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Developing a framework for an undergraduate haematology curriculum in a Faculty of Health SciencesStefan, Daniela Cristina 03 1900 (has links)
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: The Faculty of Health Sciences at Stellenbosch University adopted a new set of guidelines for curriculum design in 1997, emphasising an orientation towards the requirements of the public sector general practice, a holistic approach and exposure to community lifestyle and disease patterns specific to various communities. In order to ensure the anchoring in the realities of the general practice, a family medical practitioner, appointed by the Academy of Family Practice, was included in the curriculum control structure of the faculty. It was further recommended that a family medical practitioner should be included in the curriculum committee of each discipline, where appropriate.
The present research, starting from the assumption that the opinion of a single family practitioner is insufficient to determine the adequacy of the curriculum for general medical practice, aimed to conduct a comprehensive needs analysis of all stakeholders in the undergraduate haematology training programme at the Faculty of Health, Stellenbosch University, and to compare the findings with the existing curriculum.
To this purpose, the opinions of five adult medicine haematologists, ten paediatric haematologists, four laboratory haematologists, ten interns, fourteen students and twenty general practitioners were surveyed. An open-ended questionnaire on the usefulness of the haematology module for hospital and independent general practice was analysed, using the “coding technique” method. On this basis, a list of subjects was drawn and, using a Delphi method, the participants in the study were asked to rate their importance for practice.
The answers to the open-ended questionnaires revealed a few overarching concepts, the most important being the need to structure the material taught in the form of “approaches”, supporting the differential diagnosis, which is the most frequent task of a general practitioner. Among the outcomes identified in the panellists‟ answers, the need to adequately detect and assess the “red flag” signs for haematological cancers was proposed for consideration as an outcome in the next curriculum.
The Delphi survey indicated a group of subjects which were rated as most important for practice and another group designated as devoid of utility. The remaining subjects, rated as of moderate importance, could be further classified as diseases usually managed by the general practitioner and pathology which would be referred to a specialist for management. These
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findings were compared with the existing curriculum and the discrepancies were analysed, resulting in a set of proposals towards a framework for a new undergraduate haematology curriculum.
For the first time in the literature, as far as can be determined, this research presents outcomes and content for an undergraduate haematology course which were defined and rated for importance by consensus of the curriculum developers, specialists in the field and graduates of the course. The methods tested in this process and some of the trends revealed might be useful for curriculum development in other medical disciplines. / AFRIKAANSE OPSOMMING: Die Fakulteit van Gesondheidswetenskappe by die Universiteit Stellenbosch het in 1997 nuwe riglyne vir kurrikulumontwerp aanvaar. Hierdie riglyne beklemtoon `n bewustheid van die behoeftes van algemene praktyk in die openbare sektor, `n omvattende benadering tot en blootstelling aan die gemeenskapslewenstyl, asook aan siektepatrone eie aan verskillende gemeenskappe. Om te verseker dat die kurrikulum in die werklikhede van algemene praktyk geanker bly, is `n algemene praktisyn, aangestel deur die Akademie van Huisartskunde, ingesluit in die kurrikulum beheerstruktuur van die fakulteit. Dit is verder ook aanbeveel dat, waar van toepassing, `n huisarts in die kurrikulumkomitee van elke dissipline ingesluit moet word.
Hierdie navorsing, wat van die veronderstelling gespruit het dat die opinie van `n enkele huisarts onvoldoende is om die toepaslikheid van `n kurrikulum vir algemene praktyk te verseker, het ten doel gestel om `n omvattende analise van behoeftes van alle belanghebbendes in die voorgraadse hematologie-opleidingsprogram by die Fakulteit van Gesondheidswetenskappe, Universiteit van Stellenbosch, te doen en om die bevindings met die bestaande kurrikulum te vergelyk.
Die menings van vyf volwasse medisyne hematoloë, tien pediatriese hematoloë, vier laboratorium hematoloë, tien huisdokters, veertien studente en twintig algemene praktisyns is verkry. `n Oop-einde vraelys oor die bruikbaarheid van die hematologie-module vir hospitaal- en onafhanklike algemene praktyk is m.b.v die gekodeerde tegniek ontleed. Op grond hiervan is `n lys onderwerpe gekies en studiedeelnemers is deur van die Delphi-metode gebruik te maak, gevra om die graad van belangrikheid van elkeen aan te dui.
Die antwoorde op die oop-einde vraelys het `n paar oorkoepelende konsepte uitgelig. Die belangrikste hiervan was om die materiaal wat gedoseer word te struktureer in die vorm van „benaderings‟, wat die vorming van `n differensiële diagnose ondersteun. Lg. is die algemeenste taak van die algemene praktisyn. Een van die uitkomste wat deur die studiedeelnemers geïdentifiseer is, nl. die vermoë om die `rooi vlag` tekens van hematologiese kankers korrek te bespeur en te assesseer, is voorgestel vir oorweging vir insluiting as `n uitkoms in die volgende kurrikulum.
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Development of a curriculum for a 24-hour advanced officer narcotics coursePotts, Donald Joseph 01 January 1997 (has links)
No description available.
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A curriculum framework for continuing professional development in culinary studiesJooste, Susina M. 12 1900 (has links)
Thesis (MEd (Curriculum Studies)--University of Stellenbosch, 2007. / Culinary studies is a relatively young and unfamiliar field of study which engages the
application of life and natural sciences, business and technology in a food-specific
environment. The growth in the demand for training, re-training and continuing professional
development in the culinary arts can be attributed to factors such as enhanced culinary
programmes at high school level, an increased level of education and expectation about food
in general, growth in culinary tourism and highly polished food magazines or other
publications. The celebrity status of high-profile chefs and a stronger economy that enables
more people to explore fine dining and gourmet food can be added to the list of factors that
influence the interest in culinary arts as a profession.
The number of qualified culinary professionals has increased over the last 10 years in South
Africa, providing a large corps of people with a good understanding of this field of study and
a need for continuing professional development opportunities. This study was a response to
the challenges of the demand for continuing professional development opportunities from
this growing body of culinary professionals.
The demand for continuing professional development opportunities in culinary studies is
becoming more complex and challenging for both learner and teacher. Although institutions
that provide training in hospitality are also in the business of culinary education, their
perspectives and focus are quite diverse. Culinary education can therefore be improved
through a deeper understanding of the curriculum development process combined with the
expectations of both the industry and the individual.
A fundamental shortcoming in the field of culinary education is often that persons with
limited expertise in the field of curriculum studies bear the primary responsibility for
addressing curriculum challenges. The development of curricula for professional
development in culinary studies subsequently happens at the expense of understanding the
curriculum. The primary aim therefore of this study was to identify and propose a curriculum
framework for continuing professional development in culinary arts. This framework might
contribute to providing a curriculum foundation, credibility to the broad hospitality industry and specifically to culinary studies, as well as to the securing of some uniformity of standards
over the spectrum of culinary qualifications.
A scientifically validated situational analysis was executed by means of focus group
discussions, personal interviews, curriculum comparisons and an electronic mail
questionnaire survey, which mainly generated qualitative data. These techniques were used
in triangulation as research instruments to investigate the needs for continuing professional
development in culinary arts and the availability of curricula to address these needs.
The greatest challenges in culinary studies were reflected in the complexity and multidisciplinary
nature of this relatively undefined industry and field of study. The intricate
relation, interaction, collaboration and contexts between secondary schools, various culinary
training institutions, industry and culinary professionals were investigated. The data
generated confirmed the need for training and development opportunities to improve the
professional status of culinary professionals in South Africa
The promotion of a change in direction for culinary studies development in South Africa
could ensure future growth as a discipline cognitively and professionally, in line with
international standards, procedures and practices. The range of challenges and changes facing
the industry varies from social issues to the educational issues of qualifications and credible
accreditations, which are addressed in the proposed curriculum framework.
The lack of more empirical research in this field of study is an indication that both students
and professionals should be encouraged to do the relevant research and that higher education
institutions should provide the opportunities and structures for such research.
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Curriculum for an online course in technical communications using the I-CARE delivery systemGuillen, Linda Diane 01 January 1999 (has links)
No description available.
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