challenge. Maternal mortality ratio, standing at 186 per 100,000 live births, along with alarming rates of neonatal, infant, and child mortality, underscores the urgent need for robust MCH interventions [6]. These interventions must address a spectrum of needs, including prenatal care, neonatal health, maternal and infant mortality, immunization, nutrition, and access to specialized services.

In the Pakistani social setup, universities can play a significant role in improving community health through community outreach programs. Many studies provide evidence that community-academic partnerships can strengthen community awareness regarding health issues [7,8]. Community-based initiatives, such as behavior change interventions involving university students, can be beneficial in many ways. Several studies report improvements in MCH indicators, such as increased use of contraceptive methods, institutional deliveries, practicing skin-to-skin care, initiating timely and exclusively breastfeeding. Other indicators include providing age-appropriate immunization, identifying dangerous signs, and taking timely care in case of diarrhea and pneumonia in children under-five after introducing community-based interventions [6,9].

In Pakistan, a substantial portion of the healthcare budget is allocated to curative medicine, leaving public health as a relatively neglected area. Specifically, in Punjab, the country’s most populous province, only a few institutions offer degree programs in public health. Among these institutions, there is a notable absence of CBE programs focusing on Maternal, Newborn, and Child Health (MNCH). Additionally, the curriculum is classroom-based, and teachers lack experience and skills in organizing and teaching in the field. This gap underscores a critical need to integrate practical, community-focused training into public health curricula to better address the region’s specific health challenges.

Given this background, the project was designed to develop, implement, and evaluate a CBE module on MCH for Bachelor of Science (BS) in Public Health students. It aims to address a critical gap in undergraduate public health education in Pakistan by offering a practical model that connects academic learning with real-world health challenges. While previous studies have highlighted the benefits of CBE broadly, this study specifically focuses on CBE in MNCH for undergraduate public health students. Prior research indicates that CBE can improve MCH indicators through direct community engagement, yet there is limited evidence on structured implementation and evaluation of such programs in higher education curricula [6,9].

Hands-on practice is critical for bridging theoretical knowledge with real-world skills, but practical training and systematic assessment remain underdeveloped in many public health programs in Pakistan. This study contributes to the literature by comprehensively evaluating a locally developed structured CBE module in MCH implemented through university-community partnership in a semi-urban context, with particular emphasis on the development of students’ knowledge, skills, and competencies within a well-designed program of study. While existing literature documents the value of CBE broadly, much of the empirical research has been conducted in in high-income countries or has focused on generalized health topics. The present study provides context-specific empirical evidence from a low- and middle- income country by examining how a structured CBE program can address priority MCH needs, build students practical skills, and strengthen community engagement. By assessing pre- and post-module changes in students’ knowledge, skills, and competencies, this study provides empirical evidence on the educational impact of CBE in a context where practical, community-focused training is largely absent. Thus, the study bridges a critical gap in both public health education and experiential learning in the region.

This paper specifically focuses on evaluating the pre and post assessment of CBE module in enhancing students’ knowledge, skills, and competencies in MCH. While the broader project also included assessment of community-level outcomes, those results are presented in a separate manuscript [10].

Materials and methods

This paper is a part of a broader post-doctoral research project with International Foundation for Advancement of International Medical Education and Research (FAIMER) Institute, USA of RZ (first author) on the topic of “Improving Women’s Health and Strengthening CBE through Center for Research on Maternal and Child Health at Department of Public Health, University of the Punjab.” The project was conducted in three phases: First phase dealt with the selection of community, assessing the health needs of the selected community, development of CBE module on MCH, training of faculty and students on the CBE module, and pre-CBE implementation assessment of students’ knowledge, skills and competencies related to MCH (the results of community health need assessment [11] and module development [12] are published separately). The second phase was related to the implementation of the CBE module in the field, and the third phase aimed at evaluating its effectiveness from the perspective of both the students and the community. This paper specifically presents the findings of the impact of CBE on students’ MCH knowledge, skills, competencies, and learning experiences. A mixed-methods approach was used, with quantitative assessments conducted at pre- and post-implementation and qualitative assessments conducted during and after implementation. Evaluation methods included quizzes, MCQ examinations, pre- and post-tests, Objective Structured Clinical Examinations (OSCEs), focus group discussions (FGDs), and students’ self-reflection logs.

Third phase: Evaluation of the effectiveness of the CBE module

In the third phase, the effectiveness of CBE module was evaluated at both students’ and community level; however, this paper focuses on evaluation of CBE at students’ level.

Evaluation methods.

For the evaluation of the effectiveness of the CBE module, a multi-phased systematic evaluation approach was used employing both quantitative and qualitative methods. Data were collected at different points in time during the cycle of CBE implementation to evaluate the effectiveness of the CBE module on the learning outcomes of the students. This included data collection 1) at the pre-implementation phase, 2) during the implementation phase, and 3) at post-implementation phase.

Quantitative data.

Quantitative outcomes focused on three core domains of student learning: (1) cognitive outcomes (knowledge related to MCH), (2) affective outcomes (interpersonal and intrapersonal competencies), and (3) skill outcomes (practical skills assessed through OSCE). These domains guided the selection of assessment tools and statistical analyses conducted at pre-, during-, and post-implementation phases. The assessment was made by using both academic evaluation and research evaluation.

Academic evaluation: Academic evaluation was done to know students’ academic progress. For academic evaluation, the following methods were used:

• Students were assessed during and after the implementation of the CBE module on MCH knowledge through quizzes to know about their ongoing learning. Quizzes were administered at three points: (1) immediately after the training of students on the CBE module, (2) six months after its implementation, and (3) at the end of the CBE implementation. This approach helped in evaluating the ongoing learning of the students throughout the process.
• An end-of-module Multiple Choice Question (MCQ) exam focused on real-world MCH scenarios encountered during community visits to test student’s applied knowledge. This exam included 30 items covering antenatal care, immunization practices, malnutrition identification, and family planning.

Research evaluation: Research evaluation assessed the effectiveness of CBE through measuring outcomes, including changes in students’ knowledge, skills, and attitude related to MCH. For this, the following methods were used:

• Knowledge of students was assessed through pre- and post-tests on topics related to MCH.
• Assessment of students on their interpersonal and intrapersonal skills pre and post CBE module implementation.
• Skill development on MCH issues was measured using Objective Structured Clinical Examinations (OSCEs), consisted of six stations assessing students’ abilities in counseling for ANC, effective communication with caregivers, data collection from families, students’ competence in using MCH tools (e.g., growth charts), their ability to communicate health practices, such as hand washing technique, to mothers, and nutritional counseling for child health at the end of the CBE module implementation.

Qualitative data.

For gaining the qualitative insights into the learning experiences of the students and the impact of the CBE on their competencies, following methods were utilized:

• Qualitative interviews (FGDs) were conducted with selected students during the pre-implementation phase to understand their needs and expectations with CBE.
• Attitudinal changes were evaluated through self-reflection logs. Students submitted self-reflection narratives monthly during CBE implementation phase, which was primarily focused on empathy and cultural sensitivity. They described their narratives on their experiences, challenges, and learning.

Throughout the implementation, the lead researcher maintained a regular contact with the community focal person to assess the community’s satisfaction with the consultations and services provided by the students. Reflection and formative evaluation were integrated during the course of the implementation and events were arranged to celebrate the achievements of both students and community.

Sampling technique and sample size.

All 120 third-year students of BS Public Health program were engaged in the CBE implementation. However, in the final analysis only those students who completed one year of CBE program were included. All these students were approached for the collection of quantitative data for evaluation. For qualitative data, purposive sampling technique was used to ensure maximum variation of gender, field site, morning/evening shift, and academic performance (class grades/GPA). Four Focus group discussions (FGDs) were arranged with students, with 7–8 students in each group, making a total qualitative sample of 30 students. Similarly, reflection log books of all students who completed one-year CBE programs were included in the analysis.

Study tools.

For the collection of quantitative and qualitative data the following tools were used:

• For assessing the learning outcomes of the students (cognitive domain), three true/false quizzes were administered at different points in time: (1) after the training of the students on CBE module, (2) six months after implementation of the CBE module, and (3) at the completion of the CBE module implementation. Each correct response was awarded one mark, while incorrect responses received zero; higher total scores indicated better learning outcomes.
• To assess the applied knowledge of the students, a multiple-choice test was conducted. Each question provided four options with a single correct answer. Correct responses were awarded one mark, and incorrect responses scored zero. The total scores were then computed, with higher scores reflecting stronger applied knowledge among the students.
• For assessing the knowledge of students related to core MCH issues pre and post implementation of CBE module a structured questionnaire was used. It had a total of 14 questions regarding micro and macronutrients, 8 questions on personal hygiene practices and the consequences of poor hygiene, 16 questions about antenatal care (ANC) and its importance, 10 questions on family planning, 17 questions on intra-natal and post-natal care, 18 questions on malnutrition, 15 questions on breastfeeding, 10 questions on child immunization and vaccination, and 7 questions on psychomotor development. Each question was scored dichotomously, with a correct answer assigned a score of 1 and an incorrect answer assigned a score of 0. The mean scores for each domain were calculated.
• For measuring students’ inter and intra personal skills (affective domain) a self-rated questionnaire was used. Students were asked to self-rate their 13 inter-personal and intra-personal skills on a five-point Likert scale ranging from very poor to very good. The data collected at the pre-implementation stage served as the baseline data, while the same questionnaire was repeated at the post-implementation phase for evaluating the effectiveness of CBE implementation in strengthening the competencies of the students.
• To assess the skill development in the area of MCH (affective domain), a checklist was developed for OSCE according to the six stations; 1) students’ abilities in counseling for ANC, 2) effective communication with caregivers, 3) data collection from families, 4) students’ competence in using MCH tools (e.g., growth charts), 5) their ability to communicate health practices, such as hand washing technique to mothers, and 6) nutritional counseling for child health. Each station was scored with a maximum score of 10 points per station.
• For self-reflection, students submitted monthly written self-reflection log books during the CBE implementation focusing on their experiences in real community settings, specifically on empathy, respect for diverse cultural practices, and communication with underserved population. The logbooks were written in narrative form and treated as qualitative data for analysis.
• For understanding the needs and expectations of the students with CBE module at pre-implementation phase and their experiences at the post-implementation phase, a semi-structured FGD guide was used to conduct the discussions.

The summary of the type, methods, tools and purpose of evaluations used to assess the effectiveness of the CBE on MCH is illustrated in Table 1.

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Table 1. Summary of type, method and purpose of evaluation used to assess the effectiveness of community-based education on maternal and child health.

https://doi.org/10.1371/journal.pone.0345916.t001

Ethical considerations.

The study was meticulously designed and conducted in strict adherence to ethical guidelines for epidemiological research. The research protocol underwent a comprehensive review and received approval from the Institutional Ethics Review Board (IERB) at University of the Punjab (No.D/358/FIMS). The study was conducted in accordance with ethical standards and the principles outlined in the Declaration of Helsinki. Written informed consent was obtained from all participants before their inclusion and confidentiality of data maintained throughout the study.

Data analysis.

For quantitative data analysis, we used IBM Statistical Package for Social Sciences (SPSS), Statistics for Windows version 26 [14]. Descriptive statistics (mean, standard deviation [SD], minimum, and maximum values) were calculated for quiz scores to evaluate students’ learning outcomes, as these measures provide a clear summary of central tendency and variability in performance. For MCQs, mean accuracy was calculated to quantify the proportion of correct responses, thereby serving as a direct indicator of knowledge acquisition. For the OSCE, mean scores (out of 10) along with SD were calculated, and the pass rate was determined using 55% as the passing score. The Marginal Homogeneity Test was applied to assess differences in students’ skills and competencies before and after CBE implementation. This test was selected as it is suitable for comparing paired categorical data across two time points, making it appropriate for measuring changes in students’ skills and competencies before and after CBE implementation. To compare students’ knowledge across different domains of MCH, the mean score in each domain was calculated, and pre- and post-implementation data were compared using a paired sample T-test. The paired t-test was chosen because it is appropriate for comparing means of normally distributed data obtained from the same participants at two different time points, thus allowing us to evaluate changes in knowledge attributable to the intervention

For the qualitative data of FGDs, thematic analysis was conducted using a deductive-inductive approach. Themes were developed based on predefined codes (deductive) derived from the CBE module, as well as emergent codes (inductive) identified from the data. The coding process was carried out manually by all the authors, to allow closer engagement with the transcripts and for a more nuanced, context-sensitive interpretation of responses. It helped researchers to immerse themselves in the data, capture subtle meanings, and account for cultural and contextual factors that software might not capture.

For self-reflection narratives, thematic analysis was conducted to explore their personal learning experiences. First, all the logbooks were collected and organized by month and student ID. The data from narratives were transcribed as most of the logs were handwritten by students. These were anonymized to ensure confidentiality of data. The two researchers read all reflections multiple times independently and got intimal impressions, identified recurring words and salient experiences. The researchers developed codes on the basis of key ideas, students’ feelings and experiences from the data. For example, “It improved confidence”, “difficulty managing time”, “community interaction skills”. The related codes were grouped into categories followed by broader themes.

An audit trial (including coding logs and decision records) was maintained for the thematic analysis of both, the FDGs and the self-reflection narratives, to enhance dependability and the analysis was reviewed by RZ and GS to ensure consistency and minimize personal bias. To ensure trustworthiness, credibility was supported through investigator triangulation and member checks, transferability through detailed contextual descriptions, dependability through the audit trail, and confirmability through reflexive note-taking. Discussions were held to resolve any disagreements between coders and it was ensured that the final themes accurately represented the data. Lastly, member checking was conducted, where the analysis was presented to a subset of the participants to ensure that the true meanings had been accurately extracted from their quotes.

Following this approach, the analysis of FGDs generated two main sets of themes: pre-CBE implementation (students’ needs and expectations, e.g., fieldwork exposure, application of theory, and skill development) and post-CBE implementation (students’ experiences, e.g., applying knowledge in real-world contexts, community engagement, professional readiness, and personal growth). The analysis of self-reflection logs revealed recurring themes of professionalism, teamwork, empathy, respect for cultural beliefs, and recognition of contextual challenges in community health. The frequency of these themes (e.g., empathy and cultural respect appearing in the majority of logs) further supported the credibility of findings by triangulating interview data with students’ own reflective accounts.

Results

Out of 120 students, 102 students completed all the activities over the period of 2 years. About 18 students were skipped because of ailment or drop out due to their personal reasons.

Quantitative findings

This section is divided into the results of academic and research evaluations.

Academic evaluation: To assess students’ ongoing learning.

Quiz scores. During the implementation of the CBE module on MCH, students were assessed through quizzes to know about their ongoing learning. The mean quiz score across all participants was 80.2% (SD = 7.2), with scores ranging from 60% to 96% (Table 2).

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Table 2. Quiz score of students on maternal and child health issues during CBE module implementation.

https://doi.org/10.1371/journal.pone.0345916.t002

MCQs based on real community settings. The mean MCQ exam score was 81.5% (SD = 7.6), with 85% of students scoring above 75%. Questions based on case scenarios in immunization and antenatal care had the highest accuracy rates (92% and 89% respectively), while questions on growth monitoring had lower scores (65%) (S1 Fig).

Research Evaluation: Pre and post analysis of students’ knowledge in maternal and child health issues to assess the effectiveness of CBE

The comparison of students’ knowledge before and after the CBE implementation showed significant improvements. The mean scores for knowledge on micro and macronutrients increased from 5.4 ± 2.5 to 9.2 ± 2.1 (p < 0.001; t = −21.1; d = −2.1); personal hygiene practices from 3.0 ± 1.5 to 5.6 ± 1.1 (p < 0.001; t = −19.3; d = −1.9); ANC from 5.9 ± 2.8 to 10.3 ± 2.1 (p < 0.001; t = −27.8; d = −2.8); family planning from 3.6 ± 1.9 to 7.5 ± 1.2 (p < 0.001; t = −30.2; d = −3.0); intra-natal and post-natal care from 6.4 ± 3.1 to 11.1 ± 2.3 (p < 0.001; t = −30.9; d = −3.1); malnutrition from 6.7 ± 3.2 to 10.0 ± 2.7 (p < 0.001; t = −19.0; d = −1.9); breastfeeding practices from 5.5 ± 2.6 to 9.2 ± 1.8 (p < 0.001; t = −24.9; d = −2.5); child immunization and vaccination from 3.7 ± 1.8 to 6.7 ± 1.3 (p < 0.001; t = −23.2; d = −2.3); and psychomotor development from 2.5 ± 1.2 to 5.3 ± 0.8 (p < 0.001; t = −22.0; d = −2.2) after CBE implementation (Table 3).

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Table 3. Comparison of student knowledge on maternal and child health issues pre- and post-community based education module implementation.

https://doi.org/10.1371/journal.pone.0345916.t003

Pre and post analysis of students’ interpersonal and intrapersonal skills

Before engagement in the CBE, a majority of students demonstrated poor skills in leadership (very poor = 16.7%; poor = 37.3%), project management (very poor = 10.8%; poor = 38.2%), time management (very poor = 15.7%; poor = 35.3%), communication (very poor = 13.7%; poor = 35.3%), and problem-solving (very poor = 7.8%; poor = 38.2%). After a year of involvement in the CBE, these skills showed significant improvement, with most students demonstrating above-average abilities: leadership (p < 0.001), project management (p < 0.001), time management (p < 0.001), communication (p < 0.001), and problem-solving (p < 0.001) (Table 5).

Additional skills also showed significant improvement, including the ability to handle unexpected situations (p < 0.001), work productively in a team (p <<0.001), identify community needs (p < 0.001), design tailored interventions (p <<0.001), and transfer theoretical knowledge into practical applications (p < 0.001). The students’ understanding of real public health issues significantly improved, with only 7.8% demonstrating good understanding before CBE, compared to over 90% showing better understanding at the end (p < 0.001). Similarly, there was a significant improvement in their understanding of the intersectionality of public health issues (p < 0.001) and social responsibility (9.8% good and 1.0% very good pre-CBE to 32.5% good and 56.9% very good post-CBE (Table 4).

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Table 4. Comparison of students’ interpersonal and intrapersonal skills pre- and post-community based education module implementation (n = 102).

https://doi.org/10.1371/journal.pone.0345916.t004

Results of objective structured clinical examination (OSCE)

Students performed well in communication (mean = 8.5) and hand hygiene demonstrations (mean = 8.7), indicating strong applied skills in these areas (Table 4). However, challenges were observed in interpreting growth charts (mean = 7.1), suggesting the need for further practical reinforcement (Table 5).

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Table 5. Station-wise performance OSCE score.

https://doi.org/10.1371/journal.pone.0345916.t005

Discussion

This study aimed to implement and evaluate the CBE module in MCH for public health students through a community outreach program. The module offered practical field teaching and community-based education to Bachelor of Science students from the disciplines of Public Health. This initiative fostered a robust community-university partnership by enhancing the skills, competencies, and knowledge of students in MCH and social determinants of health. The implementation of the CBE module by university marked a significant step in applying theoretical knowledge to practical settings. Over two years, 120 third-year public health students were engaged in developing and deploying the module, which included direct engagement in community assessments and educational activities. Given the persistent underutilization of MCH services in Pakistan, particularly in semi-urban and rural areas [6,15], strengthening the competencies of future public health professionals in MCH through CBE is both timely and essential. Previous studies have highlighted that preventive strategies are often focused on supply side factors (related to availability, accessibility, and quality of healthcare services) through the revamping of existing healthcare facilities. However, the demand-side factors such as community mobilization and awareness regarding healthcare needs and health conditions remain neglected [16]. Given this context, community-based initiatives, such as behavior change interventions targeting mothers and caregivers, delivered through the involvement of university students can be particularly beneficial.

The CBE module demonstrated substantial promise based on our findings. The pre- and post-intervention data indicated significant improvements in students’ knowledge, skills and competencies in MCH issues, as well as their leadership, project management, communication, and teamwork, and problem-solving skills. Literature also indicates the development of certain soft skills (non-technical) among students through community engagement services that employers increasingly require from students entering the job market [17].

The results of the present study align with previous findings, highlighting that community engagement enhances students’ life-skills by increasing their awareness of social responsibility, and their ability to work in diverse teams, multi-disciplinary environments and unexpected outcomes [3,18,19]. However, some challenges emerged that warrant critical reflection. Notably, relatively lower scores were observed among students in the domain of growth monitoring and malnutrition management. This may be attributed to limited emphasis during training, complexity of the content, or contextual barriers such as lack of community resources and variability in children’s nutritional status. These findings highlight the need for strengthening content delivery in these areas in future iterations of the module. Unanticipated challenges also emerged during implementation. For instance, variations in community participation were observed, including fluctuating attendance at health education sessions, differential engagement of households due to work schedules and gender norms, and occasional reluctance among some families to participate in student-led consultations. These factors influenced the intensity and continuity of student-community interactions during the intervention. Other challenges included logistical constraints in semi-urban fieldwork, and occasional difficulties in sustaining student motivation presented barriers. While these challenges did not undermine the feasibility of the intervention, they point to the importance of building more structured support systems for both students and communities.

The findings of present research indicate that this hands-on approach not only facilitated real-world learning but also strengthened university-community partnership. Consistent with previous research, community-oriented teaching provided students with opportunities to learn about the health needs and demands of the population they will serve [3,19]. Additionally, students were able to get deeper understanding of social, political and economic factors affecting health, known as social determinants of health [3,20,21]. The dual focus of the CBE module on community health and student competency development underscores its crucial role in enhancing educational quality and public health outcomes. This comprehensive approach ensured that the positive impacts of academic programs extend beyond the classroom, which resulted in significant community health improvements and the enrichment of students’ skills and capacities. The project effectively bridged the gap between academic learning and practical application, while also establishing a sustainable partnership between the university and the community, setting a valuable precedent for future public health initiatives [1].

The results are promising, however, the challenge remains in sustaining these outcomes and the scalability and adaptability of the module warrant consideration. The positive feedback from students regarding the CBE module suggests that integrating such modules into regular academic curricula could enhance practical skills and awareness among future health professionals. This could also foster a stronger connection between academic institutions and community health needs.. Nonetheless, the framework offered a model that can be adapted in other regions, particularly where community-based learning is underutilized.

This study, the first of its kind in Punjab, has several limitations. Firstly, no a priori power analysis was conducted, given the evaluative and formative nature of the study; this limits statistical generalizability. Further, the contextual differences, such as variations in health systems, community engagement, and educational priorities, may also affect generalizability. Secondly, we did not collect data on students’ socio-demographic characteristics, preventing subgroup or stratified analyses (e.g., by gender, prior MCH exposure, or academic performance), though these may reveal heterogeneity in outcomes and should be explored in future research. Third, potential biases such as social desirability bias in self-assessments and observer bias during skills evaluation cannot be fully excluded. Further, the study was limited to a single university, which may constrain external validity. Additionally, there were practical challenges, such as securing resources (e.g., funds for students’ travel to the community), limited community exposure for students, and the diverse population within the community.

Despite these challenges and limitations, the study contributes to understanding how CBE can bridge the gap between academic learning and practice. Continuous funding, government support, and sustained community engagement are essential for long-term success. Integration of such modules into regular curricula, coupled with ongoing evaluation and adaptation, could further strengthen public health education. Future research may also explore digital innovations to enhance module delivery, scalability, and impact.

Practice points

• The CBE module in maternal and child health was highly valued by both students and faculty.
• Community-based teaching offers students a transformative learning experience.
• The CBE module engages students with the community, helping them understand specific needs, challenges, and social determinants of health.
• Sustaining a CBE program requires faculty training, collaboration with health and developmental organizations, and strong community support.

Conclusions

The CBE module implemented at the University of the Punjab has significantly enhanced educational outcomes by effectively bridging theoretical knowledge with practical application. This initiative provided students with invaluable real-world public health experience while simultaneously addressing critical health needs within the community. Through structured training and direct community engagement, students developed essential skills and competencies crucial for effective public health practice. The project demonstrated the potential of university-community partnerships to foster meaningful and sustainable changes in public health infrastructure.

In conclusion, the CBE module enhanced the educational journey of public health students by improving their learning and professional development, showcasing the power of collaborative efforts in advancing public health goals. These outcomes affirm the value of integrating community-based education into public health curricula, suggesting a robust model for other institutions to follow.

Future research should focus on longitudinal studies to track the long-term impact of CBE modules on both student competencies and community health outcomes. Additionally, exploring the scalability and adaptability of the CBE model in different geographic and cultural contexts could provide valuable insights for broader implementation. There is an urgent need to strengthen university-community partnerships, increase investment in faculty training, and continuously refine CBE curricula based on feedback and evolving public health challenges.

Supporting information

Acknowledgments

We extend our heartfelt gratitude to all contributors to this study, especially the participating community members, students and our dedicated research team. Special thanks to the FAIMER faculty for their invaluable guidance and support, which were crucial in shaping our research and ensuring its success‌‌.

Consent to participate: Written informed consent was obtained from all participants before their inclusion.