Chipamaunga [PhD, MEd, BEd, DNE, SCM, SRN.]
Dr Shalote Chipamaunga is an academic who has worked as a senior lecturer at the University of the Witwatersrand in South Africa for eight years before assuming a similar role at the University of Zimbabwe. Her area of expertise is Medical Education with direct experience in curriculum design and review, strategies for integrative learning and application of 21st Century adult learning pedagogies. Dr Chipamaunga has published in peer review journals and presented abstracts and posters at local and international conferences.
In addition to academia, Dr Chipamaunga is a public health specialist with over 30 years’ experience as a clinical practitioner and over 18 years in programme management of health related programmes in Eastern and Southern Africa. Dr Chipamaunga has also worked with international and country specific development organizations in senior managerial, technical advisory and consultancy roles. Her expertise is in the overall design, implementation and monitoring and evaluation of a broad range of health programmes and possesses solid hands-on experience in organizational capacity building, curriculum development, design and delivery of training in primary health care for improvement and maintenance of quality health care services. I joined the Department of Health Profession on the 1st of October 2016
Green-Thompson LP, Mc Inerney PA, Manning DM, Mapukata-Sondzaba NO, Chipamaunga SR, Maswanganyi T (2012). Reflections of students graduating from a transforming medical curriculum in South Africa: a qualitative study. BMC Medical Education, 12(49):1 - 9.
Manning D, McKinley D and Chipamaunga S. 2010. Students’ learning experience in a diversified academic environment. Medical Education. 44(5):493-494
Chipamaunga SR, Mataya R, Muula A. An assessment of sex work in Swaziland: barriers to and opportunities for HIV prevention among sex workers. Journal of Social Aspects of HIV/AIDS SAHARA-J 2010, 7(3):44-50
⦁ Curriculum integration
⦁ Integrative learning
⦁ Adult learning pedagogy