Centre for Health Professions Education

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Browsing Centre for Health Professions Education by browse.metadata.advisor "Couper, Ian D."

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    The core competencies required by toxicology students in order to function effectively in a poisons information centre : a Delphi study
    (Stellenbosch : Stellenbosch University, 2020-03) Marks, Carine Johanna; Louw, A. J. N. (Alwyn Jacobus Nicolaas); Couper, Ian D.; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.
    ENGLISH ABSTRACT: The training of medical toxicologists in South Africa is inadequate. In developing countries, where accidental and intentional poisonings are problematic, a need exists for tuition in medical toxicology. Stellenbosch University (SU) developed a blended learning Post Graduate Diploma in Medical Toxicology (PGDip Tox) to bridge this knowledge gap. Prior to the development of the PGDip Tox, key learning outcomes were not well-defined and a need still existed to investigate the core competencies required by toxicology graduates to effectively operate in a poisons information centre. The purpose of this study was to contribute to the wider discipline of Medical Toxicology by clearly outlining the core competencies that underpin a medical toxicology curriculum. To reach consensus on what medical toxicology graduates must know (knowledge), what they must be able to do (skills) and what dispositions they must display (attitude), a structured communication survey was developed. With the survey, the Delphi technique was used and it included a set of carefully selected questions that were drawn from various sources. The questionnaire was distributed to participants that had a medical background as well as extensive knowledge in medical toxicology, and who were highly respected by colleagues nationally and internationally. In three iterative rounds, participants rated the relative importance of individual topics and suggested new ideas. Consensus was reached when a topic on the competency list was rated 70% or more. Forty-eight panellists (n=48) were invited to participate in the survey. A total of 134 competencies were selected for the three rounds. In the end, consensus was reached on 118 (88%) items. Panel members agreed that 113 (96%) of these items should be incorporated into a medical toxicology curriculum, and that five (4%) should be excluded. All panellists (100%) agreed that it is important for medical toxicology graduates to: 1.be able to effectively use information technology to access, evaluate and interprettoxicology information 2.know where to look first when managing a poisoning query (databases, books, journalsetc.) 3.be able to communicate effectively (verbally and in writing) with healthcare providersin a manner that they understand 4. be able to identify limitations of knowledge within themselves (e.g. when to refer an enquiry). In summary, while knowledge forms the foundation of the toxicology service, the ultimate cornerstone of a poisons information service is communication. It is important for the medical toxicology curriculum to include a training package aimed at teaching toxicology students the skill of communication. Self-regulatory teaching should also be incorporated into the curriculum as to ensure that graduates have a better understanding of their responsibility towards patients and peers. When planning a new, or changing an existing course, a developer should not start with the curriculum design and measurable educational objectives, but instead use a consensus-based learning outcomes model. Establishing the core competencies in terms of knowledge, skills and attitude, will direct the choice of curriculum content and educational objectives. In conclusion, the outcomes of this study can be used in future studies to assess medical toxicology curricula and to investigate if there is an alignment and synergy between goals of the educator, the needs of the students, the curriculum, the learning milieu, the teaching strategies, and the assessment procedures. Health care workers should consider the incorporation of meaningful outcomes into all future education programmes.
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    Physiotherapy students perceptions of clinical reasoning
    (Stellenbosch : Stellenbosch University, 2020-03) Fobian, Noeline; Couper, Ian D.; Meyer, Ilse S.; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.
    ENGLISH SUMMARY : Clinical reasoning is a vital competency of professional physiotherapy practice that contributes to the effectiveness of physiotherapy patient outcomes. Research on clinical reasoning and the physiotherapy student is limited. The purpose of this study was to explore physiotherapy students’ perceptions of clinical reasoning and its development during clinical practice. This study used a qualitative research approach guided by a phenomenological framework. Individual semi-structured interviews were the chosen method of collecting data. An external interviewer conducted the interviews. The participants in the study were ten third- and fourth-year physiotherapy students from the Division of Physiotherapy, Stellenbosch University. Data were analysed applying an inductive, iterative process and using coding analysis to organise the data into themes and sub-themes. Students offered a conceptualisation of clinical reasoning that included the core dimensions of knowledge and cognition, elements of hypothetical deductive reasoning, and an interactive process of including the patient. Clinical exposure was expressed as critical to the development of clinical reasoning. Various factors were described as influencing the development of clinical reasoning, and especially the enabling Community of Practice, and a disabling lack of explicit teaching of clinical reasoning. The study concludes that the development of clinical reasoning in the physiotherapy student can be enhanced through clinical exposure and supported by an explicit and student-centred approach to teaching clinical reasoning.