Browsing by Author "Mitchell, Veronica"
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- ItemOpen AccessThe curriculum in medical education: a case study in Obstetrics related to students' delivery experience(2012) Mitchell, VeronicaIn this research project, the small sample of students displays varying experiences as they engage in the practical curricular tasks in Obstetrics. Their responses indicate the challenges they face which are exacerbated by uncertainty particularly when the university’s chosen values contrast with those confronted in the broader context in which any curriculum operates.
- ItemOpen AccessDigital professionalism(2012) Mitchell, Veronica; Southgate, NicoleThe rapid, expansive and evolving use of social media has prompted the need to interrogate its impact for future health professionals. A new initiative teaching first year health science students about their online identity has proven valuable. The importance of communication skills and respect for others through social media is identified and explained.
- ItemOpen AccessEnhancing professionalism: human rights & me @ the University of Cape Town(2012) Mitchell, VeronicaThis handout aims to promote professionalism and social accountability in health care. Human Rights Education has become an integral part of the curricula in the Health Sciences Faculty at the University of Cape Town. As students develop their knowledge and skills to promote respect for human rights and quality health care they learn to be advocates for social justice, valuing the link between human rights and health. However students frequently report witnessing disturbing situations in their clinical encounters where the disjuncture between the theory and practice is challenging. They find themselves faced with dissonance, uncertain how to react towards positive change.
- ItemMetadata onlyThe Human Rights Key(2014-08-20) Mitchell, VeronicaThe link between health and human rights is clear. Yet, questioning how we can better facilitate students' personal meaning-making in higher education was the catalyst that led to my interest in seeking alternative approaches to teaching. While working as a facilitator in the Health Science Faculty at the University of Cape Town I noticed students frequently grappled with conceptual and practical issues in human rights education even though they had learnt about human rights in their Life Orientation course, a compulsory topic in all South African high school curricula. Within the Faculty I queried and evaluated the strength and relevance of the medical curriculum's "golden thread" of human rights. This led to opportunities to engage with students in their clinical years, in an unrestricted way -- without assessment demands and in an authentic manner where students could draw on their own experiences. Taking risks and teaching in uncertain spaces has been a rewarding experience. I witness the opening of students' minds and eyes when alternative perspectives are considered. In the process I developed the metaphor of a Human Rights Key which highlights the connection between the students' experiences and the United Nations' human rights framework. The Key is a graphic tool that gives structure and tangible visibility, showing the relationships between theoretical and intangible concepts, and practical realities. Through an iterative process I have had pleasure in developing this as a visual representation for teaching and learning with colours and shapes assisting students to make meaningful connections and interpretations. The Key is memorable and promotes dialogue and discussion. Students feel motivated to think about the issues that face them and to question their own understanding. The Key emerges as a valued tool that each person can relate to within the context of their own lives and use in their present and future practice. By using the Key in different places and spaces, I have been gratified to realise the impact it has on other educators too. Each individual engages with the concept from their own frame of reference. Through Creative Commons licensing I am pleased to offer the Key and its themes for reusing and remixing in different contexts. As other educators take up their Key to teach and advocate for human rights, reviews and suggestions will be most welcome. The Key is an entitlement and it is up to us to become advocates for change. Teaching through this interactive tool is fulfilling. It turns and shifts attitudes and values.
- ItemMetadata onlyHuman rights key: lesbian, gay, bisexual, transgender and intersex themed key(2013) Mitchell, VeronicaThis resource aims to provide information to promote the health of sexual and gender minorities. The LGBTI Key is a new theme on the Human Rights Key with links to numerous multimedia resources. It can be a useful teaching and learning tool for educators, students and healthcare providers. It can also assist individuals who may experience discrimination and stigma when wishing to access health care.
- ItemMetadata onlyMoving beyond excuses: Confronting disrespect in Obstetrics(2016-09-27) Mitchell, VeronicaThis teaching and learning resource aims to promote a socially just pedagogy in Obstetrics. It provides a collection of images, videos and tools to acknowledge different practices. The intention is to illustrate the value of engaging with affect/effect in an affirmative manner as a response to the pervasive and prevailing disrespect and abuse in birthing facilities.
- ItemOpen AccessOER4Us(2012) Mitchell, Veronica; Southgate, NicoleThe enabling environment of the internet brings far-reaching changes to Intellectual Property issues. Using the internet as a resource for teaching and learning is becoming an imperative in Higher Education. However lack of awareness about online copyright laws frequently leads to unintentional breaching of these laws especially in terms of images. This workshop for Year 1 students in the Health Sciences Faculty aims to educate students about OER, to develop their capacity to source appropriate material (especially images) on the World Wide Web, to raise an awareness of online copyright issues and to assist the students in understanding and respecting copyright laws. The link between health and human rights is used as the main topic for guiding students' searches.
- ItemMetadata onlyProbing Professionalism towards Positive Practice(2014-08-20) Mitchell, VeronicaMedical students in South Africa are frequently confronted with mixed messages contributing to uncertainties and dilemmas in their clinical encounters when the gap between theoretical frameworks and the practical realities is illuminated. For instance, learning for and about health and human rights in a spiraling curriculum can be undermined by the recognition that violations can occur in the health system. This website aims to promote a transformative approach to professionalism in which learning can be facilitated by engaging with both the facilitating and hindering influences that characterize clinical practice in South Africa. Digital stories by positive role models offer a collection of reflective insights about Being a Doctor. Resources on probing professionalism can assist students in mediating possible challenging events in their clinical encounters as well as learning from South Africa’s past. The new Six Step Spiral for Critical Reflexivity (SSS4CR) is explained and made available for students and others to use and remix either off or online.
- ItemOpen AccessUnderstanding Primary Health Care(2016-01-07) Mitchell, VeronicaThis resource could be useful to all Health Science students and educators who seek to learn or teach the basics of Primary Health Care (PHC). It aims to promote an understanding of the complex components of PHC. A baobab tree visually represents the PHC elements, principles, referral system and components of Comprehensive PHC. Links to a wide range of online examples, mostly as short YouTube videos, provide explanations for the terms and concepts.
- ItemMetadata onlyWhy OER ?(2013) Mitchell, Veronica; Klopper, JuanThis video resource is a valuable contribution to promoting Open Educational Resources (OER) for educators to understand how teaching material can be produced and shared. Dr Juan Klopper's willingness to share his expertise and passion with the wider world is an example of good practice where knowledge is for the public good. This video can be an inspiration to other educators to open up their classrooms and to be a producer of OER. In addition it encourages students to realize the flexibility gained from a flipped classroom approach to learning. Dr Klopper's popular website with YouTube teaching tutorials in Surgery, Mathematics and Physics and video edits has been viewed by over 160,000 people worldwide (August 2013).