??This Women's Month, we're celebrating the academic staff at Stellenbosch 肆客足球 (SU) who are shaping minds and inspiring excellence through their teaching. These remarkable educators bring passion, innovation and dedication to the classroom, helping students thrive and succeed. Their stories reflect the impact of women at the heart of SU's academic community.
Dr Rhoda Meyer, a senior lecturer in the Department of Health Professions Education (DHPE) at the Faculty of Medicine and Health Sciences, draws on her rich background as an operating room nurse to transform how clinical teaching is approached. Passionate about creating supportive, empowering learning environments, she is a lecturer in the DHPE's MPhil and PhD programmes and leads the Faculty Development focus area, inspiring both students and educators to grow with purpose. Meyer holds a SU Teaching Fellowship and is a recipient of a Teaching-Learning-Assessment Award. Her work is grounded in empathy, excellence, and a deep commitment to meaningful change.
Can you tell us a bit about your background?
I am an operating room nurse by background, and my journey as a teacher started as early as my first year as a nursing student. Practising the adage of 'see one, do one, teach one', we were expected to teach both our peers and junior colleagues. As a professional nurse, I daily encountered opportunities to teach others, including teaching undergraduate and postgraduate students of various healthcare professions in the operating room. The highly stressful and unpredictable environment of the operating room played a role in fuelling my passion for teaching. I recognised that students frequently faced overwhelming challenges and were often left to navigate these complexities on their own. This observation highlighted the need for increased support and guidance by creating environments that not only foster learning but also empower students to thrive despite the pressures they encounter.
Did any teachers, mentors or role models leave a lasting impression on you?
I have always been surrounded by strong women who demonstrated the ability to navigate their challenges with grace and perseverance, from my grandmothers to my mum and sisters. Each of these women has faced their own unique struggles, whether it was dealing with the challenges of poverty, balancing work and family or overcoming societal expectations. The role modelling of such traits has had a significant influence on who I am and how I navigate the world. In academia, I have encountered various individuals who have influenced my thinking in many ways. Among them are two women who have supported me through my PhD journey, and whom I wish to highlight: Prof Susan van Schalkwyk and Prof Elize Archer. Both have inspired me with the care, wisdom and resourcefulness with which they undertake their teaching and supervision, and their unwavering commitment to their students. Their leadership qualities and dedication to the field of health professions education have left a lasting impression on me.
Is there a particular aspect of your course or subject area that you especially enjoy teaching?
One of my roles in the Department is to lead the Faculty Development focus area by planning Faculty Development events, facilitating short courses, workshops and other sessions. I teach a variety of subjects, but I enjoy clinical teaching and workplace-based assessment the most. Thanks to my clinical background, I understand the challenges that clinical teachers often face. I also understand the contextual nuances and the difficulties that students face during their placement in the clinical environment. I am passionate about creating environments where students can flourish, but also environments where Faculty members and clinical teachers feel that they have the skills and resources to support students in their learning. What is also important for both students and the Faculty is the development of adaptive expertise, a topic I will be exploring as part of the AMEE faculty development grant that we were recently awarded.
What is the biggest reward of being a lecturer at SU?
My greatest reward is seeing our MPhil students and colleagues who have attended a Faculty Development session experience that 'aha' moment. These individuals are usually experts in their field (clinicians or scientists) and often have to navigate the interplay between their dual identities as clinicians or scientists and educators. When they experience that moment where they understand their role as teachers and how to harmonise the complexities inherent in these diverse vocations, this is what inspires me even more to be a better health professions educator and 'faculty developer'. This transformative journey not only enriches their experiences but also fuels my aspiration to cultivate an environment where every Faculty member can thrive in their different roles. In that way, they can prepare students to be competent healthcare professionals who are able to contribute meaningfully to both the field and to society.
What advice would you give to younger women entering the teaching profession today?
Firstly, don't let your current circumstances determine your success. Instead, define what success truly means to you and work towards this by viewing each challenge as an opportunity to grow. Secondly, you don't need a formal leadership title to embody the essence of a leader. Strive to be someone who engages in impactful work to influence others, challenge the norms that uphold injustices and build a more compassionate world.
Finally, as a parting shot, success is more than a collection of qualifications and accolades; it is about making a meaningful contribution to society, no matter how small it may seem. It isn't found in the spotlight, but in the positive change we help create when no one is watching.
PHOTO: Stefan Els
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