Guidelines for Decolonising Health Sciences Curricula: A Roadmap to Transformation

Abstract

Abstract South Africa’s complex history with colonialism has left its imprint on the Higher Education Institutions. Decolonisation can address historical injustices and create a more inclusive educational environment. Despite the awareness of its significance, many Higher Education institutions struggle with decolonisation due to varied approaches and resistance. Existing literature highlights a gap in understanding health professions educators' perceptions of decolonisation in health professions education, demanding further research into practical implications. Understanding health professions educators' perspectives is vital, as it influences curriculum design. The aim of this study is to explore how health professions educators at North-West University perceive decolonisation and to use these insights to develop guidelines to inform the decolonising health professions education curricula. To achieve this aim, the study adopted a workshop methodology. Nominal Group Technique was employed within this methodology to encourage meaningful contribution. The study used deductive coding to guide the analysis of collected data. Findings indicate a shift in health professions educators' perceptions of decolonisation when informed discourse and structured guidance are available. Educators require a well-structured plan of action, emphasising the need for practical guidelines to inform decolonisation efforts. The derived guidelines align with the mission of producing healthcare professionals capable of addressing South Africa's diverse healthcare landscape. They facilitate cultural competency and social consciousness among health professions educators, fostering a responsive curriculum transformation and a more inclusive Higher Education environment. This research contributes to the vital discourse on decolonisation by grounding theory in practice, offering practical guidelines as a roadmap to transformation.