Poster presentation at the 2nd International Symposium: ICF Education. 30 June 2017 (Cape Town). THEME: ICF as catalyst for interprofessional education and collaborative practice http://www.icfeducation.org

1. An integrated clinical module utilising ICF:
Developing undergraduate medical students
to be increasingly confident, competent and caring
Maria van Zyl
Centre for Rehabilitation Studies, Stellenbosch University
mvanzyl@sun.ac.za
1. Background
Persons with disability continuously struggle to access high quality responsive
healthcare which facilitates full reintegration into their communities. This can be
attributed to:
❖ Ineffective health promotion and disease prevention at various levels of
healthcare provision
❖ Lack of knowledge, skills and attitudes of
• healthcare professionals on the impact of health conditions on the
patients’ functioning;
• the role of contextual factors in patients’ functioning in their
communities, as well as
• the roles of all the team members
2. Purpose
The purpose of this poster is to share how exposure to ICF, through an integrated
clinical module encourages MBChB students to understand health, disability and
functioning within each patient’s context.
3. Activities
ICF was introduced in an integrated curriculum between the fields of Family
Medicine, Public Health and Rehabilitation in which students had to assess,
manage and present patients using ICF, in collaboration with the available team.
Towards the end of these rotations clinical supervisors used ICF-informed rubrics
to assess students presenting their patients. 1
SECOND INTERNATIONAL SYMPOSIUM: ICF EDUCATION30 JUNE 2017
Figure 1: The ICF informed form used by the MBChB
students to assess and manage their patients
interprofessionally
Figure 2: ICF-informed
marking rubric used by
preceptors (clinical
supervisors and
facilitators) to assess 3rd
year MBChB students.
Groups present the
results of their
assessment of a person
with disability, who has
returned home since
receiving rehabilitation
in a specialized facility
Figure 3: ICF informed
Assessment rubric used to
assess patient presentation
by IV/V and VI year MBCB
students – here ICF is
integrated in the 3-stage
assessment typically used
by Family Physicians
4.Outcomes
Student patient presentations indicate that
❖ Students practice patient-centred principles, joint goal setting and holistic
management of the patient’s presenting biopsychosocial and spiritual
problems, in collaboration with the available team.
❖ The person-centred, holistic ICF facilitates the rehabilitation journey to
fully reintegrate persons with disability into the community by:
• students collaborating with the various members of the team to
encourage joint, interprofessional goal setting and implementation and
• students “being respected as part of a team, and being trusted to assume
responsibility for a patient”2
5.Conclusion
MBChB students are increasingly “confident, competent and caring healthcare
professionals who share these values through role-modelling (and) engagement
with preceptors (clinical supervisors) ”. 3
6. References
1. S Snyman, M van Zyl, J Muller and M Geldenhuys (2016) Chapter 15
International Classification of Functioning, Disability and Heath: Catalyst for
Interprofessional Education and Collaborative Practice in D.Forman et al.
(eds), Leading Research and Evaluation in Inteprofessional Education and
Collaborative Practice pg 285 – 328, DOI 10,1057/978-1-137-53744-7_15
2. Van Schalkwyk, S. C., Bezuidenhout, J., & De Villiers, M. R. (2015).
Understanding rural clinical learning spaces: Being and becoming a doctor.
Medical Teacher, 37 (6), 589–594. doi: 10.3109/0142159X.2014.956064
3. Van Schalkwyk et el (2015)