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Curriculum renewal in acute care: a South African based study for returning Cuban-trained students
Background: Emergency Care plays an integral role in Universal Health Coverage (UHC), yet several limitations have been identified in Low- and Middle-Income Countries (LMIC), one of which is the lack of dedicated, integrated curricula. In 1996 the Nelson Mandela Fidel Castro (NMFC) student program w...
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| Format: | Thesis |
| Language: | English English |
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Department of Health Sciences Education
2025
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| _version_ | 1867613237745287168 |
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| access_status_str | Open Access |
| author | Khan, Waseela |
| author2 | Jansen, Marvin |
| author_browse | Jansen, Marvin Khan, Waseela |
| author_facet | Jansen, Marvin Khan, Waseela |
| author_sort | Khan, Waseela |
| collection | Thesis |
| description | Background: Emergency Care plays an integral role in Universal Health Coverage (UHC), yet several limitations have been identified in Low- and Middle-Income Countries (LMIC), one of which is the lack of dedicated, integrated curricula. In 1996 the Nelson Mandela Fidel Castro (NMFC) student program was developed in response to societal health needs for equitable health care in rural and under-served areas, affirmative action, and the low doctor-to-population ratios nationally. Cuban medical education is Primary Health Care focussed and not aligned with Acute Care competencies. This study explores the NMFC students' needs, the barriers to learning, and the role of transition in this process, as a first integral step in curriculum renewal in Acute Care. Methods: A qualitative approach of focus group interviews with 18 UCT NMFC students and semi-structured interviews with preceptors was conducted. Data was then analysed thematically and with the lens of the chosen theoretical framework framed by Transition theory and Situated Learning theory. Results: The findings indicate that skills and simulation-based teaching methodologies are favoured. A structured orientation within an Acute Care transition program and supervised and integrated workplace supervision is needed. Barriers to student learning include time, a perceived sense of ‘othering,' and educational ‘differences' to Cuban training. NMFC students were identified for their willingness to learn. Preceptors further identified a lack of dedicated time for Acute Care and a lack of resources as barriers to facilitation. Conclusions: As socially responsible educators we must be considerate of student needs and respond with a robust curriculum. The challenge is designing a curriculum in Acute Care that addresses the specific learning needs of a group of designated adult learners from previously disadvantaged backgrounds, transitioning between institutions with different educational outcomes, in the care of undifferentiated critically ill patients, within the short timeframes in resource-constrained educational and health institutions. Recommendations include the addition of a robust transition program to integrate, orientate and scaffold Acute Care knowledge and skills deficits. The curriculum must include skills and simulation-based methodologies for ‘hands-on' practice, opportunities for self-directed learning, and situated learning within supportive communities of practice. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/42076 |
| institution | University of Cape Town (South Africa) |
| language | English eng |
| last_indexed | 2026-06-10T12:32:57.328Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Department of Health Sciences Education |
| publisherStr | Department of Health Sciences Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/42076 Curriculum renewal in acute care: a South African based study for returning Cuban-trained students Khan, Waseela Jansen, Marvin Cilliers, Francois acute care South Africa Cuban-trained students Background: Emergency Care plays an integral role in Universal Health Coverage (UHC), yet several limitations have been identified in Low- and Middle-Income Countries (LMIC), one of which is the lack of dedicated, integrated curricula. In 1996 the Nelson Mandela Fidel Castro (NMFC) student program was developed in response to societal health needs for equitable health care in rural and under-served areas, affirmative action, and the low doctor-to-population ratios nationally. Cuban medical education is Primary Health Care focussed and not aligned with Acute Care competencies. This study explores the NMFC students' needs, the barriers to learning, and the role of transition in this process, as a first integral step in curriculum renewal in Acute Care. Methods: A qualitative approach of focus group interviews with 18 UCT NMFC students and semi-structured interviews with preceptors was conducted. Data was then analysed thematically and with the lens of the chosen theoretical framework framed by Transition theory and Situated Learning theory. Results: The findings indicate that skills and simulation-based teaching methodologies are favoured. A structured orientation within an Acute Care transition program and supervised and integrated workplace supervision is needed. Barriers to student learning include time, a perceived sense of ‘othering,' and educational ‘differences' to Cuban training. NMFC students were identified for their willingness to learn. Preceptors further identified a lack of dedicated time for Acute Care and a lack of resources as barriers to facilitation. Conclusions: As socially responsible educators we must be considerate of student needs and respond with a robust curriculum. The challenge is designing a curriculum in Acute Care that addresses the specific learning needs of a group of designated adult learners from previously disadvantaged backgrounds, transitioning between institutions with different educational outcomes, in the care of undifferentiated critically ill patients, within the short timeframes in resource-constrained educational and health institutions. Recommendations include the addition of a robust transition program to integrate, orientate and scaffold Acute Care knowledge and skills deficits. The curriculum must include skills and simulation-based methodologies for ‘hands-on' practice, opportunities for self-directed learning, and situated learning within supportive communities of practice. 2025-10-31T11:49:29Z 2025-10-31T11:49:29Z 2025 2025-10-31T11:46:16Z Thesis / Dissertation Masters MPhil http://hdl.handle.net/11427/42076 en eng application/pdf Department of Health Sciences Education Faculty of Health Sciences University of Cape Town |
| spellingShingle | acute care South Africa Cuban-trained students Khan, Waseela Curriculum renewal in acute care: a South African based study for returning Cuban-trained students |
| thesis_degree_str | Master's |
| title | Curriculum renewal in acute care: a South African based study for returning Cuban-trained students |
| title_full | Curriculum renewal in acute care: a South African based study for returning Cuban-trained students |
| title_fullStr | Curriculum renewal in acute care: a South African based study for returning Cuban-trained students |
| title_full_unstemmed | Curriculum renewal in acute care: a South African based study for returning Cuban-trained students |
| title_short | Curriculum renewal in acute care: a South African based study for returning Cuban-trained students |
| title_sort | curriculum renewal in acute care a south african based study for returning cuban trained students |
| topic | acute care South Africa Cuban-trained students |
| url | http://hdl.handle.net/11427/42076 |
| work_keys_str_mv | AT khanwaseela curriculumrenewalinacutecareasouthafricanbasedstudyforreturningcubantrainedstudents |