Office of the Dean: Health Sciences
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Browsing Office of the Dean: Health Sciences by Author "Bezuidenhout, M. J."
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Item Open Access Factors associated with students' assessment of teaching quality in a module in the MBCHB 1 program|(University of the Free State, 2004-08) De Klerk, Brenda; Bachmann, O. M.; Bezuidenhout, M. J.English: In the light of a changed student body due to transformation principles coming into place and a new curriculum for undergraduate medical education introduced in 2000 in the Medical School of the University of the Free State, the obvious thing to do, was to take steps to ensure that the quality of the education and training students receive, was maintained at a high level. One way of ensuring quality was by having the modules in the program evaluated by students. However, the evaluations of modules in the M.B.,Ch.B. program that are in place (cf' Bezuidenhout 2000-2002), show big discrepancies between different classes, different language groups, different ages, etc. in their assessment of teaching and the curriculum in general. The problem addressed in this study dealt with factors coming into play when students in the M.B.,Ch.B. program evaluated a module. The following research questions were addressed: • How did the changes in the student body and the new curriculum affect the evaluation of modules? • Were there any student-related factors that might have influenced the students' way of evaluating the MED113 module's quality of instruction? • Were there specific people groups in the undergraduate medical education classes that needed special attention regarding certain aspects of teaching and training? • Were there any aspects regarding teaching or the lecturers in the MED113 module that drastically needed to be changed? The purpose of this study was to contribute to the quality of education in the M.B.,Ch.B. program of the School of Medicine, University of the Free State, and it aimed at gaining a better understanding of the results of the evaluation by students of the MED 113 module and to identify factors that might be associated with their evaluations. From students' evaluations, the weaknesses and strengths in the MED 113 module could also be established and corrected where necessary. The method of investigation entailed: • A literature study of quality assurance and the factors that could possibly play a role in students' assessments of lecture quality. • The development of a research instrument (questionnaire) for gathering data on students' perceptions of teaching quality in the MED113 (Concepts of Health and Disease) module for 2002, based on the information gathered from the literature review. These instruments were completed by each student after each session of the MED 113 module. • Factors influencing students' evaluation of teaching were identified, using the questionnaires (empirical study). • Recommendations regarding possible ways of addressing these factors that influence a student's perceptions were made. • The weaknesses and strengths, according to students' perception, in the MED 113 module, were identified by means of the questionnaire. • Recommendations to improve the teaching in the module were made, based on the findings. Information gained through this study will be used in the planning process for the MED113 module for 2004 and in future quality control strategies, with a view to improve the quality of teaching and learning in the School of Medicine at the University of the Free State.Item Open Access 'n Raamwerk vir 'n voorgraadse onderwys- en opleidingsprogram vir spraakterapie en oudiologie(University of the Free State, 2006-01) Van Pletzen, Helena Catheriena; Bezuidenhout, M. J.; Nel, M. M.English: Health care workers are finding themselves in an era of change with regard to service rendering. Health care workers need to be prepared for these changes during their training. The most important change in the transformation process of health care is the focus on primary health care and associated community-orientated and community-based services. To ensure that the training of prospective speech therapists and audiologists (the health care workers) is applicable with regard to preparing for service, the curriculum must be such that the expected outcome will be achieved through the education and training students receive. There are, however, also changes with regard to training in the policies and regulations of higher education that must be adhered to. In order to adapt to all the changes in health care service and the changes in policies and regulations for training, it is necessary to change and adapt the strategies for training too. Training and service rendering can only be effective if it meets with the requirements of the relevant professional board, health care bodies and the regulating bodies of higher education. The requirements of health care and education and the associated changes, however, necessitate a review of curricula for education and training programmes. When a new curriculum has to be developed or an existing curriculum is reviewed, the process is to be conducted according to specific steps and various factors need to be attended to. If these steps are defined and the factors that influence the education and training together with the requirements regarding content, the education and training process and the desired outcomes are described, it is called a framework for the programme. The research problem defined, was that no guidelines or framework existed according to which a curriculum for a training programme for speech therapy and audiology could be adapted, revised or developed. This led to the formulation of the research question, namely: What should be included in a framework for an undergraduate education and training programme to ensure that the training programme meets the requirements of the above mentioned bodies? The main purpose of this study was to make a contribution to health care in South Africa by making a contribution to the education and training of a group of health care workers. The goal was to compile a framework for undergraduate education and training programmes for speech therapy and audiology. In order to achieve the goal, a comprehensive literature study was conducted to study curriculum development, existing curricula and the requirements of relevant bodies. A concept framework was developed and verified by an empirical study through the application of the Delphi technique. The data were processed and analysed and the final product, a framework for the training programme for undergraduate speech therapy and audiology, was established. The literature study served as the basis of this investigation. The Delphi technique was applied to verify the concept framework that had been developed on the basis of the literature study. The concept framework initially consisted of 183 statements, describing aspects and elements of the curriculum design process and content of the curriculum. Each statement was to be judged according to a three-point rating scale, namely essential, desirable and irrelevant. The criterion for reaching consensus was predetermined, namely 75% of the number of ratings on any of the items in the questionnaire had to correspond. The panel of experts (eight) that took part in the Delphi process included heads of departments of the various training institutions in South Africa, an educational expert and an expert representative of the Professional Board for Speech, Language and Hearing Therapy. A pilot study to determine the validity and reliability of the research instrument (the questionnaire) had been conducted before the research instrument was sent to the participants in the Delphi process. With the completion of round three, consensus on the items in the Delphi questionnaire was on 96.77%. Stability was also reached in round three, as the items on which consensus was not reached, showed the same responses with regard to rating since round one. The Delphi process was therefore ended after round three and the final framework was compiled based on the results of the Delphi investigation, in other words, the responses of the participants. The framework is of great value for programme development, as professionspecific information and requirements of stakeholders are contained within the framework, thereby facilitating the task of experts in educational development involved with programme development for speech therapy and audiology. It is recommended that the programme be used by institutions as a guideline for the development of innovative undergraduate training programmes for speech therapy and audiology. It can also be used for revising and/or evaluating existing training programmes, as well as for the accreditation of a training programme. The content elements of the framework may be adapted and changed, if and when the requirements of the relevant professional board and the requirements of health care services and education change, as well as according to changes in the needs of students and needs of the community.