Context: The University of Transkei (UNITRA) medical programme follows a problem-based learning and community-based education curriculum.
Objective: To gauge the views of UNITRA medical students about their future, and their career intentions.
Design: A semi-structured questionnaire on intentions to specialize or not, preferred place of work, overall view of the future, and careers guidance.
Findings: The questionnaire was completed by 364 students (87.7% response rate). The sector preferences are 82.3% public, 6.8% university and 10.9% private. Place of work preferences are urban (37%), rural (27%), city (12%) and abroad (8%), while 16% have no preference. Rural preference varies from 48.5% among 1st year students to 5.9% among 6th year students, while urban preference are 26.2% for Year I and 64.7% for Year VI students. 89.8% of respondents intended to specialize, mainly in clinical fields, with the most influential factors in the choice of specialty being interest and challenge. Most students (78%) view the future positively, 13% say it is uncertain, 8% have no idea about the future; and 1% think the future is negative. Frequent reasons cited for a bright future are job-related, personal attitude, sense of achievement, and the type of training. Most students have received little or no career guidance and would like such topics in the curriculum.
Conclusion: UNITRA medical students are optimistic about the future. The majority intend to stay in South Africa and work in the public sector, and most of them wish to pursue clinical specialties.
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http://dx.doi.org/10.1080/13576280310001607442 | DOI Listing |
Eur Heart J Suppl
August 2020
Imperial Clinical Trials Unit, Imperial College London, Stadium House, 68 Wood Lane, London, W12 7RH, UK.
Elevated blood pressure (BP) is a growing burden worldwide, leading to over 10 million deaths each year. May Measurement Month (MMM) is a global initiative of the International Society of Hypertension (ISH) aimed at raising awareness of high BP and acting as a temporary solution to the lack of screening programmes worldwide. As part of MMM, screening in South Africa in 2017 revealed that 24.
View Article and Find Full Text PDFEast Afr Med J
February 2008
Walter Sisulu University, Private Bag Xl Unitra, Mthatha 5117, South Africa.
Objective: To determine the risk factors for ruptured uterus.
Design: A case control study.
Setting: Mulago Hospital labour wards, Kampala, Uganda.
Med Educ Online
December 2006
a Department of Community Medicine , Faculty of Health Sciences, Walter Sisulu University for Technology and Science, Mthatha , Eastern Cape Province , South Africa .
Not long after its inception, the undergraduate medical program at the University of Transkei (UNITRA) departed from the traditional hospicentric medical education approach to one tailored around a Community-Based Medical Education (CBME) curriculum adopting the Problem-based Learning (PBL) pedagogy. This article reflects on the experiences of the faculty in establishing and implementing CBME, exploring what it has meant to train medical students in the community. It further appraises CBME by reviewing its impact on students, the faculty, and the community at large.
View Article and Find Full Text PDFDalton Trans
September 2006
Department of Chemistry, University of Transkei, P/Bag X1, Unitra, 5117 Umtata, South Africa.
The equilibrium constants of Cu(II), Zn(II), Ca(II) and Gd(III) with 1,15-bis(N,N-dimethyl)-5,11-dioxo-8-(N-benzyl)-1,4,8,12,15-pentaazapentadecane (La) have been studied at 25 degrees C and an ionic strength of 0.15 mol dm-3. Copper forms more stable complexes with La than the other metal ions investigated.
View Article and Find Full Text PDFS Afr Med J
December 2005
Quality Assurance Unit, Faculty of Health Sciences, Walter Sisulu University, Mthatha, Eastern Cape, South Africa.
Context: The Unitra (now Walter Sisulu University) medical programme is problem- and community-based, offered in a small-group tutorial setting under a tutor. The first 3 years of the programme are integrated horizontally and vertically. The hypothetico-deductive format, with progressive disclosure, is utilised in the tutorial process.
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