Interprofessional Education Unit

Learning and Teaching

• Theories, Models and Concepts in Interprofessional Education
• Leadership in Interprofessional Education and Collaborative Practice
• Interprofessional Shared Decision-making
• Interprofessional Research Project

Policy Implementation & Evaluation in Sport & Development Leadership Culture and Diversity (Inclusivity/Culture/Diversity) Promotion in Public Health Introducing Public Health: Its Basis and Scope Population Health and Development: A Primary Health Care Approach

This first year semester module is to equip students with the basic knowledge and skills for understanding the concepts of health, development and primary healthcare and the links between them. The module also introduces the students to some of the conceptual foundations which form the basis for sound ethical practice of healthcare professionals.

Learning Outcomes

1. Demonstrate skills and professional conduct such as punctuality, participation and attendance when working in interdisciplinary groups.
2. Demonstrate an understanding of the concepts of health and the social determinants of health.
3. Describe the impact of a country’s health system on its population.
4. Demonstrate the ability to compare the impact of the South African health system to that of global health systems.
5. Describe the impact of social inequality, poverty and underdevelopment in a local community context.
6. Describe the origins and main features of the primary healthcare approach and analyse its implementation in a community context.
7. Describe the factors influencing the health of a specific community and make recommendations to improve health using the primary healthcare approach.
8. Reflect and report on the value of working in interprofessional teams.
9. Demonstrate knowledge of basic moral concepts, ethics and human rights relevant to service provision, and an awareness of the ethical responsibilities of health care workers in South Africa.
10. Demonstrate the ability to identify and the skills needed when dealing with moral dilemmas in day-to-day caring practices.

This semester module equips the students with the basic knowledge and skills in understanding the concepts of health promotion. These concepts are applied in a particular setting, i.e. a school in low socio-economic communities. Students are expected to plan, implement and evaluate health promotion projects in the school. The health promoting schools framework is used to guide students. Students spend 50% of the course time in the community, and 50% is spent on campus.

Learning Outcomes

1. Understand the main approaches to health promotion and that health promotion requires not only individual behaviour change but also social, political and environmental changes that address the underlying causes of ill-health.
2. Apply the principles and approaches of the health promoting schools framework and to use this framework when planning and implementing a health promotion project in the schools.
3. Analyse the impact of the media and research on health promotion strategies.
4. Critically reflect on their community-based learning experience.
5. Demonstrate skills and professional conduct such as punctuality, participation and attendance when working in interdisciplinary groups and at the schools.

This is an interdisciplinary module across the disciplines of dietetics, occupational therapy, physiotherapy and school of natural medicine. There are online lectures and compulsory group tutorials daily where students will work in groups with mixed disciplines to develop a research proposal with an allocated supervisor over a two week period. Supervisors include staff from the above-mentioned departments as well as the Interprofessional Education Unit. There are two forms of assessments for this module i.e. a group presentation and a research assignment.

Learning Outcomes

1. Describe the various research approaches and methodologies.
2. Conduct a literature review related to the research topic of interest.
3. Demonstrate the ability to review and describe appropriate research methods, techniques and technologies to a research problem.

The following content is covered in the module:

• Research paradigms
• Research process
• Research problem identification
• Research approaches and methodologies (qualitative and quantitative)
• Literature review
• Research ethics, principles and procedures
• Quality assurance in research (rigor, trustworthiness, bias, reliability, validity)
• Population and sampling/participant recruitment and selection
• Data collection methods
• Data analyses

Broad Research Focus Areas:

• Youth risk and resilience behaviour
• Youth and  wellness
• Disability
• Physical activity
• Non communicable diseases

The aim of the world cafe is to facilitate interprofessional education through providing students with the opportunity to work in interprofessional teams and develop an interprofessional care plan based on case studies/simulated patients. The programme is aimed at third and final year students. The medical students from Stellenbosch University also participate in this programme.

Learning Outcomes:

1. Describe their role and responsibilities clearly to other professions.
2. Recognise and observe the constraints of their role, responsibilities and competence, yet perceive needs in a wider framework.
3. Recognise and respect the roles, responsibilities and competence of other professions in relation to their own.
4. Work with other professions to effect change and resolve conflict in the provision of care and treatment.
5. Work with others to assess, plan, provide and review care for individual patients.
6. Tolerate differences, misunderstandings and shortcomings in other professions.
7. Facilitate interprofessional case conferences, team meetings, etc.
8. Enter into interdependent relations with other professions.