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Decentralised training for medical students: Towards a South African consensus
Submitted: 06 March 2017 | Published: 28 September 2017
About the author(s)
Marietjie R. de Villiers, Division of Family Medicine and Primary Care, Faculty of Medicine and Health Sciences, Stellenbosch University, South AfricaJulia Blitz, Division of Family Medicine and Primary Care, Faculty of Medicine and Health Sciences, Stellenbosch University, South Africa
Ian Couper, Ukwanda Centre for Rural Health, Faculty of Medicine and Health Sciences, Stellenbosch University, South Africa
Athol Kent, Department of Obstetrics & Gynaecology, University of Cape Town, South Africa
Kalavani Moodley, Division of Family Medicine and Primary Care, Faculty of Medicine and Health Sciences, Stellenbosch University, South Africa
Zohray Talib, Departments of Medicine and Health Policy and Management Medical School, George Washington University, United States
Susan van Schalkwyk, Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, South Africa
Taryn Young, Centre for Evidence-based Health Care, Faculty of Medicine and Health Sciences, Stellenbosch University, South Africa
Abstract
Method: An expert panel workshop was held in October 2015 initiating a process to develop a model for decentralised training in South Africa. Presentations on the status quo in decentralised training at all nine medical schools in South Africa were made and 33 delegates engaged in discussing potential models for decentralised training.
Results: Five factors were found to be crucial for the success of decentralised training, namely the availability of information and communication technology, longitudinal continuous rotations, a focus on primary care, the alignment of medical schools’ mission with decentralised training and responsiveness to student needs.
Conclusion: The workshop concluded that training institutions should continue to work together towards formulating decentralised training models and that the involvement of all health professions should be ensured. A tripartite approach between the universities, the Department of Health and the relevant local communities is important in decentralised training. Lastly, curricula should place more emphasis on how students learn rather than how they are taught.
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