UCT Medical School Intervention Programmes (DHRS & MBChB)

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UCT Medical School Intervention Programmes (DHRS & MBChB)

UCT Medical School Intervention Programmes (DHRS & MBChB)

The Faculty of Health Sciences Intervention Programme (IP), a fundamental provision program, provides academic support to students who encounter academic difficulties during their first semester of study. The program provides possibilities for studying academic literacy, numeric literacy, and fundamental ideas in some of the basic and profession-specific sciences.

It was created in order to correct historical inequities, support the faculty’s transformation objective of boosting retention and throughput of students, particularly those from historically underprivileged student populations, and broaden access and engagement. It was adopted in the Department of Rehabilitation Sciences in 2009 after being introduced to the MBChB curriculum in 2002.

In contrast to conventional foundation programs, IP begins midway through the year rather than at registration. At the time of enrollment to the university, students are not automatically accepted into the program. Only those first-year students who do not succeed after their first semester of study are admitted into IP; all incoming first-year students are admitted to the conventional program.

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Structure

The program works to establish a secure environment where students can advance their knowledge and abilities gradually so they can continue their studies. This is achieved by giving students the chance to recognize and address the multiple causes of underachievement, by encouraging more effective learning in later years, and by aiming to boost self-confidence in order to support student’s academic and personal growth and development. It attempts to acquaint students with the types of learning styles and types of instruction they will face throughout the course of their studies.

The program’s learning activities are created to improve students’ ability to apply their knowledge and abilities to many areas and parts of their studies. Students receive regular formative assessment feedback on their development.

The goal of teaching and learning in the first semester of IP is to give students the opportunity to “look back” on the course material learned in the first semester of mainstream classes. The first semester’s subject is examined with a particular emphasis on challenging ideas. The learning tasks in IP include the following characteristics:

Semester 1 of IP ‘Looks back’ to:

  • Main concepts of the courses in mainstream Semester 1
  • Focuses on professional and disciplinary building blocks and core concepts
  • Spend more time on the concepts by providing more and varieties learning opportunities at a slower pace
  • Employs small group learning promotes active learning
  • Identifies and addresses study skills gaps

Students “look forward” to the fundamental ideas and course building blocks that will be covered in mainstream semester two of the first year during the second semester of IP. To offer the students a chance to explore some of the key ideas they will encounter in the mainstream, fresh content is introduced here to the class.

Semester 2 of IP ‘Looks forward to:

  • Future core concepts – mainstream semester 2 courses and prepares the re-entry into the standard curriculum
  • Future thinking & reasoning strategies –
  • Prepares the students for a second semester of first-year mainstream and beyond

Peer intervention program

The peer intervention program at Student Wellness Service (SWS) is concerned with four focus areas:

  • Counseling
  • Health and wellness
  • Academic support
  • Social and emotional adjustment

Professional social workers who are also UCT postgraduate students serve as peer counselors. Through one-on-one counseling, they provide academic support, psychosocial support, and guidance. Peer counselors support general health and wellness while addressing concerns with socio-emotional adjustment.

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Other Interventions Program

For psychology first year

Over 600 first-year psychology students enrolled in the subject PSY1001W receive a series of four computer-based tutorials on data representation. The goal of these seminars is to get students ready for their second-year research project in psychology. Some of the materials’ development and the technical facets of distribution are handled by the Numeracy Centre.

For psychology second year

In 2003, in partnership with the psychology department’s instructors, a set of eight computer-based lectures on data analysis, data representation, and descriptive and inferential statistics were created. About 300 second-year psychology (Research in Psychology) students are given these each year as part of the PSY2006F course. The tutorials for the Research in Psychology module on quantitative methods (statistics) are meant to supplement the lectures and are regarded as the practical portion of the module. UCT Medical School Intervention Programmes (DHRS & MBChB)

For psychology third year

In 2009, four computer-based inferential statistics seminars were created in partnership with psychology department teachers. About 200 third-year psychology (Research in Psychology) students are given these each year as part of the PSY3007S course. These tutorials are thought of as the practical portion of the statistics module in research in psychology and are meant to supplement the lectures on the topic.

For sociology third year
For the approximately two hundred students in the third year sociology courses  SOC3007F  and SOC3027F, we provide a course of ten computer-based tutorials on data analysis and representation to complement their lectures on statistics. This intervention has been running since 2001.

For first-year medical students

The courses “Introduction to Integrated Health Sciences: Part I” (HUB1006F) and “Introduction to Integrated Health Sciences: Part II” (HUB1007S) both involve the Numeracy Centre. These courses include worksheets for quantitative literacy, and the content presented in them is evaluated for all students as part of the course (by the Numeracy Center). Students are chosen for workshops and lectures in the first semester based on their test scores, and workshops in the second semester based on their first-semester performance. As part of the assessments and exams for the courses, quantitative literacy is evaluated.

For first-year medical students in the Intervention Programme

The Numeracy Centre contributes to the courses “Fundamentals of Integrated Health Sciences, Part I” (HUB1010S) and “Fundamentals of Integrated Health Sciences, Part II” (HUB1011F) in the Intervention Programme (the fundamental program for first-year MBChB students). Two class tests and a final exam are used to evaluate the information taught in the weekly 2-hour QL seminars.

For all first-year students in Health Sciences

All first-year students enrolled in the Health Sciences faculty (about 350 students) receive a semester of computer-based tutorials on data analysis and representation. This includes students from the School of Health and Rehabilitation but excludes those enrolled in the MBChB Intervention Program. The tutorials are comparable to those used in MAM1013 and MAM1014, however, a lot of the contextual information has been changed to make it more applicable to the health sciences. There are weekly tutorial sessions available where students can get help from instructors and Numeracy Centre employees. Each student must turn in their finished tutorials. A computer-based test is used to evaluate this content for MBChB mainstream students.

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For first-year physiotherapy students in the Intervention Programme
In the Intervention Programme (the Foundational provision for first-year Health and Rehabilitation Sciences students the Numeracy Centre contributes materials and workshops for the course; “Fundamentals of Biosciences for Physiotherapy IA”  HUB1025S.

For students in the Raymond Ackerman Academy of Entrepreneurial Development

Each semester, 25 to 30 students at the Raymond Ackermann Academy for Entrepreneurial Development receive Business Numeracy training from specialists from the Numeracy Centre. Although these pupils are not UCT students, the course is a financed initiative of the UCT Business School designed to increase the employment chances for underqualified school graduates. Over the course of around 20 weeks, the business numeracy component consists of weekly lectures and workshops. There are in-class exams as well as a final evaluation.

General Enquiries

Tel: +27 (0)21 650 4980
Email: suraya.basterman@uct.ac.za

Postgraduate Programme Enquiries

Tel: +27 (0)21 650 5426
Email: shaneel.nutt@uct.ac.za

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