Masters Degrees (Centre for Health Professions Education)
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- ItemExploring lecturers’ perceptions and understanding of reflective practice in a newly implemented BSc Radiography curriculum at a South African University of Technology(Stellenbosch : Stellenbosch University, 2018-03) Thomas, Heidi; Volschenk, Mariette; McNamee, Lakshini; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.ENGLISH SUMMARY: One of the exit outcomes the new four year Bachelors of Science radiography degree in South Africa requires learners to become reflective practitioners. By implication learners need to be introduced to structured processes that would foster the development of reflective practice. Reflective practice features quite dominantly in Health Profession Education and is described as vital for professional competence, lifelong learning, and to advance workplace practice. Despite this, there is little evidence published on the facilitation of reflective practice in radiography education within the South African context. The aim of the study was to explore lecturers’ perceptions and understanding of reflective practice in the new BSc Radiography curriculum and to determine whether there is a need for faculty development to facilitate reflective practice. This study employed a qualitative, exploratory and interpretive design. The study sample (n=11) included lecturers teaching on the new BSc Radiography programme at a South African University of Technology. Study participants engaged in semi-structured individual face to face interviews. Transcription of interviews was done where after manual coding was undertaken, generating qualitative data through thematic analysis. From the results, three main themes and six subthemes were recognised, revealing factors that influenced lecturers’ perceptions and understanding of reflective practice in the new curriculum. The findings highlighted a number of challenges lecturers experienced while incorporating reflective practice. The research study highlights the need for lecturers to be introduced to reflective tools and educational strategies for addressing the stipulation of reflective practice in the new curriculum.