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Taking stock of evidence-based healthcare in the undergraduate medical curriculum at Stellenbosch University : combining a review of curriculum documents and input from recent graduates

dc.contributor.authorRohwer, A.l.en_ZA
dc.contributor.authorWillems, B.en_ZA
dc.contributor.authorYoung, T.en_ZA
dc.date.accessioned2016-11-07T06:40:51Z
dc.date.available2016-11-07T06:40:51Z
dc.date.issued2015
dc.identifier.citationRohwer, A.l., Willems, B. & Young, T. 2015. Taking stock of evidence-based healthcare in the undergraduate medical curriculum at Stellenbosch University : combining a review of curriculum documents and input from recent graduates. African Journal of Health Professions Education, 7(1):98-104, doi:10.7196/AJHPE.501
dc.identifier.issn2078-5127 (online)
dc.identifier.issn2078-5127 (print)
dc.identifier.otherdoi:10.7196/AJHPE.501
dc.identifier.urihttp://hdl.handle.net/10019.1/99818
dc.descriptionCITATION: Rohwer, A.l., Willems, B. & Young, T. 2015. Taking stock of evidence-based healthcare in the undergraduate medical curriculum at Stellenbosch University : combining a review of curriculum documents and input from recent graduates. African Journal of Health Professions Education, 7(1):98-104, doi:10.7196/AJHPE.501.
dc.descriptionThe original publication is available at http://www.ajhpe.org.za
dc.description.abstractENGLISH SUMMARY : Background: The Stellenbosch University Rural Medical Educational Partnership Initiative (SURMEPI) aims to increase the quality and retention of medical doctors, and regionally relevant research. Strengthening evidence-based healthcare (EBHC) knowledge and skills at an undergraduate level is important within this context. Objectives: To assess and describe the current undergraduate medical EBHC curriculum in order to identify opportunities to enhance EBHC teaching, and to explore challenges related to EBHC experienced by recently graduated doctors. Methods: We used methodological triangulation to assess current EBHC teaching and learning through a document review and a survey of recent graduates. We extracted learning outcomes from module guides that related to prespecified EBHC competencies. Our electronic survey collected quantitative data, which were analysed with SPSS, and qualitative data, which were coded with ATLAS.ti and grouped into emerging themes. Results: EBHC teaching was fragmented and concentrated in the first and last phase of the medical curriculum. Most survey respondents agreed that it was important to learn EBHC at undergraduate level, and that there was a need for increased teaching of certain EBHC competencies. Recently graduated doctors identified lack of access to literature as the main challenge when practising EBHC. Other challenges included time constraints, work overload, lack of EBHC skills, lack of self-motivation, applicability of the evidence and the work environment. Conclusion: Recent graduates felt that they needed more EBHC learning opportunities within the undergraduate medical curriculum. Existing EBHC teaching and learning for undergraduate medical students need to be enhanced by integrating EBHC into clinical modules and scaffolding it throughout all the phases of the curriculum.en_ZA
dc.description.urihttp://www.ajhpe.org.za/index.php/ajhpe/search/search
dc.format.extent7 pages ; illustrations
dc.language.isoen_ZAen_ZA
dc.publisherHealth and Medical Publishing Group
dc.subjectEvidence-based medicine -- Study and teaching (Higher) -- Curriculaen_ZA
dc.subjectCurriculum evaluation -- Researchen_ZA
dc.subjectCurriculum planning -- Researchen_ZA
dc.subjectCurriculum enrichment -- Researchen_ZA
dc.titleTaking stock of evidence-based healthcare in the undergraduate medical curriculum at Stellenbosch University : combining a review of curriculum documents and input from recent graduatesen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's version
dc.rights.holderAfrican Journal of Health Professions Education


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