{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,30]],"date-time":"2026-07-30T08:59:36Z","timestamp":1785401976307,"version":"3.56.0"},"reference-count":15,"publisher":"AOSIS","issue":"1","license":[{"start":{"date-parts":[[2024,7,11]],"date-time":"2024-07-11T00:00:00Z","timestamp":1720656000000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"abstract":"<jats:p>The primary healthcare (PHC) rotation places medical students in rural district hospitals for 4 weeks during their 4th or 5th year. This rotation is a collaboration among three academic units at Stellenbosch University\u2019s Faculty of Medicine and Health Sciences. Learning activities during this rotation include participation in a longitudinal community-oriented primary care project, conducting rehabilitation-oriented home visits to persons with disabilities, and assessing and treating patients presenting with undifferentiated problems on an in- and outpatient basis. Working in rural contexts for a month affords students opportunities to foster meaningful relationships with the healthcare team, patients and the community, while learning about collaborative teamwork and communities. Critical reflections about the interprofessional care of patients and a community evaluation are key components of the students\u2019 learning and assessment. Demonstrating the importance of interprofessional collaboration in PHC, this integrated training model has received, and continues to receive, positive feedback from students and the clinicians involved. Attention to logistics and academic support plays a crucial role in ensuring optimal learning for students. An integrated approach that involves multiple academic units, various healthcare professions and communities is strongly recommended for those who are considering training students in rural PHC environments.<\/jats:p>","DOI":"10.4102\/phcfm.v16i1.4553","type":"journal-article","created":{"date-parts":[[2024,7,11]],"date-time":"2024-07-11T19:12:36Z","timestamp":1720725156000},"update-policy":"https:\/\/doi.org\/10.4102\/crossmark-policy","source":"Crossref","is-referenced-by-count":1,"title":["Triple therapy: Three departments collaborating to train medical students in rural settings"],"prefix":"10.4102","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1408-5813","authenticated-orcid":false,"given":"Francois","family":"Coetzee","sequence":"first","affiliation":[{"id":[{"id":"https:\/\/ror.org\/05bk57929","id-type":"ROR","asserted-by":"publisher"}],"name":"Stellenbosch University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6450-5057","authenticated-orcid":false,"given":"Maria E.","family":"Van Zyl","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/05bk57929","id-type":"ROR","asserted-by":"publisher"}],"name":"Stellenbosch University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0150-4713","authenticated-orcid":false,"given":"Maryke","family":"Geldenhuys","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/05bk57929","id-type":"ROR","asserted-by":"publisher"}],"name":"Stellenbosch University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0000-9358-8779","authenticated-orcid":false,"given":"Kobus","family":"Viljoen","sequence":"additional","affiliation":[{"id":[{"id":"https:\/\/ror.org\/05bk57929","id-type":"ROR","asserted-by":"publisher"}],"name":"Stellenbosch University"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2580","published-online":{"date-parts":[[2024,7,11]]},"reference":[{"key":"ref0","doi-asserted-by":"crossref","unstructured":"Essuman A, Mash R, Besigye I, Flinkenfl\u00f6gel M. Conference report: Undergraduate family medicine and primary care training in Sub-Saharan Africa: Reflections of the PRIMAFAMED network. Afr J Prim Health Care Fam Med. 2017;9(1):1\u20135. https:\/\/doi.org\/10.4102\/phcfm.v9i1.1351","DOI":"10.4102\/phcfm.v9i1.1351"},{"key":"ref1","doi-asserted-by":"crossref","unstructured":"Reid S, Conradie H, Daniels-Felix D. The effect of undergraduate students on district health services delivery in the Western Cape Province, South Africa. Afr J Health Prof Educ. 2018;10(1):56. https:\/\/doi.org\/10.7196\/AJHPE.2018.v10i1.959","DOI":"10.7196\/AJHPE.2018.v10i1.959"},{"key":"ref2","doi-asserted-by":"crossref","unstructured":"Pettigrew LM, MacVicar R. Overcoming challenges in primary care education. 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