In this wide-ranging conversation, Vanessa and I discuss her 25 years in health professions education and research. We look at the changes that have taken place in the domain over the past 5-10 years and how this has impacted the opportunities available for South African health professions educators in the early stages of their careers.
In this episode of the SAAHE podcast I speak to Simone Titus about her PhD research project on the use of game-based learning. Simone talks about how this approach can lead to improved student engagement and collaboration, as well as some of the challenges she faced. She also describes how she wrote her final thesis, including the final year in Dublin with a mobility funding grant.
In this episode, I talk to Dr Mpho Jama about how a humanistic pedagogy could be key to facilitating student success through enhanced support. She suggests that it is in the human relationships between teachers and students that we must look to provide higher, more subtle levels of support for students.
In order to graduate physiotherapy students who are able to thrive in increasingly complex health systems, professional educators must move away from instrumental, positivist ideologies that disempower both students and lecturers. While the potential for pedagogical transformation via the integration of digital technology is significant, we must be critical of the idea that technology is neutral and be aware that our choices concerning tools and platforms have important implications for practice.
In this episode I speak to Corné Postma from the University of Pretoria. We discuss his PhD research where he looked at the use of case-based learning to develop clinical reasoning in undergraduate Dentistry students. Corné used both quantitative and qualitative data to determine that students’ clinical reasoning ability improved after using a case-based approach to learning.
In this episode of the SAAHE podcast I speak to Prof. Scarpa Schoeman, Director of Undergraduate Medical Education at the Wits Medical School, Faculty of Health Sciences, University of the Witwatersrand, where he leads and directs the Graduate Entry Medical Programme. Scarpa and I talk about the (almost) universal pass mark (cut score) of 50% and the problems with this as a standard. We also discuss possible alternatives to standard setting that take into account the validity and reliability of the assessment scores, as well the difficulty of the test.
I recently spoke with Christina Tan, a PhD graduate from the University of Stellenbosch, who conducted research into the validity of assessing exit-level outcomes in an undergraduate medical programme at three medical schools.
http://media.blubrry.com/physioinbeta/p/saahe.org.za/wp-content/uploads/2017/09/Archer-Patient-centredness-complete.mp3Podcast: Play in new window | DownloadSubscribe: Android | Email | Google Podcasts | RSSWelcome to a new SAAHE initiative where we have conversations with people doing interesting work in health professions education. In this conversation, I talk to Elize Archer, a recent PhD graduate from the University of Stellenbosch. Elize conducted her research on […]