Keeping an eye on student training fit for the South African context
| dc.contributor.advisor | Keiller, Lianne | en_ZA |
| dc.contributor.author | Abrahamse-Pillay, Helga Inez | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education. | en_ZA |
| dc.date.accessioned | 2025-01-24T09:03:14Z | |
| dc.date.available | 2025-01-24T09:03:14Z | |
| dc.date.issued | 2024-12 | |
| dc.description | Thesis (MPhil)--Stellenbosch University, 2024. | en_ZA |
| dc.description.abstract | ENGLISH SUMMARY: Background: Ophthalmology undergraduate teaching has increasingly been in the focus with curriculum reviews in Canada, Australia and the UK. The reviews have primarily focused on recommendations of the International Council of Ophthalmology (ICO) guidelines and local needs. South Africa does not have a unified undergraduate ophthalmology curriculum at present. As Stellenbosch University is currently undergoing a curriculum renewal, the opportunity to review and align current and future curriculum design precipitated this study that focuses on the undergraduate ophthalmology curriculum. Problem: Ophthalmology Undergraduate Medical Curricula that are limited in their alignment to international and local guidelines, are likely to negatively impact the ability of the curriculum to respond to the needs of the local population. Methodology: Using a descriptive needs analysis, a mixed methods approach was used to review the current undergraduate ophthalmology curriculum at Stellenbosch University, Faculty of Medicine and Health Sciences. A desktop review to compare the current curriculum to internationally published standards, a custom-developed survey, and focus group discussion was included in the data collection methods for this study. The data collection completed during the literature review informed the design of the survey administered to Ophthalmology clinical preceptors in the Faculty of Medicine and Health Sciences at Stellenbosch University. Open-ended comments were used from the survey to design the focus group discussion questions. Verbatim transcripts of the focus group discussion were analysed using inductive and deductive thematic analysis. Results: The result of the comparison between the current curriculum and published data, shows that Stellenbosch University Ophthalmology curriculum is closely aligned with other international medical departments in relation to Knowledge, Skills, Attitudes and Modes of curriculum delivery. A 61% response rate was achieved for the preceptor survey. Preceptors working with undergraduate medical students during their Ophthalmology clinical rotation perceived the curriculum to be comparable to ICO guidelines and published literature in content (81,8%), delivery methods (72,7%) and assessment practices (90,9%). The majority of respondents indicated that they perceived the curriculum to be appropriate for the South African context. Qualitative data collected via open-ended comments and a focus group discussion highlighted the over-loaded curriculum with regard to content, limitations in availability of resources, a need for improvement in clinical reasoning of students, and recommendations related to the training platform used for undergraduate medical student training. Conclusion: The Ophthalmology curriculum for undergraduate medical students at Stellenbosch University will require minor revision to address limitations in clinical reasoning abilities, increase the focus on relevant patient presentation, and decrease the preceptor/tutor/student ratio to enhance the facilitation of learning on the clinical platform. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Agtergrond: Die voorgraadse onderrig van oftalmologie was toenemend die fokus met kurrikulumhersiening in Kanada, Australie en die Verenigde Koninkryk (VK). Die hersienings het hoofsaaklik op die aanbevelings van die riglyne van die Internasionale Raad van Oftalmologie (ICO) en plaaslike behoeftes gefokus. Suid-Afrika het tans nie ʼn eenvormige voorgraadse oftalmologiekurrikulum nie. Aangesien die Universiteit Stellenbosch tans kurrikulumhernuwing ondergaan, het die geleentheid om die huidige en toekomstige kurrikulumontwerp te hersien en te belyn, hierdie studie, wat op die voorgraadse oftalmologiekurrikulum fokus, aan die gang gesit. Probleem: Voorgraadse oftalmologie- mediese kurrikulums wat beperkte belyning met internasionale en plaaslike riglyne toon, sal waarskynlik die vermoe van die kurrikulum om op die behoeftes van die plaaslike bevolking te reageer, negatief beinvloed. Metodologie: ʼn Gemengde-metodes-benadering, wat van ʼn beskrywende behoefteontleding gebruik maak, is aangewend om die huidige voorgraadse oftalmologiekurrikulum aan die Universiteit Stellenbosch se Fakulteit Geneeskunde en Gesondheidswetenskappe te hersien. ʼn Lessenaarhersiening om die huidige kurrikulum met internasionaal gepubliseerde standaarde te vergelyk, ʼn pasgemaakte opname en ʼn fokusgroepbespreking tel onder die data-invorderingsmetodes vir hierdie studie. Die data-invordering wat met die literatuurhersiening gedoen is, het die ontwerp van die opname wat aan oftalmologie- kliniese opvoeders in die Fakulteit Geneeskunde en Gesondheidswetenskappe toegedien is, onderle. Oop kommentaar uit die opname is gebruik om die vrae vir die fokusgroepbespreking te ontwerp. Woordelikse transkripsies van die fokusgroepbespreking is met behulp van induktiewe en deduktiewe tematiese ontleding ontleed. Resultate: Die vergelyking van die huidige kurrikulum met gepubliseerde data toon dat die Universiteit Stellenbosch se oftalmologiekurrikulum goed strook met ander internasionale mediese departemente ten opsigte van kennis, vaardighede, ingesteldhede en leweringsmodusse. ʼn Responskoers van 61% is vir die opvoederopname behaal. Opvoeders wat met voorgraadse mediese studente tydens hulle oftalmologie- kliniese rotasie werk, beskou die kurrikulum as vergelykbaar met ICO-riglyne en gepubliseerde literatuur ten opsigte van inhoud (81,8%), leweringsmodusse (72,7%) en assesseringspraktyke (90,9%). Die meerderheid respondente het aangedui dat hulle die kurrikulum as toepaslik vir die Suid-Afrikaanse konteks beskou. Kwalitatiewe data wat deur oop kommentaar en ʼn fokusgroepbespreking ingevorder is, het die oorlaaide kurrikulum ten opsigte van inhoud, beperkings op die beskikbaarheid van hulpbronne, ʼn behoefte aan die verbetering van die kliniese redeneervermoe van studente en aanbevelings met betrekking tot die opleidingsplatform wat vir die opleiding van voorgraadse mediese studente gebruik word, uitgelig. Gevolgtrekking: Die oftalmologiekurrikulum vir voorgraadse mediese studente aan die Universiteit Stellenbosch sal min hersiening nodig he om die beperkings in kliniese redeneervermoe aan te pak, die fokus op tersaaklike pasientpresentasie te verskerp, en die verhouding van opvoeder tot student te verklein om die fasilitering van leer op die kliniese platform te verbeter. | af_ZA |
| dc.description.version | Masters | en_ZA |
| dc.format.extent | 115 pages : illustrations, includes annexures | |
| dc.identifier.uri | https://scholar.sun.ac.za/handle/10019.1/131550 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject.lcsh | Medicine -- Study and teaching (Higher) -- South Africa | en_ZA |
| dc.subject.lcsh | Curriculum planning -- Medicine -- South Africa | en_ZA |
| dc.subject.lcsh | Ophthalmology -- Vocational guidance -- South Africa | en_ZA |
| dc.subject.lcsh | Medical education -- Curricula -- South Africa | en_ZA |
| dc.subject.name | UCTD | |
| dc.title | Keeping an eye on student training fit for the South African context | en_ZA |
| dc.type | Thesis | en_ZA |