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Medical educator perceptions at the University of Cape Town : sense-making and educator agency during times of crisis
Thesis (MPhil)--Stellenbosch University, 2022.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2022
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| _version_ | 1867613846951165952 |
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| access_status_str | Open Access |
| author | Govender, Lynelle |
| author2 | Jacobs, Cecilia |
| author_browse | Govender, Lynelle Jacobs, Cecilia |
| author_facet | Jacobs, Cecilia Govender, Lynelle |
| author_sort | Govender, Lynelle |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MPhil)--Stellenbosch University, 2022. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/125165 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:42:38.497Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/125165 Medical educator perceptions at the University of Cape Town : sense-making and educator agency during times of crisis Govender, Lynelle Jacobs, Cecilia Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education. Medical education -- Education (Higher) -- South Africa Medical personnel – Attitudes -- Education (Higher) -- Cape Town (South Africa) COVID-19 Pandemic, 2020-2023 -- Influence Education (Higher) -- Cape Town (South Africa) UCTD Thesis (MPhil)--Stellenbosch University, 2022. ENGLISH SUMMARY: The ongoing SARS-CoV-2 (COVID-19) pandemic has resulted in unprecedented academic disruption. However, the pandemic has been preceded by a number of consequential crises that has set the scene for a troublesome prospect, i.e. crisis in perpetuity (Govender and de Villiers 2021). Against the background of the problematic nature of regular crises and its disruptive effect on health professions education (HPE), I sought to examine the experiences of educators during the COVID-19 pandemic. My research was further informed by crisis-management literature which normalises crises and approaches it as an opportune moment for learning and growth. Thus, my aim was to analyse the rich perspectives of educators, and draw meaning from their experiences. This research study was conducted at the Faculty of Health Sciences, University of Cape Town (UCT). A qualitative case study was conducted to examine the experiences of medical educators involved in an undergraduate curriculum in the Bachelor of Medicine and Surgery (MBChB) program. The research question was framed as follows: “How do medical educators at the University of Cape Town experience the COVID-19 disruption in relation to an undergraduate curriculum?” Semi-structured interviews and a focus group discussion (FGD) were used to collect data from four medical educators who fulfilled course convener roles. A reflexive thematic approach informed data analysis. The results suggest that educators experience a number of personal struggles, analysed as tensions with technology, balancing expectations and the distribution of support. The interpretation of the results suggested that educators and the learning they may have experienced, are embedded in the process of sense-making, triggered by the COVID-19 crisis event. Educator desires to take individual action in the workplace are moderated by their sense of agency. The research concludes by arguing that whether any learning occurs and what is learnt is dependent on sense-making, and that the ability to act in response to learning is dependent on educator agency. AFRIKAANSE OPSOMMING: Die voortdurende SARS-CoV-2 (Covid 19) pandemie het ongekende akademiese ontwrigting veroorsaak. Die pandemie is egter voorafgegaan deur verskeie gevolgdraende krisisse wat tot ‘n kommerwekkende vooruitsig lei, naamlik, ewigdurende krisis (Govender and de Villiers 2021). Teen hierdie agtergrond van die problematiese aard van gereelde krissise and daarmee saam die ontwrigtende effek op opvoeding in die gesondheidsberoep, het ek beoog om die ervaringe van opvoedkundiges tydens die Covid-19 pandemie te ondersoek. Die navorsing was ook ingelig deur krisis-bestuur literatuur wat voorstel dat krissise genormaliseer moet word en benader moet word as ‘n ideale geleentheid vir leersaamheid en groei. Ek het dus beoog om die ryk perspektiewe van opvoeders te ondersoek en om betekenis te trek uit hul ervaringe. Hierdie navorsingstudie was afgele by die Fakulteit Gesondheidswetenskappe aan die Universiteit van Kaapstad. ‘n Kwalitatiewe gevallestudie was gedoen om die ervaringe van gesondheidsopvoedkundiges betrokke by die Baccalaureus in Geneeskunde en Chirurgie (MBChB) program te ondersoek. Die navorsingsvraag was as volg gestel: Wat was die ervaringe van gesondheidsopvoedkundiges aan die Universiteit van Kaapstad van die Covid-19 ontwrigting met betrekking tot ‘n voorgraadse kurrikulum? Semi-gestruktureerde onderhoude en ‘n fokusgroep bespreking was gebruik om data te versamel van gesondheidsopvoedkundiges wat kursussameroeper posisies behartig. Die data analise was ingelig deur ‘n refleksiewe tematiese benadering. Die resultate stel voor dat gesondheidsopvoedkundiges verskeie persoonlike uitdagings ervaar het, spesifiek met betrekking tot tegnologiese spanning, balansering van verwagtinge en verbreiding van ondersteuning. Die uitleg van die resultate het aangedui dat gesondheidsopvoedkundiges en die leer wat hulle mag ervaar het, ingebed is in die proses van sin maak, voortgebring deur die Covid-19 krisis gebeurtenis. Opvoeders se begeerte om individueel op te tree in die werksplek is gemodereer deur hul agentskapsin. Die navorsing is voltrek deur aan te voer dat of enige leersaamheid plaasgevind het, en wat geleer is, afhanklik is van sin maak, en die vermoe om op te tree, is afhanklik van ‘n opvoeder se agentskapsin. Masters 2022-01-17T13:34:19Z 2022-04-29T12:56:53Z 2023-03-18T03:00:09Z 2022-04 Thesis http://hdl.handle.net/10019.1/125165 en_ZA Stellenbosch University 74 pages : illustrations, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Medical education -- Education (Higher) -- South Africa Medical personnel – Attitudes -- Education (Higher) -- Cape Town (South Africa) COVID-19 Pandemic, 2020-2023 -- Influence Education (Higher) -- Cape Town (South Africa) UCTD Govender, Lynelle Medical educator perceptions at the University of Cape Town : sense-making and educator agency during times of crisis |
| title | Medical educator perceptions at the University of Cape Town : sense-making and educator agency during times of crisis |
| title_full | Medical educator perceptions at the University of Cape Town : sense-making and educator agency during times of crisis |
| title_fullStr | Medical educator perceptions at the University of Cape Town : sense-making and educator agency during times of crisis |
| title_full_unstemmed | Medical educator perceptions at the University of Cape Town : sense-making and educator agency during times of crisis |
| title_short | Medical educator perceptions at the University of Cape Town : sense-making and educator agency during times of crisis |
| title_sort | medical educator perceptions at the university of cape town sense making and educator agency during times of crisis |
| topic | Medical education -- Education (Higher) -- South Africa Medical personnel – Attitudes -- Education (Higher) -- Cape Town (South Africa) COVID-19 Pandemic, 2020-2023 -- Influence Education (Higher) -- Cape Town (South Africa) UCTD |
| url | http://hdl.handle.net/10019.1/125165 |
| work_keys_str_mv | AT govenderlynelle medicaleducatorperceptionsattheuniversityofcapetownsensemakingandeducatoragencyduringtimesofcrisis |