Integrating critical cross-field outcomes in an anatomy course at a university of technology: A reflective perspective

Abstract

Background. Recent trends in higher education have become particularly directed towards incorporating elements of general education in profession-specific training. Consequently, the inclusion of critical cross-field outcomes (CCFOs) – a set of generic outcomes gazetted by the South African Qualification Authority – in curricula, is directed towards stimulating a critical social conscience among students. This embraces the concept of education, more than simply certification, in embedding underlying principles that foster lifelong learning, critical thinking and social responsibility, and provides an opportune platform to examine our teaching strategies in the context of reflective practice. Objectives. This article demonstrates an application of the theory of reflective practice in the modification of teaching strategies and the integration of the CCFOs in a human anatomy course at a university of technology. Methods. We present the different teaching strategies that were applied, and highlight the CCFOs embodied in each approach. Results. In so doing, we demonstrate how the integration of underpinning general education principles and discipline-specific core competencies can be easily attained through simple modifications of conventional teaching practices. Conclusion. The teaching methods highlighted attempt to encourage and ensure that students evaluate, understand and apply their knowledge in an integrated and shared manner, as embraced by the CCFOs.