Creating transformational learning experiences for 21 st century healthcare students through preclinical skills training at a South African university.

Autor: van der Merwe A; School of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of the Free State, 205 Nelson Mandela Drive, Park West, 9301, Bloemfontein, Free State, South Africa. gonzalesa@ufs.ac.za., van Vuuren CJ; School of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of the Free State, 205 Nelson Mandela Drive, Park West, 9301, Bloemfontein, Free State, South Africa.
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2024 Feb 27; Vol. 24 (1), pp. 198. Date of Electronic Publication: 2024 Feb 27.
DOI: 10.1186/s12909-024-05177-9
Abstrakt: Background: Creating an inclusive interprofessional teaching and learning community can enhance student engagement and ultimately develop essential graduate attributes (GA) (also known as generic, transferable, core, soft, work-ready or nontechnical skills). The early practical development of GA within a diverse space is essential in health profession education, as students experience the transition to clinical training as challenging.
Aim: This paper describes the conceptualization and implementation of an inclusive interprofessional curriculum focused on GA development in the preclinical years.
Methods: A phased multimethod research design was applied. Phase 1 focused on the conceptualization of a preclinical GA development curriculum through a consensus-seeking process among all staff in the School of Health and Rehabilitation Sciences (N = 36). Subsequently, in Phase 2, quantitative and qualitative data were gathered from participating first-year students (N = 135) as an early curricular implementation review. Descriptive statistical analyses for quantitative and thematic analyses for qualitative data were performed.
Results: During Phase 1, five themes were identified (Ethics, Professionalism, General principles for interventions, Organizations and institutions, Management) informing preclinical curriculum development. Forty-one first-year students (30%) participated in Phase 2. The majority of participants (87%) indicated that they had a positive learning experience during Phase 2. Students expressed that engagement was encouraged (83%) within a space of mutual respect (83%), with interprofessional groups assisting in building "a trusting environment and a supportive one". Students indicated they "liked that it [module] wasn't just about one topic", as it concretized that "there is more to being a healthcare professional that just treating people".
Conclusion: GA development provides an invaluable opportunity for interprofessional engagement. Creating a diverse and inclusive curricular space through multimodal and interprofessional training, GA training was transformed to be more practical and future-focused, creating a positive learning experience. Future research should focus on the longer-term impact of this practical, preclinical GA development during the transition of these students into the clinical training space.
(© 2024. The Author(s).)
Databáze: MEDLINE
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