At the University of Pretoria’s Faculty of Health Sciences, the approach to teaching and learning is undergoing a significant transformation. Under the guidance of Prof. Vanessa Steenkamp, the deputy dean of Teaching and Learning, the faculty is increasing its focus on bridging the gap between theoretical knowledge and practical application.
One of the pivotal components of this educational evolution is the Clinical Skills Centre, where students have the opportunity to practise and refine their skills in a controlled environment before engaging with actual patients. This facility, equipped with state-of-the-art technology, allows students to simulate clinical procedures on mannequins, thereby honing their techniques and building the necessary muscle memory to perform under pressure. There is also a revolutionary VR lab in the medical library, offering immersive experiences that bring complex concepts to life in ways traditional methods cannot. This method of learning underscores the faculty’s commitment to ensuring that their graduates are not just knowledgeable but also competent and confident in their abilities.
Prof. Steenkamp highlights the importance of practical experience through an anecdote that underscores the limitations of traditional education. She recounts the story of a nursing student who, despite years of studying, only truly mastered the correct CPR technique during a brief ten-minute session of emergency care. The professional emergency care worker revealed that the nurse’s compressions were not deep enough and were incorrectly positioned – a revelation that could have had significant consequences in a real-life emergency. This experience dramatically illustrates how hands-on training can correct ingrained mistakes that formal education may overlook.Prof. Steenkamp explains, “In a real-life scenario, you’re often scared of breaking ribs or causing harm, which can lead to incorrect technique, but through the practical training, students can safely learn and correct these mistakes before they matter most.”
Beyond the technical aspects, the faculty is also deeply invested in cultivating soft skills, often the most challenging to teach but crucial in the healthcare profession. Communication, leadership, and ethical decision-making are integral parts of the curriculum.
The faculty’s efforts to support students extend beyond the classroom and clinical skills labs. Recognising the intense pressures of medical training, the faculty has implemented various support systems, including counselling services, peer mentoring, and stress management workshops. These initiatives are designed to help students manage the demands of their education, ensuring that they not only survive the rigours of medical school, but thrive in their future careers.
Prof. Steenkamp also emphasises the collaborative nature of the faculty’s teaching and learning approach, contrasting it with the often competitive world of research. “In teaching and learning, there’s a community of practice where people are eager to share what works in the classroom, enhancing everyone’s experience. In research, it’s more about individual recognition, but in teaching, success is a collective effort.”
One of the most impactful initiatives that aligns with this collaborative spirit is an exercise where able-bodied students participate in wheelchair races. Prof. Steenkamp recalls her own participation in one such race, humorously noting how humbling it was to navigate the challenges of using a wheelchair. This exercise builds empathy among students and gives them a first-hand understanding of the difficulties faced by patients with mobility issues.
Moreover, Prof. Steenkamp is spearheading efforts to integrate Artificial Intelligence (AI) into the curriculum, particularly in assessment. Having completed two courses in AI herself, she is passionate about ensuring that future healthcare professionals are well-versed in the capabilities and limitations of this technology. She envisions AI being used to create more thought-provoking assessments that challenge students to think critically about the information they are presented with. This includes evaluating potential biases in AI-driven tools and understanding how these tools can be both beneficial and problematic in a healthcare setting. Prof. Steenkamp says, “Technology is here to stay, and incorporating it into our teaching will prepare students to navigate and harness it effectively in their professional lives.”
Using AI can enhance the assessment process and ensure that students not only learn how to use AI tools but also develop the critical thinking skills necessary to assess their outputs accurately. By doing so, she hopes to foster a new generation of healthcare professionals who are both technologically adept and deeply analytical and cautious in their approach to patient care.
In addition to these technological advancements, “endurable skills” need to be instilled, which include traits such as attention to detail, ethical judgement, and a strong sense of responsibility. These are the qualities that will carry students through their careers long after they have left the university. “These are the hidden skills that you don’t necessarily think about, like washing your hands before a procedure or the way you communicate with patients. They’re small things, but they’re critical to patient care,” she notes.
The faculty’s approach also extends to postgraduate education, where the mentorship model plays a crucial role. Professors like Steenkamp often serve as both supervisors and mentors, helping to shape the next generation of healthcare professionals. This mentorship is more than just academic – it is about passing on the habits, attitudes, and approaches that define good medical practice. She explains that students “learn the habits from you, and you hope that these are good habits that they will carry into their professional lives”.
Prof. Steenkamp highlights a significant upcoming change in the structure of certain undergraduate programmes at UP, such as the Bachelor of Clinical Medical Practice (BCMP). Starting in 2026, these programmes will be extended from three years to four years. This adjustment is designed to better accommodate the demanding workload, allowing students to gain a more comprehensive education while also enabling them to complete their honours degrees within the same timeframe. By incorporating the honours component into the extended undergraduate programme, students will no longer need to pursue it separately, which is expected to reduce the pressure on them and streamline their academic journey.
The faculty’s commitment to preparing students for the real world is not just about academics – it is about creating well-rounded individuals who are ready to face the challenges of the healthcare industry with confidence and competence. Whether through hands-on training, the integration of AI, or the cultivation of soft skills, the faculty is leading the way in innovative education that meets the needs of both students and the broader community.
In short, Prof. Steenkamp’s vision for the Faculty of Health Sciences is one of inclusivity, practicality, and forward-thinking innovation. Her approach ensures that students are not only prepared for the demands of the healthcare industry but are also equipped to lead it into the future. By blending rigorous academic standards with real-world experience and cutting-edge technology, the faculty is setting a new standard for healthcare education in South Africa and beyond.
