Curriculum renewal in acute care: a South African based study for returning Cuban-trained students

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dc.contributor.advisorJansen, Marvin
dc.contributor.advisorCilliers, Francois
dc.contributor.authorKhan, Waseela
dc.date.accessioned2025-10-31T11:49:29Z
dc.date.available2025-10-31T11:49:29Z
dc.date.issued2025
dc.date.updated2025-10-31T11:46:16Z
dc.description.abstractBackground: Emergency Care plays an integral role in Universal Health Coverage (UHC), yet several limitations have been identified in Low- and Middle-Income Countries (LMIC), one of which is the lack of dedicated, integrated curricula. In 1996 the Nelson Mandela Fidel Castro (NMFC) student program was developed in response to societal health needs for equitable health care in rural and under-served areas, affirmative action, and the low doctor-to-population ratios nationally. Cuban medical education is Primary Health Care focussed and not aligned with Acute Care competencies. This study explores the NMFC students' needs, the barriers to learning, and the role of transition in this process, as a first integral step in curriculum renewal in Acute Care. Methods: A qualitative approach of focus group interviews with 18 UCT NMFC students and semi-structured interviews with preceptors was conducted. Data was then analysed thematically and with the lens of the chosen theoretical framework framed by Transition theory and Situated Learning theory. Results: The findings indicate that skills and simulation-based teaching methodologies are favoured. A structured orientation within an Acute Care transition program and supervised and integrated workplace supervision is needed. Barriers to student learning include time, a perceived sense of ‘othering,' and educational ‘differences' to Cuban training. NMFC students were identified for their willingness to learn. Preceptors further identified a lack of dedicated time for Acute Care and a lack of resources as barriers to facilitation. Conclusions: As socially responsible educators we must be considerate of student needs and respond with a robust curriculum. The challenge is designing a curriculum in Acute Care that addresses the specific learning needs of a group of designated adult learners from previously disadvantaged backgrounds, transitioning between institutions with different educational outcomes, in the care of undifferentiated critically ill patients, within the short timeframes in resource-constrained educational and health institutions. Recommendations include the addition of a robust transition program to integrate, orientate and scaffold Acute Care knowledge and skills deficits. The curriculum must include skills and simulation-based methodologies for ‘hands-on' practice, opportunities for self-directed learning, and situated learning within supportive communities of practice.
dc.identifier.apacitationKhan, W. (2025). <i>Curriculum renewal in acute care: a South African based study for returning Cuban-trained students</i>. (). University of Cape Town ,Faculty of Health Sciences ,Department of Health Sciences Education. Retrieved from http://hdl.handle.net/11427/42076en_ZA
dc.identifier.chicagocitationKhan, Waseela. <i>"Curriculum renewal in acute care: a South African based study for returning Cuban-trained students."</i> ., University of Cape Town ,Faculty of Health Sciences ,Department of Health Sciences Education, 2025. http://hdl.handle.net/11427/42076en_ZA
dc.identifier.citationKhan, W. 2025. Curriculum renewal in acute care: a South African based study for returning Cuban-trained students. . University of Cape Town ,Faculty of Health Sciences ,Department of Health Sciences Education. http://hdl.handle.net/11427/42076en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Khan, Waseela AB - Background: Emergency Care plays an integral role in Universal Health Coverage (UHC), yet several limitations have been identified in Low- and Middle-Income Countries (LMIC), one of which is the lack of dedicated, integrated curricula. In 1996 the Nelson Mandela Fidel Castro (NMFC) student program was developed in response to societal health needs for equitable health care in rural and under-served areas, affirmative action, and the low doctor-to-population ratios nationally. Cuban medical education is Primary Health Care focussed and not aligned with Acute Care competencies. This study explores the NMFC students' needs, the barriers to learning, and the role of transition in this process, as a first integral step in curriculum renewal in Acute Care. Methods: A qualitative approach of focus group interviews with 18 UCT NMFC students and semi-structured interviews with preceptors was conducted. Data was then analysed thematically and with the lens of the chosen theoretical framework framed by Transition theory and Situated Learning theory. Results: The findings indicate that skills and simulation-based teaching methodologies are favoured. A structured orientation within an Acute Care transition program and supervised and integrated workplace supervision is needed. Barriers to student learning include time, a perceived sense of ‘othering,' and educational ‘differences' to Cuban training. NMFC students were identified for their willingness to learn. Preceptors further identified a lack of dedicated time for Acute Care and a lack of resources as barriers to facilitation. Conclusions: As socially responsible educators we must be considerate of student needs and respond with a robust curriculum. The challenge is designing a curriculum in Acute Care that addresses the specific learning needs of a group of designated adult learners from previously disadvantaged backgrounds, transitioning between institutions with different educational outcomes, in the care of undifferentiated critically ill patients, within the short timeframes in resource-constrained educational and health institutions. Recommendations include the addition of a robust transition program to integrate, orientate and scaffold Acute Care knowledge and skills deficits. The curriculum must include skills and simulation-based methodologies for ‘hands-on' practice, opportunities for self-directed learning, and situated learning within supportive communities of practice. DA - 2025 DB - OpenUCT DP - University of Cape Town KW - acute care KW - South Africa KW - Cuban-trained students LK - https://open.uct.ac.za PB - University of Cape Town PY - 2025 T1 - Curriculum renewal in acute care: a South African based study for returning Cuban-trained students TI - Curriculum renewal in acute care: a South African based study for returning Cuban-trained students UR - http://hdl.handle.net/11427/42076 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/42076
dc.identifier.vancouvercitationKhan W. Curriculum renewal in acute care: a South African based study for returning Cuban-trained students. []. University of Cape Town ,Faculty of Health Sciences ,Department of Health Sciences Education, 2025 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/42076en_ZA
dc.language.isoen
dc.language.rfc3066eng
dc.publisher.departmentDepartment of Health Sciences Education
dc.publisher.facultyFaculty of Health Sciences
dc.publisher.institutionUniversity of Cape Town
dc.subjectacute care
dc.subjectSouth Africa
dc.subjectCuban-trained students
dc.titleCurriculum renewal in acute care: a South African based study for returning Cuban-trained students
dc.typeThesis / Dissertation
dc.type.qualificationlevelMasters
dc.type.qualificationlevelMPhil
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