A support framework for social learning and integration of first-year undergraduate medical students
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Date
2021-06
Authors
Tlalajoe, Nokuthula
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract in other languages 𝘚𝘤𝘳𝘰𝘭𝘭 𝘥𝘰𝘸𝘯 𝘧𝘰𝘳 𝘈𝘧𝘳𝘪𝘬𝘢𝘢𝘯𝘴, 𝘚𝘦𝘚𝘰𝘵𝘩𝘰 𝘢𝘯𝘥 𝘐𝘴𝘪𝘡𝘶𝘭𝘶
Abstract in other languages 𝘚𝘤𝘳𝘰𝘭𝘭 𝘥𝘰𝘸𝘯 𝘧𝘰𝘳 𝘈𝘧𝘳𝘪𝘬𝘢𝘢𝘯𝘴, 𝘚𝘦𝘚𝘰𝘵𝘩𝘰 𝘢𝘯𝘥 𝘐𝘴𝘪𝘡𝘶𝘭𝘶
Abstract
𝑬𝒏𝒈𝒍𝒊𝒔𝒉
In an effort to address the absence of a social learning and integration support system that could facilitate the transition of first-year undergraduate medical students from high school to a new education environment in the School of Clinical Medicine (SoCM) in the Faculty of Health Sciences (FoHS) of the University of the Free State (UFS), an in-depth study was conducted to construct a support framework for social learning and integration of first-year undergraduate medical students. The researcher aligned literature from two theories relating to social learning (Bandura 1969:217) and social integration (Tinto 1975:107) respectively. An aligned theory, called social learning and integration, and defined as the interaction, through institutional experiences, that can influence how individuals learn from each other through observation, imitation, modelling and persistence, was used to obtain a deeper understanding of the dynamics of transitioning into a new education environment, and means of achieving successful transition.
With the application of appropriately selected techniques, namely the nominal group technique and Delphi technique as methods of investigation, the researcher investigated factors that affect the social learning and integration of medical students at the SoCM in the FoHS at the UFS, when they transition from high school into university. During the nominal group meetings, the medical students at the SoCM indicated six factors, namely underpreparedness, peer support, confidence, self-management, alienation and academic advice, that affected their transition from high school to university. After the social learning and integration factors had been identified by the medical students at the SoCM in the FoHS at the UFS, they were engaged further to suggest social learning and integration skills which could ease the social learning and integration factors that had been identified. The social learning and integration skills recommended by the medical students were subsequently presented to a panel of experts in a Delphi study. The experts in the fields of higher education and health sciences education were recruited in South Africa and xx abroad with the aim of achieving consensus on recommendations that could be used to formulate the contribution of the study, namely, the construction of a support framework for social learning and integration of first-year undergraduate medical students.
In addition to achieving consensus on 12 of the recommendations suggested as useful skills for social learning and integration factors, the panel of experts also contributed comments that identified key role players who need to facilitate the recommendations, in an attempt to resolve the social learning and integration factors that had been identified. Four key roles were identified and denoted as levels of engagement, namely community: SoCM, individual, group setting and collaborative relationships. Complementary to the levels of engagement, the literature overview highlights support programmes, which were denoted as actions, namely preparation for health sciences workshop support, mentorship and student-led group support, which are likely resolve the identified social learning and integration factors. By combining the two theories on social learning (Bandura 1969:217) and social integration (Tinto 1975:107), greater depth of understanding was obtained on social learning and integration factors, skills and support programmes. As a contribution to new knowledge, this study constructed a support framework for social learning and integration of first-year undergraduate medical students. Implementing the support framework could facilitate successful transition of first-year undergraduate medical students from high school to university.
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𝑨𝒇𝒓𝒊𝒌𝒂𝒂𝒏𝒔 In 'n poging om die afwesigheid van 'n sosiale leer- en integrasie-ondersteuningstelsel aan te spreek wat die oorgang van voorgraadse mediese eerstejaarstudente van hoërskool na 'n nuwe onderwysomgewing in die Skool vir Kliniese Geneeskunde in die Fakulteit Gesondheidswetenskappe van die Universiteit van die Vrystaat (UV) kan fasiliteer, is 'n indiepte-studie vir voorgraadse mediese eerstejaarstudente gedoen om ’n ondersteuningsraamwerk vir sosiale leer en integrasie daar te stel. Die navorser het onderskeidelik literatuur uit twee teorieë met betrekking tot sosiale leer (Bandura 1969:217) en sosiale integrasie (Tinto 1975:107) belyn. 'n Belynde teorie, genaamd sosiale leer en integrasie, en gedefinieer as die interaksie, deur institusionele ervarings, wat kan beïnvloed hoe individue by mekaar leer deur waarneming, nabootsing, modellering en volharding, is gebruik om 'n dieper begrip te verkry van die dinamika van oorgang na 'n nuwe onderwysomgewing, en maniere om suksesvolle oorgang te bewerkstellig. Met die toepassing van toepaslik geselekteerde tegnieke, naamlik die nominale groeptegniek en Delphi-tegniek as metodes van ondersoek, het die navorser faktore ondersoek wat die sosiale leer en integrasie van mediese studente by die Skool vir Kliniese Geneeskunde in die Fakulteit Gesondheidswetenskappe aan die UV beïnvloed wanneer hulle van hoërskool na universiteit oorgaan. Tydens die nominale groepbyeenkomste het die mediese studente by die Skool vir Kliniese Geneeskunde ses faktore aangedui, naamlik onvoldoende voorbereiding, groepondersteuning, selfvertroue, selfbestuur, vervreemding en akademiese advies, wat hul oorgang van hoërskool na universiteit beïnvloed het. Nadat die sosiale leer- en integrasiefaktore deur die mediese studente by die Skool vir Kliniese Geneeskunde in die Fakulteit Gesondheidswetenskappe by die UV geïdentifiseer is, is hulle verder betrek om sosiale leer- en integrasievaardighede voor te stel wat die sosiale leer- en integrasiefaktore wat geïdentifiseer is, kan vergemaklik. Die sosiale leer- en integrasievaardighede wat deur die mediese studente aanbeveel is, is daarna aan 'n paneel kundiges in 'n Delphi-studie voorgelê. Die kundiges op die gebied van hoër onderwys en gesondheidswetenskappe is in Suid-Afrika en in die buiteland gewerf met die doel om konsensus te bereik oor aanbevelings wat gebruik kan word om die bydrae van die studie te formuleer, naamlik die konstruksie van 'n ondersteuningsraamwerk vir sosiale leer en integrasie van voorgraadse mediese eerstejaarstudente. Benewens dat konsensus bereik is oor 12 van die aanbevelings wat voorgestel is as nuttige vaardighede vir sosiale leer en integrasiefaktore, het die paneel kundiges ook kommentaar gelewer en sleutelrolspelers geïdentifiseer wat die aanbevelings moet fasiliteer, in 'n poging om die sosiale leer- en integrasiefaktore wat geïdentifiseer is, op te los. Vier sleutelrolle is geïdentifiseer en as vlakke van betrokkenheid aangedui, naamlik gemeenskap: Skool vir Kliniese Geneeskunde, individuele, groepopset en samewerkende verhoudings. Aanvullend tot die vlakke van betrokkenheid, beklemtoon die literatuuroorsig ondersteuningsprogramme, wat as aksies aangedui is, naamlik voorbereiding vir gesondheidswetenskaplike werksessie-ondersteuning, mentorskap en studentgeleide groepondersteuning, wat waarskynlik die geïdentifiseerde sosiale leer- en integrasiefaktore sal oplos. Deur die twee teorieë oor sosiale leer (Bandura 1969:217) en sosiale integrasie (Tinto 1975:107) te kombineer, is groter diepte van begrip oor sosiale leer en integrasiefaktore, vaardighede en ondersteuningsprogramme verkry. As 'n bydrae tot nuwe kennis het hierdie studie 'n ondersteuningsraamwerk vir sosiale leer en integrasie van voorgraadse mediese eerstejaarstudente gekonstrueer. Die implementering van die ondersteuningsraamwerk kan die suksesvolle oorgang van voorgraadse mediese eerstejaarstudente van hoërskool na universiteit vergemaklik. ___________________________________________________________________
𝑺𝒆𝑺𝒐𝒕𝒉𝒐 Bakeng sa mekutu ya ho rarolla ho ba siyo ha tshebetso ya tshehetso ya ho ithuta le ho ananelwa setjhabeng, e leng e ka thusang ka potlako ho ananelwa ha baithuti ba bongaka ba selemo sa pele ba so fumane dikgau, ho tlwaela tikoloho ya ho tswa sekolong se phahameng ho ya tikolohong e ntjha ya thuto ya School of Clinical Medicine (SoCM) ka hara Fakhalthi ya Mahlale a Bophelo bo botle (FoHS) mona Yunivesithing ya Freistata (UFS), ho entswe diphuputso tse tebileng e le ho theha moralo wa tshehetso bakeng sa ho ithuta le ho ananelwa setjhabeng ha baithuti ba bongaka ba selemo sa pele ba so fumane dikgau. Mofuputsi o bokeletse diteori tse pedi tse amanang le ho ithuta setjhabeng (Bandura 1969:217) le ho ananelwa setjhabeng (Tinto 1975:107) ka ho latelana. Teori e theilweng e bitswang ho ithuta le ho ananelwa setjhabeng mme ya hlaloswa ka hore ke kamano ka lebaka la boiphihlelo ba institjushene, e ka tshwaetsang kamoo motho ka mong a ka ithutang ho e mong ka teng ka ho tadima, ho etsisa, ho kgaba le ho latella, e ile ya sebediswa ho ba le kutlwisiso e tebileng ya mekgwa ya phetohelo ho kena tikolohong e ntjha ya thuto, esita le mekgwa ya ho fumana phetohelo e jwalo e atlehileng. Ka ho sebedisa mekgwa e kgethilweng ka nepo e leng mokgwa wa ho tadima sehlopha se itseng sa baithuti esita le mokgwa wa Delphi e le mekgwa ya dipatlisiso, mofuputsi o ile a batlisisa mabaka a bakang ho ithuta le ho amohelwa setjhabeng ha baithuti ba bongaka ba SoCM mona FoHS mona UFS, ha ba fetoha ho tswa sekolong se phahameng ho kena yunivesithing. Nakong ya dikopano tsa sehlopha, baithuti ba bongaka ba SoCM ba hlahisitse mabaka a tsheletseng, e leng ho se itokise ka botlalo, tshehetso ya bomphato, tshepo, boitaolo, ho ikgetholla le keletso ya thuto, ka hore di tshwaeditse phetoho ho tswa sekolong se phahameng ho ya yunivesithing. Kamora ho hlwaya mabaka a ho ithuta le ho amohelwa setjhabeng, baithuti ba bongaka ba SoCM ho FoHS mona UFS, ba ile ba ikakgela ka setotswana ho tswela pele ho hlahisa tsebo ya mesebetsi ya ho ithuta le ho ananelwa setjhabeng e ka bebofatsang mabaka a hlwailweng a ho ithuta le ho ananelwa setjhabeng. Mesebetsi ena e kgothaleditsweng ke baithuti ba bongaka hamorao e ile ya hlahiswa ho moifo wa ditsebi tsa diphuputso tsa Delphi. Ditsebi mafapheng ana a thuto e phahameng le mahlale a bophelo bo botle a thaothilwe mona Afrika Borwa le mose ho mawatle ka sepheo sa ho fihlella tumellano ya bohle mabapi le dikgothaletso tse ka sebediswang ho theha seabo sa diphehiso diphuputsong tsena, e leng kaho ya moralo wa tshehetso bakeng sa ho ithuta le ho ananelwa setjhabeng ha baithuti ba bongaka ba selemo sa pele, ba so fumane dikgau. Ho eketsa hodima ho fihlella tumellano ya bohle ho dikgothaletso tse 12 tse kgothaleditsweng e le mesebetsi ya bohlokwa bakeng sa mabaka a ho ithuta le ho ananelwa setjhabeng, moifo wa ditsebi o bile wa hlahisa maikutlo a hlwaileng bankakarolo ba motheo ba lokelang ho phethahatsa dikgothaletso tsena e le ho leka ho rarolla mathata a hlwailweng a ho ithuta le ho ananelwa setjhabeng. Diabo tse nne tsa motheo di ile tsa hlwauwa mme tsa bontshwa e le maemo a ho ba le seabo, e le setjhaba: SoCM, motho ka mong, maemo a sehlopha le dikamano tsa kopanelo kapa kgobokano. E le ho kgema le maemo ana a ho ba le seabo, dingolwa di totobatsa mananeo a tshehetso, a bontshitsweng e le diketso, e leng ditokisetso bakeng sa tshehetso ya wekeshopo ya mahlale a bophelo bo botle, botataisi le tshehetso ya sehlopha se laolwang ke moithuti, e leng ba ka bang le hona ho rarolla mabaka kapa dintlha tse hlwailweng tsa ho ithuta le ho ananelwa setjhabeng. Ka ho kopanya diteori tse pedi tsa ho ithuta setjhabeng (Bandura 1969:217) le ho ananelwa setjhabeng (Tinto 1975:107), ho fumanwe kutlwisiso e tebileng bakeng sa ho ithuta le ho ananelwa setjhabeng, tsebo ya mesebetsi le mananeo a tshehetso. Jwaloka diphehiso tsa tsebo e ntjha, diphuputso tsena di thehile moralo wa tshehetso bakeng sa ho ithuta le ho ananelwa setjhabeng ha baithuti ba bongaka ba selemo sa pele. Ho sebedisa moralo ona wa tshehetso ho ka potlakisa phetoho e atlehileng ya baithuti ba bongaka ba selemo sa pele mme ba so fumane dikgau ho tloha sekolong se phahameng ho kena yunivesithing. ___________________________________________________________________
𝑰𝒔𝒊𝒁𝒖𝒍𝒖 Emzamweni wokubhekana nokungabi bikho kohlelo lokusekela lokufunda nokuhlanganiswa ngokwenhlalo olungasiza uguquko lwabafundi bezokwelapha abenza unyaka wokuqala besuka esikoleni esiphakeme baye endaweni entsha yemfundo eSikoleni Sezokwelapha (SoCM) ku-Faculty of Health Sciences (i-FoHS) yeNyuvesi yaseFreyistata (i-UFS), ucwaningo olunzulu lwenziwa ukuze kwakhiwe uhlaka lokweseka lokufunda ngezenhlalo kanye nokudidiyelwa kwabafundi bonyaka wokuqala abenza izifundo zobudokotela. Umcwaningi waqondanisa izincwadi ezivela emibonweni emibili ephathelene nokufunda komphakathi (Bandura 1969:217) kanye nokuhlanganiswa komphakathi (Tinto 1975:107) ngokulandelana. Injulwalwazi ehambisanayo, ebizwa ngokuthi ukufunda nokuhlanganiswa kwezenhlalo, futhi echazwa ngokuthi ukuxhumana, ngokusebenzisa ulwazi lwesikhungo, olungathonya indlela abantu abafunda ngayo komunye nomunye ngokubuka, ukulingisa, ukumodela nokuphikelela, yasetshenziswa ukuze kutholwe ukuqonda okujulile kokuguquguquka kwenguquko endaweni entsha yemfundo, kanye nezindlela zokuzuza uguquko oluyimpumelelo. Ngokusetshenziswa kwamasu akhethwe ngokufanele, okuyisu leqembu elibizwa ngegama kanye nenqubo yeDelphi njengezindlela zophenyo, umcwaningi uphenye izici ezithinta ukufunda komphakathi kanye nokuhlanganiswa kwabafundi bezokwelapha e-SoCM ku-FoHS e-UFS, lapho beshintsha kusukela phezulu esikoleni ukuya enyuvesi. Phakathi nemihlangano yeqembu, abafundi bezobudokotela e-SoCM babonise izici eziyisithupha, okungukuthi, ukungalungiseleli, ukwesekwa kontanga, ukuzethemba, ukuzilawula, ukuzihlukanisa kanye nezeluleko zezemfundo, ezithinte ukuguquka kwabo kusukela esikoleni esiphakeme ukuya enyuvesi. Ngemva kokuba izici zokufunda nokuhlanganiswa kwezenhlalo sezihlonzwe abafundi bezokwelapha e-SoCM ku-FoHS e-UFS, baphinde bahlanganyela ukuze baphakamise amakhono okufunda ngokwenhlalo kanye nokuhlanganisa okungadambisa izici zokufunda ngokwenhlalo kanye nezici zokuhlanganisa ezazihlonziwe. Amakhono okufunda ngokwenhlalo kanye nokuhlanganiswa okunconywe ngabafundi bezokwelapha abe esethulwa kuphaneli yochwepheshe ocwaningweni lwaseDelphi. Ongoti emikhakheni yemfundo ephakeme kanye nesayensi yezempilo baqashwa eNingizimu Afrikha naphesheya ngenhloso yokuzuza ukuvumelana ngezincomo ezingasetshenziswa ukwenza umnikelo wocwaningo, okungukuthi, ukwakhiwa kohlaka lokusekela umphakathi, ukufunda nokuhlanganiswa kwabafundi bezokwelapha abenza unyaka wokuqala. Ngaphezu kokuzuza ukuvumelana kweziyi-12 zezincomo eziphakanyiswe njengamakhono awusizo ekufundeni komphakathi kanye nezici zokuhlanganisa, iphaneli yochwepheshe iphinde ibe nesandla ukuphawula okuhlonze ababambiqhaza ababalulekile abadinga ukwenza lula izincomo, emzamweni wokuxazulula ukufunda nokuhlanganiswa komphakathi. Izindima ezine ezibalulekile zahlonzwa futhi zachazwa njengamazinga okuzibandakanya, okungukuthi umphakathi: I-SoCM, umuntu ngamunye, ukuhlelwa kweqembu kanye nobudlelwano bokusebenzisana. Okuhambisana namazinga okuzibandakanya, uhlolojikelele lwezincwadi lugqamisa izinhlelo zokweseka, ezachazwa njengezenzo, okungukuthi, ukulungiselela ukwesekwa komhlangano wokucobelelana ngolwazi lwesayensi yezempilo, ukweluleka nokusekelwa kweqembu eliholwa ngabafundi, okungenzeka ukuthi yizo ezixazulula izici ezihlonziwe zokufunda nokuhlanganiswa kwezenhlalo. Ngokuhlanganisa izinjulalwazi ezimbili okufunda komphakathi (Bandura 1969:217) kanye nokuhlanganiswa komphakathi (Tinto 1975:107), ukujula okukhulu kokuqonda kwatholakala ekufundeni komphakathi kanye nezici zokuhlanganisa, amakhono kanye nezinhlelo zokusekela. Njengomnikelo olwazini olusha, lolu cwaningo lwakha uhlaka lokusekelwa lokufunda ngezenhlalo kanye nokuhlanganiswa kwabafundi bezokwelapha abenza unyaka wokuqala weziqu zezokwelapha. Ukusebenzisa uhlaka lokweseka kungasiza ekushintsheni ngempumelelo kwabafundi abenza unyaka wokuqala abafundela ubudokotela besuka esikoleni esiphakeme baye enyuvesi. ___________________________________________________________________
𝑨𝒇𝒓𝒊𝒌𝒂𝒂𝒏𝒔 In 'n poging om die afwesigheid van 'n sosiale leer- en integrasie-ondersteuningstelsel aan te spreek wat die oorgang van voorgraadse mediese eerstejaarstudente van hoërskool na 'n nuwe onderwysomgewing in die Skool vir Kliniese Geneeskunde in die Fakulteit Gesondheidswetenskappe van die Universiteit van die Vrystaat (UV) kan fasiliteer, is 'n indiepte-studie vir voorgraadse mediese eerstejaarstudente gedoen om ’n ondersteuningsraamwerk vir sosiale leer en integrasie daar te stel. Die navorser het onderskeidelik literatuur uit twee teorieë met betrekking tot sosiale leer (Bandura 1969:217) en sosiale integrasie (Tinto 1975:107) belyn. 'n Belynde teorie, genaamd sosiale leer en integrasie, en gedefinieer as die interaksie, deur institusionele ervarings, wat kan beïnvloed hoe individue by mekaar leer deur waarneming, nabootsing, modellering en volharding, is gebruik om 'n dieper begrip te verkry van die dinamika van oorgang na 'n nuwe onderwysomgewing, en maniere om suksesvolle oorgang te bewerkstellig. Met die toepassing van toepaslik geselekteerde tegnieke, naamlik die nominale groeptegniek en Delphi-tegniek as metodes van ondersoek, het die navorser faktore ondersoek wat die sosiale leer en integrasie van mediese studente by die Skool vir Kliniese Geneeskunde in die Fakulteit Gesondheidswetenskappe aan die UV beïnvloed wanneer hulle van hoërskool na universiteit oorgaan. Tydens die nominale groepbyeenkomste het die mediese studente by die Skool vir Kliniese Geneeskunde ses faktore aangedui, naamlik onvoldoende voorbereiding, groepondersteuning, selfvertroue, selfbestuur, vervreemding en akademiese advies, wat hul oorgang van hoërskool na universiteit beïnvloed het. Nadat die sosiale leer- en integrasiefaktore deur die mediese studente by die Skool vir Kliniese Geneeskunde in die Fakulteit Gesondheidswetenskappe by die UV geïdentifiseer is, is hulle verder betrek om sosiale leer- en integrasievaardighede voor te stel wat die sosiale leer- en integrasiefaktore wat geïdentifiseer is, kan vergemaklik. Die sosiale leer- en integrasievaardighede wat deur die mediese studente aanbeveel is, is daarna aan 'n paneel kundiges in 'n Delphi-studie voorgelê. Die kundiges op die gebied van hoër onderwys en gesondheidswetenskappe is in Suid-Afrika en in die buiteland gewerf met die doel om konsensus te bereik oor aanbevelings wat gebruik kan word om die bydrae van die studie te formuleer, naamlik die konstruksie van 'n ondersteuningsraamwerk vir sosiale leer en integrasie van voorgraadse mediese eerstejaarstudente. Benewens dat konsensus bereik is oor 12 van die aanbevelings wat voorgestel is as nuttige vaardighede vir sosiale leer en integrasiefaktore, het die paneel kundiges ook kommentaar gelewer en sleutelrolspelers geïdentifiseer wat die aanbevelings moet fasiliteer, in 'n poging om die sosiale leer- en integrasiefaktore wat geïdentifiseer is, op te los. Vier sleutelrolle is geïdentifiseer en as vlakke van betrokkenheid aangedui, naamlik gemeenskap: Skool vir Kliniese Geneeskunde, individuele, groepopset en samewerkende verhoudings. Aanvullend tot die vlakke van betrokkenheid, beklemtoon die literatuuroorsig ondersteuningsprogramme, wat as aksies aangedui is, naamlik voorbereiding vir gesondheidswetenskaplike werksessie-ondersteuning, mentorskap en studentgeleide groepondersteuning, wat waarskynlik die geïdentifiseerde sosiale leer- en integrasiefaktore sal oplos. Deur die twee teorieë oor sosiale leer (Bandura 1969:217) en sosiale integrasie (Tinto 1975:107) te kombineer, is groter diepte van begrip oor sosiale leer en integrasiefaktore, vaardighede en ondersteuningsprogramme verkry. As 'n bydrae tot nuwe kennis het hierdie studie 'n ondersteuningsraamwerk vir sosiale leer en integrasie van voorgraadse mediese eerstejaarstudente gekonstrueer. Die implementering van die ondersteuningsraamwerk kan die suksesvolle oorgang van voorgraadse mediese eerstejaarstudente van hoërskool na universiteit vergemaklik. ___________________________________________________________________
𝑺𝒆𝑺𝒐𝒕𝒉𝒐 Bakeng sa mekutu ya ho rarolla ho ba siyo ha tshebetso ya tshehetso ya ho ithuta le ho ananelwa setjhabeng, e leng e ka thusang ka potlako ho ananelwa ha baithuti ba bongaka ba selemo sa pele ba so fumane dikgau, ho tlwaela tikoloho ya ho tswa sekolong se phahameng ho ya tikolohong e ntjha ya thuto ya School of Clinical Medicine (SoCM) ka hara Fakhalthi ya Mahlale a Bophelo bo botle (FoHS) mona Yunivesithing ya Freistata (UFS), ho entswe diphuputso tse tebileng e le ho theha moralo wa tshehetso bakeng sa ho ithuta le ho ananelwa setjhabeng ha baithuti ba bongaka ba selemo sa pele ba so fumane dikgau. Mofuputsi o bokeletse diteori tse pedi tse amanang le ho ithuta setjhabeng (Bandura 1969:217) le ho ananelwa setjhabeng (Tinto 1975:107) ka ho latelana. Teori e theilweng e bitswang ho ithuta le ho ananelwa setjhabeng mme ya hlaloswa ka hore ke kamano ka lebaka la boiphihlelo ba institjushene, e ka tshwaetsang kamoo motho ka mong a ka ithutang ho e mong ka teng ka ho tadima, ho etsisa, ho kgaba le ho latella, e ile ya sebediswa ho ba le kutlwisiso e tebileng ya mekgwa ya phetohelo ho kena tikolohong e ntjha ya thuto, esita le mekgwa ya ho fumana phetohelo e jwalo e atlehileng. Ka ho sebedisa mekgwa e kgethilweng ka nepo e leng mokgwa wa ho tadima sehlopha se itseng sa baithuti esita le mokgwa wa Delphi e le mekgwa ya dipatlisiso, mofuputsi o ile a batlisisa mabaka a bakang ho ithuta le ho amohelwa setjhabeng ha baithuti ba bongaka ba SoCM mona FoHS mona UFS, ha ba fetoha ho tswa sekolong se phahameng ho kena yunivesithing. Nakong ya dikopano tsa sehlopha, baithuti ba bongaka ba SoCM ba hlahisitse mabaka a tsheletseng, e leng ho se itokise ka botlalo, tshehetso ya bomphato, tshepo, boitaolo, ho ikgetholla le keletso ya thuto, ka hore di tshwaeditse phetoho ho tswa sekolong se phahameng ho ya yunivesithing. Kamora ho hlwaya mabaka a ho ithuta le ho amohelwa setjhabeng, baithuti ba bongaka ba SoCM ho FoHS mona UFS, ba ile ba ikakgela ka setotswana ho tswela pele ho hlahisa tsebo ya mesebetsi ya ho ithuta le ho ananelwa setjhabeng e ka bebofatsang mabaka a hlwailweng a ho ithuta le ho ananelwa setjhabeng. Mesebetsi ena e kgothaleditsweng ke baithuti ba bongaka hamorao e ile ya hlahiswa ho moifo wa ditsebi tsa diphuputso tsa Delphi. Ditsebi mafapheng ana a thuto e phahameng le mahlale a bophelo bo botle a thaothilwe mona Afrika Borwa le mose ho mawatle ka sepheo sa ho fihlella tumellano ya bohle mabapi le dikgothaletso tse ka sebediswang ho theha seabo sa diphehiso diphuputsong tsena, e leng kaho ya moralo wa tshehetso bakeng sa ho ithuta le ho ananelwa setjhabeng ha baithuti ba bongaka ba selemo sa pele, ba so fumane dikgau. Ho eketsa hodima ho fihlella tumellano ya bohle ho dikgothaletso tse 12 tse kgothaleditsweng e le mesebetsi ya bohlokwa bakeng sa mabaka a ho ithuta le ho ananelwa setjhabeng, moifo wa ditsebi o bile wa hlahisa maikutlo a hlwaileng bankakarolo ba motheo ba lokelang ho phethahatsa dikgothaletso tsena e le ho leka ho rarolla mathata a hlwailweng a ho ithuta le ho ananelwa setjhabeng. Diabo tse nne tsa motheo di ile tsa hlwauwa mme tsa bontshwa e le maemo a ho ba le seabo, e le setjhaba: SoCM, motho ka mong, maemo a sehlopha le dikamano tsa kopanelo kapa kgobokano. E le ho kgema le maemo ana a ho ba le seabo, dingolwa di totobatsa mananeo a tshehetso, a bontshitsweng e le diketso, e leng ditokisetso bakeng sa tshehetso ya wekeshopo ya mahlale a bophelo bo botle, botataisi le tshehetso ya sehlopha se laolwang ke moithuti, e leng ba ka bang le hona ho rarolla mabaka kapa dintlha tse hlwailweng tsa ho ithuta le ho ananelwa setjhabeng. Ka ho kopanya diteori tse pedi tsa ho ithuta setjhabeng (Bandura 1969:217) le ho ananelwa setjhabeng (Tinto 1975:107), ho fumanwe kutlwisiso e tebileng bakeng sa ho ithuta le ho ananelwa setjhabeng, tsebo ya mesebetsi le mananeo a tshehetso. Jwaloka diphehiso tsa tsebo e ntjha, diphuputso tsena di thehile moralo wa tshehetso bakeng sa ho ithuta le ho ananelwa setjhabeng ha baithuti ba bongaka ba selemo sa pele. Ho sebedisa moralo ona wa tshehetso ho ka potlakisa phetoho e atlehileng ya baithuti ba bongaka ba selemo sa pele mme ba so fumane dikgau ho tloha sekolong se phahameng ho kena yunivesithing. ___________________________________________________________________
𝑰𝒔𝒊𝒁𝒖𝒍𝒖 Emzamweni wokubhekana nokungabi bikho kohlelo lokusekela lokufunda nokuhlanganiswa ngokwenhlalo olungasiza uguquko lwabafundi bezokwelapha abenza unyaka wokuqala besuka esikoleni esiphakeme baye endaweni entsha yemfundo eSikoleni Sezokwelapha (SoCM) ku-Faculty of Health Sciences (i-FoHS) yeNyuvesi yaseFreyistata (i-UFS), ucwaningo olunzulu lwenziwa ukuze kwakhiwe uhlaka lokweseka lokufunda ngezenhlalo kanye nokudidiyelwa kwabafundi bonyaka wokuqala abenza izifundo zobudokotela. Umcwaningi waqondanisa izincwadi ezivela emibonweni emibili ephathelene nokufunda komphakathi (Bandura 1969:217) kanye nokuhlanganiswa komphakathi (Tinto 1975:107) ngokulandelana. Injulwalwazi ehambisanayo, ebizwa ngokuthi ukufunda nokuhlanganiswa kwezenhlalo, futhi echazwa ngokuthi ukuxhumana, ngokusebenzisa ulwazi lwesikhungo, olungathonya indlela abantu abafunda ngayo komunye nomunye ngokubuka, ukulingisa, ukumodela nokuphikelela, yasetshenziswa ukuze kutholwe ukuqonda okujulile kokuguquguquka kwenguquko endaweni entsha yemfundo, kanye nezindlela zokuzuza uguquko oluyimpumelelo. Ngokusetshenziswa kwamasu akhethwe ngokufanele, okuyisu leqembu elibizwa ngegama kanye nenqubo yeDelphi njengezindlela zophenyo, umcwaningi uphenye izici ezithinta ukufunda komphakathi kanye nokuhlanganiswa kwabafundi bezokwelapha e-SoCM ku-FoHS e-UFS, lapho beshintsha kusukela phezulu esikoleni ukuya enyuvesi. Phakathi nemihlangano yeqembu, abafundi bezobudokotela e-SoCM babonise izici eziyisithupha, okungukuthi, ukungalungiseleli, ukwesekwa kontanga, ukuzethemba, ukuzilawula, ukuzihlukanisa kanye nezeluleko zezemfundo, ezithinte ukuguquka kwabo kusukela esikoleni esiphakeme ukuya enyuvesi. Ngemva kokuba izici zokufunda nokuhlanganiswa kwezenhlalo sezihlonzwe abafundi bezokwelapha e-SoCM ku-FoHS e-UFS, baphinde bahlanganyela ukuze baphakamise amakhono okufunda ngokwenhlalo kanye nokuhlanganisa okungadambisa izici zokufunda ngokwenhlalo kanye nezici zokuhlanganisa ezazihlonziwe. Amakhono okufunda ngokwenhlalo kanye nokuhlanganiswa okunconywe ngabafundi bezokwelapha abe esethulwa kuphaneli yochwepheshe ocwaningweni lwaseDelphi. Ongoti emikhakheni yemfundo ephakeme kanye nesayensi yezempilo baqashwa eNingizimu Afrikha naphesheya ngenhloso yokuzuza ukuvumelana ngezincomo ezingasetshenziswa ukwenza umnikelo wocwaningo, okungukuthi, ukwakhiwa kohlaka lokusekela umphakathi, ukufunda nokuhlanganiswa kwabafundi bezokwelapha abenza unyaka wokuqala. Ngaphezu kokuzuza ukuvumelana kweziyi-12 zezincomo eziphakanyiswe njengamakhono awusizo ekufundeni komphakathi kanye nezici zokuhlanganisa, iphaneli yochwepheshe iphinde ibe nesandla ukuphawula okuhlonze ababambiqhaza ababalulekile abadinga ukwenza lula izincomo, emzamweni wokuxazulula ukufunda nokuhlanganiswa komphakathi. Izindima ezine ezibalulekile zahlonzwa futhi zachazwa njengamazinga okuzibandakanya, okungukuthi umphakathi: I-SoCM, umuntu ngamunye, ukuhlelwa kweqembu kanye nobudlelwano bokusebenzisana. Okuhambisana namazinga okuzibandakanya, uhlolojikelele lwezincwadi lugqamisa izinhlelo zokweseka, ezachazwa njengezenzo, okungukuthi, ukulungiselela ukwesekwa komhlangano wokucobelelana ngolwazi lwesayensi yezempilo, ukweluleka nokusekelwa kweqembu eliholwa ngabafundi, okungenzeka ukuthi yizo ezixazulula izici ezihlonziwe zokufunda nokuhlanganiswa kwezenhlalo. Ngokuhlanganisa izinjulalwazi ezimbili okufunda komphakathi (Bandura 1969:217) kanye nokuhlanganiswa komphakathi (Tinto 1975:107), ukujula okukhulu kokuqonda kwatholakala ekufundeni komphakathi kanye nezici zokuhlanganisa, amakhono kanye nezinhlelo zokusekela. Njengomnikelo olwazini olusha, lolu cwaningo lwakha uhlaka lokusekelwa lokufunda ngezenhlalo kanye nokuhlanganiswa kwabafundi bezokwelapha abenza unyaka wokuqala weziqu zezokwelapha. Ukusebenzisa uhlaka lokweseka kungasiza ekushintsheni ngempumelelo kwabafundi abenza unyaka wokuqala abafundela ubudokotela besuka esikoleni esiphakeme baye enyuvesi. ___________________________________________________________________
Description
Thesis (Ph.D.(Health Professions Education))--University of the Free State, 2021
Keywords
Support framework, Social learning and integration, First-year, Undergraduate, Medical students, Transition, Recommendations, Levels of engagement, Actions