Unveiling Undergraduate Students' Perceptions and Experiences in Hasanuddin University's Community-Based Medical Education Program

Background: Community-based medical education (CBME) integrates medical students into real-world community settings to enhance clinical skills, empathy, and understanding of healthcare delivery. This approach helps bridge the gap between theoretical knowledge and practical experience. Objective: This study aimed to evaluate the quality of the CBME program in the undergraduate medical curriculum at the Faculty of Medicine, Hasanuddin University by exploring students' perceptions and lived experiences. Methods: A qualitative study with a phenomenological approach was conducted from March to April 2023 at the Faculty of Medicine, Universitas Hasanuddin, Indonesia. The participants were seventh-semester medical students pursuing their Bachelor's degree. They completed open-ended questionnaires, and focus group discussions (FGDs) were conducted to explore their responses in greater depth. All data were transcribed and analyzed thematically. Results: A total of 12 students participated in focused group discussions. Thematic analysis generated 20 sub-themes categorized into positive and negative perceptions, and 8 themes reflecting students' experiences. Positive perceptions included “improved communication and social skills” and “better understanding of public health issues,” while negative perceptions involved “inconsistent supervision” and “logistical challenges.” A representative student quote stated, “We learned to truly listen to the community, not just diagnose.” Experiences also varied, from “inspiring encounters with marginalized families” to “confusion due to unclear task guidelines.” Conclusion: The study highlights both strengths and areas for improvement in the CBME program. Insights gained may inform curriculum development, particularly in enhancing supervision quality, clarifying learning objectives, and strengthening community partnerships to ensure CBME remains impactful and contextually relevant.