Perspectives of undergraduate module convenors at a South African academic institution on medical student training in evidence-based health care: a qualitative study
Background: The increasing disease burden in Africa requires medical graduates to have problem-solving abilities. Interviews were conducted to assess module convenors’ perspectives on evidence-based health care (EBHC) teaching and learning. Methods: Qualitative research methods were used. Faculty c...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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AOSIS
2015-11-01
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| Series: | South African Family Practice |
| Subjects: | |
| Online Access: | https://safpj.co.za/index.php/safpj/article/view/4317 |
| _version_ | 1811210624928055296 |
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| author | Taryn Young Anke Rohwer Jimmy Volmink Mike Clarke |
| author_facet | Taryn Young Anke Rohwer Jimmy Volmink Mike Clarke |
| author_sort | Taryn Young |
| collection | DOAJ |
| description | Background: The increasing disease burden in Africa requires medical graduates to have problem-solving abilities. Interviews were conducted to assess module convenors’ perspectives on evidence-based health care (EBHC) teaching and learning.
Methods: Qualitative research methods were used. Faculty convening medical undergraduate teaching modules were purposively sampled. Data collection was done using focus-group or individual interviews. Trained interviewers conducted interviews. Investigators conducted data analysis and interpretation.
Results: Five focus groups and 10 individual interviews were conducted with convenors responsible for theory and clinical modules across various disciplines. Interviewees felt that EBHC teaching and learning were not optimal and indicated varying support for enhancing this. They identified various factors to be considered: contextual factors within the faculty (e.g. recognition for teaching), health sector issues (e.g. clinical workload), access to research, lecturer factors (e.g. competing priorities) and learners (e.g. motivation). They emphasised the key roles of lecturers as role models. Planning together to identify opportunities to integrate teaching and assessment, while ensuring coherence, clear explicit outcomes and promoting faculty development, was regarded as central to strengthening EBHC teaching and learning.
Conclusions: The perspectives of module convenors are key to informing strategies to enhance EBHC teaching and learning. |
| first_indexed | 2024-04-12T04:59:10Z |
| format | Article |
| id | doaj.art-5cbaaccf344542c49bd55da16cadfc45 |
| institution | Directory Open Access Journal |
| issn | 2078-6190 2078-6204 |
| language | English |
| last_indexed | 2024-04-12T04:59:10Z |
| publishDate | 2015-11-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Family Practice |
| spelling | doaj.art-5cbaaccf344542c49bd55da16cadfc452022-12-22T03:47:02ZengAOSISSouth African Family Practice2078-61902078-62042015-11-0157610.4102/safp.v57i6.43173572Perspectives of undergraduate module convenors at a South African academic institution on medical student training in evidence-based health care: a qualitative studyTaryn Young0Anke Rohwer1Jimmy Volmink2Mike Clarke3Centre for Evidence-Based Health Care, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; and Cochrane South Africa, South African Medical Research Council, Cape TownCentre for Evidence-Based Health Care, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape TownCentre for Evidence-Based Health Care, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; and Cochrane South Africa, South African Medical Research Council, Cape TownNorthern Ireland Network for Trials Methodology Research, Queen’s University Belfast, BelfastBackground: The increasing disease burden in Africa requires medical graduates to have problem-solving abilities. Interviews were conducted to assess module convenors’ perspectives on evidence-based health care (EBHC) teaching and learning. Methods: Qualitative research methods were used. Faculty convening medical undergraduate teaching modules were purposively sampled. Data collection was done using focus-group or individual interviews. Trained interviewers conducted interviews. Investigators conducted data analysis and interpretation. Results: Five focus groups and 10 individual interviews were conducted with convenors responsible for theory and clinical modules across various disciplines. Interviewees felt that EBHC teaching and learning were not optimal and indicated varying support for enhancing this. They identified various factors to be considered: contextual factors within the faculty (e.g. recognition for teaching), health sector issues (e.g. clinical workload), access to research, lecturer factors (e.g. competing priorities) and learners (e.g. motivation). They emphasised the key roles of lecturers as role models. Planning together to identify opportunities to integrate teaching and assessment, while ensuring coherence, clear explicit outcomes and promoting faculty development, was regarded as central to strengthening EBHC teaching and learning. Conclusions: The perspectives of module convenors are key to informing strategies to enhance EBHC teaching and learning.https://safpj.co.za/index.php/safpj/article/view/4317evidence based health caremedical studentsteachingundergraduate |
| spellingShingle | Taryn Young Anke Rohwer Jimmy Volmink Mike Clarke Perspectives of undergraduate module convenors at a South African academic institution on medical student training in evidence-based health care: a qualitative study South African Family Practice evidence based health care medical students teaching undergraduate |
| title | Perspectives of undergraduate module convenors at a South African academic institution on medical student training in evidence-based health care: a qualitative study |
| title_full | Perspectives of undergraduate module convenors at a South African academic institution on medical student training in evidence-based health care: a qualitative study |
| title_fullStr | Perspectives of undergraduate module convenors at a South African academic institution on medical student training in evidence-based health care: a qualitative study |
| title_full_unstemmed | Perspectives of undergraduate module convenors at a South African academic institution on medical student training in evidence-based health care: a qualitative study |
| title_short | Perspectives of undergraduate module convenors at a South African academic institution on medical student training in evidence-based health care: a qualitative study |
| title_sort | perspectives of undergraduate module convenors at a south african academic institution on medical student training in evidence based health care a qualitative study |
| topic | evidence based health care medical students teaching undergraduate |
| url | https://safpj.co.za/index.php/safpj/article/view/4317 |
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