Department of Psychology

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https://scholar.sun.ac.za/handle/10019.1/60

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Browsing Department of Psychology by browse.metadata.advisor "Chiliza, Bonginkosi"

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    The experience of Black medical specialists in training at two medical schools in the Western Cape
    (Stellenbosch : Stellenbosch University, 2019-12) Shabalala, Nokulunga Candice; Swartz, Leslie; Chiliza, Bonginkosi; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology.
    ENGLISH ABSTRACT: Medical education has seen the increase of previously marginalised groups (Black, female, disabled) in undergraduate training. However, this shift is not as noticeable at postgraduate level. This has led to a number of calls for the transformation of medical education. Recent student protests in South Africa have illuminated issues of access and citizenship in higher education and have led to urgent calls for decolonised curricula and the transformation of higher education institutions. There are contestations regarding what transformation really is, with arguments suggesting that while policies exist, there is a huge gap between policy and practice. In order to realise the efforts of transformation, it is important to understand the lived experiences of students in South Africa. This study looks at the experiences of medical specialists in training (registrars) at Stellenbosch University (SU) and the University of Cape Town (UCT). The concept of race trouble was used to conceptualise the racialised experience of registrars in relation to their training and the extent to which they felt a sense of belonging. The dissertation also theoretically explores Black subjectivity in post-apartheid South Africa by looking at how the persistence of coloniality in historically advantaged institutions presents itself, and shapes the experience of higher education. The intersection of race, class and gender is also briefly discussed in this body of work; however the main focus is on race and the experience thereof within medical training. Due to recent conversations about the pace at which historically advantaged institutions are transforming and what this really means, I set out to explore the day-to-day experiences of medical specialists in training at SU and UCT. A qualitative research design was employed. A total of 19 semi-structured, individual interviews were conducted with 11 registrars from both SU and UCT. Initial themes from the interview data were presented to a group of registrars in a form of a focus group for the purpose of respondent validation. Thematic analysis was used to code and analyse the data. This was done in efforts to find patterns and themes for interpretation. Registrars mostly spoke about their undergraduate experiences, but also reflected on their current training. Results highlighted the complexity on the road to medical specialisation. The core finding related to the level at which registrars felt they had access to supportive structures. As such, one of the most salient themes in the data is the sense of registrars not feeling at home at these institutions, and they highlighted a need for more support and mentorship structures. The data show that there is still a need to discuss what deep transformation in higher education can look like in the future. Keywords: Black Medical Registrars, Race Trouble, Transformation, Higher Education, Institutional Racism, Medical Education, South Africa
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    “We waited for our turn, which sometimes never came” : registrars negotiating systemic racism in Western Cape medical schools
    (Stellenbosch : Stellenbosch University, 2014-04) Thackwell, Nicola Donna; Swartz, Leslie; Chiliza, Bonginkosi; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Psychology.
    ENGLISH ABSTRACT; In order for the transformation objectives of racial and gender diversity to be adequately reflected in the South African medical profession, it is crucial to understand how Black medical registrars experience the training environment. This qualitative study presents the experience of ten Black African medical specialists who completed their registrar training in the Western Cape in the past five years. Using both thematic and discourse analysis the study aimed to identify and describe the interpersonal, structural and institutional factors that may impede or promote Black advancement during registrar training. Participant experiences where contextualised in relation to discourses around the medical profession as a site of cultural reproduction that has been historically constructed as the exclusive domain of the White male. The analysis unearths experiences of systemic racism where the organisational culture of training institutions is experienced as alienating and unwelcoming to Black professionals. The findings raise the need for a more thorough evaluation of how transformations efforts are being received in specialist medical education. Key Words: Black doctors, Transformation in Higher Education, Systemic Racism, Medical training