Informing curriculum development in health sciences

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dc.contributor.authorStefan, Cristinaen_ZA
dc.date.accessioned2017-06-01T12:58:58Z
dc.date.available2017-06-01T12:58:58Z
dc.date.issued2011
dc.descriptionCITATION: Stefan, C. 2011. Informing Curriculum Developments in Health Sciences: A Delphi Method Inquiry, in E. Bitzer & N. Botha (eds.). Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges. Stellenbosch: SUN MeDIA. 299-314. doi:10.18820/9781920338671/15.en_ZA
dc.descriptionThe original publication is available from AFRICAN SUN MeDIA, Stellenbosch: South Africa.en_ZA
dc.description.abstractINTRODUCTION: The education of future medical professionals has to ensure that their knowledge and skills are relevant to the health care needs of their future patients, in a context of continuous change of society, science, technology and environment. A rapid tour of the horizon will identify a few examples of evolving health care needs, which should inform the curricula of medical schools. To start with, the disease profile of populations evolves as their income and lifestyle change and their life expectancy increases. Another example would be the latest pandemic of HIV/AIDS, which requires appropriate medical skills and a rethinking of the management of many diseases for those living with the virus. Further, patients’ increasing awareness of their rights has to be paralleled by doctors’ awareness of the complex ethical issues which sometimes arise from the practice of the profession. In addition, the progress of science opens new knowledge domains, such as genomics – the study of the structure and function of genes – which reshape the understanding of disease. The accumulation of data from extensive research in all fields of medicine makes it possible, for the first time in the history of the profession, to practise evidence-based medicine, informed by the systematic analysis of the results of numerous studies on the same disease and thus to move away from treatments based merely on case series or expert opinions. A further example, by no means the last, is the renewed interest in complementary and alternative medicine in the search to expand the therapeutic panoply against disease.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.format.extent16 pagesen_ZA
dc.identifier.citationStefan, C. 2011. Informing Curriculum Developments in Health Sciences: A Delphi Method Inquiry, in E. Bitzer & N. Botha (eds.). Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges. Stellenbosch: SUN MeDIA. 299-314. doi:10.18820/9781920338671/15.en_ZA
dc.identifier.isbn978-1-920338-64-0en_ZA
dc.identifier.issn978-1-920338-67-1en_ZA
dc.identifier.otherdoi:10.18820/9781920338671/15
dc.identifier.urihttp://hdl.handle.net/10019.1/101678
dc.language.isoen_ZAen_ZA
dc.publisherAFRICAN SUN MeDIAen_ZA
dc.relationCurriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challengesen_ZA
dc.relation.haspartThe University curriculum as engaging with external non-academic communities: a grounded theory inquiry approach
dc.relation.haspartA Small-Scale Classroom Research Approach to Curriculum Renewal
dc.relation.haspartAcademic Literacy as a Graduate Attribute: Implications for Thinking about 'Curriculum'
dc.relation.haspartChallenges for Curriculum in a Contemporary South Africa
dc.relation.haspartCritical Curriculum Inquiry in an Undergraduate Visual Communication Design Programme: A Case Study Approach Through a Complexity Theory Lens
dc.relation.haspartInquiring the Curriculum in Higher Education: A Limited (South African) Perspective
dc.relation.haspartIntroductory Chapter
dc.relation.haspartTrans-Disciplinary and Curriculum Space in Health Sciences Education Master's Programmes
dc.relation.urihttp://hdl.handle.net/10019.1/101751
dc.relation.urihttp://hdl.handle.net/10019.1/101683
dc.relation.urihttp://hdl.handle.net/10019.1/101679
dc.relation.urihttp://hdl.handle.net/10019.1/101681
dc.relation.urihttp://hdl.handle.net/10019.1/101680
dc.relation.urihttp://hdl.handle.net/10019.1/101676
dc.relation.urihttp://hdl.handle.net/10019.1/101673
dc.relation.urihttp://hdl.handle.net/10019.1/101604
dc.relation.urihttp://hdl.handle.net/10019.1/101674
dc.rights.holderAFRICAN SUN MeDIAen_ZA
dc.subjectMedical colleges -- Curriculaen_ZA
dc.subjectHealth care teams -- Training ofen_ZA
dc.subjectEducation -- Study and teaching (Higher)en_ZA
dc.subjectTraining needsen_ZA
dc.subjectMedical care -- Needs assessment -- South Africaen_ZA
dc.titleInforming curriculum development in health sciencesen_ZA
dc.typeChapters in Booksen_ZA
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