BACKGROUND. Selection of medical students at South African (SA) medical schools must promote equitable and fair access to students from
all population groups, while ensuring optimal student throughput and success, and training future healthcare practitioners who will fulfil
the needs of the local society. In keeping with international practices, a variety of academic and non-academic measures are used to select
applicants for medical training programmes in SA medical schools.
OBJECTIVES. To provide an overview of the selection procedures used by all eight medical schools in SA, and the student demographics
(race and gender) at these medical schools, and to determine to what extent collective practices are achieving the goals of student diversity
METHODS. A retrospective, quantitative, descriptive study design was used. All eight medical schools in SA provided information regarding
selection criteria, selection procedures, and student demographics (race and gender). Descriptive analysis of data was done by calculating
frequencies and percentages of the variables measured.
RESULTS. Medical schools in SA make use of academic and non-academic criteria in their selection processes. The latter include indices of
socioeconomic disadvantage. Most undergraduate medical students in SA are black (38.7%), followed by white (33.0%), coloured (13.4%)
and Indian/Asian (13.6%). The majority of students are female (62.2%). The number of black students is still proportionately lower than in
the general population, while other groups are overrepresented.
CONCLUSION. Selection policies for undergraduate medical programmes aimed at redress should be continued and further refined, along
with the provision of support to ensure student success.
BACKGROUND: The aim of this study was to establish the type of clinical work done by the doctors in the emergency room at a district hospital in an underserved area. The findings of the study would assist the management ...
Mostert, Sonja Nicolene(University of Pretoria, 2013-01-11)
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Keevy, Daniel Matthew John(University of Pretoria, 2013-05-29)
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