Award-winning young educator redefines medical training

At just 20 years old, Dr Sandile Kubheka made headlines in 2014 as South Africa’s youngest medical graduate. Eleven years later, in 2025, he is in the spotlight again after he was named the recipient of the Dr Clarence Mini Titanium Young Achiever Award at a ceremony in Cape Town earlier this year.

The Titanium Awards, as they are commonly known, are among the most respected honours in the country’s healthcare sector.

The acknowledgement, which comes with a cash prize of ZAR50,000 (about US$2,800), recognises young professionals who are shaping the future of healthcare through leadership, innovation and service. Kubheka, now a clinical educator at the University of KwaZulu-Natal (UKZN), was recognised for his commitment to teaching, improving clinical training, and strengthening access to quality care in under-served communities, UKZN reported on its news blog.

Kubheka, according to the blog, said: “It is not about being the youngest or the first. It is about contributing meaningfully to a system that must keep evolving.”

His path has been defined by service. As a young doctor, he has balanced his work in hospitals with national and global responsibilities. During the COVID-19 pandemic, he completed his registrar training while serving on the frontlines and contributing to the global Recovery trial that shaped international treatment standards. Beyond clinical care, he has consistently used his voice to advocate for better public health, from early screening for chronic illnesses to improving access to kidney care.

Now in charge of the internal medicine teaching programme for third- to sixth-year students, he is known for his hands-on mentorship and clear, practical approach to learning. His teaching is grounded in the everyday realities of public hospitals.

For Kubheka, medicine is not just about diagnosing illness, but about building systems that work and mentoring the people who will carry that work forward. In an interview with University World News, Kubheka reflected on mentorship, medicine, and what the Titanium Award means to him. He also spoke about why recognition is only part of the story.

UWN: What does receiving the Dr Clarence Mini Titanium Young Achiever Award mean to you as an academic?

SK: It’s deeply affirming. For me, it’s never been about titles or timelines, but about contributing to a system that constantly needs to evolve. I’m grateful to be part of that process and to stand alongside many others who are committed to strengthening healthcare and education, often quietly and consistently.

Awards are affirming, but they don’t change the reality of showing up every day for patients and students. What keeps me centred is remembering where I come from, who I serve, and why I started. There’s a responsibility that comes with visibility, but I try not to let the pressure dilute the purpose. If anything, it reminds me to remain authentic and present.

UWN: How has your role as a clinical educator at the UKZN evolved since you joined the faculty?

SK: It began with bedside teaching. Over time, I became more involved in assessments, academic support, and curriculum planning. My head of department, Professor Nombulelo Magula, who has also been a mentor, encouraged me to take on greater responsibility.

What started as tutoring has grown into shaping how clinical teaching is delivered, particularly for third-year students. We need a shift toward training that is more responsive to the real healthcare needs of our country. That means more time in district-level and primary care settings, better integration of social determinants of health in the curriculum, and mentorship that prepares students for the ethical, emotional, and systemic realities of practice in South Africa. Our system doesn’t only need doctors; it requires doctors who are ready to work where the needs are greatest.

UWN: You coordinate the third-year internal medicine programme. What innovations or changes have you introduced to improve student learning outcomes?

SK: We’ve made the programme more structured and symptom-based, with consistent teaching sessions, quizzes, and mock assessments. My focus has been on making the content clearer and more relevant, so students understand what to expect and how to approach clinical reasoning. At this early stage, we prioritise mastering technique, gradually building up to more complex decision-making.

UWN: How do you approach the design and delivery of Objective Structured Clinical Examinations (OSCEs) to ensure both rigour and real-world relevance?

SK: I aim to make OSCEs closely reflect what students will encounter on the wards. That means selecting relevant cases, clearly defining expectations, and assessing both clinical skills and communication. It’s about preparing students to be safe, thoughtful doctors in real-world settings, not just to pass an exam.

UWN: Your teaching spans students from third to sixth year. How do you adapt your mentorship style to different levels of training?

SK: With third-year students, I focus on building confidence and foundational clinical skills. For senior students, it’s more about refining judgment and integrating knowledge. I try to meet each student where they are and offer a balance of structure and independence to support their growth.

UWN: What role did your academic leadership play during the COVID-19 pandemic, especially in shaping clinical education under pressure?

SK: During the pandemic, I was completing my registrar training while also serving as a registrar representative in the [UKZN] College of Health Sciences. It was a disruptive and demanding time, but it reshaped how I think and respond in clinical settings. That experience made me more intentional about how I lead and support others, especially during uncertainty.

It is also important to ensure compassion in clinical teaching as students learn it by watching how we treat patients, how we listen, how we speak, especially when no one is watching. I try to be intentional about that. Whether it’s how I break bad news or how I guide a student who’s made a mistake, I know these moments carry weight. Compassion is caught, not just taught.

UWN: As a former student leader yourself, how do you mentor emerging student leaders in the health sciences today?

SK: I encourage them to learn, lead, achieve, and inspire. Leadership starts with learning. I share my journey to show that it’s possible to lead quietly and consistently. I try to guide them toward focusing on purpose, not the position.

UWN: How do your research and public advocacy inform your teaching, especially on topics like chronic illness and primary care?

SK: Working closely with patients and being involved in advocacy has deeply influenced how I teach. It has made me more intentional about emphasising presence, empathy, and respect. I encourage students to see patients as people first, to listen better, and to bring the spirit of ubuntu into every clinical interaction. That mindset is just as critical as medical knowledge. (Ubuntu means ‘I am because we are’. It is about seeing others as part of yourself and acting with compassion, respect, and care).

UWN: Many of your awards highlight leadership and compassion. How do you embed these values into the academic environment?

SK: I try to be consistent and authentic. I don’t wear a different face when I teach. Being present, fair, and showing kindness in small, everyday ways matters. Over time, students notice and often carry those values forward themselves.

UWN: Looking ahead, what is your vision for strengthening clinical education and academic mentorship at UKZN and beyond?

SK: I envision a more responsive and holistic educational system, especially in the areas where I work. I want to keep learning and eventually pursue further training in critical care. But, above all, I hope to see more young people challenging norms, being innovative, and believing they can make a meaningful impact. I hope to play a small role in encouraging that, not just through teaching, but by showing that it is possible.

UWN: What role do young academics like yourself have in shaping the future of medical education in Africa, and are institutions doing enough to support you?

SK: Young academics bring fresh perspective, urgency, and often a closer understanding of the student experience. We need to be part of the conversation, not just as token voices, but as contributors to curriculum design, policy, and innovation. Some institutions are making strides, but more can be done to create enabling environments. Support doesn’t always mean funding; it also means mentorship, flexibility, and a genuine seat at the table.