1. Fakulteit Gesondheidswetenskappe  Faculty of Health Sciences Click to edit Master subtitle style PRESENTATION TO THE PORTFOLIO COMMITTEE ON HEALTH 20 APRIL 2011 Prof Jimmy Volmink Dean: Faculty of Health Sciences Stellenbosch University

2. VISION The Faculty of Health Sciences of Stellenbosch University is recognised as an indispensable leader in the field of health sciences in Africa and for the contribution it makes internationally.

3. MISSION The Faculty of Health Sciences of Stellenbosch University is committed to the goal of optimal health in southern Africa by:  Developing, within a learning culture, independent professionals who can make a worthwhile contribution to the community  Contributing to new knowledge in the field of health sciences by means of research that is relevant to Africa  Benefiting the broader community by means of participation and service

4. THE STELLENBOSCH DOCTOR The recently graduated Stellenbosch doctor must possess the necessary knowledge, skills and attitudes to optimally utilise the opportunities available during the internship so as to be able to function autonomously in the primary health care sector thereafter, and must also be equipped with the necessary ability and insight to develop further personally and professionally.

5. Exit outcomes relevant to SA population Knowledge of:  The maintenance of health and prevention of disease (physical, mental and social)  The recognition and diagnosis of common diseases and abnormalities of the human body and psyche  Factors in the community environment that can influence health  The interaction between biological, psychological and sociological factors that play a role in health  An interdisciplinary approach in health care and the roles and skills of allied health professionals  Alternative and complementary medicine

6. Skills  The ability to function holistically within the context of family and community  The ability to communicate effectively with patients from different cultural groups in the process of diagnosis and management.  The ability to establish and manage a primary health infrastructure  The ability to function optimally within the interdisciplinary health care team.  The ability to take part in and guide continuous and in- service training as well as community education Skills The ability to function holistically within the context of family and community The ability to communicate effectively with patients from different cultural groups in the process of diagnosis and management. The ability to establish and manage a primary health infrastructure The ability to function optimally within the interdisciplinary health care team. The ability to take part in and guide continuous and in- service training as well as community education

7. Attitudes  Respect for life, self as well as humankind and its diversity  A loyal and ethically accountable disposition towards the profession, patients and community  An empathetic disposition towards the patient, their family as well as the community, and a willingness to be accessible to the profession, patients and community Attitudes Respect for life, self as well as humankind and its diversity A loyal and ethically accountable disposition towards the profession, patients and community An empathetic disposition towards the patient, their family as well as the community, and a willingness to be accessible to the profession, patients and community

8.  The willingness to set a positive example regarding social responsibilities and obligations  Acknowledgement of the importance of the interdisciplinary team approach in patient care and respect for the other members of the interdisciplinary health team as well as acknowledgement of the contribution of the allied health professions to comprehensive health care  The willingness to set a positive example regarding social responsibilities and obligations Acknowledgement of the importance of the interdisciplinary team approach in patient care and respect for the other members of the interdisciplinary health team as well as acknowledgement of the contribution of the allied health professions to comprehensive health care Attitudes (continued)

9. RELEVANCE OF TRAINING FOR SA  PHC approach  Community based training  isiXhosa training  Rural Clinical School  Focus on common and life-threatening conditions prevalent in SA  Interprofessional Teaching and Learning

10. MEDICAL STUDENT PROFILE Graduate ethnic profile 2006 - 2010 20062007200820092010 White 126 (74%) 86 (58%) 94 (56%) 77 (43%) 85 (52%) Coloured 32 (19%) 37 (25%) 42 (25%) 58 (32%) 40 (25%) Asian 11 (6,4%) 21 (14%) 15 (9%) 30 (17%) 16 (10%) Black 1 (0,6%) 5 (3%) 16 (10%) 15 (8%) 21 (13%) TOTAL170149167180162

11. MEDICAL STUDENT PROFILE % OF TOTAL YEAR Graduate ethnic profile 2006 - 2010

12. MEDICAL STUDENT PROFILE 20072008200920102011 White 94 (43%) 101 (44%) 117 (47%) 98 (42%) 121 (48%) Coloured 74 (34%) 68 (30%) 67 (27%) 78 (34%) 79 (31%) Asian 21 (10%) 21 (9%) 28 (11%) 24 (10%) 22 (9%) Black 27 (13%) 38 (17%) 36 (15%) 33 (14%) 30 (12%) TOTAL216228248233252 First-year ethnic profile 2007 - 2011

13. YEAR % OF TOTAL MEDICAL STUDENT PROFILE First-year ethnic profile 2007 - 2011

14. All Black and Coloured, as well Asian applicants (from WC and NC), meeting minimum entry requirements selected. Challenges:  Size of applicant pool  Negative perceptions about Stellenbosch (including language policy) All Black and Coloured, as well Asian applicants (from WC and NC), meeting minimum entry requirements selected. Challenges: Size of applicant pool Negative perceptions about Stellenbosch (including language policy)

15. MEDICAL STUDENT PROFILE 20072008200920102011 Male 75 (38%) 78 (37%) 72 (33%) 76 (36%) 64 (29%) Female 122 (62%) 130 (63%) 149 (67%) 135 (64%) 154 (71%) TOTAL197208221211218 First-year gender profile 2006 - 2011

16. % OF TOTAL YEAR First-year gender profile 2007 - 2011

17. CUBAN-TRAINED STUDENTS TotalM*M + 1M + 2M + 3 Still busy in 2011 Discont 20066113001 20078231110 20088150020 20095221000 20104110020 20114----40 20126------ TOTAL417/31 (23%) 12/31 (39%) 5/31 (16%) 1/31 (3%) 5/31 (16%) 1/31 (3%) M* = Completed in minimum time (1 year) M + 1, etc = Completed in minimum time + 1 year (2 years), etc Discont = Discontinued studies