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04 November 2024 | Story André Damons | Photo Supplied
Dr Emmanuel Arko-Cobbah
Dr Emmanuel Arko-Cobbah, Senior Lecturer and Medical Specialist in the Department of Surgery at the University of the Fee State (UFS) and a trauma surgeon, has recently been inducted as a Fellow of the American College of Surgeons (ACS).

Dr Emmanuel Arko-Cobbah, Senior Lecturer and Medical Specialist in the Department of Surgery at the University of the Fee State (UFS), says he hopes his induction as a fellow of the American College of Surgeons (ACS), will show the world that South Africa also produces great doctors from whom they can learn.

The ACS is dedicated to improving the care of the surgical patient and safeguarding standards of care in an optimal and ethical practice environment. Dr Arko-Cobbah was inducted on 19 October after a rigorous process. He was part of 1 800 candidates from around the world, but mostly from North America, with about 600 from other countries outside of the US and Canada.

Dr Arko-Cobbah, a trauma surgeon, says it feels surreal as it has always been his dream to become a Fellow of the American College of Surgeons, although it often felt like an impossible dream. “I truly thank God, and I am very grateful, because to me, it feels like it's all part of His plans for me, that is why He is making these things possible for me.

“As a trauma surgeon, it makes me feel I have achieved even beyond our borders, and it gives me the opportunity to also share the knowledge we have locally with the rest of the world. We have a lot to offer, but we tend to get underestimated because of where we’re from,” says Dr Arko-Cobbah.

To become a fellow of the ACS, applicants go through a selection process after applying and then they need to be nominated by three different fellows of the American College who are in good standing. If their nominations get accepted, an interview follows whereafter the reports are reviewed by the committee which then decides the outcome.

South Africa produces great doctors

According to Dr Arko-Cobbah, he hopes to put the UFS on the map with this lifelong fellowship so that the world can know South Africa also produces great doctors and that they can learn from these doctors. “The other side of the coin is for me to inspire others to also aim to get into the American College, and to dream even bigger than this. If I could do this, then anybody can. Partner with God, and dream big dreams, and make big plans. That is what I was taught by Pastor At Boshoff since I was a student, and God has always been faithful.”

After qualifying as doctor and becoming a general surgeon at the UFS, and super specialised as a trauma surgeon, Dr Arko-Cobbah completed a Surgical Leadership Programme with Harvard University in Boston, in the US. “God has always been good to me, and I am forever grateful to the support of my wife and family and continued inspiration and mentorship from Prof André Loubser. I am grateful to the late Prof Theron, and the UFS Surgery Department, past and present, for always pushing me to be better. 

News Archive

Spanish academic discuss frameworks for successful higher education
2013-08-29

Prof Melanie Walker, Senior Research Professor at CHECaR, Prof Sandra Boni and Dr Sonja Loots, Postdoctoral Research Fellow at the CHECaR seminar.
29 August 2013
Photo: Thabo Motsoane

In the latest Centre for Higher Education and Capabilities Research (CHECaR) seminar, Prof Sandra Boni from the Universidad Politécnica de Valencia in Spain presented on ‘Competencies in Higher Education: A Critical Analysis from the Capabilities Approach.’ The presentation focused on the significant transformation taking place in universities and how that is affecting teaching and learning practices. The competencies approach plays a key role in this transformation process by associating the mastering of certain skills with successful completion of higher education qualifications.

Prof Boni and her colleagues argue that the competencies approach is flawed and too narrow to be used in evaluating successful higher education and that a broader human development perspective has to be applied. She argues that the capabilities approach represents a more inclusive framework for guiding the holistic development of students through the expansion of all human choices to achieve what they value most, not just to benefit economically from education. The inclusion of the human development framework in universities’ training would lead to generating ‘public-good professionals’ who are equipped prepared with the necessary competencies to enter their chosen career – but who will also be the bearers of a social consciousness.

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