Centre for Health Professions Education

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Browsing Centre for Health Professions Education by Subject "Approaches theory"

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    Alienation and engagement as framework for characterizing registrars’ perceptions of their learning environment: an exploratory qualitative study
    (Stellenbosch : Stellenbosch University, 2016-12) Ooko, Francis Okelo; Van Schalkwyk, Susan Camille; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.
    ENGLISH SUMMARY : Alienation and engagement as framework for characterizing registrars’ perceptions of their learning environment: an exploratory qualitative study. Research into students’ learning experiences in higher education has often focussed on what has been described as surface, deep or strategic approaches to learning. The approaches theory has been critiqued because it does not account for the influence of the learning environment (Webb, 1997). The concepts of alienation and engagement may be used to characterize student learning experiences in postgraduate medical training as they incorporate the influence of the learning environment and socio-cultural characteristics (Mann, 2001). The purpose of the present study was to explore the registrars’ perceptions of their learning environment through the lens of alienation and engagement. An exploratory qualitative study comprising twelve semi-structured interviews was conducted among registrars at the University of Limpopo, Faculty of Health Sciences between June and October 2015. Qualitative methods were used to analyse the results. Different degrees of alienation and/or engagement could be discerned from the registrars’ perception of their educational environment with regard to: the curriculum design and implementation; integration of theoretical and practical teaching; support from the supervisors, the university, and the teaching hospitals; and inter-professional relationships at the hospitals. This research points to a number of suggestions for future practice including that fostering closer relationships between the institutions’ administrative systems and the registrars could enhance engagement and reduce alienation.