Browsing by Author "Barnard, Debbie"
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- ItemA study of MBChB student reflections on their primary health service learning experience(Stellenbosch : Stellenbosch University, 2020-03) Barnard, Debbie; Van Schalkwyk, Susan Camille; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.ENGLISH SUMMARY: At Sefako Makgatho Health Science University (SMU) the students enrolled in the Bachelor of Medicine and Bachelor of Surgery degree (MBChB) follow a four year longitudinal module in Primary Health Longitudinal Service Learning (LSL). This module allows the students of years I to IV to spend short learning periods in the community surrounding SMU. The students complete experiential reflection reports individually during their LSL blocks, where they answer structured questions pertaining to their community health learning experiences. For the purpose of this study, the research question is "How the MBChB students represent their Primary Health Longitudinal Service Learning experience in their reflection artefacts”. This study aims to explore the SMU fourth year medical students' experiences of the SL programme by exploring their reflection artefacts. It will also provide feedback to the SL facility manager and other role players regarding student experiences that could affect the presentation of the SL module in future. The study design takes the form of an inductive-qualitative method within an interpretive research paradigm where the procedure of collecting and analysing the data facilitates interpretation and deeper understanding. A document review was undertaken as a form of qualitative research. The documents that were interpreted were the students' existing reflection reports. Purposive sampling was used whereby current fourth year MBChB students voluntarily participated in the study by allowing their completed reflection sheets - a compulsory component of the LSL module - to be analysed. The fourth year students were specifically selected as they could be expected to offer a holistic reflection of their four year experience in their final year of the LSL program. It was found that a number of students experienced some difficulty in transition from classroom learning to the clinical learning environment. Mostly the students reacted positively to the challenge of active involvement in the SL experience, however. The exposure to the unique environment of the community helps students develop an awareness of the plight of the underprivileged community’s needs, and guides their response to it.