Developing model for group work in phase I and II of the M.B.,Ch.B.-learningprogramme at the University of the Free State

[摘要] English: Drastic changes in the guidelines for medical education have taken place over the past few yearswhich have resulted in the adjustment of undergraduate medical learning programmes ofmedical schools. One of the prerequisites for being regarded as competent medical practitionersis the ability to function effectively in a health care team. This implies that group work needs tobe incorporated as an instructional learning method in undergraduate medical education. TheFaculty of Health Sciences, University of the Free State (UFS) implemented a transformedM.B.,Ch.B.-Iearning programme in 2000, consisting of a hybrid curriculum with lectures, groupwork and directed self-study as the main components of instruction. However, group work wasimplemented without guidelines and it currently appears not to be reaching the objectives it wasintended to. This study was conducted in an attempt to provide guidelines for theimplementation and practice of group work through an appropriate model. An opinion surveywas conducted amongst the students and staff involved in Phases I and II of the M.B.,Ch.B.-learning programme at the UFS, so as to determine the importance of various indicators for agroup-work model, using the literature as a basis for the compiling of suitable questionnaires.The opinions of national and international experts in group work and medical education werealso obtained through a Delphi study in an attempt to reach consensus amongst the experts onthe importance of the indicators for the group-work model. The model was eventually designedby considering the literature and the results from these two investigations in order to determineits structure. The group, consisting of students, forms the centre of the model, whereas the roleplayers(i.e., students, lecturers and facilitators) are united through group-work sessions. Theimportant input factors which could influence the effectiveness of group work include training,support and resources for group work. All aspects of group work need to be evaluated forvarious reasons: Not only should the group process and -task be evaluated and assessed, forstudents to receive marks and thus progress in their studies, but all the elements of group workshould be reviewed as part of assuring the quality of group work. However, quality assurance also entails reflecting and reacting on the evaluations in order to ensure that the outcome ofgroup work (i.e., learning in terms of knowledge, skills and attitudes) is reached. Theorganisation (in this instance, the Faculty of Health Sciences, UFS) needs to provide a suitableenvironment and academic climate for group work to take place in. This study may thereforecontribute to the quality of the undergraduate medical education at the UFS, assisting studentsto develop the skills necessary to function as competent health care professionals.

[发布机构] University of the Free State