Transforming Curriculum in Health Sciences: An Interdisciplinary Approach, Using Multimedia Digitalisation

Abstract

This paper attempts to promote transformative learning in Health Sciences by introducing a curriculum intervention to leverage new knowledge in developing adaptive undergraduates. There are challenges in complex theory-laden Health Sciences programmes, where students merely use rote memorisation for assessment. There is a need to develop students to tackle complex problems using higher order critical learning much needed for the health demands of local communities. We implemented pedagogical intervention, using an innovative, digitalised medium in a collaborative, interdisciplinary environment while employing Bloom’s taxonomy as a framework to critique our assumptions about optimising learning. In this way, we advance the skills of researching, discerning and critical knowledge production. This has become an important consideration for curriculum frameworks, while addressing the issues of inclusiveness and disparities of access to digital media and internet in South Africa. Our research was guided by the following question: What are students’ perceptions of engaging with innovative digitalised content in the module Epidemiology: Parasitology, Immunology and Communicable Diseases? The aim of this paper is to provide the results of an exploratory approach to action research applying a descriptive design and qualitative methodology. The paper culminates in recommendations for applications across disciplines.