Browsing by Author "Omoniyi-Esan, Ganiat Olutoyin"
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- ItemStepping on the ladder of integration : the perspectives of foundational science teachers on a discipline-based curriculum(Stellenbosch : Stellenbosch University, 2019-04) Omoniyi-Esan, Ganiat Olutoyin; Archer, Elize; Meyer, Ilse; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.ENGLISH SUMMARY: Integrated curriculum is defined variously by different researchers. Integration involves intentionally bringing together knowledge, skills, values and attitudes within and across courses to develop a more holistic understanding of the subject. The College of Health Sciences, Obafemi Awolowo University (CHS, OAU) Ile-Ife, Nigeria, was established over forty-five years ago and still runs the traditional discipline-based curriculum. There are an overwhelming number of calls by some faculty members at the College to review the medical curriculum and to change it to a more innovative curriculum. Most curricular innovations have integration as part of their components. For integration to be effective, the teachers need to be involved in the curriculum development, design, implementation and the process of evaluation. Full understanding, support and commitment of teachers are necessary for effective integration of the curriculum. The learning needs of the foundational science teachers also need to be addressed and the level of integration desired must be understood. The purpose of this research assignment was to explore the perspectives of foundational science teachers on integration of courses within a discipline-based curriculum. The understanding of foundational science teachers of the term ‘Integration within the curriculum’ and their perceptions of the need for integration, were explored. When integrating the foundational sciences and possible strategies by which integration could be implemented, barriers and enablers were identified. This was a qualitative enquiry based study within an interpretive paradigm framework. The data was obtained by the researcher through focus group discussions conducted with participants. Using the process of thematic analysis the perspectives of the foundational teachers were grouped into the themes that emerged. Four prominent themes that emerged were knowledge of integration, perception of the need for and benefits of integration, the enablers and barriers to integration, and suggestions in order to implement curriculum integration. The participants demonstrated their understanding of what curriculum integration meant and expressed their perspectives of the need for and benefits of integration. Various barriers were identified and suggestions were discussed with some recommendations made.