Document Type : Original Article
Authors
1 Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, Cape Town, South Africa
2 Department of Community Health Studies, Faculty of Health Sciences, Durban University of Technology, Child and Youth Care Program, Durban, South Africa
Abstract
BACKGROUND: This study sought to understand whether the theoretical components of the
curriculum prepared students for clinical practice training in the Bachelor of Health Sciences (BHSc)
in Clinical Technology program at the Durban University of Technology.
MATERIALS AND METHODS: Two samples were recruited, namely, academics and students
using non‑probability sampling methods. The first sample comprised 13 students, and the second
sample included four academics, involved in teaching and supervising the placement of students at
healthcare institutions. At least one student from each of the 13 units where clinical practice training
was undertaken was invited to participate. Data was gathered using in‑depth, semi‑structured
interviews on an adapted version of Gibbs’ cycle of reflection.
RESULTS: Three broad themes emerged, namely, curriculum structure, factors that enabled graduate
attribute development in the clinical environment, and the transition to online teaching.
CONCLUSION: While it appears that the curriculum had in many ways prepared students for clinical
practice, the study highlights key issues that may guide curriculum developers when seeking to
improve preparedness of students for clinical practice. Furthermore, it underscores the need for
continuous review of current curricula so that these are responsive to student and societal needs.
Keywords
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