Negotiation of learning and identity among first-year medical students

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dc.contributor.authorBadenhorst, Elmien_ZA
dc.contributor.authorKapp, Rochelleen_ZA
dc.date.accessioned2014-11-29T17:25:17Z
dc.date.available2014-11-29T17:25:17Z
dc.date.issued2013en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 2 January 2013 available online: http://www.tandfonline.com/10.1080/13562517.2012.753050.en_ZA
dc.description.abstractThe demand for medical schools to produce competent doctors to meet health needs in South Africa has increased. In response to this challenge, the Faculty of Health Sciences at a relatively elite university introduced a problem-based, socially relevant curriculum in 2002. The classroom environment is designed to facilitate a learning context where students from diverse backgrounds engage critically and learn from each other. This study draws on data from a larger qualitative case study to describe how a group of 'black' students who failed their first semester experienced the school–university transition. Drawing on post-structuralist theory, this article analyses how the students negotiated learning and identity. The argument is made that the students re-positioned themselves in deficit, outsider subject positions in order to survive their first year. This article ends with a consideration of the implications for developing a learning environment which recognises difference and fosters diversity.en_ZA
dc.identifier.apacitationBadenhorst, E., & Kapp, R. (2013). Negotiation of learning and identity among first-year medical students. <i>Teaching in Higher Education</i>, http://hdl.handle.net/11427/9825en_ZA
dc.identifier.chicagocitationBadenhorst, Elmi, and Rochelle Kapp "Negotiation of learning and identity among first-year medical students." <i>Teaching in Higher Education</i> (2013) http://hdl.handle.net/11427/9825en_ZA
dc.identifier.citationBadenhorst, E., Kapp, R. 2013. Negotiation of learning and identity among first-year medical students. Teaching in Higher Education.en_ZA
dc.identifier.issn 1356-2517en_ZA
dc.identifier.ris TY - Journal Article AU - Badenhorst, Elmi AU - Kapp, Rochelle AB - The demand for medical schools to produce competent doctors to meet health needs in South Africa has increased. In response to this challenge, the Faculty of Health Sciences at a relatively elite university introduced a problem-based, socially relevant curriculum in 2002. The classroom environment is designed to facilitate a learning context where students from diverse backgrounds engage critically and learn from each other. This study draws on data from a larger qualitative case study to describe how a group of 'black' students who failed their first semester experienced the school–university transition. Drawing on post-structuralist theory, this article analyses how the students negotiated learning and identity. The argument is made that the students re-positioned themselves in deficit, outsider subject positions in order to survive their first year. This article ends with a consideration of the implications for developing a learning environment which recognises difference and fosters diversity. DA - 2013 DB - OpenUCT DP - University of Cape Town J1 - Teaching in Higher Education KW - identity KW - diversity KW - problem-based learning KW - academic support programmes KW - medical students LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 SM -  1356-2517 T1 - Negotiation of learning and identity among first-year medical students TI - Negotiation of learning and identity among first-year medical students UR - http://hdl.handle.net/11427/9825 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9825
dc.identifier.vancouvercitationBadenhorst E, Kapp R. Negotiation of learning and identity among first-year medical students. Teaching in Higher Education. 2013; http://hdl.handle.net/11427/9825.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.departmentAcademic Development Programme (ADP)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceTeaching in Higher Educationen_ZA
dc.source.urihttp://www.tandfonline.com/10.1080/13562517.2012.753050en_ZA
dc.subjectidentityen_ZA
dc.subjectdiversityen_ZA
dc.subjectproblem-based learningen_ZA
dc.subjectacademic support programmesen_ZA
dc.subjectmedical studentsen_ZA
dc.titleNegotiation of learning and identity among first-year medical studentsen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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