Mark Tufts

Perspectives of student performance in the Health Sciences: how do physiology and professional modules compare?

Physiology has an anecdotal track record of having lower pass rates than other professional modules in the Health Sciences (HS). The aim of this study was to compare the performance and associated contributory factors of students in physiology modules with professional modules at the same level of study. This was done by way of overall pass rates and average, maximum, and minimum marks for the period 2008-2010 stratified by programme/qualification, matriculation/National Senior Certificate achievement and language. The latter two served as proxies for alternative access and previously disadvantaged students, respectively. There was a notable difference in the mean 2008-2010 pass rates of students from the different professional qualifications and students generally performed considerably better in their professional modules as compared with their performance in the physiology modules. The performance in physiology modules of English first language (EFL) students was not significantly different from that of English second language students (ESL). The implications of these findings require further discourse on, inter alia, issues around physiology teaching; student learning modes; admission criteria; student preparedness for university; and student monitoring and support mechanisms. There also needs to be a greater interaction between physiologists and health professionals involved in the curriculum design.

Medical physiology education in South Africa: what are the educators’ perspectives?

Context. Most South African medical schools have, in the past decade, introduced changes in their curricula. In our experience we have found that such changes can affect students’ knowledge and understanding of physiology. Aim. The current study was undertaken to determine the perceptions of educators regarding the impact of curricular change on the knowledge and understanding of physiology by medical students in South Africa. Methods. A survey of physiologists teaching medical students in South African medical schools was undertaken by means of a questionnaire. Results. There were 20 participants in the current study. Demographic data revealed that they came from 6 out the 8 South African medical schools; 80% had PhDs; 70% had been teaching physiology for more than 10 years and that a similar percentage (80%) were experienced in teaching three or more physiological systems. In addition, 20% of the current participants had additional educational qualifications. In the opinion of the physiologist educators surveyed, 60% felt that although current medical students found it more difficult to understand basic physiology concepts and that, compared with students 5 - 10 years ago, their knowledge of physiology was more limited, the students nevertheless were better able to integrate their physiology knowledge with clinical subject knowledge. The respondents were divided as to whether or not current medical students found it more difficult to understand pathophysiology than those students 5 - 10 years ago. In addition, nearly 60% of the staff surveyed were concerned that physiology, as a cognate discipline in South Africa, was under threat due to medical curricular change. Discussion and conclusion. The results of the survey provide a snapshot of the current state of medical students’ knowledge and understanding of physiology in South Africa from the educators’ perspective. It would be interesting to know whether the concerns raised by the participants reflect an international trend. Physiologists and curriculum planners/organisers need to take cognizance of the issues highlighted in the current study.