TEACHING FIRST AID IN HIGH SCHOOLS: THE IMPACT ON STUDENTS IN THE HEALTH SCIENCES EXTENDED DEGREE PROGRAMME.
Previously, first-year medical and physiotherapy students participating in the extended degree programme (EDP) at Stellenbosch University, South Africa, spent eight weeks shadowing interns at a tertiary hospital during a clinical module. In 2011, student numbers had doubled from the previous year ma...
| Published in: | South African Journal of Higher Education Vol. 29; no. 1; pp. 198 - 211 |
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| Main Authors: | , |
| Format: | Article |
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Sabinet Online Limited
2015
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=109449761&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 109449761 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10113487 SG3 jtl: South African Journal of Higher Education issn: 10113487 maglogo: N pubinfo: dt: 2015 vid: 29 iid: 1 pid: 31334 pub: Sabinet Online Limited artinfo: ui: 109449761 ppf: 198 ppct: 13 formats: tig: atl: TEACHING FIRST AID IN HIGH SCHOOLS: THE IMPACT ON STUDENTS IN THE HEALTH SCIENCES EXTENDED DEGREE PROGRAMME. aug: au: Louw, A. de Villiers, A. affil: Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa su: Extended teacher education programs Medical students High schools University of Stellenbosch Service learning Academic motivation sug: subj: Extended teacher education programs Medical students High schools University of Stellenbosch Service learning Academic motivation keyword: enhanced interpersonal skills increased motivation reflective reports service-learning teaching by students ab: Previously, first-year medical and physiotherapy students participating in the extended degree programme (EDP) at Stellenbosch University, South Africa, spent eight weeks shadowing interns at a tertiary hospital during a clinical module. In 2011, student numbers had doubled from the previous year making it impossible to accommodate the entire group in the clinical setting. Consequently, the group was divided into two, allowing one group to participate in a service-learning project (SLP), while the other group spent four weeks in the clinical setting as before. The two groups switched after four weeks. A qualitative approach was used to determine students' perceptions of the SLP. Data was obtained from structured reflective reports about students' experiences of the one-week period during which they taught First Aid to high school learners. Open-ended, written response questionnaires completed by students at the end of the four-week SLP generated further useful data regarding the logistics and administration of the project as a whole. Similar to findings reported in international studies, analysis of qualitative data indicated an increase in student motivation in terms of their studies and vocation; an enhanced sense of civic responsibility and social justice; improved group interaction and personal communication skills; as well as increased compassion and decreased racism. Besides gaining First Aid knowledge and skills, students became increasingly aware of the population they would be serving once they graduated and of their role as professionals within this community. Thus, a service-learning teaching strategy may contribute towards producing service-driven and culturally competent physicians and community leaders. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2015 holdings: @attributes: islocal: N |
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