Engagement of dietetic students and students with hearing loss: Experiences and perceptions of both groups

Abstract

The literature reports that the cognitive functioning of D/HL differs Background. Final-year dietetic students from Stellenbosch University (SU) present selected training sessions during their Rural Clinical School (RCS) rotation to professional cookery students of the National Institute for the Deaf (NID). Objective. To describe experiences and perceptions of dietetic students and NID students before and after training sessions. Methods. A descriptive, phenomenological approach was followed. SU students (N=23) reflected on experiences before and after providing training to NID students. Two focus group discussions were conducted with NID students (N=19) after training to explore their experiences related to the training. An experienced interpreter facilitated discussion topics using South African Sign Language (SASL). Voice recordings were transcribed verbatim and thematic content analysis was performed manually. Results. NID students described feelings of uncertainty and fear of the unknown prior to the training. These feelings turned to excitement and curiosity as the presentations continued. They were positive about the learning experience and described it as wonderful and interesting. SU students described it as challenging, but valuable in gaining insight into living with deafness. The experience positively influenced their professional and personal development. Students were appreciative of and grateful for the opportunity to engage with and learn from each other. Suggestions were made to improve future training sessions based on identified barriers, such as overcoming communication challenges and clarifying reciprocal misperceptions. Perceptions changed when similarities between student groups were realised. Conclusion. The overwhelmingly positive experience of both groups is a strong motivation to continue with this initiative. SU students recognised the importance of health promotion to persons with impairments.

Clinical education and training: Have we sufficiently shifted our paradigm?

“…The aspects of an integrated model of clinical education are explored by Chetty et al, [3] while additional perspectives about interprofessional education and practice are provided by Moodley and Singh. [4] Data relating to effectiveness and experiences of students acting as advocators of good health are reported on by Mhlongo et al [5] and Smit et al [6] The exploration of teaching and learning activities, such as telehealth [7] and performance art, [8] demonstrates that educators continue to examine different innovative methods to develop competencies of health professions students.…”