Developing health science students into integrated health professionals: a practical tool for learning

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dc.contributor.authorOlckers, Lornaen_ZA
dc.contributor.authorGibbs, Trevoren_ZA
dc.contributor.authorDuncan, Madeleineen_ZA
dc.date.accessioned2015-10-28T07:09:19Z
dc.date.available2015-10-28T07:09:19Z
dc.date.issued2007en_ZA
dc.description.abstractBACKGROUND:An integrated sense of professionalism enables health professionals to draw on relevant knowledge in context and to apply a set of professional responsibilities and ethical principles in the midst of changing work environments 12. Inculcating professionalism is therefore a critical goal of health professional education. Two multi-professional courses for first year Health Science students at the University of Cape Town, South Africa aim to lay the foundation for becoming an integrated health professional 3. In these courses a diagram depicting the domains of the integrated health professional is used to focus the content of small group experiential exercises towards an appreciation of professionalism. The diagram serves as an organising framework for conceptualising an emerging professional identity and for directing learning towards the domains of 'self as professional' 45.OBJECTIVE:This paper describes how a diagrammatic representation of the core elements of an integrated health professional is used as a template for framing course content and for organising student learning. Based on the assumption that all health care professionals should be knowledgeable, empathic and reflective, the diagram provides students and educators with a visual tool for investigating the subjective and objective dimensions of professionalism. The use of the diagram as an integrating point of reference for individual and small group learning is described and substantiated with relevant literature. CONCLUSION: The authors have applied the diagram with positive impact for the past six years with students and educators reporting that "it just makes sense". The article includes plans for formal evaluation. Evaluation to date is based on preliminary, informal feedback on the value of the diagram as a tool for capturing the domains of professionalism at an early stage in the undergraduate education of health professional students.en_ZA
dc.identifier.apacitationOlckers, L., Gibbs, T., & Duncan, M. (2007). Developing health science students into integrated health professionals: a practical tool for learning. <i>BMC Medical Education</i>, http://hdl.handle.net/11427/14485en_ZA
dc.identifier.chicagocitationOlckers, Lorna, Trevor Gibbs, and Madeleine Duncan "Developing health science students into integrated health professionals: a practical tool for learning." <i>BMC Medical Education</i> (2007) http://hdl.handle.net/11427/14485en_ZA
dc.identifier.citationOlckers, L., Gibbs, T. J., & Duncan, M. (2007). Developing health science students into integrated health professionals: a practical tool for learning. BMC medical education, 7(1), 45.en_ZA
dc.identifier.ris TY - Journal Article AU - Olckers, Lorna AU - Gibbs, Trevor AU - Duncan, Madeleine AB - BACKGROUND:An integrated sense of professionalism enables health professionals to draw on relevant knowledge in context and to apply a set of professional responsibilities and ethical principles in the midst of changing work environments 12. Inculcating professionalism is therefore a critical goal of health professional education. Two multi-professional courses for first year Health Science students at the University of Cape Town, South Africa aim to lay the foundation for becoming an integrated health professional 3. In these courses a diagram depicting the domains of the integrated health professional is used to focus the content of small group experiential exercises towards an appreciation of professionalism. The diagram serves as an organising framework for conceptualising an emerging professional identity and for directing learning towards the domains of 'self as professional' 45.OBJECTIVE:This paper describes how a diagrammatic representation of the core elements of an integrated health professional is used as a template for framing course content and for organising student learning. Based on the assumption that all health care professionals should be knowledgeable, empathic and reflective, the diagram provides students and educators with a visual tool for investigating the subjective and objective dimensions of professionalism. The use of the diagram as an integrating point of reference for individual and small group learning is described and substantiated with relevant literature. CONCLUSION: The authors have applied the diagram with positive impact for the past six years with students and educators reporting that "it just makes sense". The article includes plans for formal evaluation. Evaluation to date is based on preliminary, informal feedback on the value of the diagram as a tool for capturing the domains of professionalism at an early stage in the undergraduate education of health professional students. DA - 2007 DB - OpenUCT DO - 10.1186/1472-6920-7-45 DP - University of Cape Town J1 - BMC Medical Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2007 T1 - Developing health science students into integrated health professionals: a practical tool for learning TI - Developing health science students into integrated health professionals: a practical tool for learning UR - http://hdl.handle.net/11427/14485 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/14485
dc.identifier.urihttp://dx.doi.org/10.1186/1472-6920-7-45
dc.identifier.vancouvercitationOlckers L, Gibbs T, Duncan M. Developing health science students into integrated health professionals: a practical tool for learning. BMC Medical Education. 2007; http://hdl.handle.net/11427/14485.en_ZA
dc.language.isoengen_ZA
dc.publisherBioMed Central Ltden_ZA
dc.publisher.departmentDepartment of Public Health and Family Medicineen_ZA
dc.publisher.facultyFaculty of Health Sciencesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rightsThis is an Open Access article distributed under the terms of the Creative Commons Attribution Licenseen_ZA
dc.rights.holder2007 Olckers et al; licensee BioMed Central Ltden_ZA
dc.rights.urihttp://creativecommons.org/licenses/by/2.0en_ZA
dc.sourceBMC Medical Educationen_ZA
dc.source.urihttp://www.biomedcentral.com/bmcmededuc/en_ZA
dc.subject.otherMedical educationen_ZA
dc.titleDeveloping health science students into integrated health professionals: a practical tool for learningen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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