The role of pathology in the development of clinical expertise and practice in an integrated undergraduate medical curriculum : a final-year medical student perspective

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dc.contributor.advisorVolschenk, Marietteen_ZA
dc.contributor.authorDe Wet, Daniel Rudolphen_ZA
dc.contributor.otherStellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.en_ZA
dc.date.accessioned2022-01-20T10:18:56Z
dc.date.accessioned2022-04-29T12:56:59Z
dc.date.available2023-03-18T03:00:10Z
dc.date.issued2022-04
dc.descriptionThesis (MPhil)--Stellenbosch University, 2022.en_ZA
dc.description.abstractENGLISH SUMMARY: The international move towards increased integration of undergraduate medical curricula has revealed a number of unintended consequences, such as insufficient depth of learning, fragmentation of knowledge and reduced perception of the importance of specific discipline knowledge such as pathology. The current curriculum renewal process of the undergraduate MBChB programme in the Faculty of Medicine and Health Sciences presented the ideal opportunity to review whether the curriculum is achieving its teaching and learning outcomes from a student’s perspective. One of these outcomes is developing clinical reasoning, which is essential. Thus, the aim of this study was to explore final-year medical students’ perceptions of the role of pathology in the development of their clinical expertise and practice (thus clinical reasoning), as well as the contributing and limiting factors of the integrated pathology curriculum in the development of their perception. The study design was interpretivist and situated within a qualitative, methodological framework. Semi-structured interviews were conducted with eight students. Interpretative data analysis was done, with four themes emerging from the data, namely conceptions of pathology and what pathologists do; understanding pathology; application of pathology; and student-identified curricular influences and considerations. The latter theme was divided into three subthemes, namely the placement of pathology; pathologists on the clinical platform; and methods of teaching pathology. In conclusion, the findings of this study confirm that final-year medical students, with their varied conceptions of pathology, realized the important role that pathology played in developing their clinical expertise and practice. Understanding of pathology concepts enabled transfer of knowledge to clinical reasoning more effectively, and within an integrated curriculum, the need was identified to recognize the importance of the placement of pathology, teaching methods employed and visibility of pathologists as teachers on the clinical platform. All these findings should inform the current renewal process of the pathology curriculum.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die internasionale neiging tot toenemende integrasie van voorgraadse mediese kurrikulums het 'n aantal onvoorsiene nagevolge aan die lig gebring, insluitend onvoldoende diepte van leer, fragmentasie van kennis en die persepsie dat ‘n spesifieke dissipline (soos patologie) se kennis minder belangrik is as ‘n ander. Die huidige kurrikulumvernuwingsproses van die voorgraadse MBChB-program in die Fakulteit Geneeskunde en Gesondheidswetenskappe bied die ideale geleentheid om vas te stel of die kurrikulum, veral vanuit ‘n student se perspektief, die voorgestelde onderrig- en leeruitkomste bereik, waarvan die ontwikkeling van kliniese redenasievermoens essensieel is. Die doel van hierdie studie is dus om die persepsies van finale jaar mediese studente te ondersoek met betrekking tot die rol wat patologie gespeel het in die ontwikkeling van hul kliniese kundigheid en praktyk (kliniese redenasievermoens), asook die invloed (voordelig of nadelig) van die geintegreerde patologiekurrikulum in die ontwikkeling van hierdie persepsie. Die studieontwerp was interpreterend en gesetel binne 'n kwalitatiewe metodologiese raamwerk. Semi-gestruktureerde onderhoude is met agt studente gevoer. Deur gelyktydige data-analise en -interpretasie het vier temas na vore gekom: die konsep van patologie en wat ‘n patoloog doen; begrip van patologie; toepassing van patologie; en student-geidentifiseerde kurrikulere invloede en oorwegings. Die drie subtemas is die plasing van patologie; patoloe op die kliniese platform; en patologie-onderrigmetodes. Ten slotte bevestig die bevindinge van hierdie studie dat mediese studente in hul finale jaar, met hul uiteenlopende opvattings oor patologie, die belangrike rol van patologie in die ontwikkeling van hul kliniese kundigheid en praktyk besef. Indien hulle patologiekonsepte ten volle verstaan het, is hulle oordrag van daardie kennis na kliniese redenasie meer effektief, en binne die raamwerk van ‘n geintegreerde kurrikulum het hulle die belangrikheid geidentifiseer van die plasing van patologie, spesifieke onderrigmetodes en die sigbaarheid van patoloe as onderwysers op die kliniese platform. Al hierdie bevindinge behoort tydens die huidige vernuwing van die patologiekurrikulum oorweeg te word.af_ZA
dc.description.versionMasters
dc.embargo.terms2023-02-01
dc.format.extentv, 39 pages
dc.identifier.urihttp://hdl.handle.net/10019.1/125167
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.rights.holderStellenbosch University
dc.subject.lcshMedical education -- Curriculaen_ZA
dc.subject.lcshEducation -- Curriculaen_ZA
dc.subject.lcshMedicine -- Study and teachingen_ZA
dc.subject.lcshCurriculum planningen_ZA
dc.subject.nameUCTD
dc.titleThe role of pathology in the development of clinical expertise and practice in an integrated undergraduate medical curriculum : a final-year medical student perspectiveen_ZA
dc.typeThesisen_ZA
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