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INTRODUCING FIRST YEAR HEALTH SCIENCE STUDENTS TO HUMAN RIGHTS AND HEALTH RIGHTS

INTRODUCING FIRST YEAR HEALTH SCIENCE STUDENTS TO HUMAN RIGHTS AND HEALTH RIGHTS. by Lorna Olckers School of Public Health and Family Medicine,University of Cape Town July, 2006. Faculty of Health Sciences. Becoming a Professional (BP). and. Becoming a Health Professional (BHP).

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INTRODUCING FIRST YEAR HEALTH SCIENCE STUDENTS TO HUMAN RIGHTS AND HEALTH RIGHTS

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  1. INTRODUCING FIRST YEAR HEALTH SCIENCE STUDENTS TO HUMAN RIGHTS AND HEALTH RIGHTS by Lorna OlckersSchool of Public Health and Family Medicine,University of Cape Town July, 2006

  2. Faculty of Health Sciences Becoming a Professional (BP) and Becoming a Health Professional (BHP) all first year Health Science students: MBChB Occupational Therapy Physiotherapy Speech Therapy and Audiology

  3. Context: Overriding Themes Commitment to: • Sound professional relationships with colleagues, clients [patients] and public (focus of BP) • Primary Health Care (focus of BHP)

  4. Five principles Commitment to: 1. promoting health and wellness in the context of the individual, family and community 2. practicing whole person care 3. being a reflective practitioner 4. health, human rights and social responsibility 5. practice within a health team

  5. Diagram of Integrated Learning by Maddie Duncan, Licia Karp and Lorna Olckers, 2001 The Reflective Practitioner The Empathic Practitioner The Integrated Health Professional Being,Becoming Inter-Personal Dimension Intra-Personal Dimension Knowledge Doing Dimension The Knowing Practitioner

  6. Examples of Outcomes Students will develop a basic understanding of: • Human Rights and Health Rights • Why Health Professionals should be concerned about Human Rights and Health Rights Students will demonstrate respect for their group members

  7. Integration = Dynamic Process 3. HP – clients/ patients 1. Start & end with “self” 2. Develop knowledge

  8. An example of “How?” 2. Discuss: What are human rights? 3. Roleplay: issues of confidentiality 1. “Experience” discrimination and prejudice. 4. Consolidate knowledge: Debate, discuss, link to literature, make posters, write essays. 5. Reflect: what does this mean for me as a person and as a future health professional

  9. Students in group debate

  10. Students engaged in poster making

  11. Human Rights Posters

  12. Conclusion • Begin with “self” • Develop and consolidate knowledge through experience, reading, debate etc. • Link to reality as future health professionals • End with “self”

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