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n Health SA Gesondheid - Introducing HIV and AIDS education into the first year of a problem-based learning curriculum : a template for health science education : research

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Abstract

Die MIV / VIGS-epidemie sal voortduur om 'n mediese, sosiale en finansiële impak op Afrika, suid van die Sahara, te maak. Dit is dus noodsaaklik dat studente in die gesondheidswetenskappe in Afrika die impak wat die virus op plaaslike gemeenskappe maak eerstehands sal ervaar. Hierdie artikel beskryf die MIV / VIGS-ingrypingsprogram wat by 'n Suid-Afrikaanse mediese skool as deel van die eerste jaar van 'n probleemgebaseerde leerplan ingestel is. In ooreenstemming met die leerplanfilosofie is die MIV / VIGS program hoofsaaklik op ervaring gebaseer. Studente maak persoonlik met die plaaslike gemeenskap kontak deur middel van opvoedkundigewerkswinkels. Tydens kleingroepsessies met gekwalifiseerde opvoedkundiges as fasiliteerders, word mites rondom MIV / VIGS opgeklaar en sensitiewe inligting, soos om met 'n MIV-positiewe gesinslid saam te leef, bespreek. Alhoewel die menslike hulpbroninsette hoog was, het die uitkomste van die program alle verwagtinge van die organiseerders oortref - veral ten opsigte van studente se verbintenis tot MIV / VIGS soos blyk uit die vestiging van netwerke in die gemeenskap. Hierdie tipe ervaringsleer, met aansienlike blootstelling aan die gemeenskap, is ook van belang vir ander leerplanne in die gesondheidswetenskappe. End

The HIV and AIDS epidemic will continue to impact medically, socially and financially on sub-Saharan Africa. It is therefore imperative that health science students in Africa experience the reality of the impact of this virus on communities. This article describes an HIV and AIDS education programme instituted at a South African medical school in parallel with the first year of a problem-based learning (PBL) curriculum. In line with the PBL philosophy, the HIV and AIDS programme was largely experiential. Students interacted directly with HIV positive individuals, and through their educational workshops, with local communities. By means of small group sessions facilitated by trained community educators, students explored myths surrounding HIV and AIDS and engaged frankly with colleagues about sensitive issues such as having an HIV-infected family member. Although expensive in terms of human resources, the outcomes of this intervention exceeded the organisers' expectations, particularly in terms of students openly engaging with the reality of being HIV positive and the community organisation networks established. This type of experiential intervention with considerable community exposure has application to other health science curricula. End

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/content/health/10/2/EJC34965
2005-06-01
2016-12-04
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