Article Sidebar
Published:
Dec 11, 2012Article 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
Developing a standardised patient programme in a primary healthcare curriculum: A needs analysis
Abstract
Background and objectives. The use of standardised patients (SPs) in medical education is well documented, mostly in developed settings. The aim of this study was to conduct a needs analysis for the development of a patient-centred SP programme within a primary healthcare (PHC)-led curriculum at the University of Cape Town (UCT) in South Africa, and to make recommendations for its development.
Methods. A mixed methods study was conducted which included focus groups with fourth-year medical students (n=17), a questionnaire for thirdyear medical students (n=181), a questionnaire for patients who were examined by students (n=28), and quantitative tracking of patient-student encounters.
Results. While students experienced significant challenges in sourcing suitable patients for interviewing and examination, the majority placed such value on the interaction with real patients that benefits outweighed the challenges. For students, challenges included seeing patients who had minor or no clinical signs in order to complete their portfolio tasks. For patients (especially those with clinical signs) it included being examined multiple times by students. Despite this, most patients expressed a desire to play a role in students’ education. The study revealed areas of tension and inconsistency with the philosophies of a PHC curriculum, specifically in the areas of patients’ rights and the role of patients as ‘active teachers’.
Conclusions. An SP programme at UCT could help with the skills development in second year. However, this role should include exploring the doctor-patient-student power relations with students, with a view to encouraging a more patient-centred professional identity for students.
