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A Pipeline Program to Address the South African Crisis in Human Resources for Health Cover

A Pipeline Program to Address the South African Crisis in Human Resources for Health

Open Access
|Apr 2018

Figures & Tables

Table 1

Distribution of Physicians and Population by Population Group, United States.

Population GroupPhysicians* N = 471,408Population** N = 308.7 million
Total100.0%100.0%
White75%63.7%
Black or African American6.3%12.2%
American Indian and Alaska Native0.5%0.7%
Asian12.8%4.7%
Hispanic or Latino5.5%16.3%

[i] *Source: Castillo-Page L. Diversity in the Physician Workforce Facts & Figures 2010. Washington DC: AAMC; 2010.

**Source: US Census Bureau: National Population Estimates; Decennial Census.

Table 2

Distribution of Physicians and Population by Population Group, South Africa.

Population GroupPhysicians* (2008) N = 34,324Population (2011 census) N = 51.58 million
White44.8%9.1%
African (Black)15.0%76.4%
Coloured1.4%8.9%
Indian (Asian)12.4%2.4%
Race not specified or other26.4%0.5%

[i] *Source: The Shortage of Medical Doctors in South Africa. Scarce and Critical Skills Research Project. Research commissioned by the Department of Labour, South Africa; March 2008.

Table 3

Top Ten Causes of Death, South Africa, 2010.

CauseBlackWhiteIndian/AsianColouredUnknown
TB11011
Influenza & Pneumonia2792
Intestinal Infectious Disease33
Other Heart Disease42394
CVA53435
HIV676
Diabetes mellitus76127
Hypertensive Disease897108
Other Viral Disease99
Immunological Disorder1010
Ischemic Heart Disease125
Digestive System Cancer458
COPD564
Lung Cancer886
Renal Disease10

[i] Source: Statistics South Africa.

Figure 1

United States AHEC Model.

Figure 2

South Africa AHEC Model.

Table 4

Comparison of US and South Africa AHEC Models.

US ModelSouth Africa Model
Educational SiteRemote AHEC centre that is independent of medical schoolRemote medical school mini-campus
GovernanceAHEC centre board of directors, or host regional hospital with advisory committeeFaculty of medicine and science with advisory committee
Pipeline ProgrammePromote health careers amongst underrepresented* primary and secondary school studentsStrengthen educational experience for underrepresented* secondary school students
Programme Conducted ByAHEC centre staffUniversity faculty of education; secondary school teachers
Advisory Board or Board of DirectorsRepresentatives of medical school, other academic institutions, health departments, medical practices, hospital, consumersRepresentatives of faculties of medicine and science and education; national departments of health and education; Morehouse School of Medicine (US partner)
StakeholdersUnderserved communities, parents, students, health professions schoolsUnderserved communities, parents, students, health professions school

[i] *Underrepresented students: students from population groups whose percent representation amongst physicians is significantly less than their representation in the population as a whole. US: black and Hispanic. South Africa: black and coloured. Both countries: rural.

Table 5

Stakeholder Recommendations: Themes and Selected Quotes.

ThemesSUNCEPEducatorParent/Caregiver
Increased Program Awareness
  • Yeah, just to make them [parents and learners] understand what really the program is about and [what it’s leading to]. And yeah, what opportunities there are for the learners.

  • Do they have to attend Stellenbosch University after they finish the program?

  • What is the criteria to become part of this programme as far as schools are concerned?

  • Will this program carry on, or is it just for now?

Communication
  • So my biggest concern is more communication with the tutors.

  • I don’t know what their marks [are at] school. I thought that that might be something that we could work from. That would be great.

  • Is there at any stage where we as parents are informed of their progress – what’s happening in, say, two months’ time or three-months’ time?

Program Restructuring
  • Consider one-day contact on a weekend during two months between holidays.

  • For 9th and 10th grade, mathematics scores decline. We set up a generic mathematics test. We invite 60 of the top learners to take a 3-hour mathematics test and a 2-hour science test. From that we will select our top 20 students. We feel this is a much better assessment/selection tool. Now students will be able to continue along in pipeline.

  • You see the pupils: they’re tired. Stretch the program so that we can have more valuable time with them instead of rushing everything down on them.

  • So they need more experiments in natural sciences, because at school they just do written work. To enhance them, they should do more practicals [experiments] here in natural science.

Historical/Political/Contextual Factors
  • [Determine] what partners support this investigation of defining underserved/disadvantaged.

  • More time with the students – definitely more time. We can’t do miracles in 15 days of the year, 15 days of contact sessions.

DOI: https://doi.org/10.29024/aogh.12 | Journal eISSN: 2214-9996
Language: English
Published on: Apr 30, 2018
Published by: Levy Library Press
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2018 Kalay Moodley, Tabia Henry Akintobi, Therese Fish, Daniel S. Blumenthal, published by Levy Library Press
This work is licensed under the Creative Commons Attribution 4.0 License.