Developing health science students into integrated health professionals: a practical tool for learning

Abstract

Background: An integrated sense of professionalism enables health professionals to draw on relevant knowledge in context and to apply a set of professional responsibilities and ethical principles in the midst of changing work environments [1,2]. Inculcating professionalism is therefore a critical goal of health professional education. Two multi-professional courses for first year Health Science students at the University of Cape Town, South Africa aim to lay the foundation for becoming an integrated health professional [3]. In these courses a diagram depicting the domains of the integrated health professional is used to focus the content of small group experiential exercises towards an appreciation of professionalism. The diagram serves as an organising framework for conceptualising an emerging professional identity and for directing learning towards the domains of 'self as professional ' [4,5].

Negotiation of learning and identity among first-year medical students

“…Whereas previous studies of students from disadvantaged backgrounds in the Health Sciences context in South Africa have tended to focus on structural constraints and on the cognitive, learning and academic literacy difficulties, experienced by students (see, for example, Oberprieler, Masters, and Gibbs 2005;van Pletzen 2006;Olckers, Gibbs, and Duncan 2007;Sikakana 2010), this paper traces students' unfolding sense of self in relation to the new context. We describe the ways in which they make use of resources and their perceptions of barriers to learning.…”

Grau de satisfação discente frente à utilização de métodos ativos de aprendizagem em uma disciplina de Ética em saúde

“…Contrastando tal visão, a metodologia ativa, com auxílio das diversas tecnologias de informação, faz com que a formação do profissional seja integrada à realidade da comunidade, requerendo bom desenvolvimento de habilidades técnicas, comportamentais e interpessoais, além de um apurado senso crítico sobre a responsabilidade social (OLCKERS; GIBBS; DUNCAN, 2007).…”

Establishing a Health Sciences writing centre in the changing landscape of South African Higher Education

“…Thirdly, these courses develop and explore professional competencies which are aligned to the transformative ideology of the academic literacies approach (Lillis and Scott, 2007;Nichols, 2017aNichols, , 2017b, such as non-judgemental listening, empathy, and critical thinking required by the health professions (Olckers et al, 2007). Finally, these courses encompass a wide range of academic literacies, including new modes and genres, for instance assembling online eportfolios, designing and doing team presentations, and tailoring reflective writing to academic and professional outcomes.…”