Centre for Health Policy & South African Research Chairs Initiative (SARChI), School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa.
Centre for Health Policy, School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa.
Med Educ Online. 2023 Dec;28(1):2185121. doi: 10.1080/10872981.2023.2185121.
The dearth of empirical research on transformative health professions education informed this study to examine the factors that influence the perspectives of the cohort of health professionals in the WiSDOM study on the learning environment, transformation, and social accountability at a South African university.
WiSDOM, a prospective longitudinal cohort study, consists of eight health professional groups: clinical associates, dentists, doctors, nurses, occupational therapists, oral hygienists, pharmacists, and physiotherapists. At study inception in 2017, participants completed a self-administered questionnaire that included four domains of selection criteria (6 items); the learning environment (5 items); redress and transformation (8 items); and social accountability (5 items). In the analysis, we, rescaled the original Likert scoring of 1 (strongly disagree) to 7 (strongly agree) to a new scale ranging from 0-10. We calculated the mean scores for each item and across items for the four domains, with low scores (0.00-1.99) classified as poor and high scores (8.00-10.00) as excellent. We used multiple linear regression analysis to compare the mean scores, while adjusting for different socio-demographiccharacteristics.
The mean age of the 501 eligible participants was 24.1 years; the majority female (72.9%), 45.3% self-identified as Black African; and 12.2% were born in a rural area. The domains of selection criteria and redress and transformation obtained mean scores of 5.4 and 5.3 out of 10 respectively, while social accountability and the learning environment obtained mean scores of 6.1 and 7.4 out of 10 respectively. Self-identified race influenced the overall mean scores of selection criteria, redress and transformation, and social accountability ( < 0.001). Rural birth influenced the perceptions on selection criteria, redress and transformation ( < 0.01).
The results suggest the need to create inclusive learning environments that foreground redress, transformation, and social accountability, while advancing the discourse on decolonised health sciences education.
转型健康专业教育缺乏实证研究，这促使本研究检查了南非一所大学 WiSDOM 研究中卫生专业人员队列对学习环境、转型和社会责任的看法的影响因素。
WiSDOM 是一项前瞻性纵向队列研究，包括八个卫生专业群体：临床助理、牙医、医生、护士、职业治疗师、口腔卫生员、药剂师和物理治疗师。在 2017 年研究开始时，参与者完成了一份自我管理问卷，其中包括四个选择标准领域（6 项）；学习环境（5 项）；纠正和转型（8 项）；和社会责任（5 项）。在分析中，我们将原始的李克特评分从 1（强烈不同意）重新调整到 7（强烈同意）到一个新的范围从 0-10。我们计算了每个项目和四个领域的所有项目的平均分数，低分数（0.00-1.99）被归类为差，高分数（8.00-10.00）被归类为优秀。我们使用多元线性回归分析来比较平均分数，同时调整不同的社会人口统计学特征。
501 名合格参与者的平均年龄为 24.1 岁；大多数为女性（72.9%），45.3%自我认定为非裔非洲人；12.2%出生在农村地区。选择标准和纠正与转型领域的平均分数分别为 10 分中的 5.4 分和 5.3 分，而社会责任和学习环境领域的平均分数分别为 10 分中的 6.1 分和 7.4 分。自我认定的种族影响了选择标准、纠正与转型以及社会责任的总体平均分数（<0.001）。农村出生影响了对选择标准、纠正与转型的看法（<0.01）。
结果表明，需要创建包容的学习环境，强调纠正、转型和社会责任，同时推进关于去殖民化健康科学教育的讨论。
