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Principles of Pedagogy in Teaching in a Diverse Medical School: The University of Capetown South Africa Medical School

This paper describes a 2-month project developed by the Sage Colleges (New York) and the University of Capetown Medical School in South Africa to help the medical faculty at the Capetown Medical School teach its newly diverse student body. The program is intended to improve student retention and it emphasizes the need for faculty to assure students coming from nonacademic backgrounds of their competence and to celebrate multicultural diversity in higher education. The paper offers narratives and descriptions of weekly interactive meetings between visiting faculty from Sage Colleges and the medical school faculty as they explore topics ranging from how to say hello in students' first language, to faculty's thoughts on teaching, to the different social conventions of various ethnic groups, to student learning difficulties. In addition, specific workshop topics were organized on: faculty teaching and curricular reform; various approaches to the lecture method, such as scaffolding and concept development; moving from large- to small-group teaching; using tutors and successful students as role models; multiple intelligence theory and its uses; multicultural teaching and attending to the cultures present in the classroom; and evaluation, testing, and assessment procedures. (MKA)

  • Contributor: Rothenberg, Julia Johnson, Holland, Errol

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