Short Report - Special Collection: Innovative educational methods for FM training in Africa

A blended teaching and learning model for family-medicine registrar training at a South African university

Ann Z. George, Carien Lion-Cachet, Michele Torlutter, Neetha Erumeda, Deidre Pretorius
African Journal of Primary Health Care & Family Medicine | Vol 16, No 1 | a4589 | DOI: https://doi.org/10.4102/phcfm.v16i1.4589 | © 2024 Ann Z. George, Carien Lion-Cachet, Michele Torlutter, Neetha Erumeda, Deidre Pretorius | This work is licensed under CC Attribution 4.0
Submitted: 30 April 2024 | Published: 26 September 2024

About the author(s)

Ann Z. George, Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
Carien Lion-Cachet, North West Province Department of Health, Dr Kenneth Kaunda District Health Services, Klerksdorp, South Africa; and Department of Family Medicine, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
Michele Torlutter, Department of Family Medicine, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; and Gauteng Department of Health, Johannesburg Metropolitan District Health Services, Johannesburg, South Africa
Neetha Erumeda, Department of Family Medicine, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; and Gauteng Department of Health, Johannesburg Ekurhuleni Health Services, Johannesburg, South Africa
Deidre Pretorius, Department of Family Medicine, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa

Abstract

Effective primary healthcare is essential in developing countries but faces several challenges, including the lack of standardised training across decentralised sites. In response to unsatisfactory registrar examination outcomes in 2013, the Department of Family Medicine at the University of the Witwatersrand in South Africa introduced a blended teaching and learning programme. The aim of the new programme was to level the playing field by providing uniform online resources on a course site on the university’s learning management system. The uniform online resources would be integrated into the teaching programme. A team consisting of the registrar-training-programme coordinator, an educationalist and five family-medicine consultants from different districts began reviewing the curriculum, selecting appropriate resources and developing the course site. The blended programme was developed and implemented using a phased, participatory research action approach, including phases of evaluation and redesign. Since the implementation of the blended-learning programme in 2017, registrar outcomes have improved, but this has not been the only success attributed to the programme. The programme also resulted in an enhanced focus on teaching and learning, especially among those involved in its development. We share the lessons gleaned from our experiences, emphasising the need for adequate training and teamwork if we are to use technology appropriately and effectively to address the difficulties associated with decentralised training in developing countries.


Keywords

family medicine; registrar training; postgraduate training; blended learning; programme development.

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