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17 HEALTH SA GESONDHEID Vol.10 No.2 - 2005INTRODUCING HIV AND AIDS EDUCATION INTO THE FIRST YEAR OF A PROBLEM-BASED LEARNING CURRICULUM: A TEMPLATE FOR HEALTH SCIENCE EDUCATIONProfessor Michelle McLeanPhD, MEdDepartment of Physiology (Histology), Nelson R Mandela School of Medicine, Faculty of Health Sciences, Univer-sity of NatalCorresponding author: mcleanm@ukzn.ac.zaMs Linda HilesMA (Psychology)Student Counselling Services, University of Natal DurbanKeywords: community; health science education; HIV and AIDS; medical students; problem-based learningABSTRACTThe HIV and AIDS epidemic will continue to impact medically, socially and financially on sub-Saharan Africa. It istherefore imperative that health science students in Africa experience the reality of the impact of this virus oncommunities. This article describes an HIV and AIDS education programme instituted at a South African medicalschool in parallel with the first year of a problem-based learning (PBL) curriculum. In line with the PBL philosophy,the HIV and AIDS programme was largely experiential. Students interacted directly with HIV positive individuals, andthrough their educational workshops, with local communities. By means of small group sessions facilitated bytrained community educators, students explored myths surrounding HIV and AIDS and engaged frankly withcolleagues about sensitive issues such as having an HIV-infected family member. Although expensive in terms ofhuman resources, the outcomes of this intervention exceeded the organisers’ expectations, particularly in terms ofstudents openly engaging with the reality of being HIV positive and the community organisation networks established.This type of experiential intervention with considerable community exposure has application to other health sciencecurricula.OPSOMMINGDie MIV/VIGS-epidemie sal voortduur om ‘n mediese, sosiale en finansiële impak op Afrika, suid van die Sahara,te maak. Dit is dus noodsaaklik dat studente in die gesondheidswetenskappe in Afrika die impak wat die virus opplaaslike gemeenskappe maak eerstehands sal ervaar. Hierdie artikel beskryf die MIV/VIGS- ingrypingsprogramwat by ‘n Suid Afrikaanse mediese skool as deel van die eerste jaar van ‘n probleemgebaseerde leerplan ingestelis. In ooreenstemming met die leerplanfilosofie is die MIV/VIGS program hoofsaaklik op ervaring gebaseer. Studentemaak persoonlik met die plaaslike gemeenskap kontak deur middel van opvoedkundigewerkswinkels. Tydenskleingroepsessies met gekwalifiseerde opvoedkundiges as fasiliteerders, word mites rondom MIV/VIGS opgeklaaren sensitiewe inligting, soos om met ‘n MIV-positiewe gesinslid saam te leef, bespreek. Alhoewel die menslikehulpbroninsette hoog was, het die uitkomste van die program alle verwagtinge van die organiseerders oortref - veralten opsigte van studente se verbintenis tot MIV/VIGS soos blyk uit die vestiging van netwerke in die gemeenskap.Hierdie tipe ervaringsleer, met aansienlike blootstelling aan die gemeenskap, is ook van belang vir ander leerplannein die gesondheidswetenskappe.RESEARCH