Centre for Higher and Adult Education

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Browsing Centre for Higher and Adult Education by Author "Bitzer, E."

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    Interrogating patient-centredness in undergraduate medical education using an integrated behaviour model
    (Taylor & Francis Group, 2017) Archer, E.; Bitzer, E.; Van Heerden, B. B.
    Background: Patient-centredness, an approach that puts the patient at the centre of the consultation, thus focusing on patients instead of on his/her diseases, has been identified by most medical schools as a desired core competence of their graduates. Despite some curriculum initiatives, medical students often display a lack of patient-centredness upon graduation. This bears reason for concern and it was thus deemed important to explore possible factors that influence the teaching and learning of patient-centredness in an undergraduate medical curriculum. The article suggests a framework that can assist programme developers to conceptualise the teaching and learning of patient-centredness across an undergraduate curriculum. Methods: A qualitative exploratory case study design was used for the study with final-year medical students. Themes of meaning were deduced from the data by employing components of an Integrated Behavior Model (IBM) of Fishbein. Results: The findings of the study revealed that seven factors play a role: background characteristics of students, attitudinal factors, subjective norms (the hidden curriculum), student self-efficacy, acquired skills and knowledge, the environment or context within which patient-centredness is taught and learnt, as well as assessment of learning. Conclusions: Patient-centredness is a complex construct and authors often write about only one of its components. This paper attempts to consider the total undergraduate medical curriculum students are exposed to when they learn about being patient-centred. The teaching and learning of such a multidimensional construct require a comprehensive approach in order to be effective and the IBM seems to be a useful and applicable theoretical model to apply.
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    The invisible support networks of doctoral candidates : what acknowledgement sections of doctoral theses reveal
    (HESA, 2021) Leshem, S.; Bitzer, E.
    Although some argue that acknowledgement sections should not form part of doctoral theses, others welcome such sections and are of the opinion that they reflect original and personal contributions, constituting a neglected genre. Previous research on acknowledgement texts have focused more on their linguistic characteristics as related to the academic writing of theses. The present study, however, inquired into acknowledgement sections from a social support perspective. The aim of the study was to bring to light the dimension of the social milieu and its importance in supporting doctoral students in successfully achieving their doctorate. More specifically, the study sought to investigate the role of “significant others” in the academic success of doctoral students as reflected in the genres of acknowledgement in doctoral theses by analysing such texts from 30 completed doctoral theses in South Africa and Israel. Follow-up interviews with graduates assisted to probe deeper into the meaning of the texts. Although limited in nature, the study found that, based on who doctoral graduates acknowledge, several role-players and supporters seem to contribute to doctoral success. This includes family members, friends, colleagues, study supervisors, funders and university administrators. What also became clear was that doctoral candidates rely mainly on psycho-social forms of support and that particular kinds of such support are crucial at different stages of the doctoral journey. Acknowledgement studies confirm the doctoral research process as an activity stream that integrates the personal, the interpersonal and the institutional to reveal the mostly hidden, but very important, influences on the doctorate.