University of Orange Free State
15 March 1999


SA Nkomo
Chairperson
Parliament of the Republic of South Africa

HUMAN RESOURCE POLICIES OF MEDICAL SCHOOLS

1. How many doctors graduated at your university in 1998? How many were African, Coloured, White and Indian?

Total : 115
African : 0
Asian : 0
Coloured : 2
White : 113

SELECTION 1999

SELECTION

TOTAL

WHITE

BLACK

COLOURED

INDIAN

September

159

115

26

4

14

October cancelled

67

47

13

2

5

Percentage cancelled

42%

41%

50%

50%

36%


2. Provide a racial and gender breakdown of all medical students registered from 1st year to final year.

TOTAL ADMISSION - 1999

MBChB. I : Total = 91

 

African

Indian

Coloured

White

Male

7

1

2

29

Female

10

1

1

40


M.B.,Ch.B. II : Total = 114

 

African

Indian

Coloured

White

MALE

17

2

6

40

FEMALE

8

2

-

39


MBChB. III : Total = 119

 

African

Indian

Coloured

White

Male

26

4

5

44

Female

1

-

3

36


MBChB. IV : Total = 128

 

African

Indian

Coloured

White

Male

13

1

5

52

Female

9

-

3

45


MBChB. V : Total = 126

 

African

Indian

Coloured

White

MALE

1

-

7

63

 

6

1

2

46



MBChB. VI : Total = 110

 

African

Indian

Coloured

White

MALE

-

-

1

47

 

-

-

-3

59


Please note that the numbers for the year 1999 are not final, as students could still register till March 12, 1999.

3. Provide a racial and gender breakdown of the attrition rate for 1st to final year medical students. What were the main reasons for the attrition rates? Is the attrition rate higher or lower? If yes, state why? If lower, provide details of what you are doing differently.

MBChB. I
Total Admissions :103
Total Passes :84
Attrition Rate :19

African

Indian

Coloured

White

M

F

M

F

M

F

M

F

3

4

2

1

1

3

2

3



MBChB. II
Total Admissions : 128
Total Passes : 104
Attrition Rate : 24

African

Indian

Coloured

White

M

F

M

F

M

F

M

F

5

4

0

0

3

2

5

5


MBChB. III
Total Admissions : 131
Total Passes : 116
Attrition Rate : 15

African

Indian

Coloured

White

M

F

M

F

M

F

M

F

8

0

0

0

1

0

5

1




MBChB. IV
Total Admissions : 130
Total Passes : 118
Attrition Rate : 12

African

Indian

Coloured

White

M

F

M

F

M

F

M

F

5

2

0

0

2

0

3

0


MBChB. V
Total Admissions : 117
Total Passes : 107
Attrition Rate : 10

African

Indian

Coloured

White

M

F

M

F

M

F

M

F

0

1

0

0

0

0

3

6


MBCH: VI
Total Admissions : 114
Total Passes : 112
Attrition Rate : 2

African

Indian

Coloured

White

M

F

M

F

M

F

M

F

0

0

0

0

0

0

1

1


The attrition rates are about the same.

The reasons for attrition in the 1st and 2nd years are:

a) Decide not to do medicine.
b) Lack of money.
c) Bad study habits

The reasons for attrition from 3rd to 6th years are:

a) Money still plays an important role.
b) Do not attend lectures.

4. In the last year, have new support programmes been introduced, or have existing support programmes been adapted? Provide full details of support programmes and changes.

A. SUPPORT PROVIDED BY THE DIVISION OF STUDENT LEARNING DEVELOPMENT (DSLD)

1. Academic development and support provided by the DSLD in the Faculty of Health Sciences refer to a multi-faceted intervention strategy, aimed at helping disadvantaged and under-prepared students to adapt to a tertiary learning environment and thereafter, to learn and study effectively. The entire intervention strategy is known as Programme for the Academic and Social Success of Students (PASS-S).

2. Components of PASS-S
2.1Out-reach and orientation programme for all newcomers to the Faculty (i.e. first and second-year students in the School of Medicine; first-years in the Schools of Allied Health Professions and Nursing).

2.2 Peer support in the form of a mentoring programme (i.e. second- and third-year students acting as mentors to first-year students).

2.3 Role-modeling system (i.e. doctors from the community acting as role models for medical students in the clinical years).

2.4 Early identification and address of problem cases at personal, academic and social levels.

2.5 Referral of students to various support structures on the UOFS campus who provide professional counseling services in the areas of emotional, personal, social and health needs.

2.6 Ongoing academic support of first-, second- and third-year students by means of group sessions aimed at skilling students in generic academic skills such as time-management, note-taking, test-taking, etc.

2.7 Individual consultations

2.8 Ongoing evaluation of the impact of support initiatives on students’ academic progress and well-being.

3. Innovations since beginning of 1998
3.1 Out-reach and orientation

3.1.1 Whereas only the first- and second-year students in the School of Medicine were involved initially, newcomers in the School of Allied Health Professions and the School of Nursing are now also included in the orientation programme.

3.1.2 In addition to the initial orientation session, an Expo, introducing students to all the different service providers in the Faculty, was held at the beginning of this year.

3.1.3 In order to help students adapt to the new learning environment, expectations and demands, a booklet, titled Hurdles and Crutches, explaining all the do’s and the don’ts were made available to students.

3.2 Peer support
3.2.1 A recruitment, interview and selection procedure was implemented at the beginning of 1998 in order to ensure that mentors have the required skills for mentoring.

3.2.2 A feedback system according to which mentors are expected to report in writing on their interaction with mentees was designed and implemented at the beginning of 1998.

3.2.3 Ongoing evaluation of the effectiveness of the mentoring programme is in place since 1998.

3.2.4 As from the beginning of 1999, study skills were introduced into the mentors’ training programme with a view to self-development as well as for the purpose of supporting first-year students in this regard.

3.2.5 Another form of peer support is being encouraged since the beginning of 1999, namely the formation of "study-buddy" groups and also the organisation of "wisdom hand-down" sessions where senior students share their experiences with students at a lower year level than themselves.

3.3 Role-modeling system for senior medical students
3.1.1 Considering the positive impact that identification with role models from similar backgrounds could have on the motivational level of students, the establishment of a role-modeling system comprising practicing doctors in the community has been initiated and is in the process of further development.

B. SUPPORT PROVIDED BY THE DIVISION OF EDUCATIONAL DEVELOPMENT
Personal tutor system.

C. SUBJECT-BASED ACADEMIC SUPPORT
Learning facilitation system (i.e. lecturers trained in the methods and techniques of learning facilitation provide students who obtain less than 50% in their tests with additional learning opportunities). Currently, 5 departments (ANA, FFM, ANP, ABT, FST) are actively engaged in supplementing mainstream lectures with learning facilitation sessions.

OBJECTIVES
The objectives with the system are:

• to provide individual academic and development assistance, support and guidance to medical students by voluntary, responsible and informed staff members of the Faculty of Health Sciences;
• to give students the opportunity to discuss problems and complaints of a personal nature with tutors, who play the role of confidants;
• to give students the opportunity to grow academically, professionally and personally by means of the support, assistance, guidance, example and personal influence of tutors (a tutor therefore fulfills the function of a mentor);
• to promote communication between students and the Faculty by enabling students to discuss their complaints, problems, objections and criticism regarding the Faculty with their tutors;
• to facilitate the early identification of students who need development and remedial aid on academic, professional and personal level, and to obtain the assistance of the auxiliary services of the University;
• to monitor students’ progress in a personal and non-threatening manner; and
• to give students group support by means of tutor group discussions.

ACADEMIC SUPPORT

Academic support and development programme (Division for the Development of Student Learning & academic departments)
Since 1993 an academic support and development programme has been established and has in the course of time been extended and managed by the Division for the Development of Student Learning. Learning facilitators are trained to facilitate student learning in separate group classes.
(b) Video-supplemental Instruction (Department of Anatomy)
VSI is being offered to severely disadvantaged students who are admitted to the Faculty. Excellent results have been obtained with Nursing students in Anatomy. All lectures are available on video to medical students in this department, supplementary to normal lectures, and students may work through these on their own or with the assistance of a facilitator.
(c) Learning Development Programme (Division for Educational Development)
This is a course to help second year medical students to acquire sound study habits and methods, eliminate study problems, elucidate them regarding time utilisation, motivation, writing of examinations and tests, reading and writing skills, hints regarding concentration, stress management, burn-out symptoms, multiculturality, and to cultivate a love for community-based training and community service.

5. Provide a racial and gender breakdown of students doing post graduate studies. Has there been an increase or decrease? Provide reasons

postgraduate students - 1998

Honours Bachelor of Medical Sciences

 

African

Indian

Coloured

White

Women

     

7

Men

2

   

17


Master of Medicine

 

African

Indian

Coloured

White

Women

2

   

45

Men

5

4

2

140


Master of Medical Sciences

 

African

Indian

Coloured

White

Women

     

6

Men

     

15


Master of Science in Physiotherapy

 

African

Indian

Coloured

White

Women

     

3

Men

     

1


Master of Community Health

 

African

Indian

Coloured

White

Women

       

Men

     

2


Master of Family Medicine

 

African

Indian

Coloured

White

Women

1

   

14

Men

17

12

 

24


Master of Radiography

 

African

Indian

Coloured

White

Women

     

1

Men

       


Master of Occupational Health

 

African

Indian

Coloured

White

Women

     

6

Men

     

1


Master of Science in Dietetics

 

African

Indian

Coloured

White

Women

     

2

Men

       


Doctor of Medicine

 

African

Indian

Coloured

White

Women

     

1

Men

     

3


Doctor of Philosophy

 

African

Indian

Coloured

White

Women

1

   

13

Men

1

   

11


6. Provide details of the content of the undergraduate and postgraduate curriculum. Does the curriculum ensure that students acquire adequate skills for the public health system?

6.1 CURRICULUM - 1999
6 year; differentiated in disciplines; lecture-based; mainly hospital-based with work in the community.

6.2 CURRICULUM 2000: A NEW PROGRAMME
The new curriculum is compiled according to the principles of outcomes-based education within the guidelines of SAQA and NQF, and moves within the guidelines of the professional board. More community-based work.

The new curriculum which will entail five years' undergraduate education and training before the two years' professional training and one year of community service, will be ready for implementation in the year 2000.

What do we want to achieve with the new curriculum?
We want students who:
• spend at least 40 hours a week on their studies
• can study independently
• have a clear picture of their role in society
• will develop into life-long learners
• are adequately prepared for a team approach to health care.

Regarding learning contents, an emphasis on core knowledge and special study modules will counter overload. Learning will take place in context and integration of theory and practice will be pursued. Student learning will be guided by outcomes, study manuals and workbooks.

Clinical skills will first be attended to in the skills lab, and early clinical contact will be encouraged.

MASTER PLAN
The new curriculum will be composed of three phases:
• PHASE I (1 year) - Preparation and clarifying perspectives
- Science base
• PHASE II (2 years) - Theme based, core course
- Preparation for clinical training
• PHASE III (2 years) - Clinical training
- Reinforcing basic knowledge.

7. Has your faculty done an assessment of the quality of medical education which is being provided? What mechanisms are in place to make such assessments? Where applicable, provide reasons for not carrying out medical assessments of the quality of medical education.

MODEL FOR QUALITY ASSURANCE
In 1995 the head of the Division of Educational Development completed a thesis dealing with: A Model for Quality Assurance in a Faculty of Health Sciences. The principles and proposals included in this thesis have already been implemented in the Faculty of Health Sciences over the past few years.

7.2 SAMDC
The Faculty moves within the guidelines of the SAMDC and inspection with regard to education and training takes place on a regular basis. Reports are suggestive of the maintenance of standards.

7.3 INITIATIVES FROM THE UNIVERSITY
The proposed policies for quality assurance and assessment in higher education in the White Paper and the "Act for Higher Education" will influence quality assurance systems for higher education in future. All universities committed themselves (on a voluntary basis) to establish quality assurance systems in their institutions based on self-evaluation that will be audited by the Quality Promotion Unit (QPU) of SAUCVCA (South African Vice Chancellors Association). The University of the Free State will be audited in 1999/2000 according to set criteria. The Faculty of Health Sciences will be included in this audit.

8. Provide details of your universities activities and attempts to attract students to study medicine.
a) Meetings with heads of Schools
b) Recruiting

The recruiting personnel of the University visit schools and Kola Eister and Lindi Tshabalala do a tremendous job in visiting the black schools.

c) Radio Programmes

Prof Benito Khotseng, one of our Vice Rectors, has a regular programme on Radio Lesedi.

d) Me Sophy Machedi was appointed as Assistant Director: Transformation and Student Affairs in the Faculty of Health Sciences.

MARKETING: DELIBERATIONS AT INSTITUTIONAL LEVEL RE ACCESS, RECRUITMENT AND SELECTION
The Head of the Division of Student Learning serves on the UOFS Portfolio Committee on Access, Recruitment and Student Development, commissioned to establish guidelines for the aggressive and well-coordinated marketing of the UOFS as a top quality 21st century university. Preliminary discussions with the Faculty’s Assistant Director: Transformation and Student Affairs, Ms Sophy Machedi, have been held to consider the possibility of taking information on the Faculty of Health Sciences directly to secondary schools in the Free State (in collaboration with the UOFS’s central Public Relations Bureau). In the process, best performing students could be reached timeously in an effort to attract them to studying for a professional career in health care.

9. What mechanisms are in place to evaluate the efficacy of community service? Have attempts been made to measure improvements in the performance of students doing community service? If not, state why. If yes, what conclusions can be drawn?

? Students
? Doctors

10. What amount was allocated to your faculty for 1999/2000?. What amount in donor funding did you receive?

1998 : R294 500
64% black students
36% white students

1999 : R290 000 + 2 full scholarships
66% black students
34% white students

2000 : not yet known

11. What are your faculties priority programmes for 1999/2000?
• To implement the new 5-year M.B., Ch.B.-programme (Curriculum 2000).
• To replan and formulate all curricula in outcomes-based programmes according to the guidelines of SAQA and the NQF.
• To develop and empower staff to provide quality education and training.
• To support and develop students on all levels.
• With the appointment of a Director: Transformation, to clinch the matter of transformation in the Faculty of Health Sciences.
• To establish and develop the Skills Lab.

12. Provide any additional information which may be of interests to the Committee.

Sophy Machedi was appointed as Assistant Director: Transformation and Student Affairs in the Faculty of Health Sciences.

PROF FPJ LE ROUX
VICE-DEAN