Quantitative literacy provision in the first year of medical studies
Journal Article
2011
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Authors
Journal Title
South African Journal of Higher Education
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Publisher
University of Cape Town
Department
License
Series
Abstract
This article presents a description of and motivation for the quantitative literacy (numeracy) intervention in the first year of medical studies at a South African university. This intervention is a response to the articulation gap between the quantitative literacy of many first-year medical students and the demands of their curriculum. Interventions of this kind should be integrated into the medical curriculum, primarily because quantitative literacy is a practice which is embedded in the disciplinary practices. Tensions involved in attempting this integration are largely due to structural conditions and other curricular factors. Results of evaluation of its effectiveness show that the intervention is seen as useful by the students and that the workshops provided are effective in improving students' performance in assessments. The intervention should be enhanced by including aspects that address students' spatial abilities and reading and writing competencies. Extension of quantitative literacy provision beyond first year is also desirable.
Description
This is an Accepted Manuscript of an article published by Taylor & Francis in South African Journal of Higher Education in 2011, available online: http://reference.sabinet.co.za/sa_epublication_article/high_v25_n4_a7.
Reference:
Frith, V. 2011. Quantitative literacy provision in the first year of medical studies. South African Journal of Higher Education.