Browsing by Author "Prakaschandra, Dorcas Rosaley"

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    Exploring the development of the effective communication graduate attribute in the clinical technology programme at the Durban University of Technology: student, graduate, and educator perceptions and experiences
    (2025) Prakaschandra, Dorcas Rosaley; Hendricks, Gaironeesa; McNamee, Lakshini
    Effective communication (EC) between health professionals and patients is a core clinical skill and can be developed through the EC graduate attribute (GA). However, in South Africa, despite its adoption by higher education institutions and regulatory bodies, the development of this GA is not emphasised in most medical education programmes, including Clinical Technology (CT). This is partly due to a lack of consensus on how to integrate EC development into both practical and theoretical training. The limited research on students' perceptions, particularly in the global South and within CT, calls for an exploration of the phenomenon. This study, therefore, aimed to understand how the EC GA is developed through the perceptions and experiences of final-year students, new graduates, and academic and clinical educators in the CT programme at the Durban University of Technology. This study drew on Engeström's Activity Theory (AT). Since clinical training is situated and contextualised, it is susceptible to various influences. Encompassed within the AT is an understanding that context, in the form of the theory's components, influences how individuals experience EC development, making this theory suitable as an analytical lens. A qualitative methodology within an interpretivist paradigm was employed. This study adopted a phenomenological research design. Purposive sampling was used to select participants using three focus group discussions (ten final- year students and five new graduates) and ten semi-structured interviews (four academic and six clinical educators). The data analysis for the study was guided by Braun and Clarke's thematic analysis framework The findings revealed four key themes: (T1) Effective Communication as a Continuous Journey, (T2) Organisational Influences on EC Development, (T3) Navigating Cultural, Linguistic, and Interpersonal Dynamics, and (T4) Adapting Communication to Professional Practice. The findings suggest that the development of EC GA, as perceived by participants, often differed from prescribed institutional standards. Key influencing factors included clinical preparation, support structures, and language barriers. Additionally, a misalignment in how EC was conceptualised between students, academics, and clinical educators created further challenges. The study also highlighted the need for a multilingual language policy to enhance students' language proficiency and provide better support in diverse clinical settings in South Africa. This study therefore contributes to the broader discussion in health professions education about the collaborative development of GAs through authentic workplace learning, rather than sole reliance on formal instruction. This study also highlights the need for a re-evaluation of institutional policies on language, curriculum integration, and the importance of academic and clinical partnerships in conceptualising and developing the effective communication GA. Based on these findings, this study recommends introducing a formal communications module, the creation of a supportive learning environment through feedback and mentoring, revising curricula, and incorporating reflection for both educators and students to improve EC GA development.