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Decentralised training for medical students : towards a South African consensus

dc.contributor.authorDe Villiers, Marietjie R.
dc.contributor.authorBlitz, Julia
dc.contributor.authorCouper, Ian
dc.contributor.authorKent, Athol
dc.contributor.authorMoodley, Kalavani
dc.contributor.authorTalib, Zohray
dc.contributor.authorvan Schalkwyk, Susan
dc.contributor.authorYoung, Taryn
dc.date.accessioned2018-07-06T13:54:43Z
dc.date.available2018-07-06T13:54:43Z
dc.date.issued2017-09
dc.identifier.urihttp://hdl.handle.net/10019.1/104123
dc.description.abstractIntroduction: Health professions training institutions are challenged to produce greater numbers of graduates who are more relevantly trained to provide quality healthcare. Decentralised training offers opportunities to address these quantity, quality and relevance factors. We wanted to draw together existing expertise in decentralised training for the benefit of all health professionals to develop a model for decentralised training for health professions students. Method: An expert panel workshop was held in October 2015 initiating a process to develop a model for decentralised training in South Africa. Presentations on the status quo in decentralised training at all nine medical schools in South Africa were made and 33 delegates engaged in discussing potential models for decentralised training. Results: Five factors were found to be crucial for the success of decentralised training, namely the availability of information and communication technology, longitudinal continuous rotations, a focus on primary care, the alignment of medical schools’ mission with decentralised training and responsiveness to student needs. Conclusion: The workshop concluded that training institutions should continue to work together towards formulating decentralised training models and that the involvement of all health professions should be ensured. A tripartite approach between the universities, the Department of Health and the relevant local communities is important in decentralised training. Lastly, curricula should place more emphasis on how students learn rather than how they are taught.en_ZA
dc.language.isoen_ZAen_ZA
dc.subjectHealth professions training, health careen_ZA
dc.titleDecentralised training for medical students : towards a South African consensusen_ZA
dc.typeArticleen_ZA


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