Open this publication in new window or tab >>2023 (English)In: Health SA Gesondheid: Journal of Interdisciplinary Health Sciences, ISSN 1025-9848, E-ISSN 2071-9736, Vol. 28, article id a2329Article in journal (Refereed) Published
Abstract [en]
Background: Literature indicates the need to prepare health professionals who are clinically competent and socially conscious. Engagement in community projects, as an extension of workplace learning, can build professional competence and social awareness. Aim: To interrogate one such engagement; an emergency first aid responder training course was orchestrated by undergraduate students studying Emergency Medical Care. Setting: The intervention was offered in response to a community need emerging from the research project being conducted in a community in the Western Cape, South Africa. Method: Qualitative data were gathered as narrative texts from participants in the intervention and student reports about their learning experience. The data were interrogated through the application of reflexive thematic analysis and the theoretical lens of asymmetrical reciprocity. Findings: The three themes that emerged were: from research to a student led intervention, deep authentic learning, and learning as a shared experience. Benefit accrued to the students and community through a partnership of asymmetrical participants. The community offered a learning experience while students offered desired skills acquisition to community members. Conclusion: Through this interaction, students learnt respect for local knowledges, and gained enhanced social awareness, in a transdisciplinary partnership, that aimed to create a learning environment where academics, students, and community members are partners in a project delivered with a core value of social justice. Contribution: A pedagogy of partnership describes an education model arising from community-based research that enabled a social programme intervention as a relevant learning project for health science students.
Place, publisher, year, edition, pages
AOSIS, 2023
Keywords
community-based service learning, first aid training, pedagogy in context, reciprocal learning, relevant curriculum, responsive curriculum, social consciousness, social justice, adult, article, awareness, consciousness, curriculum, education, educational model, emergency care, female, first aid, human, human experiment, learning, learning environment, male, narrative, occupation, pedagogics, skill, South Africa, thematic analysis, theoretical study, training, undergraduate student
National Category
Pedagogy Learning
Research subject
Risk and Environmental Studies
Identifiers
urn:nbn:se:kau:diva-97136 (URN)10.4102/hsag.v28i0.2329 (DOI)2-s2.0-85172446495 (Scopus ID)
2023-10-202023-10-202023-12-06Bibliographically approved