Screenshot 2020-11-03 at 15.26.49.jpgMr Andrew Makkink

Faculty of Health Sciences

Emergency Medical Care

"I have learned never to be surprised by his efforts, enthusiasm, commitment and dedication … he exudes confidence that transcends into a "can do" mentality that encourages all students into greater enjoyment."

This comment, from a former student, echoes many students' views of Mr Andrew Makkink, a senior lecturer in Emergency Medical Care. Known by all as a man of extraordinary compassion, he has every student's well-being and success at the centre of his teaching, believing that good practice must be based on the inclusion of all students and the recognition of diversity. As an aside, students are asked to tell him which music they are listening to as a way of getting to know his students. For him, education means being part of an ongoing story and should be understood as a multidimensional, holistic process that enables students to engage in the world at large. To try something novel in his classroom to improve realism and student immersion in the classroom-based activity, students were required to construct their own simulated wounds and then other students were required to dress the wounds as if in a real clinical scenario.

His approach is pragmatic and developmental and, significantly, involves understanding the complexity of students' lives. It is important for him and his students to learn about the lived experience and cultural practices of each other, to recognise and reflect on both similarities and differences. Andrew's classroom offers students an environment based on collaboration and respect, a place where all voices are heard. Students are always active and engaged, involved with both theory and importantly with practical application. In this, Andrew works alongside his students, offering them a crucial role model of what it means, "to be" an EMC practitioner. As one student aptly says, "he taught us the essence of being a good medical rescuer, and truly made us understand the importance of the profession we were entering".

Mr Makkink has developed many interventions to support student learning, most notably the Simulation Assessment Tool Limiting Assessor Bias (SATLAB). This is recognised and appreciated by students and colleagues alike and is widely used by other institutions. Beyond the classroom, he supports students in need, initiating the development of a thrift shop, which has enabled students to acquire essential equipment ranging from books to running shoes.

Andrew, you are an invaluable asset to UJ, and we are proud to have you on our staff. Congratulations on this prestigious award and we look forward to seeing further development of the SATLAB.