We survived

Abstract

The COVID-19 pandemic reaffirms the need for the professionalisation of health professions education. The current higher education landscape in Africa privileges clinical competence over educational proficiency for educators in the health professions. This situation undermines the value of health professions education as a science, and hamstrings the potential of educators to innovate their educational practice. Professionalising health professions education, as discussed by Burch and Norcini, is a global imperative to upskill educators and ensure recognition while driving educational theory into practice. Educators owe it to their students to afford them quality education that truly actualises them as fit-for-purpose graduates. However, this can only be achieved if educational decisions are underpinned by educational theory. Without sound professional development, it may be a complex and difficult step for educators, leaving our institutions marred with ancient educational practices that may be harmful to students.