Browsing by Author "Couper, I. D."

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    The contribution of South African curricula to prepare health professionals for working in rural or under-served areas in South Africa : a peer review evaluation
    (Health and Medical Publishing Group (HMPG), 2011) Reid, S. J.; Cakwe, M.; Chandia, J.; Couper, I. D.; Conradie, H.; Hugo, J.; Irlam, J.; Nel, J.; Mabuza, H.; Mpofu, R.
    Setting. The Collaboration for Health Equity through Education and Research (CHEER) was formed in 2003 to examine strategies that would increase the production of health professionals who choose to practise in rural and under-served areas in South Africa. Objectives. We aimed to identify how each faculty is preparing its students for service in rural or under-served areas. Methods. Peer reviews were conducted at all nine participating universities. A case study approach was used, with each peer review constituting its own study but following a common protocol and tools. Each research team comprised at least three reviewers from different universities, and each review was conducted over at least 3 days on site. The participating faculties were assessed on 11 themes, including faculty mission statements, resource allocation, student selection, first exposure of students to rural and under-served areas, length of exposure, practical experience, theoretical input, involvement with the community, relationship with the health service, assessment of students and research and programme evaluation. Results. With a few exceptions, most themes were assessed as inadequate or adequate with respect to the preparation of students for practice in rural or under-served areas after qualification, despite implicit intentions to the contrary at certain faculties. Conclusions. Common challenges, best practices and potential solutions have been identified through this project. Greater priority must be given to supporting rural teaching sites in terms of resources and teaching capacity, in partnership with government agencies.
  • Thumbnail Image
    Item
    Educational factors that influence the urban-rural distribution of health professionals in South Africa : a case-control study
    (Health and Medical Publishing Group (HMPG), 2011-01) Reid, S. J.; Couper, I. D.; Volmink, J.
    Setting. The influence of undergraduate and postgraduate training on health professionals' career choices in favour of rural and underserved communities has not been clearly demonstrated in resourceconstrained settings. Objectives. This study aimed to evaluate the influence of educational factors on the choice of rural or urban sites of practice of health professionals in South Africa. Methods. Responses to a questionnaire on undergraduate and postgraduate educational experiences by 174 medical practitioners in rural public practice were compared with those from 142 urban public hospital doctors. Outcomes measured included specific undergraduate and postgraduate educational experiences, and noneducational factors such as family and community influences that were likely to affect the choice of the site of practice. Results. Compared with urban doctors, rural respondents were significantly less experienced, more likely to be black, and felt significantly more accountable to the community that they served. They were more than twice as likely as the urban group to have been exposed to rural situations during their undergraduate training, and were also five times more likely than urban respondents to state that exposure to rural practice as an undergraduate had influenced their choice of where they practise. Urban respondents were significantly more attracted to working where they do by professional development and postgraduate education opportunities and family factors than the rural group. Conclusions. Evidence is provided that rural exposure influences the choice of practice site by health professionals in a developing country context, but the precise curricular elements that have the most effect deserve further research.
  • Thumbnail Image
    Item
    Health sciences students’ contribution to human resources for health strategy : a rural health careers day for grade 12 learners in the North West Province of South Africa
    (Health and Medical Publishing Group, 2017) Mapukata, N. O.; Couper, I. D.; Dreyer, A. R.; Mlambo, M.
    No abstract
  • Thumbnail Image
    Item
    Influences on the choice of health professionals to practise in rural areas
    (Health and Medical Publishing Group (HMPG), 2007-11) Couper, I. D.; Hugo, J. F. M.; Conradie, H.; Mfenyana, K.
    Background: Training health care professionals (HCPs) to work in rural areas is a challenge for educationalists. This study aimed to understand how HCPs choose to work in rural areas and how education influences this. Methods. Qualitative individual interviews were conducted with 15 HCPs working in rural areas in SA. Results. Themes identified included personal, facilitating, contextual, staying and reinforcing factors. Personal attributes of the HCPs, namely rural origin and/or their value system, determine consideration of rural practice. The decision to 'go rural' is facilitated by exposure to rural practice during training, an understanding of rural needs and exposure to rural role models. Once practising in a rural area, the context and nature of work and the environment influence the decision to remain, supported by the role of family and friends, ongoing training and development, and the style of health service management. Personal motivation is reinforced by a positive relationship with the community, and by being an advocate and role model for the local community. Educational factors were often felt to work against the decision to practise in rural areas. Discussion. The results show the complexity of the interaction between a large number of factors working together to make HCPs choose to go and stay in rural areas. Factors other than educational ones seem more important. A comprehensive approach is needed to attract and retain HCPs in rural areas. Issues for educationalists to address include helping rural-origin students to connect with their own values and communities.