Centre for Health Professions Education

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Browsing Centre for Health Professions Education by Author "Bezuidenhout, Juanita"

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    Building a research agenda in health professions education at a Faculty of Medicine and Health Sciences : current research profile and future considerations
    (Health & Medical Publishing Group, 2014-10) Bezuidenhout, Juanita; Van Schalkwyk, Susan; Van Heerden, Ben; De Villiers, Marietjie
    Background. To generate evidence in and for health professions education (HPE) that can enable reform and establish new relevance, a comprehensive HPE research foundation is required. Gaps identified in the sub-Saharan Africa (SSA) HPE literature should be addressed, while a need for more clarificatory and collaborative research to strengthen evidence has been expressed. Relatively few HPE centres exist in SSA. At Stellenbosch University’s Faculty of Medicine and Health Sciences (FMHS) the Centre for HPE was established in 2006, followed by an HPE Research Unit in 2011. Objectives. To determine and analyse the current status of educational research in the FMHS, thereby contributing to conversations around an HPE research agenda for Africa. Methods. A database of all HPE-related research was compiled, followed by a desktop analysis of all documents pertaining to current educational research projects in the FMHS in 2012, categorising projects according to: general information; sites where research was conducted; research focus; and research purpose. All data were recorded in an Excel spreadsheet and a descriptive analysis was performed. Results. There were 106 projects, mostly aimed at undergraduate programmes. More than half focused on teaching and learning, while a few focused on assessment. A number of projects were community-based or involved national and/or international collaborations. Only 20% of projects were classified as clarification research. Discussion. Educational research appears healthy in the FMHS, but more clarificatory and macro-projects are required. The profile of research is similar to the SSA profile. A research strategy relevant and feasible in our context has to be established with a shift to areas beyond our professional/ institutional boundaries, posing HPE questions of relevance to South Africa and the African continent.
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    Effect of curriculum changes to enhance generic skills proficiency of 1st-year medical students
    (Health & Medical Publishing Group, 2016-05) Murdoch-Eaton, Debbie; Louw, Alwyn J. N.; Bezuidenhout, Juanita
    ENGLISH SUMMARY : Background: Curriculum review is a dynamic, iterative process, and the effect of change may not always be wholly predictable. At Stellenbosch University, Cape Town, South Africa revision of the MB,ChB curriculum was undertaken to meet enhanced and changing educational and medical practice, and to provide opportunities to enhance optimal generic skills underpinning effective learning, implemented in 2008. Objective: To determine the extent to which the newly implemented revised curriculum had an effect on experience in necessary generic skills of students in their first year of study. Methods: Students provided annual formal end-of-module evaluation in addition to focus group interviews. Evaluation by teaching staff was conducted by individual in-depth interviews. A validated generic skills questionnaire completed at the end of each academic year monitored the effect on students’ generic learning skills experience. Results: Feedback from these different evaluation methods identified specific needs in the newly implemented revised curriculum, including contextualisation of interventions, unnecessary duplication of content and malalignment of assessment. This led to minor curriculum changes and an educational capacity-building programme. These responsive curriculum changes after evaluation had the intended positive effect on students’ self reported acquisition of generic learning skills. Conclusion: The objective of the curriculum evaluation was to monitor content output and the acquisition of crucial generic learning skills. Implementation of a revised curriculum combined with ongoing responsive changes aligned with careful multimodality evaluation can ensure that, in addition to scientific knowledge and skills, generic learning skills development of students is facilitated.
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    Finding a home for my professional soul
    (Stellenbosch : Stellenbosch University, 2013-07) Bezuidenhout, Juanita
    Juanita Bezuidenhout was born in Johannesburg and went to school in Johannesburg, Cape Town, Windhoek and Lichtenburg, where she matriculated. She obtained her MBChB degree from Pretoria University and her MMed and PhD degrees in Anatomical Pathology from Stellenbosch University. She is employed as a pathologist in the National Health Laboratory Service and as Deputy Director: Research in the Centre for Health Professions Education of the Stellenbosch University (SU) Faculty of Medicine and Health Sciences. She is a clinician-educator pursuing scholarship in anatomical pathology and teaching and learning, as demonstrated by a PhD in Anatomical Pathology; the Rector’s Award for teaching excellence; a FAIMER fellowship; her position as deputy editor of the African Journal for Health Professions Education; and her role as co-founder and co-director of the sub-Saharan FAIMER Regional Institute. She also has received a Teaching Fellowship, has published in the fields of pathology and education, and received international awards for conference presentations in education. In 2012 she led the College of Pathologists in the process of blueprinting assessment in all pathology disciplines and organised the first ever comprehensive education theme at IAP2012, a leading international anatomical pathology conference. Most recently she was awarded the regional award for excellence as a pathologist by the National Health Laboratory Service (NHLS). She has served as national and international examiner in anatomical pathology, and considers quality assurance as being essential to improving practice. She serves on committees of the Faculty, the University and nationally, specifically the Postgraduate Education and Training Committee of the Medical and Dental Professions Board of the Health Professions Council of South Africa (HPCSA). She believes in fostering a culture of collaboration in research, and in continuously improving the training and empowerment of students in their personal and professional development.
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    Mapping undergraduate exit-level assessment in a medical programme : a blueprint for clinical competence?
    (Health & Medical Publishing Group, 2016-05) Tan, Christina Phoay Lay; Van Schalkwyk, Susan Camille; Bezuidenhout, Juanita; Cilliers, Francois
    ENGLISH SUMMARY : Background. Assessment is an essential component of a medical curriculum. High-stakes exit-level assessment used for licensing and certification purposes needs to be sound. Even though criteria for evaluating assessment practices exist, an analysis of the nature of these practices is first required. Objective. To map current exit-level assessment practices, as described in institutional documentation. Methods. This descriptive interpretive study centred on the document analysis of final-phase study guides of the undergraduate medical programme at Stellenbosch University, Cape Town, South Africa. Results. The key findings were: (i) there is a diversity of methods and approaches to assessment in the final-phase modules; (ii) modules using similar assessment methods applied different credit weightings; (iii) similar assessment methods were described differently across the study guides; and (iv) study guides varied in the amount of information provided about the assessment methods. Conclusion. There is a diverse range of assessment practices at exit level of the MB,ChB programme at Stellenbosch University. This in-depth analysis of assessment methods has highlighted areas where current practice needs to be investigated in greater depth, and where shifts to a more coherent practice should be encouraged. Assessment mapping provides a useful reference for programme co-ordinators and is applicable to other programmes.