Incorporating transferable skills in an undergraduate medical curriculum: learning from experience

Beylefeld, Adri; Jama, M.P.

doi:10.4314/sajhe.v16i1.25282

Cited by 3 publications

(5 citation statements)

References 9 publications

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“…The primary focus of this study was to determine the perceptions of first-year medical students regarding the effectiveness of the generic skills module in facilitating transition from school to university. Similar to the situation in 2002 (Beylefeld & Jama, 2002), students still had a positive perception about the module. However, it is clear that module developers must continually revise the structure and organisation of the module, the teaching and learning activities and assessment practices.…”

Section: Resultsmentioning

confidence: 54%

“…In South Africa, the incorporation of generic skills in all curricula is a requirement of the South African Qualifications Authority (SAQA, 2000). In the medical curriculum at the UFS, a template for incorporating general skills in the curriculum was developed and mainly based on that of the University of Leicester in the U.K., which also revised its medical curriculum (Beylefeld & Jama, 2002). Therefore, the skills that were incorporated in the module are based on the SAQA requirements and the University of Leicester template.…”

Section: Contextmentioning

confidence: 99%

“…According to the results of the study undertaken to determine the students' experience of the module in 2000 and 2001, most students felt positive about the module. Those who were negative were from privileged schools, claiming that they had already acquired the skills (Beylefeld & Jama, 2002).…”

Section: Contextmentioning

confidence: 99%

“…One of the interventions that universities have designed and used for now over twenty years to ease the transition from school to university is the development of generic, also called general, skills of students (Christie, 1997;Beylefeld & Jama, 2002;Robley, Whittle & Murdoch-Eaton, 2005;Shakir, 2009;Oliver, 2013;Murdoch-Eaton, Louw & Bezuidenhout, 2016). Although most studies have focused on the effectiveness of such an intervention in equipping students with these skills at the beginning of the first year only, not much has been reported to further determine the perceptions of students who had to be "re-equipped" because they had to repeat the first year of study.…”

Section: Introductionmentioning

confidence: 99%

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Maximising the First-Year Experience through the Incorporation of Generic Skills in a Medical Curriculum at the University of the Free State

Jama¹

2018

JSAA

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The highest attrition rates occur among first-year students. Universities have designed different curricular programmes, such as the development of generic skills, to address this challenge. In the medical school at the University of the Free State in South Africa, these skills were incorporated in the MBChB curriculum as an eight credit-bearing module in 2000 and later increased to 12 credits in 2009. To date, the effectiveness of this first-year module in equipping students with generic skills was last determined in 2002. The aim of this research was to determine the perceptions of first-year students regarding the effectiveness of this module in equipping them with generic skills. A questionnaire survey was distributed to 596 first-year medical students each year from 2013 to 2016. A focus group discussion (FGD) was held with 13 students who failed the first year of study in 2016 and had to repeat in 2017. According to the results, most students had a positive perception about the structure and organisation as well as the benefits of the module. However, from the questionnaire results, the overall rating of the effectiveness of the module was not very positive, with 35% of students rating it effective, 45% rating it relatively effective and 20% rating it not effective. However, during the FGD, seven (54%) of the 13 students rated it effective. In the qualitative statements of the questionnaire, a common comment related to the poor rating was about the unnecessary long hours in some sessions. Other comments from the questionnaire were medically related, with some students suggesting more practical and clinical demonstrations. During the FGD, students could not understand why their peers needed practical demonstrations in the first year. The incorporation of generic skills should be contextand discipline-specific and students should be "re-equipped" with certain skills during different stages of the curriculum.

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Section: Resultsmentioning

confidence: 54%

Section: Contextmentioning

confidence: 99%

Section: Contextmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Maximising the First-Year Experience through the Incorporation of Generic Skills in a Medical Curriculum at the University of the Free State

Jama¹

2018

JSAA

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“…There have been numerous changes to higher education during the past two decades, which include trends toward problem‐based or outcomes‐based learning programs (Olivier, ; Beylefeld and Jama, ). Outcomes‐based education has led to the concept of competence, i.e., closing the gap between formal education and work‐place competence (Lategan and van Rooyen, ).…”

Section: Introductionmentioning

confidence: 99%

A scoring framework for assessing anatomy competence of undergraduate preclinical students

Raubenheimer

Zyl

2015

Anatomical Sciences Ed

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Recent higher education changes toward outcomes-based education emphasize competent learners, but a widely accepted definition of competence is still lacking. Although the importance of anatomy in health professions education is recognized, there is still uncertainty about what anatomical competence entails and how to assess it. This study aimed to provide a framework for assessing anatomical competence, using an anatomy competence score, for the anatomy course in the undergraduate medical learning program at the University of the Free State in South Africa. All assessments within the dissection program of two student groups (July 2012 to June 2014) were explored to determine the representation of the three competence domains: knowledge, skill and application in context. Student performance in the final objective structured practical examination (OSPE) was investigated for the three domains and the different body regions. Knowledge had ±50% representation in assessments and the different body regions (in final OSPE) for both groups, and skill and application represented ±25% each in both groups. The best average student performance was in the skill domain (64% and 67% for the respective groups). All domains showed good reliabilities (> 0.75) and student performance correlated well between the domains (P < 0.001). This study suggests a representation ratio of 2:1:1 between knowledge, skill and application (i.e., 50% knowledge and 25% skill and application respectively), for anatomical competence assessment. However, this ratio depends on the assessment type, the stage of the anatomy course and the institutional context. Nonetheless, it provides a guideline for ensuring that assessments address all competence domains. Anat Sci Educ 9: 319-329. © 2015 American Association of Anatomists.

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Learners' Perceptions of a Community Service Programme within the Therapeutic Massage Therapy Qualification

Kruger

Gravett

Petersen

2005

Education as Change

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Incorporating transferable skills in an undergraduate medical curriculum: learning from experience

Cited by 3 publications

References 9 publications

Maximising the First-Year Experience through the Incorporation of Generic Skills in a Medical Curriculum at the University of the Free State

Maximising the First-Year Experience through the Incorporation of Generic Skills in a Medical Curriculum at the University of the Free State

A scoring framework for assessing anatomy competence of undergraduate preclinical students

Learners' Perceptions of a Community Service Programme within the Therapeutic Massage Therapy Qualification

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