THE TEACHING, LEARNING AND ASSESSMENT OF HEALTH ADVOCACY IN A SOUTH AFRICAN COLLEGE OF HEALTH SCIENCES.
Health advocacy is a core competency identified by Health Professions Council of South Africa to be acquired by health professional graduates. There is a lack of information on how health advocacy (HA) is taught and assessed in health science programmes. The aim of the study was to explore the teach...
| Publicado en: | South African Journal of Higher Education Vol. 36; no. 5; pp. 276 - 291 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Sabinet Online Limited
Nov2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=160553548&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 160553548 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: Nov2022 vid: 36 iid: 5 pid: 31334 pub: Sabinet Online Limited artinfo: ui: 160553548 10.20853/36-5-4127 ppf: 276 ppct: 15 formats: tig: atl: THE TEACHING, LEARNING AND ASSESSMENT OF HEALTH ADVOCACY IN A SOUTH AFRICAN COLLEGE OF HEALTH SCIENCES. aug: au: van Staden, D. Duma, S. affil: Department of Optometry, University of KwaZulu Natal Durban, South Africa Office of Teaching and Learning, College of Health Sciences, University of KwaZulu Natal Durban, South Africa su: University of Cape Town Health programs Medical personnel Authentic assessment Focus groups Capacity building South Africa sug: subj: South Africa University of Cape Town Health programs Medical personnel Authentic assessment Focus groups Capacity building keyword: advocacy authentic assessment core competencies curriculum health advocacy health advocate health professions education health sciences teaching and learning ab: Health advocacy is a core competency identified by Health Professions Council of South Africa to be acquired by health professional graduates. There is a lack of information on how health advocacy (HA) is taught and assessed in health science programmes. The aim of the study was to explore the teaching, learning and assessment of HA in undergraduate health science programmes at a South African university. Methods: Curriculum mapping of eight programmes and a Focus Group Discussion (FGD) with eleven key informants were conducted using a sequential mixed methods approach. Content analysis was used to analyse Curriculum Mapping data. Thematic analysis was used to analyse the FGD data. Results from both data sets were triangulated. Results: Six themes emerged: Perceived importance of HA role for health practitioners; Implicit HA content in curricula; HA as an implicit learning outcome; Teaching HA in a spiral curriculum approach; Authentic Assessment of HA, and Perceived barriers to incorporation of HA into curricula. Conclusion and Recommendations: HA is perceived as an important role for health professionals but it is not explicitly taught and assessed in undergraduate health sciences programmes. Barriers to its teaching and assessment can be addressed through capacity development of academics. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
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