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Allied health professional rural education: Stellenbosch University learners’ experiences

dc.contributor.authorPillay, M.en_ZA
dc.contributor.authorBester, J.en_ZA
dc.contributor.authorBlaauw, R.en_ZA
dc.contributor.authorHarper, A.en_ZA
dc.contributor.authorMsindwana, A.en_ZA
dc.contributor.authorMuller, J.en_ZA
dc.contributor.authorPhilips, L.en_ZA
dc.date.accessioned2017-07-04T07:26:50Z
dc.date.available2017-07-04T07:26:50Z
dc.date.issued2016-10
dc.identifier.citationPillay, M., et al. 2016. Allied health professional rural education: Stellenbosch University learners’ experience. African Journal of Health Professions Education, 8(2):169-173, doi:10.7196/AJHPE.2016.v8i2.578
dc.identifier.issn2078-5127 (online)
dc.identifier.otherdoi:10.7196/AJHPE.2016.v8i2.578
dc.identifier.urihttp://hdl.handle.net/10019.1/101908
dc.descriptionCITATION: Pillay, M., et al. 2016. Allied health professional rural education: Stellenbosch University learners’ experience. African Journal of Health Professions Education, 8(2):169-173, doi:10.7196/AJHPE.2016.v8i2.578.
dc.descriptionThe original publication is available at http://www.ajhpe.org.za
dc.description.abstractENGLISH SUMMARY : Background: Rural clinical training is not widely established or documented for allied health sciences (AHS) learners. This article focuses on the experiences of AHS learners from Stellenbosch University’s uKwanda Rural Clinical School. Objective: To explore learners’ practices with regard to rural clinical training in the AHS. Methods: A total of 22 documented reflections and seven educator or learner semi-structured focus group discussions, using critical conversations, were analysed with methods such as textual and thematic analysis and qualitative research software (ATLAS.ti, Germany). Results: The perception of rural clinical training was reported as an overwhelmingly positive experience. Practices positioned ‘rural’ as a catalyst for developing learners’ emerging identities as policy brokers, and as best when delivered by team participation. Professional education curricula were reported as dependant on: (i) context; (ii) educators; and (iii) how time was managed. Conclusion: Rural-based learning is a humanising experience for health science learners.en_ZA
dc.description.urihttp://www.ajhpe.org.za/index.php/ajhpe/article/view/578
dc.format.extent5 pages ; illustrations
dc.language.isoen_ZAen_ZA
dc.publisherHealth & Medical Publishing Group
dc.subjectMedicine -- Study and teaching (Higher)en_ZA
dc.subjectResidents (Medicine) -- Worchester (South Africa)en_ZA
dc.subjectTeaching hospitals -- Worchester (South Africa)en_ZA
dc.subjectCurriculum evaluation -- Researchen_ZA
dc.titleAllied health professional rural education: Stellenbosch University learners’ experiencesen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's version
dc.rights.holderAfrican Journal of Health Professions Education


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