1. IntroductionMethodologyResults The Education of Health Professionals for the 21st Century: A Global Independent Commission 1 recommended that the overall goal of health professions education (HPE) for the 21 st century should be to reach equity in health through patient- centred and community-based care. The proposed HPE strategies to reach this goal are: (1) transformative learning and (2) interdependence in HPE (see figure 1). 1 The aim of this study was to investigate if and how the application of the ICF framework in HPE contributed to (1) instructional reform, (2) institutional reform, (3) patient care and (4) the functioning of health systems. Participants: Thirty three medical students in their fourth year of study (MBChB IV), their facilitators and patients, participated in the study. The selection was purposive and voluntary. These students applied the ICF framework during 2012 as a model to assess and manage their patients during an integrated rural clinical module in Family Medicine, Community Health and Rehabilitation. A qualitative research approach was used following the Associative Group Analysis (AGA) method. AGA is a non-directive analysis technique, specifically developed to assess dominant perpetual and motivational characteristics of different groups of people regarding the same concept. The AGA technique relies on the analysis of the spontaneous free word associations by the participants involved to systematically selected stimulus themes (items for evaluation). These themes presented in unstructured and open ended multiple response possibilities within a given period of time. The purpose of the analyses of these free word associations is to reconstruct these verbal codes to form selected themes 3. The students, facilitators and patients had their own unique mental images of the selected stimuli based upon their experiences and terms of references. It is exactly this ability that made the AGA technique the preferred tool to detect how participants viewed the application of the ICF framework as an approach to patient care. Ethical approval for the study (N12/08/048) was obtained from Health Research Ethics Committee, Stellenbosch University. Transformative learning took place as students: Took bigger ownership for patients. Committed to a bio-psycho-social- spiritual model of care, questioning the traditional biomedical approach. Integrated ethical and human rights issues in patient care. Appreciated and took an interest in serving rural communities. Started community projects in response to gaps identified by applying the ICF framework. Interdependence in education was cultivated as students: Recognised the importance of inter- and transprofessional teamwork. Committed to working in and with the community to address health problems. Health systems were strengthened Facilitators were indirectly challenged to role model the application of the ICF framework in their clinical practice.. The University was asked by the Department of Health to train service providers in applying the ICF framework. The ICF framework is being adopted as an approach to patient care in various healthcare settings. Undergraduate medical and allied health students of Stellenbosch University were placed at ten different primary healthcare settings on the universitys Ukwanda Rural Clinical Platform during 2011/2012. The duration of student rotations varied from 2 weeks to a year. Students applied the ICF framework 2 to manage and present patients (See Figure 2). ICF codes were not taught or used, but rather a comprehensive application of the ICF framework. Transforming health professions education by applying ICF framework S Snyman, C Goliath, M Clarke, H Conradie, Centre for Health Professions Education, Stellenbosch University, South Africa Abstract Background: The ICF framework was introduced as common language and an approach to manage and present patients in undergraduate programmes at a Faculty of Medicine and Health Sciences. Aim: To investigate if and how the application of the ICF framework in health professions education (HPE) contributed to (1) instructional reform, (2) institutional reform, (3) patient care and (4) the functioning of health systems. Method: A qualitative approach using associated group analysis. Results: Applying the ICF framework as an approach to patient-centred care in HPE contributes to (1) transformative learning, (2) interdependence in education, (3) improved patient care and (4) the strengthening of health systems. 13 – 19 October 2012 Brasilia, Brazil Please insert the document ID here: D0xxp MEETING OF THE WHO COLLABORATING CENTRES FOR THE FAMILY OF INTERNATIONAL CLASSIFICATIONS Figure 1. The strategy proposed for HPE education in the 21 st century 1. Figure 2. The structure used by medical students at Stellenbosch University to present patients according to the ICF framework Conclusions Adopting the ICF framework in HPE as an approach to patient care can play a valuable role to equip students as agents of change to improve the health status of people and to strengthen health systems. It is recommended that WHO-FIC investigates and promotes the application of the ICF framework in HPE. References [1] Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet 2010;376:1923–1958. [2] World Health Organisation. International classification of functioning, disability and health. Geneva: World Health Organisation; 2001. [3] Grenard JL. Associative Group Analysis: A Review of the method developed by Lorand B. Szalay. Los Angeles: Transdisciplinary Drug Abuse Prevention Research Center, University of Southern California; 2003. Correspondence Dr S Snyman: ssnyman@sun.ac.za