Integrating health systems and public health into a renewed undergraduate medical programme at a sub-Saharan university
1
Department of Global Health, Stellenbosch University, Cape Town, South Africa
Popul. Med. 2026;8(Supplement Supplement 1):A1078
ABSTRACT
ABSTRACT:
The renewed undergraduate medical curriculum at Stellenbosch University, implemented in 2022, is structured around four pillars: the self (student), the patient, the community, and the healthcare system. This organised, interactive session explores how Health Systems and Public Health content has been intentionally integrated within the Community and Health Systems pillars to advance community-oriented and socially accountable medical education. Although the first graduates of the renewed curriculum will only complete their studies in 2027, this session argues that such integration is critical for preparing future doctors who are equipped to engage ethically, collaboratively, and reflectively with complex health systems and community health needs. Exit Level Outcome 3 of the MBChB (Bachelor of Medicine and Bachelor of Surgery) programme requires graduates to contribute to strengthening the health system through a community-oriented approach; demonstrate social and environmental accountability; communicate respectfully and professionally within diverse healthcare teams; and navigate communities and health systems ethically, demonstrating advocacy, leadership, self-awareness, and reflective practice. This session illustrates how Health Systems and Public Health teaching was designed to operationalise this outcome across the undergraduate curriculum. Participants are introduced to key curricular components, including population and community concepts; determinants of health; health promotion; Community-Oriented Primary Care; South African health system development and policy; governance and financing of health systems; health information systems; and leadership skills and self-regulation. Drawing on early implementation experiences, the session reflects on both successes and challenges in integrating Health Systems and Public Health teaching in a longitudinal and contextually relevant manner. The development team describes the rationale, design process and implementation approach undertaken. Through facilitated discussion and interactive engagement, participants are invited to share perspectives and critically reflect on best practices and strategies for strengthening the inclusion of Health Systems and Public Health content in undergraduate medical education across diverse contexts.
The renewed undergraduate medical curriculum at Stellenbosch University, implemented in 2022, is structured around four pillars: the self (student), the patient, the community, and the healthcare system. This organised, interactive session explores how Health Systems and Public Health content has been intentionally integrated within the Community and Health Systems pillars to advance community-oriented and socially accountable medical education. Although the first graduates of the renewed curriculum will only complete their studies in 2027, this session argues that such integration is critical for preparing future doctors who are equipped to engage ethically, collaboratively, and reflectively with complex health systems and community health needs. Exit Level Outcome 3 of the MBChB (Bachelor of Medicine and Bachelor of Surgery) programme requires graduates to contribute to strengthening the health system through a community-oriented approach; demonstrate social and environmental accountability; communicate respectfully and professionally within diverse healthcare teams; and navigate communities and health systems ethically, demonstrating advocacy, leadership, self-awareness, and reflective practice. This session illustrates how Health Systems and Public Health teaching was designed to operationalise this outcome across the undergraduate curriculum. Participants are introduced to key curricular components, including population and community concepts; determinants of health; health promotion; Community-Oriented Primary Care; South African health system development and policy; governance and financing of health systems; health information systems; and leadership skills and self-regulation. Drawing on early implementation experiences, the session reflects on both successes and challenges in integrating Health Systems and Public Health teaching in a longitudinal and contextually relevant manner. The development team describes the rationale, design process and implementation approach undertaken. Through facilitated discussion and interactive engagement, participants are invited to share perspectives and critically reflect on best practices and strategies for strengthening the inclusion of Health Systems and Public Health content in undergraduate medical education across diverse contexts.
| eISSN: | 2654-1459 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
