Framework for Social Responsiveness in Health Education
Author Information
Author(s): G. C. Botha, L. Crafford
Primary Institution: Sefako Makgatho Health Sciences University
Hypothesis
How is responsiveness understood and applied in undergraduate curricula of selected programs at an institution in South Africa?
Conclusion
The study provides a framework for integrating social responsiveness into health professions education, addressing local healthcare needs.
Supporting Evidence
- The framework identifies four key junctures and twelve factors for integrating social responsiveness into health curricula.
- Participants emphasized the importance of aligning curricula with community health needs.
- Experiential learning and early clinical exposure were highlighted as critical for developing socially responsive graduates.
Takeaway
This study shows how schools can teach future doctors and pharmacists to better help their communities by understanding their health needs.
Methodology
Semi-structured focus groups were conducted with curriculum developers, academic staff, and alumni, followed by thematic analysis.
Limitations
The study's generalizability may be limited due to its focus on a single institution.
Participant Demographics
Participants included curriculum developers, academic staff, and alumni from diverse socio-economic and cultural backgrounds.
Digital Object Identifier (DOI)
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