Browsing by Author "Draper, C E"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Restricted
    A retrospective evaluation of a wilderness-based leadership development programme
    (2011) Draper, C E; Lund, C; Flisher, A J
    The Leadership Project (LP) in Cape Town, South Africa, is a wilderness-based leadership development programme that targets young people from diverse backgrounds. The aim of this study was to evaluate the LP, focusing on process and perceived outcomes. Document analysis and key informant interviews were used to evaluate programme reach and implementation process. Semi-structured interviews and focus groups with past programme participants (n = 46) were conducted to assess perceived outcomes. Study findings indicated that the LP offers a relevant programme and has wide reach through its range of client agencies and organisations. Qualitative findings highlighted that participants' positive experiences and views of the LP came about through the interaction between 'self', 'others'and the 'environment'. Participants' perceived intrapersonal and interpersonal outcomes of the LP aligned with the LP's intended outcomes. Mechanisms of perceived outcomes - leaders, programme activities and programme setting - influenced and facilitated the reflective process. This reflective process (strongly related to the intrapersonal outcome of increased self-awareness) appeared to underlie the interpersonal outcomes of the LP. Therefore, a significant finding of this study was that awareness of self is a key characteristic of leadership development. The nature of perceived outcomes was underpinned by the changing of perspectives, and the LP was described as either starting or contributing to a process of change, or as a life changing experience. No major improvements to the LP were suggested, but rather participants' responses affirmed the content and delivery of the programme. These findings indicate that a study with a relatively small scope can provide insight into the perceived outcomes of a leadership development programme, particularly one that caters for participants from a diverse range of cultural and socioeconomic backgrounds. The findings have elucidated the manner in which interpersonal outcomes are underpinned by intrapersonal outcomes, and the complexity of these outcomes in terms of assessment.
  • Thumbnail Image
    Item
    Open Access
    Evaluation of a school-based nutrition and physical activity programme for Grade 4 learners in the Western Cape province
    (South African Academy of Family Practice, 2013) Jacobs, K L; Mash, B; Draper, C E; Forbes, J; Lambert, E V
    Objective: This study aimed to evaluate the effectiveness of the Making the Difference programme (MTDP), an education-and activity-based intervention for Grade 4 learners at primary schools in the Western Cape. Design: This was a cross-sectional, post-intervention survey of an existing programme, using control schools as a comparator. Setting and subjects: The study involved Western Cape primary schools in the 2009 school year. Schools were randomly sampled from two regions. Four intervention (active in the MTDP) and five control (non-participating) schools (n = 325 learners) were selected. Outcome measures: The following outcome measures were assessed using an administered questionnaire to learners: learners' knowledge of, attitudes towards, and behaviour in relation to nutrition and physical activity. Results: A small but significant improvement (eating vegetables and taking lunch boxes to school) was demonstrated with regard to self-reported behaviour in relation to nutrition in the intervention group. However, this behaviour was not explained by differences in barriers to healthy eating, self-efficacy or knowledge, which were not different between the groups, or by perceived social support, which was actually significantly increased in the control group. Groups displayed no differences in physical activity or sedentary behaviour. However, the results showed a significant difference between the groups in terms of a reduction in perceived barriers to physical activity and increased physical activity self-efficacy in the active group. Conclusion: While the MTDP only had a modest effect on the self-reported nutrition and physical activity behaviour of the learners, results regarding lower perceived barriers to physical activity and increased physical activity self-efficacy were promising.
  • Thumbnail Image
    Item
    Open Access
    Medical students' attitudes towards the primary healthcare approach - what are they and how do they change?
    (2007) Draper, C E; Louw, G
    Background: The context of the research presented in this article is the new MBChB curriculum at the University of Cape Town (UCT) that has been in operation since 2002. This new curriculum is primary health care (PHC) driven and puts emphasis on the integration of biological and psychosocial elements. The context of curriculum reform at UCT can be placed within the broader South African context, in which the South African Department of Health has made a commitment to the PHC approach. The aim of this research was to provide an understanding of medical students’ attitudes towards the PHC approach. The findings presented in this article form part of a broader set of findings for a PhD research study aimed at qualitatively exploring medical students’ attitudes towards and perceptions of PHC. Methods: A qualitative approach was used and focus groups and interviews were conducted with second-, third- and fourth year medical students at UCT. A total of 82 students were purposively selected to participate in the research. A content analytic approach was used to analyse the focus group and interview data. Results: The students generally had a positive attitude towards the PHC approach and were positive about UCT’s decision to promote this approach. Some, however, were concerned about the international relevance and status of their degree, and concerns were also raised about the contrast between the theory and reality of the approach, with many labelling PHC as idealistic. The students’ responses indicated that their attitudes towards the PHC approach were open to change during the course of their academic career and were influenced by a range of factors. Some of these factors are related to the medical school environment, such as the PHC approach itself, how PHC is taught, and the views of other students and staff at UCT. Other factors that were not related to the university included personality, the students’ background and exposure to health facilities, and clinical exposure outside UCT. Conclusion: These findings raise the question of whether students are able to think and feel positively about the PHC approach, but not actually internalise the philosophy of the approach. The students’ struggle with the incongruence between what is perceived as the idealistic theory of PHC and the reality of health care in South Africa is also an issue that needs to be acknowledged. These issues have international relevance, and are particularly significant in South Africa, where a commitment has been made by the South African Department of Health to the PHC approach and where doctors are set to play a vital role in its implementation and success.
  • Thumbnail Image
    Item
    Open Access
    Primary health care in the South African context - medical students' perspectives
    (2007) Draper, C E; Louw, G
    Background Both the South African Department of Health and the University of Cape Town (UCT) have committed to the primary health care (PHC) approach, which is best captured in the Declaration of Alma Ata. If medical students are to be trained in the PHC approach, it is important that they not only have a good understanding of this approach, but are also aware of the social, economic and political context that they will be working in when they have qualified, so that they can develop realistic expectations of their careers as doctors. From research that was conducted at UCT, this article covers UCT medical students' views of health care in South Africa, including their perceptions of the applicability and implementation of the PHC approach for South Africa, and their perceptions of how the South African government features in issues of health and the PHC approach. Methods Mixed-methods were used, but this article will focus on the qualitative data gathered. One hundred and seventeen medical students (years one to four) were purposively selected to be involved in focus groups and interviews. These focus groups were conducted between February 2004 and March 2005. Results Students acknowledged that the state of health care in South Africa needs to change and showed an awareness of the role that South Africa's history of apartheid has played in the state of health care in these areas and the existence of inequity. They however did not agree on the applicability of the PHC approach to the South African situation. The PHC approach is seen not to be working in South Africa because of various obstacles to its implementation and success, such as disorganisation within the health system, and a lack of infrastructure, finances and resources. There seemed to be a general understanding amongst the students that they will have been trained in the PHC approach but then will be working within a system that has possibly not undergone similar changes. Students agreed on the important role of government in PHC, some maintaining that the government should be at the forefront of its implementation, but were generally dissatisfied with the role the South African government is currently playing in health care. Conclusion It is encouraging that students are generally aware of the reality of health care in South Africa and of the fact that more change needs to take place. However, it may be that many students who have a limited understanding of the impact that apartheid had on health care provision in South Africa, and this could then impact on students' perceptions of the applicability of the current PHC approach for South Africa. Students' views that the PHC approach has not been fully implemented in South Africa are a concern, as it is these types of views that are likely to cause students to lose confidence in the PHC approach, and will most likely widen the disjuncture between theory of the approach and the reality of its implementation. Regarding the political dynamics of the PHC approach, students do need to be aware of political factors that can impact on the success of this approach. Discussion around and research into the social, economic and political context of health care and medical education has particular relevance for South Africa, and it is vital that students' views on these issues are acknowledged so that areas for change can be identified and addressed.