ebook

Overview of the
Renewed MBChB Curriculum

MBChB Programme Renewal
A Curriculum for Health Care in the 21 st Century
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LOGO HERE
Mission Statement
Curriculum DNA
The experience of the MBChB future graduate will
be filled with exciting opportunities to develop as a
well-rounded, dynamic professional and team
member with the ability to use the appropriate
knowledge, skills and attributes in an innovative
and relevant way for the South African healthcare
reality and the world beyond
ELECTIVE
Distributed Apprenticeship
Year 6
Apprenticeship
Phase
Guiding Principles
Competence Core Curriculum
Community Contextual
Pre-apprenticeship
Phase
Compassion Curiosity. Confidence
Collaboration
Communication
Citizenship Care of Self & Others
Critical & Creative Thinkers
Change Agents
Longitudinal Primary Health Care
Experience
Learnership
Phase
Competencies
Presenting problems
Partnership
(WCDoH; People’s
Health Movement)
.
Transformative
learning
Blended learning
Developed at Houwhoek workshop August 2017
Design Principles
Burden of disease
Early clinical exposure
Self-directed learning
Flexible assessment
4 Pillars
Contextual relevance
Integration,
spiraling, continuity
Reflective practice
Frequent formative
feedback
Healthcare Practitioner
As Healthcare Practitioners, health professional graduates integrate all of the graduate attribute
roles, applying their emergent profession-specific knowledge, clinical skills, and professional values
in their provision of high-quality and safe patient-centred care in diverse health and social contexts.
The Healthcare Practitioner is the central role in the SU FMHS graduate attributes framework. This
role defines the health professional graduate’s clinical scope of practice (Core Clinical
Curriculum), and draws on the competencies included in the six other, intrinsic roles
(Communicator, Collaborator, Leader, Health Advocate, Scholar, and Professional).
Communicator
As Communicators, health professional graduates form relationships with patients and their
families that facilitate the gathering and sharing of essential information for effective healthcare.
Collaborator
As Collaborators, health professional graduates work effectively with colleagues from their own, as
well as other health care professions to provide safe, high quality, patient-centred care.
Leader & Manager
As Leaders, health professional graduates engage with others to contribute to a vision of a highquality
healthcare system and take responsibility for the delivery of excellent patient care through
their activities as entry-level healthcare practitioners.
Scholar
As Scholars, health professional graduates demonstrate a lifelong commitment to excellence in
practice through continuous learning and by teaching others, evaluating evidence, and contributing
to scholarship.
Health Advocate
As Health Advocates, health professional graduates contribute their knowledge and influence as
they work with individuals, communities and populations to improve health. They work with those
they serve to determine and understand needs, speak on behalf of others when required, and
support the mobilization of resources to effect change.
Professional
As Professionals, healthcare professional graduates are committed to the health
and well-being of individual patients and society through ethical practice, high
personal standards of behaviour, accountability to the profession and society,
profession-led regulation, and maintenance of personal health.
Poster template by ResearchPosters.co.za

Health Systems
Skills Development
Rural Experience
Being and Becoming in Health Care
Year 1 Semester 1
Module co-leads: Kerrin Begg (kbegg@sun.ac.za); Alwyn Louw (ajnlouw@sun.ac.za)
The Being and Becoming in Health Care module will facilitate the students' transition into Higher Education. It will lay the foundation for the further
development into the health care professional the student strives to be.
This module is important to assist the students in their identity and role formation as person and professional, as well as in the broader context of the
health system. The students will start to develop their sense of purpose in health care, embracing both science and humanity.
The students' transformative learning journey will take them through what is entailed in becoming a student, becoming human, becoming a
professional, to being human, being a professional, being in the community and being in the health system.
The students will broaden their understanding of self, others, the community and the health system in the South African context. We will guide the
students by using the bio-psycho-social approach, through the development of skills, reflective practice and relational engagement and
communication.
The students will complete the first part of their journey with a reflective portfolio and personal development plan that will act as the launch-pad for the
rest of their 6-year journey. This will culminate in the development of the graduate attributes, finishing the beginning with the end in mind.
Assessment
Self
7
8
Patient
Reflection & Debriefing
6
5
Community
Students’
Transformative
Learning
Journey
2
4
3
1
Reflection & Debriefing
Start your journey here
1
Becoming a Student
Use reflective learning practices in order to engage in transformative learning
3
5
7
2
4
6
8
8
Becoming a Professional
Becoming Human
Being Human
Being a Professional
Being in the Community
Being in the Health System
Becoming a Doctor
To identify the contribution doctors & other professionals make to healthcare & the health system
Examine the uniqueness of people - Biologically
Examine your uniqueness & how it influences the way you relate to others as well as how
to establish the uniqueness of other people
To identify the contribution doctors and other professionals make to healthcare &
the health system - in practice
Critically reflect on psychosocial & environmental influences on health and healing for
individuals & communities
Explain the structure & functioning of the South African Health System
Develop & initiate a personal development plan towards becoming a Health Professional
C
Longitudinal Primary Health
Care Experience
Reflection
Language & Communication
Skills
Designed by Kanita Brits CHPE Learning Technologies

Form and Function
Year 1 Semester 2
Module co-leads: Karin Baatjes (kbaatjes@sun.ac.za)
Erna Marais (et4@sun.ac.za)
This module encompasses the teaching of normal structure &
function of humans, communities & health systems.
Human body
Self
Community
Health Systems
Explain and demonstrate clinically
relevant structures, functions and
systems of the normal human body
Anatomy, Histology, Physiology
Skills
Clinical examination
and language
Communicate within a clinical context
Be accountable to self and others
Identify and apply research evidence
and descriptive statistics to
interpret data
Describe the forms and functions
of the family and relation to health
and disease
Skills
Use of genogram & ecomap
Vision and values
Governance and funding model of
the system
Different components of the
system
Who works in the district health
system
The primary health care approach
Community orientated primary
care
Skills
Evaluation of local
health system
Longitudinal Primary Health Care Experience
Clinical Curiosity
Learning Opportunities
Assessment
Searching and identification of evidence
Application of descriptive statistics
Skills
Critical appraisal
Lectures
Practical sessions:
i.e. dissection, histology
Skills lab:
Clinical examination and language
E- learning
Primary health care:
Clinics and Community
Self-study
Tutorials
- Portfolio (year 1-3)
- MCQ’s
- Written assignments
- Peer assessment
- Self assessment
- Group presentations
- Spot tests
- Logbooks of skills attained:
examination
and language

HEALTH AND WELLNESS
Year 2 Semester 1
Module team: Dr Derick van Vuuren; Dr Esté Swart ; Sr Hillary Rhode
Contact: dvvuuren@sun.ac.za
Health is a state of complete physical, mental and social well-being and not merely the absence of disease
or infirmity. – The World Health Organisation
It is envisaged that this module will address the fostering of health and prevention of ill-health – with a focus on exploring the concept of
“normality” and understanding what the maintenance of health and well-being entails. This will include examining the well-being of a
person (including self), a vibrant community and an effective health system, as well as how these relate and interact with each other.
Finally, we will follow the life course of a person, examining what it means to be well in the different life phases and how health can be
maintained and protected in each phase.
Central outcomes
1. Understand what it means to be “healthy” and “well” both in terms of the individual, as well as the community.
2. Understand the principles of health promotion, as well as of preventing disease and illness.
3. Describe a health care system that promotes health and wellness of the individual and the community.
4. Describe normal development and change across the human life span.
RIP
Topic 2: Determinants of
health
THEME 3
• Which variables influence the health and
wellness of people?
• Which factors impact on the health and
wellness of communities?
• How do we assess communities in terms
of health and wellness?
• How do we study these variables?
THEME 1
Topic 1: Perceptions on
Health and Wellness
• What is “Health”?
• What is “Wellness”?
• Are there cultural interpretations of this?
• What does this mean for you as a
student?
• What does it mean in the context of
communities?
THEME 1
Making Health and Wellness happen
THEME 2
• How can we promote health and wellness?
• Can disease be prevented?
• What is health advocacy?
• How can we use screening approaches to promote health and wellness?
• How can we connect with people and with communities to accomplish all
of this?
Topic 3: The Health Care
system
• How does the health care system look
like in South Africa?
• Who is part of the health care team?
• What are the indigenous health systems?
• What is the impact of the health care
system on the wellness of health care
workers functioning in the system?
THEME 1
Longitudinal Primary Health Care Experience
The pregnant
mother
The neonate
and infant
Childhood Adolescence Adulthood Growing old End of life
• Normal pregnancy
and labour
• Maternal physiology
and adaptations
• Nutritional needs
during pregnancy
and breastfeeding
• The use of drugs
during pregnancy
• Basic antenatal
care
• Prenatal risk factors
• Initial infant
assessment
• Breastfeeding
• Growth and
development
• The most common
neonatal problems
• Maternal attachment
• Post-partum
depression
• The microbiome and
“new hygiene
hypothesis”
• The road to health
booklet
• Immunization
• Growth, development
and nutrition
• Neuro-developmental
milestones
• Communicating with
a family
• The importance of
play
• The normal
development of the
musculoskeletal
system
• The normal gait cycle
• Child safety
• Growth, development
and nutrition
• Sexual maturation
• Sexual health and
contraception
• Termination of
pregnancy
• High risk behaviour
• Suicide prevention
• Prevention of
substance abuse
• Nutrition
• Screening and
disease prevention
• Stress, coping and
resilience
• Lifestyle and health
o Sleep
o Exercise
o Diet
• The work place and
health.
• The physiology of
menopause and
andropause
• Nutrition of the
elderly
• The causes and
effects of aging
• The psychosocial
and emotional
challenges of aging
• Normal dying
process
• Palliative care
• The patient and
family as unit of care
• Communication
• Patient autonomy
• Self-care of the
involved health
workers
Contributors
Cardiology; Centre for Medical Ethics and Law; Simulation and Clinical Skills Unit; Emergency Medicine; Evidence Based Health
Care; Family Medicine and Primary Care; Global Health; Human Nutrition; Immunology; Infectious Diseases; Institute for Life
Course Health Research; Institute of Sport and Exercise; Medicine; Obstetrics and Gynaecology; Occupational Health;
Occupational Therapy; Oncology; Orthopaedics; Paediatrics and Child Health; Pharmacology; Physiology; Psychiatry

Dysfunction
Module co-leads: Hans Strijdom (jgstr@sun.ac.za)
Year 2 Semester 2
Danny de Wet (drdewet@sun.ac.za)
‘abnormality or impairment in the operation of a specified bodily
organ or system’
In the Dysfunction Module, the student will gain an understanding of the
underlying causes, factors and mechanisms that lead to a transition from normal
(functional) to abnormal (dysfunctional).
The majority of the module content will focus on the patient (in a systems
based approach), although the community, health system and self pillars will also
enjoy a critical presence in the module.
PATIENT
COMMUNITY
HEALTH
SYSTEM
THE SELF
Outcomes:
Identify and describe
mechanisms
underlying
dysfunction and
disease.
Explain how the above-mentioned
mechanisms translate to
dysfunction and common disease
entities, as well as specific
conditions affecting the child and
adolescent, woman and newborn,
man and elderly patient.
Analyze
community-related
factors contributing
to dysfunction and
disease.
Evaluate the
impact of the
health system on
dysfunction and
disease.
CLINICAL CURIOSITY
Identify and recognize strengths and
weaknesses of different research designs,
focusing on qualitative studies (in the
context of patients' experience of
dysfunction).
Reflect on personal
health and wellbeing by
focusing on factors that
may result in
dysfunction and disease
of the self.
LONGITUDINAL PRIMARY HEALTH CARE EXPERIENCE
To facilitate a smooth transition
to the next Module
(Medical Detective),
the student will learn how
underlying pathological
mechanisms translate into
symptoms and signs observed in
specific diseases and disease
conditions.

Medical Detective
Year 3 Semester 1
Module co-leads: Ian Couper (icouper@sun.ac.za)
Ulla Botha (ulla@sun.ac.za)
Introduction
Module focus
This module focuses on the clinical reasoning process as a fundamental component of
medical practice
Module content
The module covers the knowledge of common problems that patients present with as well
as the clinical skills required to assess patients in order to develop a differential diagnosis.
Student learning experience
‣ Students will develop their understanding of the diagnostic process and clinical
reasoning
‣ Students will learn to recognize symptoms & signs, apply critical reasoning to tease out
relevant aspects of the history, undertake appropriate examination and identify
appropriate special investigations needed to refine the differential diagnosis
Assessment
‣ Students will have a portfolio with specific theme-based assignments (fixed number per
theme) and a skills “checklist" (logbook) which will facilitate mastering of theme-based
skills. Modified SNAPPS* patient presentations will be included. An integrated end of
module assessment will take place in week 20.
(*Modified SNAPPS = SNAPS: Summarize history and findings/comprehensive assessment; Narrow the differential diagnosis; Analyse the differential diagnosis; Present uncertainties; Select case-related issues for self-study)
Module format
The module incorporates a range of simulated, multi-media and patient-centered practical
exposures to facilitate learning. To optimize clinical exposure, after a 3-week introduction, the
students will be divided into four groups (approximately 75 students/ groups), which makes
experiential learning, small-group discussions and OPD exposure more feasible. Each group
will pursue one of four parallel themes that occur concurrently, for 4 weeks, and then will
rotate until each theme has been covered.
The themes are:
A. Family Medicine, Psychiatry, Dermatology, ENT, Ophthalmology
B. Internal Medicine (including cardiology, neurology, pulmonology, etc.), Haematology, Radiology,
Chemical Pathology
C. Obstetrics & Gynaecology, Paediatrics
D. Surgery, Orthopaedics, Emergency Medicine, Urology
Theme-based activities will mainly apply to practical exposures; whole-group sessions will
continue three times a week throughout the module. Longitudinal primary care experience
placements will take place across four days a week, with each student going once per week.
Diagram 1: Module format
~
The successful student will be able to:
Expected outcomes
Demonstrate an understanding of the
clinical reasoning process by utilizing
critical thinking, applying knowledge and
clinical skills, as well as diagnostic
investigations, to integrate the data
gathered and make a differential/final
diagnosis.
Demonstrate the ability to obtain a goaldirected,
person-centred history, using a
biopsychosocial approach.
Demonstrate the ability to elicit appropriate
clinical signs, using a systematic approach
as guided by the history, while
safeguarding the patient’s dignity and
offering special consideration to vulnerable
groups.
Demonstrate the ability to perform/acquire
and interpret appropriate bedside and/or
other investigations, based on the best
available evidence and resources.
Demonstrate the ability to synthesize
critically the relevant clinical findings in
order to formulate a differential diagnosis,
prioritised according to likelihood, with a
focus on common presenting problems.
Demonstrate the ability to identify common
life-threatening emergencies and
understanding of the appropriate urgent
actions required.
Demonstrate an understanding of how the
self, patient, community and health system
has an impact on the diagnostic process,
and apply a diagnostic process to
problems in the community and in the
health care system.
Poster template by ResearchPosters.co.za

INTERVENTIONS
Year 3 Semester 2
The Team: Theresa Louw, Jeanne Lubbe, Braam Viljoen, Andrew Redfern, Eric DeCloedt, Shani Dames, Maria van Zyl
Contact: t_louw@sun.ac.za or jeannelubbe@gmail.com
What the module wants to achieve
Mission
Address the interventions to be implemented after making a diagnosis
(at the level of self, the patient, the community and the health care system)
This module will include aspects such as pharmacotherapy, surgery, radiotherapy, etc., but also counselling, acting
as change agents, working in teams to address health and health system issues, etc.
After completing this module the student will be able to:
To equip students to confidently effect
change (intervention)
within the core curriculum
for self, patient, community and system
Self, Patient and Community
Describe /Analyse available interventions
Demonstrate competence in basic interventions
Participate in holistic, interprofessional ethical intervention management
Integrate relevant intervention modalities
Design prevention and health promotion interventions
Longitudinal Primary Health Care Experience
Themes
Learning activities
Assessment
Health Care System
Continuous in module assessment (60% clas
s mark):
Written examinations
Assignments
E-portfolio & logbooks
Oral
OSPE, OSCE
End of module assessment (40% class mark):
Written
OSCE / OSPE
Class mark > 60% - promote
Time table example
Poster template by ResearchPosters.co.za

CLINICAL CURIOSITY
Year 4 and 5
Doing and using research as healthcare professionals
The Clinical Curiosity module builds on foundational knowledge that is integrated into the teaching and learning activities of the modules
in the first three years, by teaching students critical appraisal skills. Students get to apply these skills in the remaining three modules
in years 4-6. The module also aims to equip students with the knowledge and skills to identify and apply all the components of a research
project, including reviewing the literature, phrasing clear questions, research methodology, and ethical considerations in research
Distributed Apprenticeship Yr 6
Critically appraise diagnostic accuracy studies
in relation to questions arising in clinical
practice, and apply the steps of evidenceinformed
decision-making
Core Clinical Rotations Yr 5
Critically appraise systematic reviews in
relation to questions arising in clinical practice,
and apply the steps of evidence-informed
decision-making
After reviewing foundation phase
content on accessing and assessing
different kinds of evidence, the focus of
this week is on teaching students the approach
for critical appraisal and applying
this to RCTs. Students will also learn how
to identify research questions and write
a literature review. Students will begin to
work on their protocols in groups.
Students will learn how to apply the
critical appraisal approach to systematic
reviews. The focus of this week will
be on understanding and applying
quantitative and qualitative methodologies.
Students will select an appropriate
research design for their research
question and write the methods
section of their protocols.
Core Clinical Rotations Yr 4
Critically appraise randomised controlled
trials in relation to questions arising in clinical
practice, and apply the steps of evidenceinformed
decision-making
Clinical Curiosity Yrs 4 & 5
During this week, students will continue to
develop their research protocols. They will
learn about managing the data collection
process and key ethical considerations in
research. Students will be taught about
quantitative and qualitative data analysis
and will have the opportunity to apply this
knowledge in practical sessions.
WEEK 1 WEEK 2
WEEK 3 WEEK 4
Students learn how to apply the critical
appraisal approach to diagnostic studies.
The focus of the week will be on interpreting
and writing up results, with practical
academic writing skills sessions and
opportunities to finalise their research
protocols. An overview of the next steps
in the research process will be followed
by sessions on the translation of
research into policy and practice.
Learn how to use and do
health-related research
Interventions Yr 3, Sem 2
Understand randomised controlled trial (RCT) and systematic review study designs
Medical Detective Yr 3, Sem 1
Learn about principles and study designs relating to screening. Understand diagnostic study designs
Dysfunction Yr 2, Sem 2
Understand qualitative study designs. Describe how quantitative and qualitative studies complement one another
Health and Wellness Yr 2, Sem 1
Learn about risk factors and burden of disease. Understand cohort, case-control, and cross-sectional studies
Form and Function Yr 1, Sem 2
Learn how to search for and identify different kinds of evidence sources. Apply descriptive statistics
Being and Becoming in Healthcare Yr 1, Sem 1
Learn principles and steps of evidence-informed decision-making. Identify different kinds of questions and data
CONTACT:
debbiem@sun.ac.za
021 938 9181
OUR MODULE TEAM
Prof Taryn Young Dr Debbie Marais Ms Anel Schoonees Dr Wentzel Dowling Prof Lana van Niekerk Prof Andre van der Prof Dana Niehaus Prof David Hall Mr Rudolf Boshoff
Merwe
& Q Tygerberg
Undergraduate
Research Society

Clinical Rotations
Year 4 and 5
Module co-leads: Hennie Botha (mhbotha@sun.ac.za) Liezl Koen (liezlk@sun.ac.za) Liezl Smit (ls@sun.ac.za)
LEARNING OBJECTIVES OF THIS MODULE
1. Establish rapport with patients to appropriately gather information on history taking
2. Apply and improve on previously acquired skills in the clinical environment (both physical examination and other such as hand-washing)
3. Document and interpret information gathered on history and with physical examination in order to generate a reasonable range of diagnostic possibilities
4. Identify clinically and resource appropriate investigations to elucidate differential diagnosis
5. Recognize and initiate management of life-threatening conditions
6. Construct, document and present a feasible management plan that includes illness specific as well as rehabilitative and preventative approaches.
7. Critically reflect on feedback and revise or modify management plan
8. Document, implement and discuss management plan, including handover care, with the patient, family, colleagues and allied team members as
appropriate
9. Display professional conduct and practice self-reflection
Year Plan (Y4 EXAMPLE)
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CLINICAL ROTATIONS SUMMARY
SELECTIVES
YEAR 4 vs YEAR 5
• Orthopaedics: 5 weeks
• Anaesthesiology: 5 weeks
• Obstetrics and Gynaecology: 10 weeks (5 x 2)
• Internal Medicine: 12 weeks (6 x 2)
• Surgery: 8 weeks (4 x 2) + 2 weeks Urology Y4 + 2 weeks
Trauma/Ophthalmology Y4
• ENT: 2 weeks Y5
• Emergency Medicine: 2 weeks Y5
• Paediatrics & Neonatology [including paediatric surgery]: 12
weeks (6 x 2)
• Psychiatry: 8 weeks (4 x 2)
ASSESSMENT
• Promotion from Y4 to Y5 dependant on meeting minimum
standards across all assessments as well as e-portfolio
• Integrated Examination at end of Year 5
• Entry into exam based on ability to meet a predetermined set
of criteria
• All rotations as well as e-portfolio will contribute to aforementioned
criteria
• Examination will have to be passed in order for student to
start Distributed Apprenticeship
A
B
Individual students will have different but equivalent
rotations
Main focus will not be knowledge transfer but rather on
professional development in team context
Less students per environment but with more
connection
Develop professionalism and application
The module will allow some level of choice for individual
placements but at least 50% should be in clinical
environments and the rest in related environments.
4 PERIODS OF 2 WEEKS EACH OVER 2 YEARS
• Microbiology/Immunology
• Forensic medicine
• Rural
• Community Paediatrics
• Community Psychiatry
• Oncology
• Obstetric critical Care
• Fetal Medicine
• Obstetrics special care
• Reproductive Medicine
• Family Planning
• Radiology
• Clinical pharmacology
• Dermatology
• Palliative care
• Plastic Surgery…
…and counting
• Largely similar except Orthopaedics and Anaesthesiology
only in Y 4 or 5 as well as outlined below:
• Ophthalmology/Trauma 2 weeks Y4
• Urology 2 weeks Y4
• Ethics Week Y4
• Being and Becoming and Research 3 weeks Y4
• ENT: 2 weeks Y5
• Emergency Medicine: 2 weeks Y5
• Being and Becoming and Research 1 week Y5
• Study Week and Integrated Assessment Week Y5
• Preparation for Distributed Apprenticeship 1 week y5
“The student experience during the clinical training will be an exciting
and transformative period of being, and becoming, a health
professional for and in the South African context.”

The Distributed Apprenticeship
Year 6
Work-based learning , Integration of theory into practice & competency based outcomes
The focus of this module
The transition from being a student to a
competent doctor who practices evidence
based medicine cost-effectively and ethically
with sensitivity to person and context.
• Integration and refining of clinical reasoning
• Applying of knowledge and skills
• Clerking undifferentiated patients
• Work-based learning and development
• Forming good relationships with patients, tutors,
health care teams and communities
SELF
Competence
Clinical Skills
PATIENT
Evidence Based
Practice
Solving Ethical
Dilemmas
Maintaining Selfwellness
COM -
MUNITY
Learning Objectives:
• Diagnose core clinical conditions
• Perform core procedures
• Develop comprehensive and
appropriate management plans
• Refer patients appropriately
• Stabilize critically ill patients.
• Use guidelines and other resources to
improve patient outcomes
• Assimilate the graduate attributes
into daily practice
• Assessment of own wellness
• Recognize when to seek help
SYSTEM
THE YEAR IN OVERVIEW
Clinical environments for learning
Clinics
District Hospitals
Secondary Hospital departments
Community day/health Centres
GP practices
Emergency Medical Services
Community Based Services
Private hospitals
Maternities
Infectious diseases hospitals
Learning Activities & Resources
Working in clinical teams
Activities & procedures as specified in logbook
Own reading and reviewing of resources
Actual & mock referrals
Clinical simulations
ATLS & ACLS training
SunLearn based assignments
Near-peer learning activities
Electronic reflections
QI project
Administrative
Skills
Communication
Skills
Engaging with
Systems and
Communities
Research
(elective theme)
• Completion of medico legal
documents
• Write appropriate referrals and
discharges
• Make appropriate clinical notes and
use of ICD10 codes.
B
• Write legal medication scripts and
clinical instructions
• Communicate effectively with
patients
• Communicate effectively with team
members
Text Sizes
• Communicate effectively with
community members and health
care role players
• Develop and implement a quality
improvement project
• Use guidelines and other resources to
improve systems
• Apply Community Oriented Primary
Care principles and skills
• Perform a research project during the
year.
• Attempt to have a publication
accepted by the end of the year.
A
Supervision & Support
Students will be placed in learning hubs
• 1-2 Regional Supervisors per learning hub
• Quality assurance
• Regional training events
• Site Coordinator & student support
• 1-2 site coordinators per facility
• Local rosters, logistics & admin
• Coordination of assessments
• Supervisor & Student support
• 1 Apprentice supervisor per student
• Mentoring
• Clinical supervision
Assessment of Competencies
Contact Information
Coordinator: Francois Coetzee - franna@sun.ac.za
UCRH website - Ukwanda blog@sun.ac.za
- Ukwanda Centre for Rural Health
- @Ukwanda_ Worc
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For more information contact:
Mariette Volschenk
mvolschenk@sun.ac.za