Equipping family physician trainees as teachers: a qualitative evaluation of a twelve-week module on teaching and learning

Simple item page
dc.contributor.authorde Villiers, Marietjie R
dc.contributor.authorCilliers, Francois J
dc.contributor.authorCoetzee, Francois
dc.contributor.authorHerman, Nicoline
dc.contributor.authorvan Heusden, Martie
dc.contributor.authorvon Pressentin, Klaus B
dc.date.accessioned2015-07-30T04:09:46Z
dc.date.available2015-07-30T04:09:46Z
dc.date.issued2014-10-22
dc.date.updated2015-05-05T18:01:24Z
dc.description.abstractAbstract Background There is a dire need to expand the capacity of institutions in Africa to educate health care professionals. Family physicians, as skilled all-rounders at district level, are potentially well placed to contribute to an extended training platform in this context. To play this role, they need to both have an understanding of their specialist role that incorporates teaching and be equipped for their role as trainers of current and future health workers and specialists. A teaching and learning capacity-building module was introduced into a new master’s programme in family medicine at Stellenbosch University, South Africa. We report on the influence of this module on graduates after the first six years. Methods A qualitative study was undertaken, interviewing thirteen graduates of the programme. Thematic analysis of data was done by a team comprising tutors and graduates of the programme and an independent researcher. Ethical clearance was obtained. Results The module influenced knowledge, skills and attitudes of respondents. Perceptions and evidence of changes in behaviour, changes in practice beyond the individual respondent and benefits to students and patients were apparent. Factors underlying these changes included the role of context and the role of personal factors. Contextual factors included clinical workload and opportunity pressure i.e., the pressure and responsibility to undertake teaching. Personal factors comprised self-confidence, modified attitudes and perceptions towards the roles of a family physician and towards learning and teaching, in addition to the acquisition of knowledge and skills in teaching and learning. The interaction between opportunity pressure and self-confidence influenced the application of what was learned about teaching. Conclusions A module on teaching and learning influenced graduates’ perceptions of, and self-reported behaviour relating to, teaching as practicing family physicians. This has important implications for educating family physicians in and for Africa and indirectly on expanding capacity to educate health care professionals in Africa.
dc.identifier.apacitationde Villiers, M. R., Cilliers, F. J., Coetzee, F., Herman, N., van Heusden, M., & von Pressentin, K. B. (2014). Equipping family physician trainees as teachers: a qualitative evaluation of a twelve-week module on teaching and learning. <i>BMC Medical Education</i>, http://hdl.handle.net/11427/13622en_ZA
dc.identifier.chicagocitationde Villiers, Marietjie R, Francois J Cilliers, Francois Coetzee, Nicoline Herman, Martie van Heusden, and Klaus B von Pressentin "Equipping family physician trainees as teachers: a qualitative evaluation of a twelve-week module on teaching and learning." <i>BMC Medical Education</i> (2014) http://hdl.handle.net/11427/13622en_ZA
dc.identifier.citationDe Villiers, M. R., Cilliers, F. J., Coetzee, F., Herman, N., Van Heusden, M., & Von Pressentin, K. B. (2014). Equipping family physician trainees as teachers: a qualitative evaluation of a twelve-week module on teaching and learning. BMC medical education, 14(1), 228.
dc.identifier.ris TY - Journal Article AU - de Villiers, Marietjie R AU - Cilliers, Francois J AU - Coetzee, Francois AU - Herman, Nicoline AU - van Heusden, Martie AU - von Pressentin, Klaus B AB - Abstract Background There is a dire need to expand the capacity of institutions in Africa to educate health care professionals. Family physicians, as skilled all-rounders at district level, are potentially well placed to contribute to an extended training platform in this context. To play this role, they need to both have an understanding of their specialist role that incorporates teaching and be equipped for their role as trainers of current and future health workers and specialists. A teaching and learning capacity-building module was introduced into a new master’s programme in family medicine at Stellenbosch University, South Africa. We report on the influence of this module on graduates after the first six years. Methods A qualitative study was undertaken, interviewing thirteen graduates of the programme. Thematic analysis of data was done by a team comprising tutors and graduates of the programme and an independent researcher. Ethical clearance was obtained. Results The module influenced knowledge, skills and attitudes of respondents. Perceptions and evidence of changes in behaviour, changes in practice beyond the individual respondent and benefits to students and patients were apparent. Factors underlying these changes included the role of context and the role of personal factors. Contextual factors included clinical workload and opportunity pressure i.e., the pressure and responsibility to undertake teaching. Personal factors comprised self-confidence, modified attitudes and perceptions towards the roles of a family physician and towards learning and teaching, in addition to the acquisition of knowledge and skills in teaching and learning. The interaction between opportunity pressure and self-confidence influenced the application of what was learned about teaching. Conclusions A module on teaching and learning influenced graduates’ perceptions of, and self-reported behaviour relating to, teaching as practicing family physicians. This has important implications for educating family physicians in and for Africa and indirectly on expanding capacity to educate health care professionals in Africa. DA - 2014-10-22 DB - OpenUCT DO - 10.1186/1472-6920-14-228 DP - University of Cape Town J1 - BMC Medical Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2014 T1 - Equipping family physician trainees as teachers: a qualitative evaluation of a twelve-week module on teaching and learning TI - Equipping family physician trainees as teachers: a qualitative evaluation of a twelve-week module on teaching and learning UR - http://hdl.handle.net/11427/13622 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/13622
dc.identifier.urihttp://dx.doi.org/10.1186/1472-6920-14-228
dc.identifier.vancouvercitationde Villiers MR, Cilliers FJ, Coetzee F, Herman N, van Heusden M, von Pressentin KB. Equipping family physician trainees as teachers: a qualitative evaluation of a twelve-week module on teaching and learning. BMC Medical Education. 2014; http://hdl.handle.net/11427/13622.en_ZA
dc.language.rfc3066en
dc.publisher.departmentEducation Development Uniten_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 License*
dc.rights.holderde Villiers et al.; licensee BioMed Central Ltd.
dc.rights.urihttp://creativecommons.org/licenses/by/4.0*
dc.sourceBMC Medical Educationen_ZA
dc.source.urihttp://www.biomedcentral.com/bmcmededuc/
dc.subject.otherFamily physician rolesen_ZA
dc.subject.otherCapacity-buildingen_ZA
dc.subject.otherTeaching-skills trainingen_ZA
dc.titleEquipping family physician trainees as teachers: a qualitative evaluation of a twelve-week module on teaching and learning
dc.typeJournal Articleen_ZA
uct.type.filetype
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
de_Villiers_Equipping_family_physician_trainees_2014.pdf
Size:
482.27 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.72 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Journal Articles