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dc.contributor.authorDe Villiers, Marietjie R.
dc.contributor.authorBlitz, Julia
dc.contributor.authorCouper, Ian
dc.contributor.authorKent, Athol
dc.contributor.authorMoodley, Kalavani
dc.contributor.authorTalib, Zohray
dc.contributor.authorvan Schalkwyk, Susan
dc.contributor.authorYoung, Taryn
dc.date.accessioned2019-10-29T01:19:46Z
dc.date.available2019-10-29T01:19:46Z
dc.date.created2018-09-05 01:09
dc.date.issued2018-07-06
dc.identifieroai:scholar.sun.ac.za:10019.1/104123
dc.identifierhttp://hdl.handle.net/10019.1/104123
dc.identifier.urihttp://hdl.handle.net/20.500.12424/2555219
dc.description.abstractIntroduction: Health professions training institutions are challenged to produce greater
 numbers of graduates who are more relevantly trained to provide quality healthcare.
 Decentralised training offers opportunities to address these quantity, quality and relevance
 factors. We wanted to draw together existing expertise in decentralised training for the benefit
 of all health professionals to develop a model for decentralised training for health professions
 students.
 Method: An expert panel workshop was held in October 2015 initiating a process to develop a
 model for decentralised training in South Africa. Presentations on the status quo in decentralised
 training at all nine medical schools in South Africa were made and 33 delegates engaged in
 discussing potential models for decentralised training.
 Results: Five factors were found to be crucial for the success of decentralised training, namely
 the availability of information and communication technology, longitudinal continuous
 rotations, a focus on primary care, the alignment of medical schools’ mission with decentralised
 training and responsiveness to student needs.
 Conclusion: The workshop concluded that training institutions should continue to work
 together towards formulating decentralised training models and that the involvement of all
 health professions should be ensured. A tripartite approach between the universities, the
 Department of Health and the relevant local communities is important in decentralised
 training. Lastly, curricula should place more emphasis on how students learn rather than how
 they are taught.
dc.languageen_ZA
dc.language.isoeng
dc.subjectHealth professions training, health care
dc.titleDecentralised training for medical students : towards a South African consensus
dc.typeArticle
ge.collectioncodeOAIDATA
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:15207393
ge.identifier.permalinkhttps://www.globethics.net/gel/15207393
ge.lastmodificationdate2018-09-05 01:09
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149801
ge.oai.repositoryid4407
ge.oai.setnameWork in Progress
ge.oai.setnameUniversity Centres and Units
ge.oai.setnameCollection J
ge.oai.setspeccom_10019.1_265
ge.oai.setspeccom_10019.1_258
ge.oai.setspeccol_10019.1_95600
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ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://hdl.handle.net/10019.1/104123


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