Quantitative literacy provision in the first year of medical studies

dc.contributor.authorFrith, Veraen_ZA
dc.date.accessioned2014-10-28T14:02:19Z
dc.date.available2014-10-28T14:02:19Z
dc.date.issued2011en_ZA
dc.descriptionThis 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.en_ZA
dc.description.abstractThis 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.en_ZA
dc.identifier.apacitationFrith, V. (2011). Quantitative literacy provision in the first year of medical studies. <i>South African Journal of Higher Education</i>, http://hdl.handle.net/11427/8847en_ZA
dc.identifier.chicagocitationFrith, Vera "Quantitative literacy provision in the first year of medical studies." <i>South African Journal of Higher Education</i> (2011) http://hdl.handle.net/11427/8847en_ZA
dc.identifier.citationFrith, V. 2011. Quantitative literacy provision in the first year of medical studies. South African Journal of Higher Education.en_ZA
dc.identifier.issn1011-3487en_ZA
dc.identifier.ris TY - Journal Article AU - Frith, Vera AB - 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. DA - 2011 DB - OpenUCT DP - University of Cape Town J1 - South African Journal of Higher Education KW - chemical equations KW - stoichiometry KW - submicroscopic diagrams KW - representations LK - https://open.uct.ac.za PB - University of Cape Town PY - 2011 SM - 1011-3487 T1 - Quantitative literacy provision in the first year of medical studies TI - Quantitative literacy provision in the first year of medical studies UR - http://hdl.handle.net/11427/8847 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8847
dc.identifier.vancouvercitationFrith V. Quantitative literacy provision in the first year of medical studies. South African Journal of Higher Education. 2011; http://hdl.handle.net/11427/8847.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.sourceSouth African Journal of Higher Educationen_ZA
dc.source.urihttp://reference.sabinet.co.za/sa_epublication_article/high_v25_n4_a7en_ZA
dc.subjectchemical equationsen_ZA
dc.subjectstoichiometryen_ZA
dc.subjectsubmicroscopic diagramsen_ZA
dc.subjectrepresentationsen_ZA
dc.titleQuantitative literacy provision in the first year of medical studiesen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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