Implementation of a decentralised clinical training programme (DCTP) at a university of technology in South Africa: Implications for health science education and clinical practice

Nxumalo, C T; Mchunu, G G; Maphalala, M

doi:10.7196/ajhpe.2023.v15i4.1694

Cited by 1 publication

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“…Considering the gap in practice and the reported benefits of DCTPs in terms of health science graduates’ competencies and preparedness for the work environment, the Durban University of Technology (DUT) seeks to design, pilot, and evaluate a model to facilitate the successful establishment of a DCTP within the dimensions of contextual factors influencing teaching and learning at a UoT. In their position paper about the implementation of a DCTP at a UoT, the institution seeks to use a pilot of selected health disciplines to inform the design, piloting, and establishment of a DCTP, which will eventually be rolled out to the Faculty of Health Sciences (FHS), based on the outcomes of the pilot phase of this project [ 24 ]. While the implementation of a DCTP within the UoT will be a first in South African higher education practices, many challenges are anticipated in relation to piloting and implementation.…”

Section: Introductionmentioning

confidence: 99%

The Durban University of Technology Faculty of Health Sciences Decentralized Clinical Training Project: Protocol for an Implementation Study in KwaZulu-Natal, South Africa

Nxumalo,

Pillay,

Mchunu

2024

JMIR Res Protoc

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Background The Durban University of Technology (DUT) Faculty of Health Sciences (FHS) in KwaZulu-Natal, South Africa, is embarking on a project to implement a Decentralized Clinical Training Program (DCTP). The DUT FHS DCTP project is being conducted in response to the growing demands of students requiring clinical service placements as part of work-integrated learning. The project is also geared toward responding to existing gaps in current practices related to the implementation of a DCTP, which has mainly been through traditional universities providing training to medical, optometry, occupational therapy, and physiotherapy students. In South Africa, a DCTP is yet to be implemented within the context of a university of technology; it is yet to be implemented within health science faculties that offer undergraduate health science programs in mainstream biomedicine and alternative and complementary disciplines. Objective We aim to design, pilot, and establish an effective DCTP at the DUT FHS in KwaZulu-Natal, South Africa. Methods Participatory action research comprising various designs—namely, appreciative inquiry, qualitative case study design, phenomenography, and descriptive qualitative study design—will be used to conduct the study. Data will be collected using individual interviews, focus group discussions, nominal group technique, consensus methodology, and narrative inquiry. Study participants will include various internal and external stakeholders of the DUT, namely, academic staff; students; key informants from universities currently using successfully established DCTPs; academic support staff; staff working in human resources, finance, procurement, and accounting; and experts in other disciplines such as engineering and information systems. Overall, 4 undergraduate health science programs—namely, Radiography, Medical Orthotics and Prosthetics, Clinical Technology, and Emergency Medical Care and Rescue—will be part of the project’s pilot phase. Findings from the project’s pilot phase will be used to inform scale-up in the other undergraduate programs in the DUT FHS. The project is being implemented as part of the university’s strategic objective of devising innovative curricula and pedagogical practices to improve the mastery, skill set, and competence of health science graduates. Results The study has currently commenced with the situational analysis, consisting of engagement with external stakeholders implementing DCTPs. The data to be generated from the completion of the situational analysis are anticipated to be published in 2024. Conclusions This project is envisioned to facilitate collaboration among the universities of technology, traditional universities, Ministry of Health, and private sector for clinical placement of undergraduate health science students in health establishments that are away from the university, thereby exposing them to real-life experiences related to health care. This will facilitate authentic learning experiences that will contribute to improved competencies of graduates in relation to the health needs of society and the multiple realities of the South African health system. International Registered Report Identifier (IRRID) PRR1-10.2196/52243

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Section: Introductionmentioning

confidence: 99%