BMC medical education · 2025
Curricula overlap between optometry and other health science training programmes at the university of Kwazulu-Natal, South Africa.
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Bux Fathima B, Gcabashe Fezekile Sf, Lakhi Naairah, Maphela Moeketsi, Mhlongo Nkazimulo, Moolla Faatima, Nirghin Urvashni, van Staden Diane
Аннотация
BACKGROUND: Most health professions education programmes cover common content themes, yet train in silos. Identifying opportunities for combined training among health science disciplines at the university level improves interprofessional engagement and strengthens learning outcomes for students. An integrated curricular design within health professions education programmes supports a collaborative approach to patient care within the workplace. This study aims to investigate the extent of content overlap between the Bachelor of Optometry degree and other undergraduate health science programmes at the University of KwaZulu-Natal in order to identify opportunities for strengthening interprofessional education.
METHODS: A qualitative descriptive study was conducted using a cross-sectional, comparative research study design. Nine health science disciplines from the University of KwaZulu-Natal's School of Health Sciences were purposefully selected for inclusion in the study. Document analysis was used to evaluate curriculum content for each discipline from the official College of Health Sciences Handbook, as well as module-specific information obtained at discipline level. Data was analyzed manually within an interpretive paradigm, identifying similarities in themes or wording, and cross-checked amongst group members for reliability.
RESULTS: Among the 199 modules reviewed across eight disciplines, varying degrees of overlap were identified. Specifically, 15% (n = 29) of the modules were common to the Optometry curriculum at levels one and two. Exact overlaps were predominantly found in the Pharmacy modules (n = 8). In addition, 40.9% (n = 99) of the modules showed partial overlap with Optometry, with the majority of these overlaps occurring in the Audiology program (n = 20).
CONCLUSION: Significant curricula overlap exists between the Bachelor of Optometry degree and other School of Health Science disciplines at the University of KwaZulu-Natal. This presents an opportunity for joint teaching, both for more efficient use of scarce resources such as staffing and space, and to promote interprofessional education. However, to realise the full benefits of adopting interprofessional education, intensive academic planning and revised curricula remodeling is required.
METHODS: A qualitative descriptive study was conducted using a cross-sectional, comparative research study design. Nine health science disciplines from the University of KwaZulu-Natal's School of Health Sciences were purposefully selected for inclusion in the study. Document analysis was used to evaluate curriculum content for each discipline from the official College of Health Sciences Handbook, as well as module-specific information obtained at discipline level. Data was analyzed manually within an interpretive paradigm, identifying similarities in themes or wording, and cross-checked amongst group members for reliability.
RESULTS: Among the 199 modules reviewed across eight disciplines, varying degrees of overlap were identified. Specifically, 15% (n = 29) of the modules were common to the Optometry curriculum at levels one and two. Exact overlaps were predominantly found in the Pharmacy modules (n = 8). In addition, 40.9% (n = 99) of the modules showed partial overlap with Optometry, with the majority of these overlaps occurring in the Audiology program (n = 20).
CONCLUSION: Significant curricula overlap exists between the Bachelor of Optometry degree and other School of Health Science disciplines at the University of KwaZulu-Natal. This presents an opportunity for joint teaching, both for more efficient use of scarce resources such as staffing and space, and to promote interprofessional education. However, to realise the full benefits of adopting interprofessional education, intensive academic planning and revised curricula remodeling is required.