Prakaschandra Dorcas Rosaley, Meyer Rhoda, Bhagwan Raisuyah
Department of Biomedical and Clinical Technology, Faculty of Health Sciences, Durban University of Technology, Durban, South Africa.
Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, Cape Town, South Africa.
J Educ Health Promot. 2023 Jan 31;12:20. doi: 10.4103/jehp.jehp_778_22. eCollection 2023.
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.
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.
Three broad themes emerged, namely, curriculum structure, factors that enabled graduate attribute development in the clinical environment, and the transition to online teaching.
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.
本研究旨在了解课程的理论组成部分是否使学生为德班理工大学临床技术专业健康科学学士（BHSc）课程的临床实践培训做好准备。
采用非概率抽样方法招募了两个样本，即学者和学生。第一个样本包括13名学生，第二个样本包括4名参与教学和指导学生在医疗机构实习的学者。邀请了进行临床实践培训的13个单位中每个单位至少一名学生参与。使用基于吉布斯反思循环改编版的深度半结构化访谈收集数据。
出现了三个广泛的主题，即课程结构、在临床环境中促进毕业生属性发展的因素以及向在线教学的转变。
虽然课程似乎在很多方面使学生为临床实践做好了准备，但该研究突出了一些关键问题，这些问题可能会在课程开发者寻求提高学生临床实践准备程度时提供指导。此外，它强调了持续审查当前课程的必要性，以便这些课程能够满足学生和社会的需求。
