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dc.contributor.advisorHay, H.
dc.contributor.advisorVan der Westhuizen, L.
dc.contributor.authorGrobler, Sonja
dc.date.accessioned2018-07-26T10:13:46Z
dc.date.available2018-07-26T10:13:46Z
dc.date.issued2004-09
dc.identifier.urihttp://hdl.handle.net/11660/8987
dc.description.abstractEnglish: This study focuses on the improvement-orientated evaluation of Continuing Professional Development programmes for physicians in South Africa. The Medical Schools of Cape Town, Bloemfontein and Pretoria were used as sites for data collection in this investigation. Theoretical aspects of what mandatory CPD in South Africa involves, as well as factors that influence effective teaching and learning methods to bring about change are provided. Improvement-orientated perspectives were obtained on the impact that teaching facilitating skills have on adult learning and behavioural changes in medical practice, with a view to better patient care. This aims at presenting the strengths and weaknesses of the mandatory CPD system and the effect it has on physicians and their medical practices. The South African system, since implementation in 1999 to date, is outlined with a view to establishing how the implementation affected physicians and their medical practice. Presenters of CPD programmes were also included in the investigation to establish their knowledge on and training in facilitation skills. This was included in the study, since adult learning as well as presentation methods have an effect on the meaningful learning that occurs during a CPD programme. The multi-method approach was undertaken to provide an in-depth study of the strengths and weaknesses of the current mandatory CPD system that was implemented in South Africa in 1999. Both the qualitative and quantitative research methods were employed to determine the implications of adult learning and facilitation methods and the related knowledge of presenters of these programmes on CPD. Questionnaires were used to reach CPD programmes presented at three different Medical Schools in South Africa. The results of the questionnaire survey were accumulated and assumptions were made about the strengths and weaknesses of the system, based on the findings and statistical valuations. Open-ended questions included in the questionnaires gave the researcher the opportunity to prompt respondents to express their feelings, attitudes, perceptions, expectations and frustrations with regard to CPD programmes as well as the CPD system. Furthermore, it presented an opportunity for them (responding physicians) to make recommendations on the improvement of the current CPD system and programmes in South Africa. The amassed literature served as a framework and as a premise for the empirical research. It indicated strengths and weaknesses of the system and how these factors affect physicians’ satisfaction during the period of gathering points for reregistration purposes. The research undertaking was not just to benefit the student in obtaining a degree, but is aimed at contributing meaningfully to the improvement of the system, particularly with regard to presentation skills to enhance learning, and the outcomes of programme, namely the improvement of patient care. The recommendations presented in the final chapter serve as a basis that the HPCSA and presenters of CPD programmes could use to improve physicians’ satisfaction, and to add to the successful implementation of mandatory CPD in South Africa. The study also reveals that the implementation of a mandatory system before the necessary administrative systems are in place and the programme presenters had acquired the appropriate presentation and facilitation skills, has proved unsatisfactory to physicians who are legally obliged to participate.en_ZA
dc.description.abstractAfrikaans: Hierdie studie fokus op die verbeteringsgeoriënteerde evaluering van Voortgesette Professionele Ontwikkelingsprogramme (VPO) vir medici in Suid-Afrika. Die Mediese Skole van Kaapstad, Bloemfontein en Pretoria is as plekke gebruik waar data vir die studie ingesamel is. Teoretiese aspekte van wat verpligte VPO in Suid-Afrika behels, sowel as faktore wat effektiewe leer en leermetodes wat verandering in optrede teweegbring, is voorsien. Verbeteringsgeoriënteerde perspektiewe oor die effek van leerfasiliteringsvaardighede op volwasse leer, en die verandering in optrede in die mediese praktyk met die doel om pasiëntsorg te verbeter is verkry. Hierdie doelwitte verteenwoordig die sterk en swak punte van die verpligte VPO-stelsel en die effek wat dit op dokters en hul praktyke het. Daar is 'n oorsig gegee van die Suid-Afrikaanse stelsel sedert dit in 1999 geïmplimenteer is tot op hede, met die doel om vas te stel hoe die implementering medici en hul praktyke beïnvloed. Die aanbieders van VPOprogramme is ook in die studie ingesluit om hul kennis oor leertegnieke en aanbiedingsvaardighede vas te stel. Dit is ingesluit in die studie omdat volwasse leer sowel as die aanbiedingsmetodes ‘n effek het op betekenisvolle leer wat gedurende ‘n VPO-program plaasvind. Die multimetode-benadering is toegepas om ‘n dieptestudie te onderneem oor die sterk en swak punte van die huidige verpligte VPO-stelsel wat in 1999 geïmplementeer is. Beide die kwalitatiewe en kwantitatiewe metode is aangewend om vas te stel watter implikasies volwasse leer, aanbiedingsmetodes en die verwante kennis van aanbieders van hierdie programme vir VPO inhou. Vraelyste is gebruik om VPO-programme wat by drie verskillende Mediese Skole aangebied is te bereik. Die resultate van die vraelysopname is versamel en afleidings is gemaak aangaande die sterk en swak punte van die stelsel, gebaseer op die bevindings en statistiese evaluerings. Oop vrae is in die vraelys ingesluit, wat die navorser die geleentheid gegee het om die respondente te pols om hul gesindhede, persepsies, verwagtinge en frustrasies in verband met die VPO-programme sowel as die stelsel uit te druk. Verder het dit ‘n geleentheid geskep vir die dokters wat die programme bygewoon het om voorstelle ter verbetering van die huidige stelsel en programme in Suid-Afrika te maak. Die versamelde literatuur het as raamwerk en vertrekpunt vir die ondersoek gedien. Dit het sterk en swak punte van die sisteem geïdentifiseer sowel as hoe die faktore dokters se tevredenheid gedurende die periode van punteversameling vir herregistrasie beïnvloed. Die navorsing is nie alleenlik tot voordeel van die student vir graaddoeleindes onderneem nie, maar is daarop gemik om ‘n betekenisvolle bydrae tot die verbetering van die VPO stelsel te lewer, veral met betrekking tot aanbiedingsvaardighede ten einde leer te bevorder, en die programuitkomste, ten einde pasiëntsorg te verbeter. Die aanbevelings in die laaste hoofstuk dien as 'n basis wat deur die GBRSA en aanbieders van VPO-programme gebruik kan word om dokters se tevredenheid te verbeter, en om by te dra tot die suksesvolle implementering van verpligte VPO in Suid-Afrika. Die studie toon ook dat implementering van 'n verpligte stelsel voordat die nodige administratiewe stelsel in plek is of die nodige kennis oor aanbiedingsmetodes en fasilitering deur programaanbieders ingewin is, onbevredigend blyk te wees vir dokters wat wetlik verplig word om daaraan deel te neem.en_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectPhysicians -- In-service trainingen_ZA
dc.subjectMedicine -- Study and teaching (Continuing education)en_ZA
dc.subjectThesis (Ph.D. (Centre for Higher Education Studies and Development))--University of the Free State, 2004en_ZA
dc.titleAn improvement-orientated evaluation of continuing medical education programmes in South Africaen_ZA
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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