ArticleBMC medical education2012
Reflections of students graduating from a transforming medical curriculum in South Africa: a qualitative study.
Article in BMC medical education, 2012. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Medical student learning on a distributed training platform in rural district hospitals.African journal of primary health care & family medicine · 2024Article
- Preceptor Perceptions of Pharmacy Student Performance Before and After a Curriculum Transformation.American journal of pharmaceutical education · 2023Article
- Perceptions of education quality and influence of language barrier: graduation survey of international medical students at four universities in China.BMC medical education · 2020Article
- Conceptualising social accountability as an attribute of medical education.African journal of primary health care & family medicine · 2020Observational
- Doctor retention and distribution in post-apartheid South Africa: tracking medical graduates (2007-2011) from one university.Human resources for health · 2019Article
- Epistemological beliefs and therapeutic health concepts of physiotherapy students and professionals.BMC medical education · 2014Article
- Developing personal attributes of professionalism during clinical rotations: views of final year bachelor of clinical medical practice students.BMC medical education · 2014Article
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6 authors.
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Abstract
backgroundThe six year medical programme at the University of the Witwatersrand admits students into the programme through two routes--school entrants and graduate entrants. Graduates join the school entrants in the third year of study in a transformed curriculum called the Graduate Entry Medical Programme (GEMP). In years I and 2 of the GEMP, the curriculum is structured into system based blocks. Problem-based learning, using a three session format, is applied in these two years. The curriculum adopts a biopsychosocial approach to health care, which is implemented through spiral teaching and learning in four main themes--basic and clinical sciences, patient-doctor, community--doctor and personal and professional development. In 2010 this programme produced its fifth cohort of graduates.
methodsWe undertook a qualitative, descriptive and contextual study to explore the graduating students' perceptions of the programme. Interviews were conducted with a total of 35 participants who volunteered to participate in the study. The majority of the participants interviewed participated in focus group discussions. The interviews were transcribed verbatim and analysed thematically, using Tesch's eight steps. Ethics approval for the study was obtained from the Human Research Ethics Committee of the University of the Witwatersrand. Participants provided written consent to participate in the interviews and for the interviews to be audio-taped.
resultsSix themes were identified. These were: two separate programmes, problem-based learning and Garmins® (navigation system), see patients for real, being seen as doctors, assessment: of mice and MCQ's, a cry for support and personal growth and pride. Participants were vocal in their reflections of experiences encountered during the programme and made several insightful suggestions for curriculum transformation. The findings suggest that graduates are exiting the programme confident and ready to begin their internships.
conclusionsThe findings of this study have identified a number of areas which need attention in the curriculum. Specifically attention needs to be given to ensuring that assessment is standardized; student support structures and appropriate levels of teaching. The study demonstrated the value of qualitative methods in obtaining students' perceptions of a curriculum.
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