PDF(Pubmed)
Abstract：
Stellenbosch University embarked on a renewal of its MBChB programme guided by an updated set of core values developed by the multidisciplinary curriculum task team. These values acknowledged the important role of (among others) context and generalism in the development of our graduates as doctors of the future for South Africa. This report describes the overall direction of the renewed curriculum focusing on two of the innovative educational methods for Family Medicine and Primary Health Care training that enabled us to respond to these considerations. These innovations provide students with both early longitudinal clinical experience (now approximately 72 h per year for each of the first 3 years) and a final longitudinal capstone experience (36 weeks) outside the central tertiary teaching hospital. While the final year experience will run for the first time in 2027 (the first year launched in 2022), the initial experience has got off to a good start with students expressing the value that it brings to their integrated, holistic learning and their identity formation aligned with the mission statement of this renewed curriculum. These two curricular innovations were designed on sound educational principles, utilising contextually appropriate research and by aligning with the goals of the healthcare system in which our students would be trained. The first has created opportunities for students to develop a professional identity that is informed by a substantial and longitudinal primary healthcare experience.Contribution: The intention is to consolidate this in their final district-based experience under the supervision of specialist family physicians and generalist doctors.
摘要：
斯泰伦博斯大学在多学科课程任务小组开发的一套更新的核心价值观的指导下，开始了其MBChB计划的更新。这些价值观承认（除其他外）背景和通才主义在我们的毕业生作为南非未来医生的发展中的重要作用。本报告描述了更新课程的总体方向，重点是家庭医学和初级卫生保健培训的两种创新教育方法，使我们能够应对这些考虑。这些创新为学生提供了早期的纵向临床经验（现在前3年每年约72小时）和中央三级教学医院外的最终纵向顶点经验（36周）。虽然最后一年的经验将在2027年首次运行（第一年于2022年启动），最初的经验已经有了一个良好的开端，学生表达了它给他们的综合带来的价值，整体学习及其身份形成与更新课程的使命宣言相一致。这两个课程创新是根据合理的教育原则设计的，利用上下文适当的研究，并与我们的学生将接受培训的医疗保健系统的目标保持一致。第一个创造了机会，让学生发展一个专业的身份，是由一个实质性的和纵向的初级医疗保健经验。贡献：目的是在专业家庭医生和通才医生的监督下，将这一点巩固在他们最终的地区经验中。
