ABSTRACT
Background. A module on nutrition; human rights and governance was developed and presented jointly by academic institutions in Norway; South Africa and Uganda; under the NOrway MAsters (NOMA) programme; for their respective Master's degree programmes in nutrition. Consisting of three study units; it was presented consecutively in the three countries; with each study unit building on the previous one. Objectives. To document the perceptions of participating students on various aspects of the module; informing future curriculum endeavours. Methods. A mixed methods approach was followed. A module evaluation form completed by students for each study unit was analysed. In-depth telephonic interviews were voice recorded and transcribed. Through an inductive process; emerging themes were used to compile a code list and content analysis of the unstructured data.Results. An overall positive module evaluation by 20 participants (91% response rate) can be ascribed to the module content; enlightening study visits; expertise of lecturers and an interactive teaching style. Logistical issues regarding time management and administrative differences among the academic institutions caused some concerns. Students experienced some resistance against qualitative research in natural science faculties. Students benefited from being exposed to different teaching styles and education systems at universities in different countries. Constructive alignment of teaching and learning activities could be optimised through involvement and empowerment of all relevant lecturers.Conclusion. Successful implementation of the module not only provides nutrition Master's students with knowledge to operationalise a human rights-based approach during future interactions in their professional practice; but also serves as an example of the benefits and challenges of interdisciplinary and transnational collaboration in module development
Subject(s)
Africa , Human Rights , Interdisciplinary Studies , Nutritional Status , StudentsABSTRACT
Background. In response to the challenge of the global health needs of the 21st century; four academic institutions in Norway; South Africa and Uganda; each offering a Master's degree in nutrition; collaboratively developed the NOrwegian MAsters (NOMA) track module on nutrition; human rights and governance; integrating a human rights-based approach into graduate education in nutrition. Objective. To capture students' perceptions about the NOMA track module; focusing on the development of key competencies. Methods. Employing a qualitative approach; 20 (91% response rate) in-depth telephonic interviews were conducted with participating students; voice recorded and transcribed. Through an inductive process; emerging themes were used to compile a code list for content analysis of the transcribed text. Relevant themes were reported according to the professionals' roles described by the CanMEDS competency framework. Results. Participation in the module enhanced key competencies in the students; e.g. communication skills and the adoption of a holistic approach to interaction with people or communities. Their role as collaborator was enhanced by their learning to embrace diversity and cultural differences and similarities. Students had to adapt to different cultures and educational systems. They were inspired to contribute in diverse contexts and act as agents for change in the organisations in which they may work or act as leaders or co-ordinators during interaction with community groups and policy makers. Higher education institutions offering transnational modules should support lecturers to manage the inherent diversity in the classroom as a way of enhancing student performance.Conclusion. The development of future transprofessional modules will benefit from the inclusion of desirable key competencies as part of the module outcomes by following a competency by design process