Browsing by Author "Ledibane, Tladi Daniel"

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    Knowledge, attitudes and perceptions of fifth-year medical students at a South African university regarding their public health course
    (Stellenbosch : Stellenbosch University, 2022-12) Ledibane, Tladi Daniel; De Villiers, Marietjie Rene; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.
    ENGLISH SUMMARY: The coronavirus epidemic has put public health in the spotlight like never before, with daily reports regarding epidemiological modelling and the control of the disease outbreak. The public has become more aware of public health practices and the role of the public health profession in the fight to fight the pandemic. The renewed interest places the responsibility on academics in public health to equip students with the necessary knowledge and skills. In this way, competent and effective clinicians can be trained who can play a significant role in the fight against the current and future pandemics. Public health theories and practical modules are offered worldwide in undergraduate curricula of most medical schools. However, the content and period of exposure regarding teaching and learning in public health differ drastically between local medical schools and internationally. The study aimed to understand fifth-year medical students' knowledge, attitudes, and perceptions regarding their public health course to inform curriculum renewal for this course. A mixed-methods study design was used for this study. The study design for the quantitative and qualitative phases was descriptive cross-sectional with a phenomenological design. A five-point Likert scale questionnaire was used to gather data from the fifth-year medial students regarding their knowledge, attitudes and perceptions related to their public health curriculum. A focus group interview was conducted with student representatives as key informants. The qualitative and quantitative data were analysed in parallel. The results from each approach were used to cross-validate the findings. This study showed that most students were conversant regarding relevant public health topics that should be included in the public health curriculum. However, most students were not satisfied with the public health course. The students felt that the learning opportunities in public health and research were limited and inadequate and did not include service or practical learning. In addition, the students felt that teaching strategies employed by the department were ineffective. Finally, most students had positive perceptions of public health as discipline and felt it was an essential aspect of clinical medicine and should be part of medical training. In conclusion, the study highlights the need to involve medical students in the curriculum renewal process, as well as to understand their attitudes and perspectives. This knowledge can be used in the future to help the curriculum developers to compile core curricula. In this way, their public health learning experience and medical school training can be improved. Curriculum developers should consider integrating the disciplinary underpinnings of public health in clinical disciplines and employing experiential learning and interactive strategies to teach public health.