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Related Experiment Videos

Not just another multi-professional course! Part 1. Rationale for a transformative curriculum.

Madeleine Duncan1, Melanie Alperstein, Pat Mayers

  • 1School of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa. mduncan@uctgsh1.uct.ac.za

Medical Teacher
|April 22, 2006
PubMed
Summary

This study introduces a novel pan-professional undergraduate health education course at the University of Cape Town. It fosters collaboration and shared understanding of national health objectives, uniting diverse health professions.

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Area of Science:

  • Health Professions Education
  • Interprofessional Education
  • Curriculum Development

Background:

  • Traditional health professional education emphasizes learning about distinct roles, potentially hindering integrated healthcare delivery.
  • Existing models often focus on differences between professions rather than shared foundational knowledge and values.
  • There is a need for educational approaches that promote unity and collective commitment to national health goals.

Purpose of the Study:

  • To describe the educational rationale for a unique multi-professional undergraduate course at the University of Cape Town.
  • To develop critical cross-field knowledge, skills, and attitudes that unite health professions.
  • To establish an integrated, pan-professional foundation for understanding national health and social development objectives.

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Main Methods:

  • Co-construction of curriculum content by a multi-professional design team representing various health professions and academic disciplines.
  • Facilitation by education specialists to ensure alignment with adult learning principles and higher education imperatives.
  • Deconstruction of intra-professional knowledge and practices to identify shared interpretations relevant to South African health professional practice.

Main Results:

  • Alignment of first-year learning objectives across all participating professions.
  • Development of a curriculum framework based on shared epistemology and axiology for health practice.
  • Establishment of a pan-professional foundation promoting collective understanding of health and social development objectives.

Conclusions:

  • The pan-professional approach fosters unity and shared understanding among diverse health professionals.
  • Curriculum design requires deconstructing disciplinary silos to build a cohesive educational experience.
  • This model supports the advancement of national health and social development objectives through collaborative professional practice.