Browsing by Author "Unger, M."

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    Deriving criteria by which to determine core curriculum content : a high engagement process
    (Health and Medical Publishing Group, 2014-10) Hanekom, S. D.; Unger, M.; Cilliers, F.; Faculty of Medicine and Health Sciences. Dept. of Interdisciplinary Health Sciences. Occupational Therapy.
    ENGLISH ABSTRACT: Background. During curriculum revision, an important task is identifying a core curriculum. Deciding what criteria to use to determine core content is crucial and impacts on graduate outcomes and patient care. Objective. To identify criteria to apply in order to determine core content. Methods. A high engagement process involving eleven staff and two undergraduate student representatives was used. The process consisted of a stimulus question; brainstorming; sharing, clarification and clustering of ideas; second-phase brainstorming, clarification and clustering; prioritisation; and finally vote tally and categorisation. Results. The group initially identified 28 criteria to use when deciding on core content. The criteria were reduced stepwise to 15, and finally 3 criteria that enjoyed widespread support were identified. Content would be included in the curriculum if: (i) it was relevant to the South African context; (ii) it would ensure safe and effective practice by first-line practitioners; and (iii) it was evidence-based. Conclusion. The process lends itself to the participation of multiple stakeholders in an engaging yet anonymous manner. It helps ensure that all voices are heard and ideas included in prioritisation. The process easily manages a multiplicity of ideas; similar ideas are efficiently identified and clustered. Finally, the process is time-efficient.
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    Physiotherapy students' perceptions of an innovative approach to clinical practice orientation
    (AOSIS, 2002) Faure, M. R.; Unger, M.; Burger, M.
    The transition from the classroom to clinical practice is stressful for many students. In the current situation in South Africa with the shortages of clinicians’ posts in hospitals, this transition is even more difficult given the reduced time that clinicians have for supervising undergraduate students. The University of Stellenbosch initiated structured peer-led introduction to clinical education (SPLICE), during which senior physiotherapy students orientate second year students to clinical practice. The aim of this study was to investigate the perceptions of all of the second, third and fourth year students who took part in these SPLICE sessions. This information was captured using a questionnaire with open and closed questions. The response of all of the students was extremely positive. Common to all cohorts of students was the opinion of the motivational benefits of the sessions as well as the opinion that their confidence increased. Students in the various years of study differed in the ways in which they felt more confident. Closely linked were those comments referring to a sense of increased preparedness for clinical practice and a positive learning environment. A positive change in attitude towards clinical practice was also noted in many second year students. Further research is needed into the effect that SPLICE might have had on the second year students when they enter clinical practice as third year students. The role and opinions of patients during these sessions, and indeed during any clinical education sessions, including clinical examinations, needs further investigation.