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FIT FOR PURPOSE M.B., Ch.B. admission, curriculum & outcome

FIT FOR PURPOSE M.B., Ch.B. admission, curriculum & outcome. Faculty of Health Sciences University of Cape Town. Parliamentary Portfolio Committee on Health 20 April 2011. what we stand for. mission and goals address South Africa’s health challenges promote quality and equity in health

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FIT FOR PURPOSE M.B., Ch.B. admission, curriculum & outcome

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  1. FIT FOR PURPOSEM.B., Ch.B. admission, curriculum & outcome Faculty of Health Sciences University of Cape Town Parliamentary Portfolio Committee on Health 20 April 2011

  2. what we stand for mission and goals address South Africa’s health challenges promote quality and equity in health produce health practitioners responsive to need promote spirit of enquiry engage with need through research and the application of our academic resources values PHC approach health equity, social justice high ethical standards respect for human rights and human dignity

  3. our challengeproducing graduates fit for purpose

  4. context / drivers National Health Act, 2003 unite elements of the NHS decentralised health system advance provision of appropriately trained staff to meet national need establish AHCs (training platform) at all levels to educate and train health care personnel Higher Education Act 101, 1997 restructure, transform programmes and institutions to respond better to the national HR, economic and development needs Redress past discrimination and ensure representivity and equal access provide optimal opportunities Promote values of human dignity, equality and freedom Pursue excellence, promote the full realisation of the potential of every student

  5. our response • curriculum to meet requirements of health sector • admissions policy for redress • support to ensure success

  6. curriculum

  7. purpose • to produce a generalist doctor • capable of providing health care in a decentralised health system • able to manage conditions responsible for the burden of disease • imbued with a spirit of enquiry • committed to equity & social justice: PHC approach

  8. graduate attributes & capabilities • professional values, attitudes, behaviour and ethics • scientific foundation of medicine • communication skills • population and health systems • clinical skills • management of information • critical thinking and research

  9. Curriculum structure (1) • Year 1: • Becoming a professional • Becoming a health professional • Introduction to cycle of life • Transitions in health • Year 2 / 3: • Integrated health sciences • Becoming a doctor • Intro to clinical practice • Special study module (research)

  10. Curriculum structure (2) • Year 4 / 5: • Medical and surgical disciplines • Public health • Primary health care (and 4 week elective) • Family medicine • Forensic medicine • Year 6: • Student internships

  11. Transversal skills • ethics • human rights • primary Health Care • HIV/AIDS • Languages • IT competencies • Educational strategies • Student centred • Problem based learning • Integrated, multi-disciplinary • Community based education • Self directed learning • IT assisted learning

  12. content linked to disease priorities • BoD • common problems • core skills • needed to know and manage • need to recognise and refer • curriculum to follow

  13. teaching & learning platform • community-based & community-engaged • NGOs, schools, CBOs • community health centres • secondary hospitals • tertiary (central) hospitals

  14. admissions policy

  15. Admissions legislation and policy - Pre 1986: no black African medical students at UCT Few admitted in successive years Under-preparedness for higher education - Mathematics and science - Critical reasoning Lack of resources to support higher education Our legacy

  16. Goal • redress the imbalances of the past • expand access to university & medical education • Engagement with scholars in historically disadvantaged schools • Active recruitment from under-served areas • Admit through streamlined process • support the progression of students • ensure throughput in order to provide a cohort of “fit-for-purpose” medical graduates.

  17. the policy • All students (minimum): symbols - Maths: E - Physical Science: E - Minimum points 39 • Admission possible: Points - Black (African) and Coloured students: 39 - White, Indian: 42 • Admission probable: points - Black students: 41, coloured:42; White and Indian students: 47

  18. outcome of admissions policy

  19. Race composition of 1st Year MBChB Class by number: 1986-2010

  20. Profile of students admitted 2006 – 2010

  21. Race composition of 1st Year MBChB Class by proportion: 1986-2010

  22. Profile of all MBChB students 2007 - 2011

  23. beyond admissions and curriculum: support for success

  24. supporting progression to improve performance and ensure throughput • Intervention Programme • Student mentorship • Early Warning systems • Student Development and support

  25. Intervention programme • Intervention Programme (IP) • 10 – 15% of first year class • most students succeed and some excel

  26. MBChB class size and composition have changed significantly over the period: 1986 to 2010 outcome

  27. Class of 2010

  28. Profile of all MBChB students 2007 – 2011

  29. Gender and Race profile of all MBChB students 2007 – 2011 62% are women

  30. Gender and race profile of students : 2007-2011

  31. Profile of graduates

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