Exploring a communication curriculum through a focus on social accountability: A case study at a South African medical school

Matthews, Margaret; Wyk, Jacqueline Van

doi:10.4102/phcfm.v10i1.1634

Cited by 14 publications

(13 citation statements)

References 34 publications

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“…33 In a multilingual society such as South Africa (with 11 official languages), a major barrier to effective communication between a health care provider and the patient arises when both of them (ie, health care provider and patient) do not share the same first language. 34 In a study aimed at exploring communication curriculum and training at a medical school in KwaZulu-Natal, South Africa, Matthews and Van Wyk 35 reports on the perceived benefits of good communication and challenges posed by communication barriers in a medical programme. Matthews and Van Wyk 35 further opined that the incorporation of a socially accountable framework with an emphasis on language and cultural learning for the communicator role in a clinical context, into the curriculum, would contribute to a better preparation of graduates before immersion into the health system.…”

Section: Discussionmentioning

confidence: 99%

“…34 In a study aimed at exploring communication curriculum and training at a medical school in KwaZulu-Natal, South Africa, Matthews and Van Wyk 35 reports on the perceived benefits of good communication and challenges posed by communication barriers in a medical programme. Matthews and Van Wyk 35 further opined that the incorporation of a socially accountable framework with an emphasis on language and cultural learning for the communicator role in a clinical context, into the curriculum, would contribute to a better preparation of graduates before immersion into the health system. It is therefore suggested that such framework as proposed by Matthews and colleagues be developed and incorporated into the undergraduate medical curriculum of the UFS.…”

Section: Discussionmentioning

confidence: 99%

“…Participants' suggestions on how students' experience can be enriched during CoBME at BDH.arises when both of them (ie, health care provider and patient) do not share the same first language 34. In a study aimed at exploring communication curriculum and training at a medical school in KwaZulu-Natal, South Africa, Matthews and Van Wyk35 reports on the perceived benefits of good com-…”

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confidence: 99%

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Students’ Perspectives of a Community-Based Medical Education Programme in a Rural District Hospital

Adefuye

Benedict

Bezuidenhout

et al. 2019

Journal of Medical Education and Curricular Development

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Background:The adoption of community-based medical education (CoBME) into the undergraduate medical curriculum is in line with the SPICE model for medical curriculum proposed by Harden and colleagues. Students are the consumers of medical education and are, thus, the ideal evaluators of the efficacy of their own course and learning environment. To evaluate the quality of the CoBME programme in Botshabelo District Hospital (BDH), this study investigated student’s perceptions of their experience during their CoBME training at BDH. In addition, suggestions on how to enrich students’ experience during the CoBME posting were obtained from the participants.Methods:This research was designed as a qualitative (ethnographic) study that used a structured questionnaire, to obtain written statements from 120 fourth-year undergraduate medical students describing their experience during their CoBME training at BDH. The structured questionnaire in the form of an evaluation form was self-administered, consisted of only open-ended questions grouped into 4 main sections and was distributed manually (hard copy) to the participants.Results:Of the 120 questionnaires distributed, 84 were returned, giving a response rate of 70.0%. When asked to indicate what they liked or disliked about their CoBME training, ‘Good educators/staff’ and the ‘Poor attitude of some doctors’ were the themes that scored highly (25.1% and 19.4%) in the ‘likes’ and ‘dislikes’ category, respectively. Some of the major challenges faced during the CoBME training at BDH included: exposure to new learning environment (14.2%), clinical practice context (12.6%), and language barrier (7.2%). Participants stated that they gained knowledge of how to perform certain clinical procedures and acquired core clinical skills in the areas of formulating management and managing some medical emergencies during their training at BDH. Increasing the duration of training (25.6% coverage) was suggested as a major way to enrich students’ experience during the training at BDH.Conclusion:Findings by this study reveal that CoBME is a valuable pedagogical tool to enhance learning in undergraduate medical education and that more work is required to improve the quality of CoBME training in BDH. We believe that the findings by this study will inform future planning of CoBME training programmes in BDH.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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Students’ Perspectives of a Community-Based Medical Education Programme in a Rural District Hospital

Adefuye

Benedict

Bezuidenhout

et al. 2019

Journal of Medical Education and Curricular Development

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“…[ 6 ] Similar results were also demonstrated in studies conducted outside the Arab region. [ 7 8 9 ] In Lebanon, however, a study showed that 88% of the students were either extremely or moderately confident in their history taking in the Arabic language. [ 10 ] This inconsistency to the literature was attributed to the bilingual character of the Lebanese population.…”

Section: Introductionmentioning

confidence: 99%

The impact of the English medical curriculum on medical history taking from Arabic speaking patients by medical students

Alnahdi

Alhaider

Bahanan

et al. 2021

Journal of Family Medicine and Primary Care

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Introduction: Medical education in Saudi medical colleges is delivered to students through a completely English language curriculum, whereas the practice that students face in the hospital is generally conducted in Arabic language settings. We suggest that the linguistic gap between the adopted medical curriculum and actual practice could influence students' confidence and level of difficulty in history taking in Arabic. The study aimed to identify the effects of learning history taking in the English language on applying it in the medical student's native language. Methods: This cross-sectional design study was held in the College of Medicine, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS). The targeted sample size was 377 medical students from the fourth to the sixth year, and stratified random sampling was used. The questionnaire used was self-developed, validated, and pilot tested in other medical colleges. The questionnaire asked about students' confidence, the difficulty of Arabic history taking, and suggested strategies to improve the current curriculum. Results: The response rate was 290 participants (76.9%), males were 205 (71%), and 136 (47%) were in the fourth year. Agreement on feeling confident while taking history taking in Arabic was 98 (33.8%), 102 (35.2%) were neutral, and 90 (31%) disagreed. Moreover, 138 (47.6%) of students preferred training for Objective Structured Clinical Examination (OSCE) in Arabic more than English, 86 (29.7%) were neutral, while 66 (22.8%) disagreed. The mean level of difficulty was 2.1 ± 0.7 (range 1- 5). Additionally, 198 (68%) of students suggested adding short Arabic history courses. Conclusion: Students considered history taking in Arabic as easy, even though they were not completely confident. Further efforts are needed to uplift students' of confidence to optimal levels. Advances in Knowledge: Communication is the cornerstone of medical education as well as clinical practice. The study explores the impact of instruction language on the physician-patient communication dynamic, providing better infrastructure for evidence-based educational practice. Application to Patient Care: This study gives insight into the students' level of preparation to practice in their local community and language. Furthermore, the study addresses strategies to enhance students communication skills and alleviate linguistic barriers in the physician-patient encounter.

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“…On the other hand, the use of the mother language resolves the issue of linguistic dualism, and physicians reading in their mother tongue had better comprehension than those reading in English [8], while the use of mother language can enhance the communication skills and the ability of medical students to deal with patients in their own communities and tongue [9][10][11].…”

Section: Introductionmentioning

confidence: 99%

Teaching of medical science using mother language with bi-lingual approach, an experimental cross over trial

Alsaid

Alhimyar

Naem

et al. 2020

Preprint

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Background: Using the mother-tongue language in educational programs increases the students’ comprehension and facilitates the communication with their teachers and instructors. It also prevents linguistic dualism. However, teaching medical sciences in a language other than English remains controversial. The bi-lingual method is using important English terms in context beside the Arabic main text. This study examines the efficiency of using the bi-lingual approach as an alternative educational method that provides the advantages of using the native language and avoids the linguistic barriers when dealing with a foreign environment.Methods: Third-year medical students of the faculty of Medicine of Damascus University were included in a three-week comparative study. They were divided into three groups. Each group attended a 20 minutes' neuroanatomy lecture in three topics using three linguistic methods: Arabic, English or bi-nomenclature. Each lecture with one topic and one linguistic method. Two tests were performed in each lecture (pre- and post-lecture test) with six points as the total score of each test. The participating students had the same pre- and post-lecture test regardless of the used linguistic method. The same professor presented all lectures.Results: A total number of (277) students participated in the study. After excluding all participants who failed to attend the three lectures, the final participants were (147) students The bi-nomenclature method had the highest mean of points: [3.70/6], while the Arabic only method had a mean of [3.19/6] and the English-only method’s mean was [2.76/6]. These results were statistically significant (p-value less than 0.001). It was significant that Arabic questions were answered correctly regardless of the used linguistic method (p-value <0.001).Conclusion: The bi-lingual pedagogic method which combines mother language in the main text and providing of medical terms in both mother langue and English could present suitable medical education strategy in non-English speaking countries.

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Exploring a communication curriculum through a focus on social accountability: A case study at a South African medical school

Cited by 14 publications

References 34 publications

Students’ Perspectives of a Community-Based Medical Education Programme in a Rural District Hospital

Students’ Perspectives of a Community-Based Medical Education Programme in a Rural District Hospital

The impact of the English medical curriculum on medical history taking from Arabic speaking patients by medical students

Teaching of medical science using mother language with bi-lingual approach, an experimental cross over trial

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