Medical education, reflections and perspectives from South Africa: a review
BMC Medical Education,
Год журнала:
2025,
Номер
25(1)
Опубликована: Март 12, 2025
Abstract
Medical
Education
(ME)
in
South
Africa
has
a
century
long
legacy
which
continues
to
make
significant
impact
globally
through
its
graduates.
The
aim
of
this
paper
is
showcase
the
evolving
landscape
ME
Africa,
whiles
addressing
socio-economic
and
educational
disparities
influenced
by
colonial
Apartheid
history.
focuses
on
effectiveness
recent
reforms
create
more
equitable
inclusive
healthcare
education
system
that
can
meet
diverse
needs
population
prepare
professionals
for
challenges
varied
resource-constrained
environments.
This
reflection
therefore
contributes
setting
scene
formulation
strategic
objects
future.
Key
areas
explored
include
widening
access
participation
student
admission
selection
processes
designed
promote
inclusivity
equity;
development
academic
support
programmes
population;
implementation
integrated,
outcomes-based
curricula;
decentralisation
clinical
training
underserved
rural
areas.
These
measures
align
medical
with
primary
approach
foster
socially
accountable
contextually
responsive
practitioners
equipped
address
local
health
challenges.
Indeed,
transformative
learning
experiences
are
shaping
resilient,
agile
competent
workforce.
However,
additionally
identifies
persistent
challenges,
including
resource
allocation,
gaps
leadership
governance,
accreditation
tension
between
historical
inequities
ensuring
robust
standards.
Moreover,
public
system,
serves
as
ground
students,
struggles
balance
quadruple
burden
disease
infrastructural
deficiencies
needs.
Opportunities
growth
noted
increasing
emphasis
research
scholarship
ME,
supported
creation
dedicated
journal
five
departments
professions
out
ten
schools
country,
formalising
faculty
postgraduate
qualifications.
highlights
need
expansion
similar
approaches
other
dearth
skilled
clinician-educators.
Despite
these
strides,
within
complexity
ongoing
focus
sustaining
strengthening
quality
assurance,
healthcare,
expanding
students
clinician-educators
remains
central.
Язык: Английский
Multi-disciplinary staff perspectives and consensus on e-Learning and mHealth for Health Sciences curricula
Higher Education Research & Development,
Год журнала:
2024,
Номер
43(3), С. 620 - 639
Опубликована: Март 25, 2024
Health
systems
face
complex
challenges
–
even
more
so
in
resource-constrained
contexts
such
as
South
Africa.
Alignment
of
local
educational
with
national
development
goals
is
needed
to
strengthen
health
systems.
The
further
disruption
COVID-19
and
underscores
the
necessity
adapt
our
curricula
practices.
Integration
Information
Communication
Technologies
(ICTs),
e-Learning
mobile
(mHealth)
applications
integrated
learning
management
systems,
or
virtual
environments,
offer
a
sustainable
strategy
for
enhancement
Science
student
training,
graduate
competency
delivery
quality
patient
care.
Uptake,
not,
mHealth
at
several
African
universities
was
explored
through
survey
staff
(n
=
65)
from
across
Sciences.
Diverse
perceptions,
experiences
recommendations
were
found,
including
prevalence
dis/advantages
perceived
usefulness
specific
features
each
highlighted.
In
closing,
multi-modal
model
epistemology,
axiology
ontology
healthcare
technology,
digital
medical
education
content,
skills,
technology
challenges/constraints
presented.
Язык: Английский