Towards understanding the quantitative literacy demands of a first-year medical curriculum

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dc.contributor.authorFrith, Veraen_ZA
dc.contributor.authorGunston, Geneyen_ZA
dc.date.accessioned2014-07-29T08:36:55Z
dc.date.available2014-07-29T08:36:55Z
dc.date.issued2011en_ZA
dc.description.abstractSetting. When designing a medical curriculum, assumptions that are made about students' quantitative literacy (QL) competencies often lead to demands that students are unable to meet. In order to improve the match between the literacy demands of the curriculum and the literacy competencies of students, the demands need to be examined critically and the assumptions made explicit. Curriculum changes that reduce the articulation gap between demands and competencies are particularly important for broadening access and promoting success, in tertiary study, for students with disadvantaged educational backgrounds. Objectives. The objectives of this study are to survey the QL implicitly and explicitly contained in a course curriculum, in a manner that could be useful for the following purposes: raising awareness in health science lecturers of the nature and extent of the QL demands of their course materials, developing the theory relating to best practice for QL development in health sciences and informing the design of QL interventions. Method. We focus on the analysis of the QL competencies required of a student engaging with text-based learning materials in the curriculum of a first-year integrated human biology/epidemiology/biochemistry course. For the analysis we use a framework, which classifies quantitative material according to a mathematical and statistical dimension and a competencies dimension. Results and conclusions. A range of examples is presented which illustrate that the implicit QL demands of this first-year course curriculum are substantial and varied.en_ZA
dc.identifier.apacitationFrith, V., & Gunston, G. (2011). Towards understanding the quantitative literacy demands of a first-year medical curriculum. <i>African Journal of Health Professions Education</i>, http://hdl.handle.net/11427/3327en_ZA
dc.identifier.chicagocitationFrith, Vera, and Geney Gunston "Towards understanding the quantitative literacy demands of a first-year medical curriculum." <i>African Journal of Health Professions Education</i> (2011) http://hdl.handle.net/11427/3327en_ZA
dc.identifier.citationFrith, V., Gunston, G. 2011. Towards understanding the quantitative literacy demands of a first-year medical curriculum. African Journal of Health Professions Education.en_ZA
dc.identifier.issn2078-5127en_ZA
dc.identifier.ris TY - Journal Article AU - Frith, Vera AU - Gunston, Geney AB - Setting. When designing a medical curriculum, assumptions that are made about students' quantitative literacy (QL) competencies often lead to demands that students are unable to meet. In order to improve the match between the literacy demands of the curriculum and the literacy competencies of students, the demands need to be examined critically and the assumptions made explicit. Curriculum changes that reduce the articulation gap between demands and competencies are particularly important for broadening access and promoting success, in tertiary study, for students with disadvantaged educational backgrounds. Objectives. The objectives of this study are to survey the QL implicitly and explicitly contained in a course curriculum, in a manner that could be useful for the following purposes: raising awareness in health science lecturers of the nature and extent of the QL demands of their course materials, developing the theory relating to best practice for QL development in health sciences and informing the design of QL interventions. Method. We focus on the analysis of the QL competencies required of a student engaging with text-based learning materials in the curriculum of a first-year integrated human biology/epidemiology/biochemistry course. For the analysis we use a framework, which classifies quantitative material according to a mathematical and statistical dimension and a competencies dimension. Results and conclusions. A range of examples is presented which illustrate that the implicit QL demands of this first-year course curriculum are substantial and varied. DA - 2011 DB - OpenUCT DP - University of Cape Town J1 - African Journal of Health Professions Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2011 SM - 2078-5127 T1 - Towards understanding the quantitative literacy demands of a first-year medical curriculum TI - Towards understanding the quantitative literacy demands of a first-year medical curriculum UR - http://hdl.handle.net/11427/3327 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/3327
dc.identifier.vancouvercitationFrith V, Gunston G. Towards understanding the quantitative literacy demands of a first-year medical curriculum. African Journal of Health Professions Education. 2011; http://hdl.handle.net/11427/3327.en_ZA
dc.language.isoengen_ZA
dc.publisherHealth & Medical Publishing Groupen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rightsAttribution-NonCommercial 3.0 Unported*
dc.rights.urihttp://creativecommons.org/licenses/by-nc/3.0/*
dc.sourceAfrican Journal of Health Professions Educationen_ZA
dc.source.urihttp://www.ajhpe.org.za/index.php/ajhpe/article/view/120
dc.subject.otherquantitative literacyen_ZA
dc.titleTowards understanding the quantitative literacy demands of a first-year medical curriculumen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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