Dr Kebiditswe Masike, a distinguished academic at Sefako Makgatho Health Sciences University (SMU), has been recognised as the Best Experienced University Teacher at the prestigious Vice-Chancellor Excellence Awards 2024. The accolade celebrates her unwavering dedication to student development, innovative teaching methodologies, and her contribution to health professions education at SMU.
Reflecting on this momentous recognition, Masike expressed deep gratitude. I give honour to God, who made this opportunity possible for me. I am deeply humbled and extremely grateful for the recognition of my work as a teacher at SMU. This Best Teacher Award means a great deal to me; it motivates me to continue being a good team player within the department, the School of Dentistry, and SMU. Through this recognition, I am encouraged to continue developing as a teacher and to pursue excellence in teaching,” she says.
Masike’s journey into academia was not a conventional one. She joined SMU as a clinician with an innate passion for student support and education. “From my interview, I maintained that I wanted to develop as a teacher. At that time, little was known about qualification in Health Professions Education, but I was eager to pursue a qualification in Higher Education,” she shares. She credits SMU’s induction and onboarding workshops for newly appointed academics as a significant inspiration that led her to further her studies in Health Professions Education.
Her teaching philosophy is deeply grounded in the African principle of ubuntu, which is also one of SMU’S values. I believe that each student matters and can be empowered and nurtured to actively engage with their learning. Together, as a team and community, we can make a difference and achieve more,” she explains. Her teaching approach ensures a comfortable, inclusive, and trusted learning environment that respects diversity, equality, and a sense of belonging.
Her teaching approaches are guided by key principles that include meticulous lesson planning aligned with the Health Professions Council of South Africa (HPCSA) competency framework, integrating eLearning, fostering a safe teaching and learning environment, and promoting student-centred education. “Students as adult learners bring knowledge and some form of experience that needs to be acknowledged during teaching and learning sessions”, she emphasises.
Masike is renowned for her dynamic and innovative teaching methods. Over the years, she has employed various strategies, including flipped classrooms, case-based learning, team-based learning, peer-to-peer teaching, and simulation-based learning. “I use both synchronous and asynchronous teaching modalities. Blackboard Collaborate facilitates live teaching, pre-recorded sessions, and interactive small-group discussions,” she says.
Simulation-based learning is another key aspect of her teaching. She collaborates with the SMU Skills Centre team to enhance experiential learning. “I have worked closely with the simulation team to teach soft skills such as patient-centred communication using standardised patients. I look forward to incorporating virtual reality into simulation teaching,” she notes.
Masike has also played a pivotal role in coordinating multidisciplinary teaching seminars, fostering collaboration between different disciplines. However, her journey has not been without challenges. “The biggest challenges we faced as educators were during the COVID-19 pandemic era, when we had to abruptly convert summative assessments originally designed for face-to-face instruction and manage students who missed assessments due to load-shedding or connectivity issues in their remote areas,” she recalls.
Despite these challenges, she remains committed to adapting her teaching methods to meet the diverse needs of her students. “I acknowledge diverse learning needs and vary my teaching approaches accordingly,” she explains. Looking ahead, Masike anticipates significant changes in medical education, particularly the adoption of interprofessional learning and the increasing integration of technology. “Artificial Intelligence, Augmented Reality, and other innovations in big data are already impacting health professions education. The future looks digital, and as educators, we must stay ahead of these trends,” she says.
She emphasises the importance of instilling key values and skills in healthcare students, including leadership, communication, ethical practice, and interdisciplinary collaboration. “Apart from clinical competence, healthcare students must develop leadership skills, conflict management skills, teamwork, and financial literacy to navigate their careers successfully,” she states.
She encourages new lecturers to remain adaptable, curious to learn, and open to feedback. “Be flexible and adaptable to changing student needs. Engage with faculty development programs, seek constructive criticism, and become part of a Teaching Community of Practice. Most importantly, be a reflective educator— reflect, reflect, reflect,” she advises.
By Tumelo Moila
