1. Click to edit Master subtitle style 4/21/11 FIT FOR PURPOSE M.B., Ch.B. admission, curriculum & outcome Parliamentary Portfolio Committee on Health 20 April 2011 Faculty of Health Sciences University of Cape Town

2. Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level Ninth Outline LevelClick to edit Master text styles – Second level Third level – Fourth level » Fifth level 4/21/11 what we stand for mission and goals – address South Africa’s health challenges – promote quality and equity in health – produce health practitioners responsive to need – promote spirit of enquiry – engage with need through research and the application of our academic resources values – PHC approach – health equity, social justice – high ethical standards – respect for human rights and human dignity

3. 4/21/11 our challenge p roducing graduates fit for purpose

4. Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level Ninth Outline LevelClick to edit Master text styles – Second level Third level – Fourth level » Fifth level 4/21/11 context / drivers National Health Act, 2003 – unite elements of the NHS – decentralised health system – advance provision of appropriately trained staff to meet national need – establish AHCs (training platform) at all levels to educate and train health care personnel Higher Education Act 101, 1997 restructure, transform programmes and institutions to respond better to the national HR, economic and development needs Redress past discrimination and ensure representivity and equal access provide optimal opportunities Promote values of human dignity, equality and freedom Pursue excellence, promote the full realisation of the potential of every student

5. 4/21/11 our response curriculum to meet requirements of health sector admissions policy for redress support to ensure success

6. 4/21/11 curriculum

7. 4/21/11 purpose to produce a generalist doctor capable of providing health care in a decentralised health system able to manage conditions responsible for the burden of disease imbued with a spirit of enquiry committed to equity & social justice: PHC approach

8. 4/21/11 graduate attributes & capabilities professional values, attitudes, behaviour and ethics scientific foundation of medicine communication skills population and health systems clinical skills management of information critical thinking and research

9. 4/21/11 Curriculum structure (1) Year 1: – Becoming a professional – Becoming a health professional – Introduction to cycle of life – Transitions in health Year 2 / 3: – Integrated health sciences – Becoming a doctor – Intro to clinical practice – Special study module (research)

10. 4/21/11 Curriculum structure (2) Year 4 / 5: – Medical and surgical disciplines – Public health – Primary health care (and 4 week elective) – Family medicine – Forensic medicine Year 6: – Student internships

11. 4/21/11 Transversal skills ethics human rights primary Health Care HIV/AIDS Languages IT competencie s Educational strategies Student centred Problem based learning Integrated, multi- disciplinary Community based education Self directed learning IT assisted learning

12. 4/21/11 content linked to disease priorities BoD common problems core skills – needed to know and manage – need to recognise and refer curriculum to follow

13. 4/21/11 teaching & learning platform community-based & community-engaged NGOs, schools, CBOs community health centres secondary hospitals tertiary (central) hospitals

14. Click to edit Master subtitle style 4/21/11 admissions policy

15. Click to edit the outline text format Second Outline Level  Third Outline Level Fourth Outline Level  Fifth Outline Level  Sixth Outline Level  Seventh Outline Level  Eighth Outline Level Ninth Outline LevelClick to edit Master text styles – Second level Third level – Fourth level » Fifth level 4/21/11 Admissions legislation and policy -Pre 1986: no black African medical students at UCT - Few admitted in successive years Under-preparedness for higher education - Mathematics and science - Critical reasoning Lack of resources to support higher education Our legacy

16. 4/21/11 Goal redress the imbalances of the past expand access to university & medical education – Engagement with scholars in historically disadvantaged schools – Active recruitment from under-served areas – Admit through streamlined process support the progression of students ensure throughput in order to provide a cohort of “fit-for-purpose” medical graduates.

17. 4/21/11 the policy All students (minimum): symbols -Maths: E -Physical Science: E -Minimum points 39 Admission possible: Points -Black (African) and Coloured students: 39 -White, Indian: 42 Admission probable: points -Black students: 41, coloured:42; White and Indian students: 47

18. 4/21/11 outcome of admissions policy

19. Click to edit Master subtitle style 4/21/11 Race composition of 1st Year MBChB Class by number: 1986-2010

20. 4/21/11 Profile of students admitted 2006 – 2010 YearAfricanColouredIndianWhiteTotal 200665 (32%)38 (19%)26 (13%)63 (31%)203 200769 (34%)39 (19%)20 (10%)64 (32%)203 200865 (32%)45 (22%)23 (11%)62 (31%)203 200997 (46%)44 (21%)20 (10%)45 (21%)210 201091 (44%)36 (18%)24 (12%)47 (23%)205 2011107 (51%)32 (15%)28 (13%)35 (17%)209

21. 4/21/11 Race composition of 1st Year MBChB Class by proportion: 1986- 2010

22. 4/21/11 Profile of all MBChB students 2007 - 2011

23. 4/21/11 beyond admissions and curriculum: support for success

24. 4/21/11 supporting progression to improve performance and ensure throughput Intervention Programme Student mentorship Early Warning systems Student Development and support

25. 4/21/11 Intervention programme Intervention Programme (IP) 10 – 15% of first year class most students succeed and some excel Year03/0404/0505/0606/0707/0808/09 IP1163214212016 IP2233623372426

26. 4/21/11

27. MBChB class size and composition have changed significantly over the period: 1986 to 2010 outcome

28. 4/21/11 Class of 2010

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30. Profile of all MBChB students 2007 – 2011 YearAfricanColouredIndianWhiteInt/UnknownTotal 2007407 (35.5%)203 (17.7%)167 (14.6%)359 (31.3%)11 (1%)1147 2008419 (35.9%)213 (18.3%)170 (14.6%)353 (30.3%)11 (0,9%)1166 2009453 (38%)221 (18.5%)158 (13.3%)347 (29.1%)13 (1.1%)1192 2010468 (38.9%)230 (19.1%)156 (13%)331 (27.5%)15 (1.2%)1202 2011500 (41.9%)218 (18.3%)158 (13.2%)300 (25.1%)13 1.1%)1193

31. 4/21/11 Gender and Race profile of all MBChB students 2007 – 2011 YearAfricanColouredIndianWhiteTotal Gend er FMFMFMFMFM 2007254(22%)153(13%)148(13%)55(5%)94(8%)73(6%)216(19%)143(12%)721(63%)426(37%) 2008256(22%)163(14%)149(13%)64(5%)91(8%)79(7%)212(18%)141(12%)718(62%)448(38%) 2009284(24%)169(14%)149(13%)72(6%)82(7%)76(6%)210(17%)137(11%)735(62%)457(38%) 2010293(24%)175(15%)154(13%)76(6%)82(7%)74(6%)201(17%)130(11%)743(62%)459(38%) 2011324(27%)176(15%)141(12%)77(6%)85(7%)73(6%)184(15%)116(10%)745(62%)448(38%) 62% are women

32. 4/21/11 Gender and race profile of students : 2007-2011

33. 4/21/11 Profile of graduates