Article Sidebar
Article Details
Copyright remains in the Author’s name. The work is licensed under a Creative Commons Attribution - Noncommercial Works License. Authors are required to complete and sign an Author Agreement form that outlines Author and Publisher rights and terms of publication. The Agreement form should be uploaded along with other submissions files and any submission will be considered incomplete without it [forthcoming].
Material submitted for publication in the AJHPE is accepted provided it has not been published or submitted for publication elsewhere. Please inform the editorial team if the main findings of your paper have been presented at a conference and published in abstract form, to avoid copyright infringement. The AJHPE does not hold itself responsible for statements made by the authors. The corresponding author should also indicate if the research forms part of a postgraduate short report, dissertation or thesis.
Previously published images
If an image/figure has been previously published, permission to reproduce or alter it must be obtained by the authors from the original publisher and the figure legend must give full credit to the original source. This credit should be accompanied by a letter indicating that permission to reproduce the image has been granted to the author/s. This letter should be uploaded as a supplementary file during submission.Main Article Content
Medical physiology education in South Africa: what are the educators’ perspectives?
Abstract
Context. Most South African medical schools have, in the past decade, introduced changes in their curricula. In our experience we have found that such changes can affect students’ knowledge and understanding of physiology.
Aim. The current study was undertaken to determine the perceptions of educators regarding the impact of curricular change on the knowledge and understanding of physiology by medical students in South Africa.
Methods. A survey of physiologists teaching medical students in South African medical schools was undertaken by means of a questionnaire.
Results. There were 20 participants in the current study. Demographic data revealed that they came from 6 out the 8 South African medical schools; 80% had PhDs; 70% had been teaching physiology for more than 10 years and that a similar percentage (80%) were experienced in teaching three or more physiological systems. In addition, 20% of the current participants had additional educational qualifications. In the opinion of the physiologist educators surveyed, 60% felt that although current medical students found it more difficult to understand basic physiology concepts and that, compared with students 5 - 10 years ago, their knowledge of physiology was more limited, the students nevertheless were better able to integrate their physiology knowledge with clinical subject knowledge. The respondents were divided as to whether or not current medical students found it more difficult to understand pathophysiology than those students 5 - 10 years ago. In addition, nearly 60% of the staff surveyed were concerned that physiology, as a cognate discipline in South Africa, was under threat due to medical curricular change.
Discussion and conclusion. The results of the survey provide a snapshot of the current state of medical students’ knowledge and understanding of physiology in South Africa from the educators’ perspective. It would be interesting to know whether the concerns raised by the participants reflect an international trend. Physiologists and curriculum planners/organisers need to take cognizance of the issues highlighted in the current study.
AJHPE 2012;4(1):15-21. DOI:10.7196/AJHPE.148
