Inaugural Addresses (Centre for Health Professions Education)

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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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    On borders, boundaries and being a chameleon : metaphors for reframing the academic project
    (2017-09) Van Schalkwyk, Susan; Heyns, Tania; Centre for Health Professions Education
    Academia is a strange place – particularly for those looking in from the outside. Those of us who reside within its borders have created, and then perpetuated, this strangeness over decades, in some instances even over centuries, by holding to very particular ways of being and doing. This has significant implications for the academic project1 – for the teaching that is practised, for the learning that occurs, and for the research that is undertaken. It also has implications for the way in which the academic project moves forward, how it evolves or ‘moves with the times’, and responds to global, national and local imperatives. In this time of significant uncertainty and instability in higher education in South Africa, the way in which academia is positioning itself in terms of the academic project requires our urgent attention. Questions need to be asked about our entrenched practices, yes, the things we hold dear, and to consider the extent to which these might be complicit in the uncertainty and instability. We also need to ask how academia can use its considerable influence to chart a new way forward, to help reframe the way in which we think about the academic project.