item: #1 of 573 id: ajhpe-100 author: Sein, Ni Ni; Dept of Family Medicine MEDUNSA; Tumbo, John; Dept of Family Medicine, Univeristy of Limpopo title: Determinants of effective medical intern training at a training hospital in North West Province, South Africa date: 2012-07-11 words: 4420 flesch: 49 summary: DOI:10.7196/AJHPE.100 Determinants of effective medical intern training at a training hospital in North West Province, South Africa Ni Ni Sein, John Tumbo Department of Family Medicine & Primary Health Care, University of Limpopo (Medunsa Campus), Pretoria Ni Ni Sein, MB BS, M Fam Med John Tumbo, MBChB, M Fam Med, MCFP (SA) Social factors influence intern training and personal development ‘My personal life is shot to bits. keywords: academic; accredited; africa; ajhpe; attitude; clinical; community; competence; department; determinants; doctors; effective; environment; experience; exposure; good; health; hospital; important; influence; interns; internship; interpersonal; lack; learning; lot; management; medical; medicine; opportunity; personal; positive; practice; provincial; quality; reasonable; respondents; responsibility; rustenburg; senior; skills; social; south; study; supervision; supervisors; support; surgery; team; time; training; ward; work; workload cache: ajhpe-100.pdf plain text: ajhpe-100.txt item: #2 of 573 id: ajhpe-1000 author: Matthews, M G; Clinical and Professional Practice, School of Clinical Medicine, Nelson R Mandela School of Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; van Wyk, J M; Clinical and Professional Practice, School of Clinical Medicine, Nelson R Mandela School of Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Improving communication in the South African healthcare context date: 2018-12-06 words: 4417 flesch: 42 summary: Internationally, there has been growing consensus on principles for inclusion in communication teaching in undergraduate programmes. To explore suggestions of participants for improving communication teaching and learning in the KwaZulu-Natal (KZN) healthcare context. Methods. keywords: africa; approach; behaviours; clinical; communication; competence; consensus; context; core; cultural; culture; curriculum; data; development; different; doh; educ; education; educators; english; fgd; final; findings; good; guidelines; health; healthcare; individual; institutional; international; interprofessional; isizulu; kzn; language; learning; level; medical; medicine; modelling; participants; patient; practice; professions; recommendations; research; role; rural; school; skills; south; students; study; suggestions; teaching; themes; training; undergraduate; use; year cache: ajhpe-1000.pdf plain text: ajhpe-1000.txt item: #3 of 573 id: ajhpe-1001 author: Naidoo, K; Department of Medical Imaging and Radiation Sciences, Faculty of Health Sciences, University of Johannesburg, South Africa; Naidoo, S; Department of Dental Science, Faculty of Health Sciences, Durban University of Technology, South Africa title: Continuing professional development opinions and challenges experienced by radiographers in KwaZulu-Natal Province, South Africa date: 2018-12-06 words: 3874 flesch: 45 summary: The two main contributors that affected CPD participation in this study were a lack of time and the inability to attend CPD activities due to shift work. The Health Professions Council of South Africa (HPCSA) CPD guidelines[5] highlights that CPD activities must be pertinent to the health priorities of the country and focus on the emerging health needs of the population. keywords: activities; africa; challenges; clinical; compliance; council; cpd; cpd activities; data; december; development; education; employer; ended; extent; findings; funding; health; healthcare; hpcsa; kzn; lack; learning; majority; mandatory; method; need; non; november; online; opinions; p=0.000; participants; participation; professional; professional development; quantitative; questionnaire; questions; radiographers; radiography; recording; research; respondents; responses; south; study; suggestions; support; terms; time; vol; work cache: ajhpe-1001.pdf plain text: ajhpe-1001.txt item: #4 of 573 id: ajhpe-1002 author: Janse van Vuuren, E C; Department of Physiotherapy, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Nel, M; Department of Biostatistics, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Student-informed directives for clinical communication skills training in undergraduate healthcare programmes: Perspectives from a South African university date: 2018-12-06 words: 5739 flesch: 40 summary: Departmental representation of study population and study sample for phase 2 of the study Study population or sample Physiotherapy Occupational therapy Dietetics and nutrition Optometry Study population, n 30 35 14 18 Study sample, n (response rate, %) 30 (100) 16 (45.7) 7 (50) 14 (77.8) Figure 3: CCS training directives for undergraduate healthcare programmes In te rd is ci pl in ar y co m m un ic at io n W ri tt en co m m un ic at io n L ac k of s tu de nt vo ic e in C C S Ensure that CCS training is as healthcare students still find it difficult to function effectively in the clinical setup Training in one additional language only provides a partial solution, as languages are linked to regions and learning a single additional language does not necessarily provide a comprehensive solution for the South African context. Lack of the student vo ice in determinin g CCS need s and training - l inked to lim ited literature on student perspective s on CCS n eeds and training Figure 3: CCS training directives for undergraduate healthcare programmes In te rd is ci pl in ar y co m m un ic at io n W ri tt en co m m un ic at io n L ac k of s tu de nt vo ic e in C C S Ensure that CCS training is as healthcare students still find it difficult to function effectively in the clinical setup Training in one additional language only provides a partial solution, as languages are linked to regions and learning a single additional language does not necessarily provide a comprehensive solution for the South African context. keywords: additional; article; barriers; ccs; ccs training; clinical; clinical communication; communication; data; different; directives; effective; environment; families; family; fig; files; focus; healthcare; importance; interdisciplinary; interdisciplinary communication; interviews; key; language; learning; members; methods; n=35; outcomes; participants; patients; peer; phase; physiotherapy; playback; practical; problems; professionals; programmes; provide; qualitative; quality; questionnaire; research; responses; results; role; sample; semi; setting; single; skills; south; specific; strategies; structured; students; study; survey; table; team; training; undergraduate; use; value; verbal; video; voice; years cache: ajhpe-1002.pdf plain text: ajhpe-1002.txt item: #5 of 573 id: ajhpe-1003 author: Adefolalu, A O; Practice of Medicine Unit, School of Medicine, Sefako Makgatho Health Sciences University, Pretoria, South Africa; Mogosetsi, N J; Practice of Medicine Unit, School of Medicine, Sefako Makgatho Health Sciences University, Pretoria, South Africa; Mnguni, N M; Practice of Medicine Unit, School of Medicine, Sefako Makgatho Health Sciences University, Pretoria, South Africa title: Knowledge and attitudes of undergraduate medical students with regard to medical research at a South African university date: 2018-12-06 words: 4146 flesch: 52 summary: Furthermore, various studies have shown that medical students who were enthusiastic about medical research during training developed an interest in research after graduation. To describe the knowledge and attitudes of medical students towards medical research at a medical school where research and measurement skills are taught from the first year of study. Methods. keywords: ability; africa; age; article; attitude; clinical; courses; critique; curriculum; data; early; educ; education; epidemiology; evidence; experience; exposure; fourth; good; health; important; knowledge; mean; measurement; medical; medical research; medicine; participants; physician; positive; previous; relevant; research; schools; scientists; score; skills; south; students; studies; study; table; training; undergraduate; university; year cache: ajhpe-1003.pdf plain text: ajhpe-1003.txt item: #6 of 573 id: ajhpe-1004 author: Pillay, A L; Department of Behavioural Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Zank, A; Department of Behavioural Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Mandatory continuing education for psychologists: Practitioners’ views date: 2018-12-06 words: 4209 flesch: 46 summary: Participants’ responses regarding who they believed should provide CPD activities are listed in Table 5. Participants’ views on the extent to which current CPD activities address specific aspects are reflected in Table 6. One CPD point is earned for each hour of an accredited learning activity, and CPD activities can include workshops, conferences, symposia, journal clubs and other similar professional activities. keywords: accessing; activities; africa; areas; authors; categories; clinical; compliance; cost; counselling; cpd; current; december; development; education; ethics; experiences; finding; half; health; hpcsa; human; improved; issues; knowledge; kzn; learning; mandatory; means; needs; online; participants; practice; practitioners; private; problems; professional; programmes; providers; psychologists; psychology; research; sample; self; skills; south; study; system; table; time; training; university; views; years cache: ajhpe-1004.pdf plain text: ajhpe-1004.txt item: #7 of 573 id: ajhpe-1005 author: Shead, D A; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg; and School of Anatomical Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Roos, R; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Olivier, B; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Ihunwo, A O; School of Anatomical Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa title: Learning styles of physiotherapy students and teaching styles of their lecturers in undergraduate gross anatomy education date: 2018-12-06 words: 5758 flesch: 62 summary: Student learning styles and lecturer teaching styles may influence learning outcomes. A degree of cohesion between student learning styles and their respective lecturers’ teaching styles augured well for good interaction between staff and students. keywords: age; ajhpe; analysis; anatomy; avoidant; category; cluster; cohorts; collaborative; comparison; competitive; correlation; data; december; degree; dependent; deviation; differences; distribution; education; evidence; expert; female; fig; gender; grasha; grlss; grlss norms; group; high; influence; information; learning; learning style; lecturer; lecturer group; literature; mean; moderate; norms; overall; pair; participant; physiotherapy; preference; preferred; research; respondents; results; riechmann; scale; scores; standard; student; student group; student learning; study; style; table; teaching; teaching styles; university; value; vol; years cache: ajhpe-1005.pdf plain text: ajhpe-1005.txt item: #8 of 573 id: ajhpe-1006 author: Abdu-Aguye, S N; Department of Clinical Pharmacy and Pharmacy Practice, Faculty of Pharmaceutical Sciences, Ahmadu Bello University, Zaria, Nigeria; Yusuf, H; Department of Clinical Pharmacy and Pharmacy Administration, Faculty of Pharmacy, University of Maiduguri, Borno, Nigeria; Ma'aji, H U; Department of Clinical Pharmacy and Pharmacy Practice, Faculty of Pharmaceutical Sciences, Ahmadu Bello University, Zaria, Nigeria; Rabiu, H M; Department of Clinical Pharmacy and Pharmacy Practice, Faculty of Pharmaceutical Sciences, Ahmadu Bello University, Zaria, Nigeria title: Teaching pharmacotherapeutics to pharmacy students at a Nigerian university: Student perspectives date: 2018-12-06 words: 2571 flesch: 48 summary: DOI:10.7196/AJHPE.2018.v10i4.1092 Teaching pharmacotherapeutics to pharmacy students at a Nigerian university: Student perspectives S N Abdu-Aguye,1 MClinPharm; H Yusuf,2 MSc Clin Pharm; H U Ma’aji,1 MPharm; H M Rabiu,1 BPharm 1 Department of Clinical Pharmacy and Pharmacy Practice, Faculty of Pharmaceutical Sciences, Ahmadu Bello University, Zaria, Nigeria 2 Department of Clinical Pharmacy and Pharmacy Administration, Faculty of Pharmacy, University of Maiduguri, Borno, Nigeria Corresponding author: S N Abdu-Aguye (sn.abduaguye@gmail.com) After analysis of student responses to the open-ended questions in the first phase, two focus group discussions (FGDs), each lasting ~1 hour, were audio-recorded with 16 randomly selected students (8 participants per focus group). keywords: academic; afr; ahmadu; bello; clinical; content; course; data; delivery; department; disease; faculty; fgds; fifth; focus; group; learning; lecturers; methods; nigeria; open; participants; participation; perceptions; pharmacotherapeutics; pharmacy; questionnaire; questions; research; respondents; responses; structure; students; study; teaching; undergraduate; university; year; zaria cache: ajhpe-1006.pdf plain text: ajhpe-1006.txt item: #9 of 573 id: ajhpe-1007 author: van der Bijl, P; HMPG, Cape Town, South Africa title: CPD date: 2018-12-06 words: 468 flesch: 41 summary: Student-informed directives for clinical communication skills training in undergraduate healthcare programmes: Perspectives from a South African university 3. Barriers, such as culture and language, are found to restrict the communication-related performance of healthcare students in the clinical environment. Knowledge and attitudes of undergraduate medical students with regard to medical research at a South African university 5. keywords: african; change; clinical; communication; cpd; healthcare; learning; medical; south; students; teaching cache: ajhpe-1007.pdf plain text: ajhpe-1007.txt item: #10 of 573 id: ajhpe-1008 author: van der Bijl, P; HMPG, Cape Town, South Africa title: Contents date: 2018-12-06 words: 475 flesch: -35 summary: EDITORIAL 191 Can they be trusted? V Burch RESEARCH 194 Improving communication in the South African healthcare context M G Matthews, J M van Wyk 199 Student-informed directives for clinical communication skills training in undergraduate healthcare programmes: Perspectives from a South African university E C Janse van Vuuren, M Nel 205 Knowledge and attitudes of undergraduate medical students with regard to medical research at a South African university A O Adefolalu, N J Mogosetsi, N M Mnguni 210 Continuing professional development opinions and challenges experienced by radiographers in KwaZulu-Natal Province, South Africa K Naidoo, S Naidoo 215 Mandatory continuing education for psychologists: Practitioners’ views A L Pillay, A Zank 220 A pre-post study of behavioural determinants and practice change in Ugandan clinical officers L M T Byrne-Davis, M J Jackson, R McCarthy, H Slattery, G Yuill, A Stevens, G J Byrne, H Parry, S Ramsden, H Muwonge, M Johnston, C J Armitage, S Cook, S Whiting, J Gray, J Hart 228 Learning styles of physiotherapy students and teaching styles of their lecturers in undergraduate gross anatomy education D A Shead, R Roos, B Olivier, A O Ihunwo 235 Student perspectives S N Abdu-Aguye, H Yusuf, H U Ma’aji, H M Rabiu CPD questionnaire AJHPE African Journal of Health Professions Education December 2018, Vol. 10, No. 4 AJHPE is published by the Health and Medical Publishing Group (Pty) Ltd, Co. registration 2004/0220 32/07, a subsidiary of SAMA HEAD OFFICE: Block F, Castle Walk Corporate Park, Nossob Street, Erasmuskloof Ext. 3, Pretoria, 0181 EDITORIAL OFFICE: keywords: african; cape; editorial; editors; education; medical; naidoo; natal; perspectives; pretoria; south; students; tel; undergraduate; university; van; western cache: ajhpe-1008.pdf plain text: ajhpe-1008.txt item: #11 of 573 id: ajhpe-1009 author: Burch, V; Honorary Professor, Department of Medicine, Faculty of Health Sciences, University of Cape Town, South Africa title: Can they be trusted? date: 2018-12-06 words: 1618 flesch: 49 summary: In the early 1900s, Flexner revolutionised this ‘cottage industry’ approach to clinical training by introducing a rigorous scientific approach to medical training programmes in the USA.[1] While the concept was described more than a decade ago, the actualisation of EPAs in clinical training programmes is taking time to gain ground. keywords: acad; activities; assessment; cate; clinical; clinicians; competency; development; educ; education; entrustable; entrustment; epas; frameworks; gap; grad; healthcare; med; medical; medicine; practice; professional; programmes; safe; scales; supervision; teach; trainees; training; workplace cache: ajhpe-1009.pdf plain text: ajhpe-1009.txt item: #12 of 573 id: ajhpe-1010 author: Byrne-Davis, L M T; Division of Medical Education, University of Manchester, UK; Jackson, M J; Stockport NHS Foundation Trust, Stepping Hill Hospital, Stockport, UK; McCarthy, R; School of Nursing, Midwifery, Social Work and Social Sciences, University of Salford, UK; Slattery, H; University Hospital of South Manchester Academy, University Hospital of South Manchester, UK; Yuill, G; Stockport NHS Foundation Trust, Stepping Hill Hospital, Stockport, UK; Stevens, A; Critical Care Skills Institute, Manchester, UK; Byrne, G J; Health Education England, Manchester, UK; Parry, H; Division of Medical Education, University of Manchester, UK; Ramsden, S; Great Western Hospital, Swindon, UK; Muwonge, H; Uganda-UK Health Alliance, Kampala, Uganda; Johnston, M; Health Psychology Group, Institute of Applied Health Sciences, University of Aberdeen, Scotland, UK; Armitage, C J; Manchester Centre for Health Psychology, University of Manchester, UK; Cook, S; Critical Care Skills Institute, Manchester, UK; Whiting, S; Pennine Acute Hospitals NHS Trust, North Manchester General Hospital, UK; Gray, J; East Lancashire Hospitals Trust, Blackburn, UK; Hart, J; Division of Medical Education, University of Manchester, UK title: A pre-post study of behavioural determinants and practice change in Ugandan clinical officers date: 2018-12-06 words: 7438 flesch: 55 summary: Understanding the drivers of ‘provider behaviour’ has been highlighted as one of the six domains of behaviour change in strengthening healthcare systems. Change in behavioural determinants associated with behaviour change Using Spearman’s rank test, we correlated all change in behavioural determinants (from pre- to immediately post-course) with change in behaviour (from pre-course to follow-up) to establish if any behavioural determinant changes during the course were associated with behaviour change from pre-course to follow-up. keywords: abcde; abcde approach; action; acute; aim; aim4africa; ajhpe; approach; associated; behaviour; behavioural determinants; burnout; capability; care; change; clinical; consistency; construct; course; critical; data; december; design; determinants; environmental; evidence; follow; health; healthcare; hospital; ill; illness; implementation; institute; internal; knowledge; management; manchester; median; month; need; new; number; participants; particular; patients; people; perception; planning; post; practice; pre; preto; questions; research; resources; scores; self; significant; skills; strength; study; table; test; time; training; uganda; understanding; university; unwell; use; variables; vol cache: ajhpe-1010.pdf plain text: ajhpe-1010.txt item: #13 of 573 id: ajhpe-1011 author: Fani, G; HMPG, Cape Town, South Africa title: Cover date: 2018-12-06 words: 40 flesch: 45 summary: Scholarship of Africa for Africa June 2017, Vol. 9 No. 2 ISSN 2078 - 5127 African Journal of Health Professions Education Scholarship of Africa for Africa December 2018, Vol. 10, No. 4 ISSN 2078 - 5127 African Journal of Health Professions Education keywords: africa cache: ajhpe-1011.pdf plain text: ajhpe-1011.txt item: #14 of 573 id: ajhpe-1012 author: Stevens, F C J; Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, The Netherlands; Naidoo, S; Department of Public Health Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Taylor, M; Department of Public Health Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Knight, S; Department of Public Health Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Medical students’ reflections on the meaning of disease and illness in South African communities date: 2019-04-03 words: 6292 flesch: 49 summary: Discussion and conclusions To explore medical students’ learning about health and illness in the community, the analysis in this article was guided by the question of which perspectives undergraduate medical students used in their observations and reports of patients in authentic local contexts. Student perspectives on the meaning of disease and illness Perspectives Positivist Compassionate Moralist Spiritualist Key viewpoint Objective reality keywords: able; african; ajhpe; analysis; approach; article; authentic; biomedical; chronic; circumstances; clinical; combined; communities; community; compassionate; concern; content; contexts; cultural; daily; data; different; disease; distance; early; education; evidence; experience; findings; health; healthcare; home; illness; important; interactions; learning; life; local; march; meaning; means; medical; medical students; medicine; methods; moralist; narrative; new; observations; oxford; patient; people; person; perspectives; positivist; positivist perspective; primary; programme; public; qualitative; reality; reflections; research; researchers; selectives; social; south; spiritualist; students; study; time; undergraduate; understanding; university; view; vol; worldview; years cache: ajhpe-1012.pdf plain text: ajhpe-1012.txt item: #15 of 573 id: ajhpe-1013 author: Blose, S; Department of Physiotherapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Chemane, N C T; Department of Physiotherapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Chetty, V; Department of Physiotherapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Govender, P; Department of Occupational Therapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Maddocks, S; Department of Occupational Therapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Physiotherapists’ perception of a community-based primary healthcare clinical education approach to undergraduate learning date: 2019-04-03 words: 5652 flesch: 44 summary: This study forms part of a larger study that is geared towards the development of a model for physiotherapy clinical education, which will feed into an overall model for health professions education within DCT platforms for the CHS at UKZN.[10] Methods A qualitative study approach[11,12] was employed to explore the perceptions of physiotherapists supervising undergraduate physiotherapy students in a DCT approach. A flexible interview guide was developed with open-ended questions encompassing work experience and exposure to student training, and involvement and role of therapists in the implementation of DCT were explored. keywords: academic; access; african; ajhpe; approach; barriers; black; clinical; clinical education; clinical training; clinicians; collaboration; communication; communities; community; curriculum; data; dct; decentralised; department; development; education; equipment; experience; facilities; female; group; health; healthcare; hospital; improved; kwazulu; learning; march; med; medical; methods; model; natal; need; palesa; perceptions; peri; phc; physiotherapists; physiotherapy; platform; practice; preclinical; preparedness; primary; priya; professions; programme; public; qualitative; regional; research; rithesh; rural; sciences; settings; south; staff; students; study; subthemes; supervision; supervisors; systems; teaching; theme; time; training; undergraduate; university; urban; vol; workshops; year; yolisa cache: ajhpe-1013.pdf plain text: ajhpe-1013.txt item: #16 of 573 id: ajhpe-1014 author: Vincent-Lambert, C; Department of Emergency Medical Care, Faculty of Health Sciences, University of Johannesburg, Doornfontein Campus, South Africa; Westwood, R; Department of Emergency Medical Care and Podiatry, Faculty of Health Sciences, University of Johannesburg, Doornfontein Campus, South Africa title: Students’ views on the need for hostile environment awareness training for South African emergency medical care students date: 2019-04-03 words: 3814 flesch: 48 summary: Our literature review found few published studies that specifically dealt with the incidence of violence against EMS students. The majority of these hijackings take place at night, which is when the majority of violent crimes occur.[2] Local data suggest that increased travel times, distances travelled and travelling at night, all of which are expected of SA EMC students, might increase the probability of being hijacked. keywords: abuse; assault; care; clinical; crime; degree; emc; emergency; ems; environments; experiences; exposure; heat; higher; hostile; learning; march; medical; need; paramedics; participants; personnel; physical; practice; prehospital; programmes; research; respondents; responses; risk; services; shifts; south; staff; students; study; training; undergraduate; unsafe; views; violence; work; working; year cache: ajhpe-1014.pdf plain text: ajhpe-1014.txt item: #17 of 573 id: ajhpe-1015 author: Beckett, N; Division of Family Medicine, School of Public Health and Family Medicine, Faculty of Health Sciences, University of Cape Town, South Africa; Delport, R; Health Sciences Skills Laboratory, Faculty of Health Sciences, University of Pretoria, South Africa title: Expectations and experiences of final-year medical students regarding family medicine rural rotations: Influence on intention to practise in a rural setting date: 2019-04-03 words: 2379 flesch: 47 summary: Themes for student experiences related to environment and resources, programme content and clinical experience, language barriers and logistics. Student experiences were closely linked to their expectations. keywords: barriers; clinical; content; data; environment; expectations; experiences; faculty; family; fgds; final; graduation; health; intention; language; medical; medicine; practice; programme; province; research; rotation; rural; sciences; setting; students; study; themes; uct; university; week; year cache: ajhpe-1015.pdf plain text: ajhpe-1015.txt item: #18 of 573 id: ajhpe-1016 author: Breedt, S; Division Health Sciences Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Labuschagne, M J; Clinical Simulation and Skills Unit, School of Biomedical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Preparation of nursing students for operating room exposure: A South African perspective date: 2019-04-03 words: 4504 flesch: 49 summary: The OR could be perceived by many nurses’ standards as a demanding, hostile, overwhelming, high-paced and high-stress working environment, and even more so by a student nurse who is a novice in the OR.[1] Nursing students often do not know what is expected of them or how to do the work.[2,3] Global and local shortages of OR nurses[4-7] put student nurses under even more pressure. Currently, in the South African (SA) context, student nurses are being placed in the OR even though they have very limited theoretical teaching or practical training for this work.[8] Several international studies[5,9,10] where preparation programmes were implemented prior to OR placement, described positive outcomes and a positive impact on learning in the OR. keywords: africa; categories; clinical; content; control; data; delivery; demonstrations; discussions; documentation; education; equipment; experience; findings; free; group; health; healthcare; impact; improved; instrument; learning; lectures; maintaining; members; methods; modes; ngt; nominal; nurses; nursing; operating; participants; patient; personnel; placement; practical; practice; preparation; preparation programme; principles; programme; qualitative; registered; research; room; sciences; simulation; skills; south; specific; staff; state; sterility; student nurses; students; study; swab; time; training; university; use; van cache: ajhpe-1016.pdf plain text: ajhpe-1016.txt item: #19 of 573 id: ajhpe-1017 author: Treadwell, I; LOOOP Project manager, Sefako Makgatho Health Sciences University, Pretoria, South Africa; Botha, G; Practice of Medicine, Sefako Makgatho Health Sciences University, Pretoria, South Africa; Ahlers, O; LOOOP Project, Department of Anaesthesiology, Charité – Universitätsmedizin Berlin, Germany title: Initiating curriculum mapping on the web-based, interactive learning opportunities, objectives and outcome platform (LOOOP) date: 2019-04-03 words: 4322 flesch: 40 summary: Curriculum mapping entails a process of matching learning outcomes with elements of the curriculum[1] and provides the required visual representation of these various curriculum components, attributes and relationships.[2] The challenge of alignment can therefore be met by mapping on an electronic platform, which provides for the systematic organisation and linking of various curriculum elements into a database.[3-5] Harden[3] describes curriculum mapping as a blueprint that provides a multidimensional overview of four interrelated key areas: content (learning objectives), learning outcomes, learning opportunities (events contributing to outcomes) and the related assessment. keywords: alignment; analysis; assessment; content; curriculum; curriculum mapping; data; design; education; educators; electronic; elements; expected; experienced; formats; guide; health; learning; lecturers; level; linking; looop; management; manager; mapping; medical; mesh; november; objectives; opportunities; outcomes; perceptions; planning; platform; process; project; questionnaire; reporting; research; respondents; review; revision; south; staff; statements; students; study; teach; teaching; time; tool; understanding; uploading; usability; use; value; web cache: ajhpe-1017.pdf plain text: ajhpe-1017.txt item: #20 of 573 id: ajhpe-1018 author: van der Bijl, Paula; HMPG title: CPD questionnaire date: 2019-04-03 words: 464 flesch: 40 summary: (True or false) Students’ views on the need for hostile environment awareness training for South African emergency medical care students 4. Which framework, as adapted by the Health Professions Council of South Africa, was added to the LOOOP project: A. CanMEDS B. Tomorrow’s doctors C. Accreditation Council for Graduate Medical Education D. The Dutch Blueprint for Medical Education. keywords: african; cpd; following; medical; respondents; rural; south; students; study cache: ajhpe-1018.pdf plain text: ajhpe-1018.txt item: #21 of 573 id: ajhpe-1019 author: van der Bijl, Paula; HMPG title: Contents date: 2019-04-03 words: 374 flesch: 3 summary: Tel. 021 532 1281 Please submit letters and articles for publication online at www.ajhpe.org.za EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Anthea Rhoda University of the Western Cape Michael Rowe University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria GENERAL MANAGER Dr Manivasan Thandrayen EXECUTIVE EDITOR Bridget Farham HEAD OF PUBLISHING Diane Smith 481 2069 Email: dianes@hmpg.co.za MANAGING EDITORS Claudia Naidu Naadia van der Bergh TECHNICAL EDITORS Emma Buchanan Kirsten Morreira Paula van der Bijl PRODUCTION & DISTRIBUTION OFFICER Emma Jane Couzens SENIOR DESIGNER Clinton Griffin ONLINE SUPPORT Gertrude Fani Email: publishing@hmpg.co.za ISSN 2078-5127 keywords: african; cape; editorial; editors; education; health; learning; medical; office; pretoria; professions; research; south; students; tel; university; van; western cache: ajhpe-1019.pdf plain text: ajhpe-1019.txt item: #22 of 573 id: ajhpe-102 author: Julie, Hester title: Cracking the nut of service-learning in nursing date: 2011-06-17 words: 1852 flesch: 38 summary: However, integration of PHC in clinical teaching remains limited at the secondary and tertiary levels of care. Prior to embarking on this project, recent experience and data from the Department of Medicine suggest that clinicians at all levels of the health care system can apply these principles in clinical teaching if they are familiar with them. keywords: actual; approach; assessment; care; case; clinical; competence; education; health; higher; learning; levels; medical; module; nursing; participants; phc; principles; procedural; programme; results; school; self; service; setting; skills; students; teaching cache: ajhpe-102.pdf plain text: ajhpe-102.txt item: #23 of 573 id: ajhpe-1022 author: Gaede, B; Department of Family Medicine, School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa; Pillay, P; Rural Health Advocacy Project, University of the Witwatersrand, Johannesburg, South Africa title: Advocacy: Are we teaching it? date: 2019-06-28 words: 4590 flesch: 52 summary: There was generally limited experience of how health advocacy could be taught as a skill and little consensus between the participating disciplines regarding the scope and content of health advocacy training. The purpose of the research, therefore, was to explore how the faculty understood advocacy in health professions education and how it was evident as an outcome competency of health advocacy (as required by the HPCSA[1]) for health professions education. keywords: advocacy; advocate; africa; communities; competencies; competency; considerable; context; critical; curriculum; data; discussions; education; engagement; faculty; fg7; focus; group; health; health advocacy; health professions; healthcare; higher; human; important; justice; key; limited; medical; medicine; need; new; outcome; participants; particular; patients; platform; professions; professions education; programmes; public; research; rights; service; skill; social; south; staff; students; study; system; teaching; transformative; ukzn; undergraduate; understanding; university cache: ajhpe-1022.pdf plain text: ajhpe-1022.txt item: #24 of 573 id: ajhpe-1023 author: Joubert, G; Department of Biostatistics, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Steinberg, W J; Department of Family Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; van der Merwe, L J; Undergraduate Programme Management, School of Clinical Medicine, University of the Free State, Bloemfontein, South Africa title: The selection and inclusion of students as research participants in undergraduate medical student projects at the School of Medicine, University of the Free State, Bloemfontein, South Africa, 2002 - 2017: An ethical perspective date: 2019-06-28 words: 4674 flesch: 45 summary: Therefore, as a first step to gain some relevant data, we did an audit of the practices regarding the selection of students as research participants from 2001, when student research projects were introduced into the undergraduate medical programme. A pilot study of student projects of 2002 and 2012 was done, and data from these projects were included in the main study. keywords: academic; africa; bloemfontein; class; collection; data; ethical; ethics; faculty; free; groups; health; hsrec; inclusion; information; medical; medicine; participants; participation; place; populations; projects; protocol; questionnaire; rates; recruitment; research; researchers; residence; response; results; review; school; sciences; selection; south; specific; state; students; study; table; time; type; ufs; undergraduate; undergraduate medical; university; use; year cache: ajhpe-1023.pdf plain text: ajhpe-1023.txt item: #25 of 573 id: ajhpe-1024 author: Kridiotis, C A; Division Health Sciences Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; van Wyk, C; Division Health Sciences Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: A critical reflection by participants on microteaching as a learning experience for newly appointed health professions educators date: 2019-06-28 words: 5346 flesch: 40 summary: Microteaching activities are regarded as providing an environment for teachers to improve their teaching skills and giving them the opportunity to reflect on feedback.[7] Background The 2014 course for the newly appointed lecturers’ orientation programme at the FoHS was redesigned in consultation with an expert educationalist. I’Anson et al.[10] reported that they ‘identify microteaching as an important stimulus to reflection’, and that participation in microteaching activities could enable participants to become aware of previously internalised attitudes and assumptions about learning. keywords: activities; activity; aspects; audience; categories; clear; colleagues; course; development; different; education; educators; emotions; evaluation; examples; experience; expert; feedback; fohs; good; health; important; improvement; information; knowledge; learning; lecture; lecturers; lecturing; medical; methods; new; orientation; participants; peer; positive; practical; practice; presentation; professions; programme; questions; reflections; reflective; research; responses; self; session; skills; students; study; table; teaching; technology; time; ufs; university; use cache: ajhpe-1024.pdf plain text: ajhpe-1024.txt item: #26 of 573 id: ajhpe-1025 author: van Wyk, C; Division Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Nel, M M; Division Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; van Zyl, G J; Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Practise what you teach: Lessons learnt by newly appointed lecturers in medical education date: 2019-06-28 words: 6398 flesch: 41 summary: In a study of new faculty in North American medical schools,[7] the researchers examined new faculty orientation, and concluded that there were no conclusive ‘best practices’ for presenting faculty development services. New faculty orientation at the University of Minnesota, Twin Cities, USA. keywords: academic; academic staff; ajhpe; approach; benefit; career; centralised; colleagues; collegial; context; continued; course; data; departments; developers; development; different; disciplines; education; experience; faculty; faculty development; findings; focus; group; health; health sciences; higher; important; initiatives; interviews; june; knowledge; learning; lecturers; medical; members; mentoring; methods; new; opportunities; opportunity; orientation; overall; participants; practices; professions; programme; relationships; research; responses; roles; schools; sciences; senior; skills; specific; staff; staff members; students; study; support; teacher; teaching; time; topics; training; university; use; valuable; van; vol; years cache: ajhpe-1025.pdf plain text: ajhpe-1025.txt item: #27 of 573 id: ajhpe-1026 author: Frantz, J; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa; Rhoda, A; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa; Murdoch-Eaton, D B; Medical Education, Academic Unit of Medical Education, Medical School, University of Sheffield, UK; Sandars, J; Medical Education, Edge Hill University, and Academic Unit of Medical Education, Medical School, University of Sheffield, UK; Marshall, M; Learning and Teaching, Academic Unit of Medical Education, Medical School, University of Sheffield, UK; Burch, V C; Department of Medicine, Faculty of Health Sciences, University of Cape Town, South Africa title: Understanding faculty development as capacity development: A case study from South Africa date: 2019-06-28 words: 3624 flesch: 39 summary: In the current literature on faculty development, capacity, capacity building and capacity development have been interchangeably used.[4,5] An understanding of these concepts is essential if they are to meaningfully inform faculty-development programmes. DOI:10.7196/AJHPE.2019.v11i2.1120 Understanding faculty development as capacity development: keywords: africa; authors; broader; building; capacity; capacity development; collaborative; collective; community; conceptual; data; development; education; educators; essential; faculty; health; healthcare; hpe; individual; initiatives; knowledge; medical; members; model; networking; participants; personal; phd; practice; process; professional; programme; research; safri; saharan; scholarship; self; skills; south; students; study; sub; support; teaching; themes; university; wider; world cache: ajhpe-1026.pdf plain text: ajhpe-1026.txt item: #28 of 573 id: ajhpe-1027 author: Govender, P; Discipline of Occupational Therapy, School of Health Sciences, University of KwaZulu-Natal (Westville Campus), Durban, South Africa; Mostert, K; Department of Physiotherapy, Faculty of Health Sciences, University of Pretoria, South Africa title: Making sense of knowing: Knowledge creation and translation in student occupational therapy practitioners date: 2019-06-28 words: 2119 flesch: 40 summary: While the body of evidence regarding knowledge translation (KT) has surged in the past decade, quality information remains largely unknown, especially in occupational therapy (OT). (KT = knowledge translation.) June 2019, Vol. 11, No. 2 AJHPE 40 Short Research Report supports professional education as a common intervention in addition to educational meetings and materials. keywords: clinical; clinicians; context; creation; development; educational; evidence; fig; findings; health; information; knowledge; learning; literature; occupational; participant; peer; practice; practitioners; presentations; rehabilitation; research; social; specific; strategies; students; study; therapy; translation; understanding; use cache: ajhpe-1027.pdf plain text: ajhpe-1027.txt item: #29 of 573 id: ajhpe-1028 author: Burch, V; Editor: African Journal of Health Professions Education title: Leading when it matters date: 2019-06-28 words: 921 flesch: 57 summary: Whitney D. Leading by design: The five elements of appreciative leadership as design criteria. By providing a brief description of each of these elements it will become apparent that the resuscitation was a spontaneous embodiment of the basic tenets of appreciative leadership. keywords: appreciative; busy; elements; event; junior; leadership; need; nursing; positive; present; process; resuscitation; staff; students; whitney; work cache: ajhpe-1028.pdf plain text: ajhpe-1028.txt item: #30 of 573 id: ajhpe-1029 author: Naidu, C; Health and Medical Publishing Group, Cape Town, South Africa title: CPD questionnaire date: 2019-06-28 words: 450 flesch: 56 summary: The selection and inclusion of students as research participants in undergraduate medical student projects at the School of Medicine, University of the Free State, Bloemfontein, South Africa, 2002 - 2017: An ethical perspective 6. Students were directly involved as research participants in 93% of the student projects. Lessons learnt by newly appointed lecturers in medical education 4. Based on a study of new faculty in North American medical schools, specific best practices for presenting faculty development services were identified. keywords: cpd; development; knowledge; medical; students; study cache: ajhpe-1029.pdf plain text: ajhpe-1029.txt item: #31 of 573 id: ajhpe-103 author: Oltmann, Carmen; Rhodes University title: Using aspects of Bernstein’s pedagogic device to review and re-align the pharmacy curriculum at Rhodes University date: 2012-12-06 words: 530 flesch: 50 summary: Why the idea was necessary The process of curriculum review and re-alignment typically involves four phases: What was done The study involved analysis of various documents: the newly registered qualification, SAPC documents, our current and past curricula, reports following previous curriculum reviews, and others. keywords: bernstein; code; curriculum; device; disciplines; discussions; knowledge; pedagogic; pharmacy cache: ajhpe-103.pdf plain text: ajhpe-103.txt item: #32 of 573 id: ajhpe-1030 author: van der Bijl, P; Health and Medical Publishing Group, Cape Town, South Africa title: Contents date: 2019-06-28 words: 388 flesch: -1 summary: 481 2069 Email: dianes@hmpg.co.za MANAGING EDITORS Claudia Naidu Naadia van der Bergh TECHNICAL EDITORS Emma Buchanan Kirsten Morreira Paula van der Bijl PRODUCTION & DISTRIBUTION OFFICER Emma Jane Couzens SENIOR DESIGNER Clinton Griffin ONLINE SUPPORT Gertrude Fani Email: publishing@hmpg.co.za ISSN 2078-5127 EDITORIAL 34 Leading when it matters V C Burch SHORT RESEARCH REPORT 35 Final-year medical students’ ratings of service-learning activities during an integrated primary care block N Mapukata, M G Mlambo, R Dube 38 Making sense of knowing: Knowledge creation and translation in student occupational therapy practitioners P Govender, K Mostert RESEARCH 41 A critical reflection by participants on microteaching as a learning experience for newly appointed health professions educators C A Kridiotis, C van Wyk 47 Practise what you teach: Lessons learnt by newly appointed lecturers in medical education C van Wyk, M M Nel, G J van Zyl 53 Understanding faculty development as capacity development: A case study from South Africa J Frantz, A Rhoda, D B Murdoch-Eaton, J Sandars, M Marshall, V C Burch 57 Tel. 021 532 1281 Please submit letters and articles for publication online at www.ajhpe.org.za EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Anthea Rhoda University of the Western Cape Marietjie van Rooyen University of Pretoria Elizabeth Wolvaardt University of Pretoria GENERAL MANAGER Dr Manivasan Thandrayen EXECUTIVE EDITOR Bridget Farham HEAD OF PUBLISHING Diane Smith keywords: african; ajhpe; burch; cape; der; editorial; editors; medical; pretoria; research; south; university; van; wyk cache: ajhpe-1030.pdf plain text: ajhpe-1030.txt item: #33 of 573 id: ajhpe-1031 author: Mapukata, N; Department of Family Medicine and Primary Care, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg; and School of Public Health and Family Medicine, Faculty of Health Sciences, University of Cape Town, South Africa; Mlambo, M G; Department of Family Medicine and Primary Care, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg; and College of Law, Institute for Dispute Resolution in Africa (IDRA), University of South Africa, Pretoria, South Africa; Dube, R; Department of Family Medicine and Primary Care, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa title: Final-year medical students’ ratings of service-learning activities during an integrated primary care block date: 2019-06-28 words: 2433 flesch: 52 summary: Furthermore, the decentralised training sites where SL activities (SLAs) are practised offer opportunities for medical students to rekindle their altruistic commitment.[3] Academic SL is a common practice at SA universities.[6] The attachment of value to health-promotion activities reported in our study was linked to the opportunity for medical students to engage learners in the choices they make for their future healthcare.[6] keywords: activities; africa; block; care; clinical; community; consultations; educational; enjoyment; evaluation; final; form; health; healthcare; ipc; learning; medical; non; patients; primary; reflective; rural; school; service; significant; sites; slas; south; students; study; underserved; university; urban; value; year cache: ajhpe-1031.pdf plain text: ajhpe-1031.txt item: #34 of 573 id: ajhpe-1034 author: du Plessis, J; Department of Clinical Sciences, Faculty of Health and Environmental Sciences, Central University of Technology, Bloemfontein, South Africa; Bezuidenhout, J; Division Health Professions Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Areas of good practice and areas for improvement in work-integrated learning for radiography training in South Africa date: 2019-10-12 words: 4899 flesch: 43 summary: Conversely, what they have learnt in the workplace is taken into the next phase of learning when returning to university.[4] Aside from workplace learning (WPL), WIL should preferably be facilitated using a variety of learning modes, e.g. work-directed theoretical learning (WDTL) – theoretical learning focused on what the student needs to know to be able to function sufficiently in the workplace;[5] problem/scenario-based learning (PBL/SBL) – a method in which real-world problems are used to promote student learning; project-based learning and workplace learning (PjBL) – an approach where students acquire deeper knowledge through active exploration of real-world challenges and problems, to stimulate the integration of concepts and higher order cognitive learning (deep learning) to construct understanding.[1,5-8] Deep learners aim to understand the meaning behind the concept and interact with information by creating appropriate arguments and examples related to the topic.[9] The delivery of quality WIL programmes is seen as an excellent tool to equip students with the employment qualities needed in a growing and increasingly demanding economy. keywords: actions; activities; ajhpe; areas; assessment; clinical; committee; communication; current; curriculum; deep; delivery; development; different; education; environment; faculty; fig; good; health; healthcare; higher; important; improvement; institutions; knowledge; learning; lecturers; level; management; modes; monitoring; placement; practice; preparation; professions; programmes; quality; questionnaire; radiography; research; results; role; sciences; september; skills; soft; south; students; study; supervisors; teaching; training; universities; university; use; visitation; vol; wil; work; workplace; wpl cache: ajhpe-1034.pdf plain text: ajhpe-1034.txt item: #35 of 573 id: ajhpe-1035 author: van Huyssteen, M; School of Pharmacy, Faculty of Natural Science, University of the Western Cape, Cape Town South Africa; Bheekie, A; School of Pharmacy, Faculty of Natural Science, University of the Western Cape, Cape Town South Africa title: Exploring practising pharmacy graduates’ views on improving the effectiveness of pharmacy education at the University of the Western Cape, South Africa date: 2019-10-12 words: 2818 flesch: 45 summary: The purpose of this study was to explore the views of pharmacy graduates of the University of the Western Cape (UWC) on the effectiveness of pharmacy education in relation to their current and anticipated practice aspirations. https://doi.org/10.7196/AJHPE.2019.v11i3.1065 Exploring practising pharmacy graduates’ views on improving the effectiveness of pharmacy education at the University of the Western Cape, South Africa M van Huyssteen, PhD, MSc, BPharm; A Bheekie, PhD, MPharm, BPharm, BSc School of Pharmacy, Faculty of Natural Science, University of the Western Cape, Cape Town South Africa Corresponding author: M van Huyssteen (mvanhuyssteen@uwc.ac.za) keywords: alumni; cape; current; curriculum; development; different; education; effectiveness; electronic; engagement; evidence; experiential; generic; graduates; health; healthcare; institutions; larger; learning; open; outcomes; pharmacists; pharmacy; practice; professional; quality; report; research; school; sectors; short; skills; society; south; students; study; survey; system; theme; training; university; uwc; western cache: ajhpe-1035.pdf plain text: ajhpe-1035.txt item: #36 of 573 id: ajhpe-1036 author: Ubaka, C M; Department of Clinical Pharmacy and Pharmacy Management, Faculty of Pharmaceutical Sciences, University of Nigeria, Nsukka, Nigeria; Ukwe, C V; Department of Clinical Pharmacy and Pharmacy Management, Faculty of Pharmaceutical Sciences, University of Nigeria, Nsukka, Nigeria title: Communication skills and their association with self-reported academic performances of Nigerian pharmacy students date: 2019-10-12 words: 6053 flesch: 52 summary: Communication apprehension has been conceptualised as ‘an individual’s level of fear or anxiety associated with either real or anticipated communication with another person or persons’,[10] while reticence, on which this study focuses, is viewed as primarily a problem of repeated ineffectiveness in communication encounters.[11] Not much research has been done regarding communication skills ability among pharmacy students; it has focused mainly on communication apprehension. Studies in the 1980s, investigating communication apprehension and shyness among a large group of pharmacy students, reported that 1 in 5 students was highly communication apprehensive and over a third were shy.[8] keywords: academic; age; ajhpe; analysis; apprehension; assertiveness; association; characteristics; class; clinical; communication; communication skills; confidence; course; cronbach; demographic; examinations; female; fifth; final; gender; grades; higher; highest; instructors; instrument; items; likely; lower; marital; married; mean; medical; nigeria; patient; performances; pharmaceutics; pharmacists; pharmacy; pharmacy students; practice; professional; questionnaire; regression; report; research; responses; reticence; reticent; scale; schools; scores; self; september; single; skills; status; students; studies; study; survey; table; training; vol; year; ≤25 cache: ajhpe-1036.pdf plain text: ajhpe-1036.txt item: #37 of 573 id: ajhpe-1037 author: Pienaar, L; Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, South Africa; Wolvaardt, L; School of Health Systems and Public Health, Faculty of Health Sciences, University of Pretoria, South Africa; Cilliers, F; Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, South Africa; Burch, V; Department of Medicine, Faculty of Health Sciences, University of Cape Town, South Africa title: Involvement, self-reported knowledge and ways in which clinicians learn about assessment in the clinical years of a medical curriculum date: 2019-10-12 words: 4166 flesch: 42 summary: Although this study was conducted at one institution, it may be relevant to other institutions in resource-constrained settings that face the challenge of engaging a mixed group of educators around the current body of knowledge of assessment so that changes in practice can keep up with the exponential growth in assessment knowledge. Notwithstanding the steady expansion of knowledge regarding assessment methods and best practices, little attention is devoted to educators who are responsible for assessment activities in medical training programmes. keywords: academic; activities; africa; analysis; assessment; assurance; aware; blueprinting; ces; clinical; clinician; data; design; development; education; educators; employment; examinations; examiner; experience; expertise; faculty; formal; half; health; involvement; knowledge; learning; levels; medical; methods; missing; n=30; objective; participants; practical; practice; processes; profile; programme; quality; questionnaire; research; respondents; responsibilities; self; service; setting; significant; south; staff; standard; structured; students; study; table; teaching; terms; time; training; university; ways; years cache: ajhpe-1037.pdf plain text: ajhpe-1037.txt item: #38 of 573 id: ajhpe-1038 author: Nyoni, C N; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Botma, Y; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: A framework for implementing and sustaining a curricular innovation in a higher education midwifery programme date: 2019-10-12 words: 4126 flesch: 31 summary: age of the implementers; experience in the content curriculum; attitude towards change and CBMP; self-directedness of all stakeholders involved; accountability throughout the programme; motivation of all stakeholders; leadership; national collaborative e�orts A FRAMEWORK FOR IMPLEMENTING AND SUSTAINING A CURRICULAR INNOVATION IN A MIDWIFERY PROGRAMME IN LESOTHO ASSUMPTIONS Political will Funding CBE is better than previous curriculum PROBLEM/ISSUE Implementing and sustaining a curricular innovation in a midwifery programme in Lesotho Co-ordinating o�ce for assessment Assessment blueprints Assessment policy Independence CHE accreditation Leadership Partnerships Funding from government Available partners Accreditation standards CHE trains institutions Midwifery faculty Organisation and administration Faculty development Monitoring Support in clinical facilitation Adequate human resources Educators trained to facilitate CBMP Performance-appraisal policies Clinical instructors Student body Orientation to CBMP Student support Motivation to study midwifery Quality midwifery training Prospectus Student numbers Curriculum, including teaching and learning Improved classroom facilitation Improved clinical facilitation Planning aligned to CBMP Approved national curriculum Intercollege co-ordination Resources, facilities and services Infrastructure for curriculum implementation Alignment of clinical resources with CBMP Simulation laboratories Placement sites MoUs with placement sites Assessment Oversight of all assessments Policies related to assessments INFLUENCING FACTORS COMMUNITY NEEDS/ASSETS ICM STANDARD NEEDS ASSETS OUTCOMES Independent council and board; institutional strategic plan; certi�cate of programme accreditation; longer duration of programme leaders; MoUs with all partners; success plan for leadership Tailor-made CPD programme for educators; support groups/ Community of Practice; training programme on competency-based education; module evaluation; human resource plan Prospectus and orientation programme; policy on optional midwifery; incentives for midwifery training; student support system; quality assurance system Clinical teaching strategy; quality teaching and learning material; programme implementation plans Minimum infrastructure standards; minimum standards per level of healthcare facility Monitoring and evaluation strategy; assessment policy; updated rules and regulations OUTPUTS Autonomous institutions; CHE accreditation; stability in leadership; bene�cial partnerships Educators able to implement and sustain CBMP; e�ective monitoring and evaluation by teaching sta�; e�ective clinical accompaniment of students; number of well-trained facilitators; number of quali�ed human resources Informed students; high student throughput; self-directed learners; positive attitude towards midwifery; improved quality of training Engaged students; positive learning experience; well-planned programme Infrastructure that meets the minimum standards for CBMP implementation; health facilities that meet minimum standards Quality assessments; enactment of policy; standard examinations IMPACT Reduction in maternal mortality ratio; improved family-centred care DESIRED RESULTS 99 September 2019, Vol. 11, No. 3 AJHPE Research These factors comprised the culture and age of the implementers, their experience in the previous content-driven curriculum, and their attitude towards change. HEIs should identify challenges related to curriculum implementation, and recommend tailor-made approaches that are based on evidence. keywords: accreditation; assessment; assets; cbc; cbmp; change; clinical; community; competency; curricular innovation; curriculum; development; education; educators; evaluation; factors; faculty; framework; heis; higher; icm; implementation; implementers; influence; innovation; institutions; leadership; learning; lesotho; logic; midwifery; midwifery programme; midwives; needs; neis; new; nursing; outcomes; outputs; policies; primary; primary implementers; professional; programme; quality; research; resources; results; stakeholders; standards; strategies; strategy; students; study; support; teaching; training cache: ajhpe-1038.pdf plain text: ajhpe-1038.txt item: #39 of 573 id: ajhpe-1039 author: Fouché, L; Division Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Bezuidenhout, J; Division Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Adefuye, A O; Division Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Improving the knowledge of clinical forensic medicine among medical graduates: Perspectives of community-service doctors date: 2019-10-12 words: 1591 flesch: 44 summary: Because all practising physicians, regardless of specialty, are often required to evaluate CFM cases, increasing scrutiny by the judicial system demands that medical graduates/students undergo satisfactory training in CFM and are informed regarding the consequences of their practices, not only on health, but also in the legal, social and economic domains, as the consequences relate to the rights and quality of life of their patients.[3] We previously demonstrated that some community service doctors (CSDs) lack the required competence to assess and document medicolegal findings relating to rape/sexual assault,[4] inebriated drivers,[5] and common physical assault.[6] These findings revealed a consequential gap in the cognisance and adeptness of medical graduates regarding the practice of clinical forensics, and the necessity for a revised curriculum for CFM to address the inadequacies of undergraduate medical training programmes. We present the perspectives of the abovementioned CSDs on how knowledge of medical graduates of CFM can be improved. keywords: analysis; assault; cases; cfm; clinical; community; csds; data; doctors; documentation; evidence; exposure; forensic; graduates; health; knowledge; medical; medicine; medicolegal; practical; research; service; students; study; teaching; training; undergraduate cache: ajhpe-1039.pdf plain text: ajhpe-1039.txt item: #40 of 573 id: ajhpe-1040 author: Louw, A; Department of Medical Imaging and Radiation Sciences, Faculty of Health Sciences, University of Johannesburg, South Africa title: Decolonisation and cognitive justice imperatives in health sciencesrelated research supervision date: 2019-10-12 words: 1668 flesch: 31 summary: A second component playing into the concept of knowledge apartheid, relates to the methods of disseminating knowledge that are often inaccessible to some groups, typically those living far away from metropolitan areas, which in essence deprive them of further development. Visvanathan[7] uses the term cognitive justice for what he explains as the ideal situation of knowledge democracy in contrast to the current situation of knowledge apartheid, referring to the notion that only scientifically produced knowledge is true and that prescientific knowledge, produced by people without scientific backgrounds, is inferior. keywords: august; author; calls; cognitive; cultural; current; decolonisation; department; dissemination; education; groups; health; higher; https://youtu.be/m6akiihofn4; industrial; justice; knowledge; mbembe; methods; national; new; postgraduate; regard; research; role; san; sciences; supervision; terms; universities; university; western cache: ajhpe-1040.pdf plain text: ajhpe-1040.txt item: #41 of 573 id: ajhpe-1041 author: Titus, S; Interprofessional Education Unit, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa; Ng'ambi, D; School of Education, University of Cape Town, South Africa title: Design of digital games in health sciences education date: 2019-10-12 words: 680 flesch: 55 summary: There are at least two major lessons to consider when developing games in health sciences education, i.e. game design and group dynamics. The use of digital games to mitigate some of the challenges of engagement and active participation has been successful in some countries.[1] keywords: africa; cape; design; digital; engagement; game; group; health; learning; players; questions; south; study; university cache: ajhpe-1041.pdf plain text: ajhpe-1041.txt item: #42 of 573 id: ajhpe-1042 author: Wilkenson, J; Department of Dietetics and Nutrition, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa title: Exploring the affordances of e-learning technologies for dietetics education and training date: 2019-10-12 words: 1018 flesch: 36 summary: Having downloaded one of each educational application that seemed vaguely appealing, I spent countless hours exploring and brainstorming e-tools that could improve Exploring the affordances of e-learning technologies for dietetics education and training J Wilkenson, MPH, BSc (Dietetics) Department of Dietetics and Nutrition, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa Corresponding author: J Wilkenson (jwilkenson@uwc.ac.za) Careful consideration of e-tool affordances and the alignment of these to learning outcomes are a key principle for designers of blended or online modules.[2] keywords: affordances; cape; communication; course; design; dietetics; education; health; information; language; learning; lucidchart; nutrition; participation; particular; presentations; screen; short; students; technology; text; tools cache: ajhpe-1042.pdf plain text: ajhpe-1042.txt item: #43 of 573 id: ajhpe-1043 author: Masters, K; Medical Education and Informatics Department, College of Medicine and Health Sciences, Sultan Qaboos University, Oman title: Preparation of nursing students for operating room exposure: A South African perspective date: 2019-10-12 words: 314 flesch: 52 summary: September 2019, Vol. 11, No. 3 AJHPE 71 Correspondence To the Editor: I read, with great interest, the article by Breedt and Labuschagne, entitled ‘Preparation of nursing students for operating room exposure: A South African perspective’.[1] Although an interesting paper, it is a pity that the authors have elected to refer twice to learning retention figures by Edgar Dale: ‘In Dale’s cone of experience, people generally remember between 30% and 50% of what they see and hear.’; and ‘Dale postulated that learners remember only 20% of what they hear in a lecture, opposed to 80 - 90% if they simulate a real experience or perform a task. Afr J Health Professions Educ 2019;11(1):22-26. keywords: authors; dale; experience; exposure; room; students cache: ajhpe-1043.pdf plain text: ajhpe-1043.txt item: #44 of 573 id: ajhpe-1044 author: Naidu, C; Health and Medical Publishing Group, Cape Town, South Africa title: CPD questionnaire date: 2019-10-12 words: 467 flesch: 51 summary: Exploring practising pharmacy graduates’ views on improving the effectiveness of pharmacy education at the University of the Western Cape, South Africa 1. Communication skills and their association with self-reported academic performances of Nigerian pharmacy students 4. True or false? Reticence is conceptualised as ‘an individual’s level of fear or anxiety associated with either real or anticipated communication with another person or persons’. keywords: clinical; designing; learning; mcqs; osces; skills; standard cache: ajhpe-1044.pdf plain text: ajhpe-1044.txt item: #45 of 573 id: ajhpe-1046 author: Sobuwa, S; Department of Emergency Medical Care and Rescue, Faculty of Health Sciences, Durban University of Technology, South Africa; Lord, B; Department of Community Emergency Health and Paramedic Practice, Monash University, Melbourne, Australia title: A self-determination theory perspective on student success in attaining an emergency care degree date: 2019-12-12 words: 3700 flesch: 52 summary: Given the dearth of ECPs in SA, it may prove useful to understand how BEMC students succeed to increase ECP numbers in the country. Participants were BEMC students recruited from 4 universities. keywords: academic; activity; analysis; bemc; care; class; competence; continued; data; deci; degree; determination; discussions; education; emergency; extrinsic; factors; feelings; focus; goal; group; higher; intrinsic; learning; medical; minimum; motivated; motivation; need; participants; people; programme; rescue; research; ryan; self; south; students; study; success; theory; time; understanding; university; year cache: ajhpe-1046.pdf plain text: ajhpe-1046.txt item: #46 of 573 id: ajhpe-1047 author: Vincent-Lambert, C; Department of Emergency Medical Care, Faculty of Health Sciences, University of Johannesburg, Doornfontein Campus, Johannesburg, South Africa; Douglas, C N; Department of Emergency Medical Care, Faculty of Health Sciences, University of Johannesburg, Doornfontein Campus, Johannesburg, South Africa title: Views of emergency medical care students on the value of simulation for achievement of clinical competence date: 2019-12-12 words: 3679 flesch: 43 summary: New graduate nurses’ perceptions of the effects of clinical simulation on their critical thinking, learning, and confidence. Omer T. Nursing students’ perceptions of satisfaction and self-confidence with clinical simulation experience. keywords: assessment; best; care; clinical; decision; ecp; education; emergency; environment; health; inhospital; laboratory; learning; lectures; life; making; management; manikins; medical; method; n=79; neutral; participants; patient; practice; prehospital; procedures; real; research; responses; shifts; simulated; simulation; skills; statement; students; study; table; theoretical; training; tutorials; value; way cache: ajhpe-1047.pdf plain text: ajhpe-1047.txt item: #47 of 573 id: ajhpe-1048 author: Mubuuke, A G; Department of Radiology, School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda; Businge, F; Department of Radiology, School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda; Kiguli-Malwadde, E; Department of Radiology, School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda title: Diagnostic accuracy of chest radiograph interpretation by graduate radiographers in Uganda date: 2019-12-12 words: 3403 flesch: 41 summary: https://doi.org/10.7196/AJHPE.2019.v11i4.1079 Diagnostic accuracy of chest radiograph interpretation by graduate radiographers in Uganda A G Mubuuke, PhD; F Businge, MSc; E Kiguli-Malwadde, MMed (Radiology) Department of Radiology, School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda Corresponding author: A G Mubuuke (gmubuuke@gmail.com) For example, variability of interpretation by qualified radiologists has also been observed elsewhere.[11] Overall, findings from this study showing a relatively high diagnostic accuracy for radiographer interpretation of X-ray images are comparable with those of a study done in Nigeria that reported a sensitivity of 76.9%, specificity of 79.8% and false-positive rate of 20.2%.[2] keywords: abnormality; accuracy; analysis; areas; chest; chest radiographs; clinical; degree; diagnostic; false; final; findings; graduate; health; high; images; interpretation; level; location; lung; mean; national; opinion; overall; patients; performance; positive; radiographers; radiographic; radiologists; radiology; rate; ray; reporting; research; roc; sensitivity; specificity; study; training; uganda; years cache: ajhpe-1048.pdf plain text: ajhpe-1048.txt item: #48 of 573 id: ajhpe-1049 author: Singh, S A; Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, South Africa; Fish, T D; Division of Health Systems and Public Health, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: South African health practitioners’ patterns of CPD practices – implications for maintenance of licensure date: 2019-12-12 words: 5018 flesch: 45 summary: The 30-item questionnaire covered practitioner demographics, as well as areas related to the study objectives: (i) patterns of CPD practice (i.e. methods of determining own learning needs, criteria for selection of CPD activities, preferred CPD learning activities); (ii) attitudes towards CPD; (iii) adherence to CPD requirements; (iv) facilitators and barriers to engaging with CPD; (v) perceived impact of CPD; and (vi) implications for MoL. The questionnaire primarily comprised closed-ended questions suitable for ease of scoring and analysis in a large survey. Selection of CPD activities was based on interest (80.2%) and expertise (72.8%) and less so on gaps in knowledge (66.1%) and skills (61.8%). keywords: activities; adherence; africa; ajhpe; analysis; assessment; audit; barriers; boards; clinical; competence; cost; council; cpd; cpd activities; december; dental; development; educ; education; expertise; fig; gaps; health; hpcsa; impact; interest; knowledge; learning; licensure; maintenance; mdb; medical; methods; mol; n=10; n=11; n=8; needs; nqf; p<0.001; patient; performance; practice; practitioners; professional; professional development; range; requirements; research; respondents; results; review; rural; selection; self; skills; south; statutory; study; support; survey; system; table; technology; therapy; time; vol; work cache: ajhpe-1049.pdf plain text: ajhpe-1049.txt item: #49 of 573 id: ajhpe-1050 author: Matthews, M; Clinical and Professional Practice, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Naidu, T; Department of Behavioural Medicine, School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Teaching communication as a core competency in health professions education: An exploratory case study in a college of health sciences, South Africa date: 2019-12-12 words: 5392 flesch: 39 summary: Main themes and subthemes Main themes Subthemes General approach to TLA TLA approaches and methods Profession-specific communication teaching Contextual lessons on broadening the scope of communication in HP education Language in communication Communication beyond the patient with families and communities IP communication and teamwork Group reflections on including the CHS framework in the curriculum and improving communication teaching Use of a consistent framework; increased focus on communication teaching with specific learning objectives; teaching integrated with professional content; staff development; improving IP communication and responding to the language requirement (FGD1 Opt) Profession-specific communication teaching Professions in which communication was fundamental (e.g. Audio and SLP) focused on relevant aspects of communication teaching. keywords: academic; africa; approach; aspects; assessment; audio; cbe; chs; clinical; collaborative; colleagues; college; communication; communities; community; competencies; competency; content; core; data; december; development; education; educators; ethical; families; focus; framework; good; group; health; healthcare; hps; important; information; interprofessional; key; kwazulu; language; learning; med; medical; medicine; methods; natal; needs; participants; patient; population; practice; professional; programmes; qualitative; research; sciences; skills; south; specific; staff; students; study; teaching; themes; tla; training; undergraduate; university; use; vol cache: ajhpe-1050.pdf plain text: ajhpe-1050.txt item: #50 of 573 id: ajhpe-1051 author: Rambiritch, V; Learning and Development, South African National Blood Service, Johannesburg, South Africa; Smith-Tolken, A; Department of Sociology and Social Anthropology, Faculty of Arts and Social Sciences, Stellenbosch University, Cape Town, South Africa title: The imperative of teaching professionalism to biomedical technologists date: 2019-12-12 words: 4536 flesch: 39 summary: The questionnaire responses indicated that 40% of the respondents had been exposed to some education on professionalism development. It aimed at identifying trends related to how and where the respondents placed themselves in terms of understanding professionalism and their perspectives regarding the need for professionalism education. keywords: analysis; attitudes; attributes; behaviours; biomedical; blood; conduct; curriculum; data; development; different; discussions; education; educators; environment; essential; ethical; ethics; fg5; focus; good; group; health; healthcare; interns; internship; knowledge; laboratory; leadership; learning; methods; national; need; negative; opportunities; outcomes; patients; positive; professionalism; programme; qualitative; questionnaire; research; respondents; role; skills; south; standards; study; support; table; teaching; technologists; technology; themes; training; transfusion; undergraduate; understanding; university; values; work cache: ajhpe-1051.pdf plain text: ajhpe-1051.txt item: #51 of 573 id: ajhpe-1052 author: Liebenberg, N; Lebone College of Emergency Care, Department of Health, Gauteng Provincial Government, Pretoria, South Africa; Christopher, L; Department of Emergency Medical Sciences, Faculty of Health and Wellness, Cape Peninsula University of Technology, Bellville Campus, Cape Town, South Africa; Garraway, J; Fundani Centre for Higher Education, Cape Peninsula University of Technology, Bellville Campus, Cape Town, South Africa title: A cultural historical activity theory (CHAT) analysis of prehospital emergency medical care clinical mentorship to enable learning date: 2019-12-12 words: 1643 flesch: 45 summary: The relationship between mentees and mentors as analysed within an activity system illustrated the difficulties within clinical mentorship. Therefore, communication between mentor and mentee was hindered, e.g. mentors were not informed of mentees being assigned to them, or what the expected learning outcomes were for the mentees. keywords: activity; cape; chat; clinical; cultural; development; difficulties; dol; education; emergency; health; knowledge; learning; medical; mentees; mentors; mentorship; object; practice; research; students; system; theory; tools; trust; university; work cache: ajhpe-1052.pdf plain text: ajhpe-1052.txt item: #52 of 573 id: ajhpe-1053 author: Ofili, M I; School of Nursing and Public Health, College of Health Sciences, University of KwaZulu- Natal, Durban, South Africa; Ncama, B P; School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Moses-Ewhre, O D; Department of Nursing Science, College of Health Sciences, Delta State University, Abraka, Nigeria title: Factors influencing Bachelor of Nursing Science students’ attitude towards clinical exposure date: 2019-12-12 words: 3539 flesch: 45 summary: This is contrary to Awuah-Peasah et al.’s[5] finding that nursing students had a negative attitude towards clinical exposure. A previous study[13] also reported that nursing students had a negative attitude towards clinical exposure. keywords: abraka; adequate; attitude; behaviour; clinical; clinical exposure; data; delta; different; distribution; educ; environment; exposure; factors; frequency; health; healthcare; high; important; learning; level; negative; nurses; nursing; participants; population; positive; practice; questionnaire; research; respondents; sampling; science; scores; skills; staff; state; students; study; supervision; table; test; theory; training; university; values; work; year cache: ajhpe-1053.pdf plain text: ajhpe-1053.txt item: #53 of 573 id: ajhpe-1054 author: Motsumi, M J; Department of Surgery, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Bedada, A G; Department of Surgery, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Ayane, G; Department of Surgery, Faculty of Medicine, University of Botswana, Gaborone, Botswana title: The role of Moodle-based surgical skills illustrations using 3D animation in undergraduate training date: 2019-12-12 words: 3587 flesch: 49 summary: On arrival of students at the computer labora- tories, they were randomly assigned to group A (traditional teaching group) and group B (3D animation teaching group). (A = traditional teaching group; B = 3D animation teaching group.) December 2019, Vol. 11, No. 4 AJHPE 151 Research Ethical approval keywords: 3d animation; animation; botswana; combination; computer; design; difference; end; faculty; fifth; group; higher; illustrations; impact; knowledge; learning; levels; mean; median; medical; methods; min; models; moodle; participants; phase; plain; post; preand; pretest; procedure; satisfaction; scores; session; significant; skills; students; studies; study; surgery; surgical; survey; teaching; teaching methods; test; traditional; traditional teaching; training; undergraduate; understanding; video; year cache: ajhpe-1054.pdf plain text: ajhpe-1054.txt item: #54 of 573 id: ajhpe-1055 author: Kock-Africa, L; Interprofessional Education Unit, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa; Titus, S; Interprofessional Education Unit, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa title: Co-creating an interprofessional education curriculum using local and indigenous knowledge date: 2019-12-12 words: 721 flesch: 42 summary: By bringing the community into the classroom, there is an opportunity to co­create the curriculum with students and community members. Community members hold implicit knowledge that they unintentionally impart to students, who have the potential to foster humility, social sensitivity, social responsiveness, communication and cultural awareness.[4] keywords: africa; communities; community; competencies; cultural; curriculum; education; health; interprofessional; ipe; issues; knowledge; members; platform; services; social; south; students cache: ajhpe-1055.pdf plain text: ajhpe-1055.txt item: #55 of 573 id: ajhpe-1056 author: Naidu, C; Publishing Department, SAMA, Cape Town, South Africa title: CPD questionnaire date: 2019-12-12 words: 450 flesch: 49 summary: a. Tuberculosis, pneumonia, lung metastases and pleural effusion. c. Overcrowded clinical facilities. keywords: clinical; cpd; effusion; health; pleural; pneumonia; teaching; tuberculosis cache: ajhpe-1056.pdf plain text: ajhpe-1056.txt item: #56 of 573 id: ajhpe-1059 author: Gevers, L; Department of Emergency Medical Care, Faculty of Health Sciences, University of Johannesburg, Doornfontein Campus, Johannesburg, South Africa; Makkink, A; Department of Emergency Medical Care, Faculty of Health Sciences, University of Johannesburg, Doornfontein Campus, Johannesburg, South Africa title: Peer-assisted learning in the prehospital educational setting in South Africa date: 2020-03-31 words: 2599 flesch: 48 summary: There was general consensus that PAL partners should be self-chosen, which linked directly to the similarity and trust characteristics identified as requisites by participants. The perception that PAL partners improved the feeling of safety during hostile or unsafe situations reinforced the value of having a PAL partner who can be trusted. keywords: academic; aspects; assessment; care; clinical; confidence; data; debriefing; development; emergency; environment; health; improved; learning; literature; online; open; pal; participants; partner; peer; perceptions; performance; personnel; practical; practice; preferred; prehospital; professional; qualified; questionnaire; research; results; students; study; theoretical cache: ajhpe-1059.pdf plain text: ajhpe-1059.txt item: #57 of 573 id: ajhpe-1060 author: Jacobs-Nzuzi Khuabi, L; Division of Occupational Therapy, Department of Health and Rehabilitation Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Bester, J; Division of Occupational Therapy, Department of Health and Rehabilitation Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Occupational therapists’ views on core competencies that graduates need to work in the field of neurology in a South African context date: 2020-03-31 words: 4431 flesch: 40 summary: Educators involved in revising undergraduate occupational therapy neuro- logy curricula are urged to consider that preparing new graduates for practice in the 21st century necessitates that education and training encompass: • opportunities for interprofessional teamwork, which would facilitate an increased awareness of their own roles and those of other professions to deliver holistic care • a focus on an integrated teaching approach to facilitate optimal integration between neurology-specific content and generic principles of occupational therapy practice • a closer alignment between the outcomes of the undergraduate neurology curriculum and the core competencies that will enable graduates to be competent practitioners • the inclusion of evidence-based practice in teaching in conjunction with nurturing students’ critical appraisal skills to ensure that they are able to select interventions that are most relevant and responsive to their patients’ needs and contexts • emphasis on a functional approach to assessment and treatment • opportunities for students to cultivate their innovative skills so that they are able to work with the existing resources that are readily available within their patients’ contexts. Credibility was obtained by participants’ views, ensuring a good understanding of current neurology practice. keywords: activity; acute; analysis; approach; assessment; attitudes; cape; care; clinical; community; competencies; conditions; constraints; context; core; curriculum; data; education; female; field; foundation; functional; generic; good; graduates; health; interpersonal; knowledge; learning; need; neurological; neurology; occupational; participant; patients; people; practice; qualified; qualitative; rehabilitation; research; resource; settings; skills; south; specific; students; study; suggestions; teaching; themes; therapists; therapy; training; treatment; undergraduate; understanding; university; urban; views; western; work cache: ajhpe-1060.pdf plain text: ajhpe-1060.txt item: #58 of 573 id: ajhpe-1061 author: Mbombi, M O; Department of Nursing Science, School of Health Care Sciences, Faculty of Health Sciences, University of Limpopo, Polokwane, South Africa; Mothiba, T M; Executive Dean's Office, Faculty of Health Sciences, University of Limpopo, Polokwane, South Africa title: Exploring barriers that nurses experience to enrolment for a postgraduate nursing qualification at a higher education institution in South Africa date: 2020-03-31 words: 4011 flesch: 44 summary: Therefore, the objective of this study was to explore and describe barriers experienced by professional nurses regarding enrolment for postgraduate nursing studies. Theme 2: Barriers relating to higher-education institutions Professional nurses described barriers that relate to HEIs as those regarding enrolment in postgraduate nursing studies. keywords: academic; barriers; care; clinical; courses; data; degree; doh; education; employment; enrolling; enrolment; experience; factors; family; finances; financial; findings; health; higher; hospital; institutions; lack; limpopo; march; master; nurses; nursing; participant; personal; postgraduate; postgraduate studies; professional; professional nurses; province; qualification; research; responsibilities; results; sanc; south; students; studies; study; support; tertiary; time; university; workload cache: ajhpe-1061.pdf plain text: ajhpe-1061.txt item: #59 of 573 id: ajhpe-1062 author: Moodley, I; Discipline of Dentistry, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Singh, S; Discipline of Dentistry, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Assessment consolidates undergraduate students’ learning of community-based education date: 2020-03-31 words: 7927 flesch: 44 summary: Greater emphasis should be placed on enabling clinical supervisors to perform student assessment at these sites and engaging students with self-reflective assessment practices to promote lifelong learning. Portfolios as a method of student assessment. keywords: academics; action; ajhpe; analysis; assessment; assessment methods; assignments; blogging; bloom’s[12; case; cbe; clinical; communication; community; competencies; data; decentralised; development; different; disciplines; discussions; education; environment; experience; findings; focus; form; framework; graduate; group; health; healthcare; higher; knowledge; leader; learning; lifelong; literature; march; mark; med; methods; miller’s[13; oral; outcomes; participants; patients; peer; performance; personal; portfolio; practice; practitioner; presentations; primary; professional; qualitative; reflection; research; role; scholar; school; sciences; self; sites; situations; skills; social; south; staff; strengths; students; study; supervisors; taxonomy; test; theory; thinking; time; training; ukzn; understanding; university; use; vol; way; work cache: ajhpe-1062.pdf plain text: ajhpe-1062.txt item: #60 of 573 id: ajhpe-1063 author: Harrison, S G D; Department of Emergency Medical Sciences, Faculty of Health and Wellness Sciences, Cape Peninsula University of Technology, Cape Town, South Africa; Scheepers, J; Service-Learning and Civic Engagement Units, Cape Peninsula University of Technology, Cape Town, South Africa; Christopher, L D; Department of Emergency Medical Sciences, Faculty of Health and Wellness Sciences, Cape Peninsula University of Technology, Cape Town, South Africa; Naidoo, N; Department of Emergency Medical Sciences, Faculty of Health and Wellness Sciences, Cape Peninsula University of Technology, Cape Town, South Africa title: Social determinants of health in emergency care: An analysis of student reflections on service-learning projects date: 2020-03-31 words: 4788 flesch: 39 summary: This call is no less applicable to the education of emergency care students and other emergency care personnel than to any other category of healthcare practitioner. Emergency care students (N=80) from three academic years were requested to submit portfolios with narrative reflections on their SLPs. keywords: actors; cape; care; care students; causes; communities; community; cput; critical; curriculum; department; determinants; disease; education; effective; emergency; emergency care; ems; engagement; evaluation; experience; group; health; healthcare; ill; important; individuals; knowledge; learning; level; macro; medical; meso; need; outcomes; participation; peninsula; personnel; potential; practice; primary; project; promotion; reflections; relevant; research; role; sciences; service; service learning; slps; social; social determinants; south; students; study; technology; themes; tool; understanding; university; work cache: ajhpe-1063.pdf plain text: ajhpe-1063.txt item: #61 of 573 id: ajhpe-1064 author: Dlungwane, T; Discipline of Public Health Medicine, School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Voce, A; Discipline of Public Health Medicine, School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Exploring student persistence to completion in a Master of Public Health programme in South Africa date: 2020-03-31 words: 4385 flesch: 47 summary: Furthermore, the effect of student persistence at the societal and economic level can be observed in the production of a highly skilled workforce that is able to generate advanced and creative ideas to improve the economy and society.[6] Student persistence to completion in postgraduate programmes is associated with factors related to students and academic institutions.[1,3] Student-related factors comprise age, time management, time from last degree, learning approaches and social connections, such as peer, family and employer.[7] Factors related to academic institutions include: mode of study, i.e. whether students are enrolled full-time or part-time, faculty support and academic integration.[1,7] Methods A constructivist approach was adopted to understand the phenomenon of student persistence to completion among MPH graduates. keywords: academic; africa; analysis; attrition; capital; career; challenges; completion; conceptual; degree; demands; difficult; doctoral; education; efficacy; employer; factors; family; female; framework; graduates; health; higher; interviews; management; master; mature; motivated; motivation; mph; number; participants; persistence; personal; phenomenon; postgraduate; programmes; public; qualification; reasons; research; sacrifice; self; social; south; staff; student; student persistence; studies; study; supervisor; support; time; university; work; working cache: ajhpe-1064.pdf plain text: ajhpe-1064.txt item: #62 of 573 id: ajhpe-1065 author: Syed, Z; Division of Occupational Therapy, Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, South Africa title: Occupational therapy: The process in acute psychiatry date: 2020-03-31 words: 2096 flesch: 37 summary: Providing reality-orientation intervention to clients who seemed to be experiencing psychotic symptoms tends to be considered a part of occupational therapy. The institutional barrier of the high turnover in the wards was one of the key aspects that influenced students’ learning regarding the role of occupational therapy in this setting. keywords: acute; assessment; clients; data; discharge; focus; functional; goal; group; health; implementation; institutional; intervention; methods; occupational; occupational therapy; participants; process; psychiatric; research; role; setting; short; students; study; therapist; therapy; therapy process; time; understanding cache: ajhpe-1065.pdf plain text: ajhpe-1065.txt item: #63 of 573 id: ajhpe-1066 author: Pattinson, S R; Unit for Undergraduate Medical Education, School of Clinical Medicine, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; McInerney, P; Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa title: Perceptions of changes made to a clinical skills curriculum in a medical programme in South Africa: A mixed methods study date: 2020-03-31 words: 4677 flesch: 53 summary: The reviewers found that there was a theory-practice gap; the students were underprepared for the application of clinical skills in a real clinical setting with patients. Adjustments to the curriculum included centralising the teaching of clinical skills in a clinical skills unit and standardising the content and objectives of the teaching, which were aligned with the theoretical curriculum. keywords: changes; clerkships; clinical; clinical clerkships; clinical setting; clinical skills; curriculum; data; difficult; education; fifth; fifth year; fourth; groups; health; hospital; learning; manikins; medical; methods; need; new; pathology; patients; perception; phase; practice; preparation; prepared; procedures; questionnaire; questions; real; research; response; school; setting; significant; sixth; skills; skills curriculum; south; students; study; teaching; time; transfer; transition; university; witwatersrand; year; year students cache: ajhpe-1066.pdf plain text: ajhpe-1066.txt item: #64 of 573 id: ajhpe-1067 author: Onguka, S; Department of Family Medicine, School of Medicine and Health Sciences, Kabarak University, Kenya; Basnight-Brown, D M; Department of Psychology, School of Social Sciences, United States International University Africa, Nairobi, Kenya; Pallo, V A; Department of Focused Inquiry, University College, Virginia Commonwealth University, Richmond, VA, USA; Wechuli, G M; Department of Family Medicine, School of Medicine and Health Sciences, Kabarak University, Kenya; Adam, M B; Newborn Community Health Project, AIC Kijabe Hospital; and Institute of Healthcare Management, Strathmore Business School, Nairobi, Kenya title: Calling all authors: Writing skills for family medicine residents in Kenya date: 2020-03-31 words: 859 flesch: 41 summary: Despite meaningful gains, this revealed the need for longitudinal writing skill development across the entire programme. Online activities targeted fundamental English writing skills and residents’ reflections on writing. keywords: author; collection; confidence; curriculum; data; design; development; feedback; figures; health; kenya; learning; manuscript; medicine; needs; research; residents; review; revision; seminar; skills; university; writing cache: ajhpe-1067.pdf plain text: ajhpe-1067.txt item: #65 of 573 id: ajhpe-1068 author: Dahl-Michelsen, T; Department of Physiotherapy, Faculty of Health Sciences, OsloMet-Oslo Metropolitan University, Norway; Groven, K S; Department of Physiotherapy, Faculty of Health Sciences, OsloMet-Oslo Metropolitan University, Norway; Rowe, M; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa title: Using Internationalisation at Home to provide international learning to all physiotherapy students date: 2020-03-31 words: 775 flesch: 39 summary: The recent emphasis on globalisation in healthcare education includes the importance of internationalisation as an approach for providing students with international and intercultural competence.[1] However, the challenge of sending large groups of students on exchange programmes has driven the rise of Internationalisation at Home (IaH) programmes, where all students are given international learning opportunities.[2] keywords: article; assignment; cape; feedback; health; iah; internationalisation; learning; local; physiotherapy; programmes; project; rehabilitation; sciences; students; university cache: ajhpe-1068.pdf plain text: ajhpe-1068.txt item: #66 of 573 id: ajhpe-1070 author: van der Bijl, Paula; SAMA, Cape Town, South Africa title: Contents date: 2020-03-31 words: 452 flesch: 11 summary: Tel. 021 532 1281 Please submit letters and articles for publication online at www.editorialmanager.com/ajhpe EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Gonzaga Mubuuke Makerere University Anthea Rhoda University of the Western Cape Marietjie van Rooyen University of Pretoria Elizabeth Wolvaardt University of Pretoria ACTING GENERAL MANAGER Dr Vusumusi Nhlapho EXECUTIVE EDITOR Bridget Farham HEAD OF PUBLISHING Diane Smith Year of the nurse and midwife C N Nyoni SHORT COMMUNICATION 4 Calling all authors: Writing skills for family medicine residents in Kenya S Onguka, D M Basnight-Brown, V A Pallo, G M Wechuli, M B Adam 5 Using Internationalisation at Home to provide international learning to all physiotherapy students T Dahl-Michelsen, K S Groven, M Rowe SHORT RESEARCH REPORT 6 Peer-assisted learning in the prehospital educational setting in South Africa L Gevers, A Makkink 9 Occupational therapy: The process in acute psychiatry Z Syed RESEARCH 12 Perceptions of changes made to a clinical skills curriculum in a medical programme in South Africa: keywords: africa; ajhpe; burch; cape; editorial; editors; education; head; health; learning; lonsdale; medical; office; pretoria; south; tel; university; van; western cache: ajhpe-1070.pdf plain text: ajhpe-1070.txt item: #67 of 573 id: ajhpe-1071 author: Burch, V; University of Cape Town, South Africa title: Going viral in a digital world date: 2020-03-31 words: 919 flesch: 54 summary: Currently the ‘take home’ messages about the illness are clear: the majority of infections are mild, most people recover, the elderly are at increased risk of an adverse outcome, and pre- existing cardiovascular, pulmonary or cancer-related comorbidity increases the risk of an adverse outcome.[2] From an epidemiological perspective, it is critical to be reminded that the virus is not, as it is being called, ‘deadly’ when compared with serious life- threatening viral infections that have much higher mortality rates, e.g. avian flu, Ebola, MERS or smallpox, to name just a few the world has encountered in recent times.[1 We have no idea about this potential looming public healthcare crisis and only time will tell. keywords: adverse; africa; clear; communities; coronavirus; covid-19; daily; facts; health; hiv; infections; influenza; march; professions; public; risk; viral; virus; world cache: ajhpe-1071.pdf plain text: ajhpe-1071.txt item: #68 of 573 id: ajhpe-1072 author: Naidu, C; SAMA, Cape Town, South Africa title: CPD questionnaire date: 2020-03-31 words: 601 flesch: 63 summary: The impact of student learning on the individual. The key aspects of successful clinical skills training identified in the literature include: A. Clear outcomes. keywords: ajhpe; clinical; cpd; learning; march; programme; theory cache: ajhpe-1072.pdf plain text: ajhpe-1072.txt item: #69 of 573 id: ajhpe-1073 author: Fani, Gertrude; HMPG title: Cover date: 2020-04-01 words: 6 flesch: 116 summary: March 2020, Vol. 12, No. 1 keywords: march cache: ajhpe-1073.pdf plain text: ajhpe-1073.txt item: #70 of 573 id: ajhpe-1074 author: van der Merwe, L J; Undergraduate Medical Programme Management, School of Clinical Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Botha, A; Department of Psychology, Faculty of Humanities, University of the Free State, Bloemfontein, South Africa; Joubert, G; Department of Biostatistics, School of Biomedical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Burnout and associated factors in undergraduate medical students at a South African university date: 2020-07-07 words: 5602 flesch: 47 summary: Academic and personal stress, as well as perceived poor support from institutional structures, were associated with significantly higher personal and work-related burnout, but not patient-related burnout in clinical students. Only 20.5% of preclinical and 17.3% of clinical students reported that they were first- generation students (defined in this study as students whose parents had never been enrolled in post-school higher education). keywords: academic; areas; associated; associations; black; burnout; burnout subscales; clinical; clinical students; data; education; environment; events; factors; faculty; family; free; groups; health; higher; illness; learning; levels; life; lower; lower burnout; major; mean; medical; medical students; medicine; member; patient; performance; personal; preclinical; questionnaire; related; research; resilience; risk; satisfaction; satisfied; school; sciences; scores; self; significant; south; staff; strategies; stress; stressors; students; study; subscales; support; training; undergraduate; university; wellbeing; work; year cache: ajhpe-1074.pdf plain text: ajhpe-1074.txt item: #71 of 573 id: ajhpe-1075 author: Nel, C P G; Department of Plastic and Reconstructive Surgery, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; van Zyl, G J; Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Labuschagne, M J; School of Biomedical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Enhancement of plastic surgery training by including simulation in education and training programmes date: 2020-07-07 words: 5443 flesch: 34 summary: In part 2 of the questionnaire (simulation modalities), the participants had to give their opinions on each learning outcome and indicate which type of simulation modality (low-tech simulation or high-tech simulation) would be best suited for achieving a learning outcome. The study results clearly indicate that certain processes must be in place and steps should be taken to ensure that adequate learning will occur, and that simulation outcomes are integrated with the objectives and outcomes of the curriculum in an environment that is conducive to learning. keywords: analysis; applicable; care; clinical; cognitive; cognitive levels; competence; consensus; curriculum; data; delphi; different; education; effective; free; health; high; important; interviews; knowledge; learning; levels; low; management; medical; method; modalities; objectives; outcomes; participants; patient; plastic; plastic surgery; postgraduate; process; programmes; questionnaire; questions; remembering; research; results; sciences; section; semi; simulation; simulation modalities; simulators; skills; specialist; specific; statements; structured; study; surgeons; surgery; surgery education; surgery training; surgical; survey; tech; training; training levels; understanding; university cache: ajhpe-1075.pdf plain text: ajhpe-1075.txt item: #72 of 573 id: ajhpe-1076 author: van Wyk, R; Clinical Simulation and Skills Unit, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Labuschagne, M J; Clinical Simulation and Skills Unit, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Joubert, G; Department of Biostatistics, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Simulation as an educational strategy to deliver interprofessional education date: 2020-07-07 words: 5538 flesch: 48 summary: IPE simulation scenarios should be developed with these specific competencies listed as learning objectives. When developing IPE simulation scenarios, students from all the relevant professions should be engaged. keywords: activities; ajhpe; approach; challenges; clinical; collaborative; communication; community; competencies; data; debriefing; different; disadvantages; education; effective; environment; experiences; exposure; faculty; fig; free; group; health; healthcare; interprofessional; interviews; ipe; june; leaders; learning; logistical; main; medical; medicine; module; outcomes; participants; patient; practice; principles; professions; programmes; research; role; safe; schedule; school; sciences; sessions; simulation; skills; staff; standardised; state; strategy; students; study; table; team; teamwork; technical; training; undergraduate; university; use; vol; year cache: ajhpe-1076.pdf plain text: ajhpe-1076.txt item: #73 of 573 id: ajhpe-1077 author: Jacobs, A C; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: The benefits of experiential learning during a service-learning engagement in child psychiatric nursing education date: 2020-07-07 words: 4559 flesch: 46 summary: Community service is a core function of the study university and educators pursue it by ensuring that they build sustainable partnerships to co-ordinate collaborative partnerships with different stakeholders.[4] Annually, child psychiatric nursing students join the specialised child unit for community engagement programmes at the Free State Psychiatric Complex, Bloemfontein, which is an outreach to rural communities. In this approach, nursing students are taught how to engage and educate communities by means of community-outreach programmes that form part of the curriculum. keywords: africa; awareness; bloemfontein; challenges; child; children; citizens; communities; community; context; critical; curriculum; development; different; education; educators; engagement; environment; ethical; experience; experiential; free; health; healthcare; higher; important; june; knowledge; learning; members; mental; needs; nurses; nursing; outreach; people; practice; process; professional; programmes; psychiatric; reflection; research; responsibility; responsible; self; service; skills; social; south; state; students; team; theme; theory; thinking; thought; university; work cache: ajhpe-1077.pdf plain text: ajhpe-1077.txt item: #74 of 573 id: ajhpe-1078 author: Cox, M; Faculty of Medicine and School of Public Health, University of Sydney, Australia; and Faculty of Medicine, Sir Ketumile Masire Teaching Hospital, University of Botswana, Gaborone, Botswana; Masunge, J; Faculty of Medicine, Sir Ketumile Masire Teaching Hospital, University of Botswana, Gaborone, Botswana; Nkomazana, O; Faculty of Medicine, Sir Ketumile Masire Teaching Hospital, University of Botswana, Gaborone, Botswana title: Postgraduate medical specialty training for Botswana: A successful innovative partnership with South Africa date: 2020-07-07 words: 2355 flesch: 40 summary: SA  medical specialists also provided mentorship in educational support to UB medical faculty programmes through frequent curriculum and programme reviews. Leveraging on the successes and experiences of these existing MMed programmes, new UB postgraduate specialist medical programmes in psychiatry, surgery and obstetrics and gynaecology are being developed and hope to be ready in 2020. keywords: academic; africa; botswana; clinical; cmsa; countries; country; curriculum; doctors; examinations; faculty; fellowship; health; hybrid; local; medical; medicine; mmed; partnership; postgraduate; programmes; public; relevant; research; school; south; specialisation; specialist; specialty; students; successful; system; training; university; year cache: ajhpe-1078.pdf plain text: ajhpe-1078.txt item: #75 of 573 id: ajhpe-1079 author: Grossman, E S; East London and Port Elizabeth Health Resource Centres, Faculty of Health Sciences, Walter Sisulu University, Eastern Cape Province, South Africa title: Content analysis of the South African MMed mini-dissertation date: 2020-07-07 words: 5264 flesch: 49 summary: Acceptable evidence of MMed research competency has many permutations. Anaesthetists in the USA warn that the status of their profession is at risk of becoming a trade union if research training is not enhanced.[6] European family physicians fail to see the direct association between research and clinical reality, limiting their ability to practise evidence-based medicine,[7] while psychiatrists at the University of Maryland, Baltimore, USA, highlight the serious shortage of physician researchers, which impacts the profession at large.[8] keywords: afr; african; ajhpe; analysis; approach; approval; author; basic; best; cape; care; case; clearance; clinical; college; component; content; current; data; descriptive; discipline; dissertations; education; ethical; ethics; evidence; family; fig; format; health; hpcsa; https://doi; information; journal; june; literature; march; master; mean; medical; medicine; meta; methods; mini; mixed; mmed; monograph; n=307; national; numbers; output; page; physicians; programme; project; prospective; publication; quality; quantitative; range; ready; references; registrar; registration; report; research; residency; results; retrospective; review; sample; similar; size; south; specialist; statistics; stellenbosch; studies; study; submission; survey; systematic; table; theses; time; town; trainees; training; university; van; variables; vol; years cache: ajhpe-1079.pdf plain text: ajhpe-1079.txt item: #76 of 573 id: ajhpe-108 author: Srinivas, Sunitha Chandrasekhar; Faculty of Pharmacy, Rhodes University,; Wrench, Wendy W; Faculty of Pharmacy, Rhodes University title: Evaluation of a service-learning elective as an approach to enhancing the pharmacist’s role in health promotion in South Africa date: 2012-12-06 words: 4112 flesch: 49 summary: There is an urgent need to develop simple health promotion techniques to empower communities with knowledge for the prevention and management of chronic health conditions.6 Health promotion involves actively engaging in strategies that will ultimately provide opportunities to the population to be healthy and to make healthy choices.7 Conventionally, health promotion has been approached as a classroom teaching experience resulting in limited outcomes for students and little or no benefit to the community. This requires a pragmatic change in approaching health promotion in tertiary institutions that would benefit the students and also address the needs of the community. keywords: adc; africa; ajhpe; article; attendees; burden; challenges; community; computer; conditions; course; december; development; diseases; education; elective; evaluation; experience; facilitators; future; group; health; health promotion; healthcare; higher; infectious; information; learning; management; needs; october; open; opportunities; outcomes; pharmacists; pharmacy; promotion; public; questions; reflection; responses; rhodes; science; scifest; service; south; srinivas; students; time; understanding; university; vol; work cache: ajhpe-108.pdf plain text: ajhpe-108.txt item: #77 of 573 id: ajhpe-1080 author: Quartey, J; Department of Physiotherapy, School of Biomedical and Allied Health Sciences, College of Health Sciences, University of Ghana, Accra, Ghana; Dankwah, J; Department of Physiotherapy, Korle-Bu Teaching Hospital, Accra, Ghana; Kwakye, S; West Africa Football Academy, Sogakope, Ghana; Acheampong, K; Department of Physiotherapy, Komfo Anokye Teaching Hospital, Kumasi, Ghana title: Readiness of allied health students towards interprofessional education at a university in Ghana date: 2020-07-07 words: 3114 flesch: 44 summary: The study revealed that allied health students value teamwork and collaboration and appear ready for participation in IPE activities. https://doi.org/10.7196/AJHPE.2020.v12i2.1243 Readiness of allied health students towards interprofessional education at a university in Ghana J Quartey,1 PhD; J Dankwah,2 BSc; S Kwakye,3 BSc; K Acheampong,4 BSc 1 Department of Physiotherapy, School of Biomedical and Allied Health Sciences, College of Health Sciences, University of Ghana, Accra, Ghana 2 Department of Physiotherapy, Korle-Bu Teaching Hospital, Accra, Ghana 3 West Africa Football Academy, Sogakope, Ghana 4 Department of Physiotherapy, Komfo Anokye Teaching Hospital, Kumasi, Ghana Corresponding author: J Quartey (neeayree@googlemail.com) keywords: allied; clinical; collaboration; data; difference; domain; education; ghana; groups; health; healthcare; identity; interprofessional; ipe; learning; levels; medical; patient; physiotherapy; positive; professionals; readiness; research; respondents; responsibilities; roles; school; shared; significant; students; study; table; teamwork; total; university; year cache: ajhpe-1080.pdf plain text: ajhpe-1080.txt item: #78 of 573 id: ajhpe-1081 author: Lewis, S; Department of Medical Imaging and Radiation Sciences, Faculty of Health Sciences, University of Johannesburg, South Africa title: Exposure technique factors in digital X-ray imaging systems: Demonstrating the effect of mAs date: 2020-07-07 words: 669 flesch: 52 summary: A recent study showed that ~54% of radiographers understood and used indicators of exposure in digital X-ray imaging systems.[3] With just more than half of radiographers understanding and using indicators of exposure in digital X-ray imaging systems, enhancing radiographers’ understanding of exposure technique factors (kilovoltage peak (kVp), milliampere and the exposure time (mAs)) in digital X-ray imaging systems is needed to curtail unnecessary exposure to ionising radiation. A structured tutorial demonstrating the effect of mAs on image quality in digital X-ray imaging systems was tried. keywords: digital; effect; exposure; fig; image; imaging; indicators; mas; quality; ray; students; systems; tutorial cache: ajhpe-1081.pdf plain text: ajhpe-1081.txt item: #79 of 573 id: ajhpe-1082 author: Naidoo, K; Department of Medical Imaging and Therapeutic Sciences, Faculty of Health and Wellness Science, Cape Peninsula University of Technology, Cape Town, South Africa title: The use of appreciative inquiry as an interview technique in radiography research date: 2020-07-07 words: 662 flesch: 60 summary: The 4-D model of AI, i.e. Discovery, Dream, Design and Destiny (Fig. 1), has been used extensively in AI research; it was also used to structure the questions in the focus group interviews in this study. AI is a method of focusing on the positive in any situation to create innovative ideas that bring about more meaningful, deeper and sustainable change.[1,2] keywords: appreciative; author; caring; innovative; inquiry; participants; question; radiography; research; use cache: ajhpe-1082.pdf plain text: ajhpe-1082.txt item: #80 of 573 id: ajhpe-1083 author: Rowe, M; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa; Sauls, B; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa title: Using video to learn practical techniques in physiotherapy education date: 2020-07-07 words: 811 flesch: 55 summary: Comparison of video demonstrations and bedside tutorials for teaching paediatric clinical skills to large groups of medical students in resource-constrained settings. https://doi.org/10.7196/AJHPE.2020.v12i2.1271 Using video to learn practical techniques in physiotherapy education M Rowe, PhD, MSc, BSc (Physiotherapy); B Sauls, MSc, BSc (Physiotherapy) Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa Corresponding author: M Rowe (mrowe@uwc.ac.za) This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0. https://doi.org/10.1186/s41239-019-0164-z https://doi.org/10.1016/j.ijans.2018.08.004 keywords: education; face; group; learning; lecturers; ospe; physiotherapy; practical; students; study; teaching; techniques; time; video cache: ajhpe-1083.pdf plain text: ajhpe-1083.txt item: #81 of 573 id: ajhpe-1084 author: Naidu, C; South African Medical Association title: CPD questionnaire date: 2020-07-07 words: 520 flesch: 42 summary: Readiness of allied health students towards interprofessional education at a university in Ghana 7. Burnout and associated factors in undergraduate medical students at a South African university 3. keywords: competencies; education; phase; skills; students; teamwork; training cache: ajhpe-1084.pdf plain text: ajhpe-1084.txt item: #82 of 573 id: ajhpe-1085 author: van der Bijl, P; South African Medical Association title: Contents date: 2020-07-07 words: 395 flesch: 1 summary: Tel. 021 532 1281 Please submit letters and articles for publication online at www.editorialmanager.com/ajhpe EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Gonzaga Mubuuke Makerere University Anthea Rhoda University of the Western Cape Marietjie van Rooyen University of Pretoria Elizabeth Wolvaardt University of Pretoria ACTING GENERAL MANAGER Dr Vusumusi Nhlapho EXECUTIVE EDITOR Bridget Farham HEAD OF PUBLISHING Diane Smith The use of appreciative inquiry as an interview technique in radiography research K Naidoo 52 Using video to learn practical techniques in physiotherapy education M Rowe, B Sauls SHORT RESEARCH REPORT 53 Postgraduate medical specialty training for Botswana: A successful innovative partnership with South Africa M Cox, J Masunge, O Nkomazana RESEARCH 56 Content analysis of the South African MMed mini-dissertation E S Grossman 62 Burnout and associated factors in undergraduate medical students at a South African university L J van der Merwe, A Botha, G Joubert 68 Enhancement of plastic surgery training by including simulation in education and training programmes C P G Nel, G J van Zyl, M J Labuschagne 74 Simulation as an educational strategy to deliver interprofessional education R van Wyk, M J Labuschagne, G Joubert 81 The benefits of experiential learning during a service-learning engagement in child psychiatric nursing education A C Jacobs 86 Readiness of allied health students towards interprofessional education at a university in Ghana J Quartey, J Dankwah, S Kwakye, K Acheampong CPD questionnaire keywords: african; ajhpe; cape; der; editors; education; lonsdale; medical; office; pretoria; research; south; tel; training; university; van cache: ajhpe-1085.pdf plain text: ajhpe-1085.txt item: #83 of 573 id: ajhpe-1086 author: Fani, Gertrude; HMPG title: Cover date: 2020-07-09 words: 6 flesch: 116 summary: June 2020, Vol. 12, No. 2 keywords: june cache: ajhpe-1086.pdf plain text: ajhpe-1086.txt item: #84 of 573 id: ajhpe-1087 author: Nuuyoma, V; School of Nursing, Faculty of Health Sciences, University of Namibia, Rundu, Namibia; Fillipus, S K; School of Nursing, Faculty of Health Sciences, University of Namibia, Rundu, Namibia title: Nursing students’ perceptions and experiences of concept mapping as a learning tool in a human physiology course date: 2020-10-16 words: 4731 flesch: 54 summary: Theme 1: Concept mapping facilitates a deep learning approach Students stated that concept mapping made it easier to create linkages between related concepts that are used to explain physiological processes and also to group related concepts together. By means of concept mapping, students develop critical thinking and judgement skills.[5] Concept maps are underpinned by the assimilation theory of meaningful learning created by the psychologist David Ausubel in 1963.[6] keywords: academic; activity; approach; campus; clinical; concept; concept mapping; content; course; data; deep; different; discussions; educ; education; experiences; fgd3; focus; group; human; human physiology; important; information; knowledge; learning; learning tool; mapping; maps; namibia; need; nursing; nursing students; october; participants; perceptions; performance; physiology; practice; programme; qualitative; research; researchers; resources; second; students; study; teaching; themes; time; tool; undergraduate; understanding; university; use; year cache: ajhpe-1087.pdf plain text: ajhpe-1087.txt item: #85 of 573 id: ajhpe-1088 author: Chukwuere, P C; School of Nursing Science, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa; Sehularo, L A; School of Nursing Science, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa; Manyedi, M E; School of Nursing Science, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa; Ojong-Alasia, M M; School of Nursing Science, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa title: Improving postgraduate nursing research output: A South African nursing science perspective date: 2020-10-16 words: 4715 flesch: 36 summary: Recently, there has been an increase in the intake of postgraduate students in universities across SA, but the limited number of competent supervisors increases the workload, thereby undermining their productivity and generally leading to a low output of Master’s and doctoral graduates.[34] The slow rate of completion of postgraduate research programmes by nurses deprives the universities of the various financial subsidies.[23] Supervisors as important role players in postgraduate nursing research Postgraduate supervision is an interactive process, contributing to quality dissertations and theses.[32] Such supervision is also important in fostering improvement in the quality of care and for successful completion of Master’s and doctoral programmes.[35] Supervisors play a pivotal role in influencing the academic progress of postgraduate research nursing students. SA postgraduate nursing research throughput could be improved by enhancing the method of enrolment, and more support for addressing students’ personal and academic-related ordeals to promote completion and graduation rate.[13] Postgraduate nursing research students need emotional support from their supervisors, which October 2020, Vol. 12, No. 3 AJHPE 117 Research helps to encourage them regarding effective output.[32] Adequate provision of structures for accessing information, such as the latest technology and library facilities, enables postgraduate nursing research students to obtain educational material for their studies.[33] Supervisors have an important role in developing appropriate research capacity and competence among students. keywords: adequate; afr; africa; ajhpe; appropriate; area; challenges; completion; computerised; degrees; development; disciplines; doctoral; education; enrolment; evidence; graduates; growth; guide; health; healthcare; high; higher; important; information; institutions; interest; knowledge; literature; management; master; methods; narrative; need; new; nurses; nursing; nursing research; october; phd; postgraduate; postgraduate nursing; postgraduate research; professional; programmes; quality; rate; research; researchers; review; role; science; skills; south; students; studies; study; supervision; supervisors; support; throughput; time; topic; training; understanding; universities; university; unsystematic; vital; vol; work; writing cache: ajhpe-1088.pdf plain text: ajhpe-1088.txt item: #86 of 573 id: ajhpe-1089 author: Olawale, M O; Department of Medical Surgical Nursing, School of Post Basic Nursing, Lagos University Teaching Hospital, Idi-Araba, Lagos State, Nigeria; Olorunfemi, O; Department of Medical Surgical Nursing, School of Nursing, University of Benin Teaching Hospital, Benin Edo State, Nigeria; Oyewole, OM; Department of Medical Surgical Nursing, School of Post Basic Nursing, Lagos University Teaching Hospital, Idi-Araba, Lagos State, Nigeria; Sawalu, RA; Department of Medical Surgical Nursing, School of Nursing Sciences, Babcock University, Illisha Remo Ogun State, Nigeria title: Effect of a teaching programme on knowledge of postoperative pain management among nurses at Lagos University Teaching Hospital, Nigeria date: 2020-10-16 words: 5590 flesch: 53 summary: The drive to improve postoperative pain management has been in place for some time, but nurses continue to experience challenges in this area of practice.[7] Accreditation of healthcare organisations in 2000 specifically demands pain assessment and documentation, staff education in pain management and competency assessments, adequate pain control to allow functional rehabilitation, and education of patients and families on pain and symptom management.[7,8] Postoperative pain management is a way of reducing or eliminating pain and discomfort with minimum side-effects after surgery. keywords: adjunct; administration; analgesics; assessment; attitudes; care; clock; control; data; education; effectiveness; experience; experimental; group; healthcare; hospital; intervention; knowledge; lagos; level; management; mean; medical; n=30; nigeria; nurses; nursing; october; officer; pain; pain management; participants; patients; phase; poor; postoperative; postoperative pain; pre; programme; quality; questionnaire; research; respondents; results; scale; severe; skills; spite; study; surgery; surgical; table; teaching; tens; test; training; treatments; university; vol; working; years cache: ajhpe-1089.pdf plain text: ajhpe-1089.txt item: #87 of 573 id: ajhpe-1090 author: Naidoo, K; Discipline of Family Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Waggie, F; Interprofessional Education Unit, University of the Western Cape, Cape Town, South Africa; van Wyk, J M; Department of Clinical and Professional Practice, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: A review of geriatric care training in the undergraduate nursing and medical curricula at the University of KwaZulu-Natal, South Africa date: 2020-10-16 words: 2773 flesch: 44 summary: To investigate the undergraduate medical and nursing curricula at a South African university regarding geriatric care training, and explore possible learning opportunities to enhance health professions education in geriatric care. 130 October 2020, Vol. 12, No. 3 AJHPE Research The lack of attention to geriatric care training in health professions curricula is concerning given the rapid increase in the number of people aged ≥60 years in South Africa (SA).[1] Most older adults in SA access health services at primary care level. keywords: adults; africa; approach; assessment; care; clinical; community; competencies; current; curricula; dementia; education; educators; elderly; experience; exposure; falls; geriatric; graduates; health; incontinence; interprofessional; ipe; lack; learning; medical; need; nursing; older; opportunities; patients; pbl; primary; professions; programmes; south; students; study; teaching; topics; training; undergraduate; university; urinary; years cache: ajhpe-1090.pdf plain text: ajhpe-1090.txt item: #88 of 573 id: ajhpe-1091 author: Masava, B; Paray School of Nursing, Thaba-Tseka, Lesotho; Badlangana, L N; Department of Biomedical Sciences, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Nyoni, C N; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: A broken triangle: Students’ perceptions regarding the learning of nursing administration in a low-resource setting date: 2020-10-16 words: 4477 flesch: 45 summary: Nursing students struggle to meet expected learning outcomes related to nursing administration due to the non-alignment among learning outcomes, content and assessment of the module. Yet, nursing students, the future of such a system, are struggling to meet expected learning outcomes related to nursing administration owing to the non-alignment of learning outcomes, content and assessment of the related module. keywords: activities; administration; administration module; africa; alignment; analysis; assessment; challenges; classroom; clinical; collected; competencies; content; contextual; curriculum; data; design; development; discussions; documents; education; educators; environment; examples; expected; experiences; focus; group; health; healthcare; learning; learning outcomes; low; management; methods; module; need; neis; nurses; nursing; nursing administration; nursing students; outcomes; participants; phase; practices; pre; preceptorship; professional; programmes; quantitative; registration; related; research; resource; results; sci; setting; students; study; support; teaching; training; world cache: ajhpe-1091.pdf plain text: ajhpe-1091.txt item: #89 of 573 id: ajhpe-1092 author: Mhlongo, X L; Charles Johnson Memorial Nursing Campus, Nqutu, South Africa; Masango, T E; Charles Johnson Memorial Nursing Campus, Nqutu, South Africa title: Factors contributing to poor performance of student nurses in anatomy and physiology date: 2020-10-16 words: 3432 flesch: 54 summary: The expectation is that on completion of education and training, students should have good observational, analysis and problem-solving skills, since modern nursing requires awareness of interactions between anatomical and physiological systems in pathological processes.[2] A background in A&P for the 4-year comprehensive basic nursing course is part of strict entry requirements for nursing students. Pinehas et al.[8] revealed that nursing students reported that the examination schedule impacted their performance badly, especially if there was a short break during the examination and one or more modules were written in a day or in a row. keywords: a&p; academic; anatomy; article; basic; biological; campuses; class; college; data; education; educators; english; examination; factors; failure; general; health; items; knowledge; language; learning; natal; nurses; nursing; overall; performance; period; physiology; poor; questionnaire; requirements; research; respondents; results; sciences; second; sessions; shorter; strategies; student nurses; students; study; subject; teaching; training; year cache: ajhpe-1092.pdf plain text: ajhpe-1092.txt item: #90 of 573 id: ajhpe-1093 author: Mukurunge, E; Paray School of Nursing, Thaba Tseka, Lesotho; Badlangana, L; Department of Biomedical Sciences, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Nyoni, C N; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Group work in a nursing curriculum: A teaching strategy to enhance student engagement date: 2020-10-16 words: 757 flesch: 47 summary: Group work, when appropriately applied, is associated with enhanced teamwork, motivation and deep learning.[3] Group work has the potential to improve the learning experience of nursing students in CBE. keywords: authors; cbe; education; educators; group; health; learning; lesotho; need; neis; nurse; nursing; outcomes; participants; professions; students; university; work cache: ajhpe-1093.pdf plain text: ajhpe-1093.txt item: #91 of 573 id: ajhpe-1095 author: Scheepers, M; Life College of Learning, Life Healthcare, Illovo, Johannesburg, South Africa; Maree, C; Department of Nursing Science, Faculty of Health Sciences, University of Pretoria, South Africa; Janse van Rensburg, E S; Department of Health Studies, School of Social Sciences, College of Human Sciences, University of South Africa, Pretoria, South Africa title: Competencies for structured professional development of neonatal nurses in South Africa date: 2020-10-16 words: 7653 flesch: 52 summary: This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0. October 2020, Vol. 12, No. 3 AJHPE 155 Research no longer acknowledged as an individual specialised qualification by the SANC, but only as a component of midwifery and child nursing.[12] The categories of nurses in neonatal practice are neonatal nurse specialists (trained between 2000 and 2012), nurses specialised in midwifery, critical care of child nursing, professional nurses acting as shift leaders (senior/ experienced professional nurses who take responsibility for decisions in neonatal practice) and professional nurses and enrolled nurses with a range of experience in neonatal care. None of these could be applied directly to the SA context, since neonatal care takes place in a variety of settings. keywords: advanced; africa; ag em; ajhpe; application; ar e; benner; birth; c ar; care; categories; clinical; college; competencies; competency; competency framework; context; council; development; different; education; ethical; evaluation; evidence; expected; expert; framework; group; guidelines; health; human; ill; implementation; intensive; io n; iti; knowledge; leaders; legal; levels; management; mortality; n eo; nd m; need; neonatal; neonatal care; neonatal nurses; neonatal practice; neonates; newborn; nicu; november; novice; nurses; nursing; october; performance; personal; phase; practice; preterm; pretoria; principles; professional; professional development; proficient; quality; research; role; sanc; scope; shift; skills; skin; south; specialists; specific; st em; staff; study; table; tio; tio n; training; vol cache: ajhpe-1095.pdf plain text: ajhpe-1095.txt item: #92 of 573 id: ajhpe-1096 author: Alenezi, A; Department of Nursing, College of Applied Medical Science, Shaqra University, Saudi Arabia; Moustafa Saleh, M S; Department of Nursing, College of Applied Medical Science, Shaqra University, Saudi Arabia; Department of Nursing, Nursing Administration, Faculty of Nursing, Zagazig University, Egypt; Elkalashy, R A Gawad; Department of Nursing, College of Applied Medical Science, Shaqra University, Saudi Arabia; Department of Nursing, Medical Surgical Nursing, Faculty of Nursing, Menoufia University, Egypt title: Predicting effect of emotional-social intelligence on academic achievement of nursing students date: 2020-10-16 words: 4255 flesch: 47 summary: Emotional intelligence helps students excel, and it also can help teachers to effect and excel in their profession.[1]  The development of emotional intelligence will increase academic achievement and ensure that new nursing entrants to the profession have the abilities, knowledge and skills to provide efficient and effective nursing care. Emotional intelligence is a concept that has received increased attention in in academic circles. keywords: academic; academic achievement; academic performance; achievement; adaptability; age; arabia; association; college; competencies; correlation; data; difference; earlier; education; emotional; emotional intelligence; esi; female; general; high; higher; intelligence; interpersonal; level; low; male; management; mean; medical; mood; nursing; nursing students; parents; participants; performance; positive; questionnaire; relationship; research; results; sample; satisfactory; saudi; scale; sci; score; self; shaqra; significant; social; stress; students; studies; study; subscales; success; table; total; undergraduate; university; variables; vol cache: ajhpe-1096.pdf plain text: ajhpe-1096.txt item: #93 of 573 id: ajhpe-1097 author: Shakwane, S; College of Human Sciences, Department of Health Studies, University of South Africa, Pretoria, South Africa; Mokoboto-Zwane, S; College of Human Sciences, Department of Health Studies, University of South Africa, Pretoria, South Africa title: Demystifying sexual connotations: A model for facilitating the teaching of intimate care to nursing students in South Africa date: 2020-10-16 words: 5119 flesch: 47 summary: Intimate care model classification[18] Agent Nurse educators Recipients Nursing students Procedure NEIs should acknowledge and accept that intimate care is a skill that needs to be taught and learnt by nursing students Intimate care should be included in the nursing programme or curriculum and be taught to nursing students Dynamic NEIs’ willingness to integrate intimate care as a subject, a clinical objective and procedure in their curriculum Competency of nurse educators in teaching and simulating intimate care skills Age, culture, gender and sexual orientation of nursing students, nurse educators and patients Orientation of professional nurses in clinical facilities in facilitating, supervising and supporting nursing students when providing intimate care Context At NEIs, where nursing students are enrolled in the R425 nursing programme, and at clinical facilities, where nursing students are allocated to clinical exposure, practice and competencies Terminus To improve nurse educators and nursing students’ competence in providing intimate care to patients of different cultures, ages, genders and sexual orientations The interactions between a nurse and a patient are classified as intimate because they cross the patient’s physical and psychological private zones.[4] During intimate care, a nurse and a patient need to establish a relationship in a confined space, where a patient has to allow a stranger to access his/her body’s most intimate parts and, in turn, the nurse has to see and touch a body that is not theirs.[5] keywords: africa; ajhpe; anxiety; basic; body; care; clinical; concept; conflict; context; cultural; definition; different; dignity; discomfort; diverse; education; educators; embarrassment; empirical; experiences; facilitated; female; gender; human; intimate; intimate care; knowledge; main; male; model; needs; neis; nurse; nursing; nursing care; nursing students; october; parts; patient; physical; practice; private; process; professional; provision; regard; relationship; research; respect; sexual; simulation; skills; south; step; students; study; support; teaching; theory; therapeutic; touch; trust; vol cache: ajhpe-1097.pdf plain text: ajhpe-1097.txt item: #94 of 573 id: ajhpe-1098 author: Maritz, J E; Department of Health Studies, School of Social Sciences, University of South Africa, Pretoria, South Africa; Jooste, K; Department of Nursing Sciences, Faculty of Health and Wellness, Cape Peninsula University of Technology, Cape Town, South Africa title: Developing nurse educators’ research capacity in a resource-constrained environment date: 2020-10-16 words: 680 flesch: 45 summary: October 2020, Vol. 12, No. 3 AJHPE 97 Short Communication The problem Despite concerted efforts through policy reforms, research training and mentorship programmes, nursing research capacity remains low.[1] A major reform in South Africa is the integration of nursing education with the Ministry of Higher Education and Training, requiring nurse educators to obtain higher degrees.[2] Research capacity in nursing: A concept analysis based on a scoping review. keywords: africa; analysis; capacity; cape; data; education; educators; health; nurse; nursing; participants; programme; research; south; university cache: ajhpe-1098.pdf plain text: ajhpe-1098.txt item: #95 of 573 id: ajhpe-1099 author: Hugo, L; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Botma, Y; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: The contribution of nursing preceptors to the future nursing workforce date: 2020-10-16 words: 3602 flesch: 46 summary: https://doi.org/10.7196/AJHPE.2020.v12i3.1372 The contribution of nursing preceptors to the future nursing workforce L Hugo, RN, RM, PhD; Y Botma, RN, RM, PhD School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa Corresponding author: L Hugo (hugol1@ufs.ac.za) In 2011, the National Department of Health accepted a clinical teaching model in which nursing education institutions (NEIs) employ preceptors to accompany nursing students during their clinical placements.[12] keywords: africa; ajhpe; analysis; categories; clinical; collaboration; competent; context; contribution; development; different; education; environment; essential; facilitation; fig; figs; future; health; healthcare; human; images; int; interprofessional; learning; mey; model; need; neis; nurses; nursing; nursing workforce; october; person; practice; preceptors; programme; relationships; research; researchers; role; skills; south; specific; stakeholders; steps; students; study; system; thinking; training; views; visual; vol; words; workforce cache: ajhpe-1099.pdf plain text: ajhpe-1099.txt item: #96 of 573 id: ajhpe-1100 author: Meyer, R; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; van Schalkwyk, S; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Archer, E; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: The influence of context on the teaching and learning of undergraduate nursing students: A scoping review date: 2020-10-16 words: 5900 flesch: 42 summary: Sercekus P, Baskale H. Nursing students’ perceptions about clinical learning environment in Turkey. Gurkova E, Ziakova K, Cibrikova S, Magurova D, Hudakova A, Mroskova S. Factors influencing the effectiveness of clinical learning environment in nursing education. keywords: academic; ajhpe; analysis; articles; aspects; authors; box; climate; clinical; clinical learning; context; contextual; criteria; culture; curriculum; data; different; educ; education; educator; engagement; environment; experiences; factors; fig; framework; health; healthcare; higher; hospital; https://doi; https://doi.org/10.1016/j; identi; important; influence; institution; interactions; learning; learning environment; learning experiences; literature; manager; med; medical; methods; nature; nurse; nursing; nursing education; nursing students; october; organisational; patient; perceptions; perspective; physical; positive; pract; practice; professions; qualitative; research; review; role; satisfaction; senior; space; staff; step; structures; students; studies; study; sub; supervision; support; teaching; team; terms; themes; today; training; undergraduate; vol; ward cache: ajhpe-1100.pdf plain text: ajhpe-1100.txt item: #97 of 573 id: ajhpe-1101 author: Mukurunge, E; Paray School of Nursing, Thaba Tseka, Lesotho; Shawa, M; Paray School of Nursing, Thaba Tseka, Lesotho; Nyoni, T; Paray School of Nursing, Thaba Tseka, Lesotho; Mutimbe, P; Paray School of Nursing, Thaba Tseka, Lesotho; Mahomaile, R; Paray School of Nursing, Thaba Tseka, Lesotho; Mokhele, K; Paray School of Nursing, Thaba Tseka, Lesotho; Masava, B; Paray School of Nursing, Thaba Tseka, Lesotho title: Tutorials to support learning: Experiences of nursing students in a competency-based nursing programme date: 2020-10-16 words: 704 flesch: 45 summary: In preparation for class, nursing students are expected to engage with learning material. Using level 1 of Kirkpatrick’s model,[2,3] results revealed that tutorials are a less formal support strategy where interactive and friendly games were used to make learning interesting for nursing students. keywords: authors; diploma; educators; group; knowledge; learning; midwifery; neis; nursing; paray; participants; school; sessions; students; tutorial; year cache: ajhpe-1101.pdf plain text: ajhpe-1101.txt item: #98 of 573 id: ajhpe-1102 author: Nyoni, C N; Guest editor: Special focus issue on nursing and midwifery education, School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Nursing and midwifery students will be left behind date: 2020-10-16 words: 893 flesch: 36 summary: Nursing education institutions will fail to meet stricter COVID-19-related regulations, as budgets within ministries of health prioritise patient care. Consequently, nursing education institutions will be expected to meet quality-assurance standards set for all higher education institutions, while their students may benefit from all risk-adjusted strategies aimed at continued learning in crises. keywords: academic; activities; africa; continued; covid-19; education; health; higher; hospital; institutions; learning; midwifery; nursing; pandemic; south; students; support cache: ajhpe-1102.pdf plain text: ajhpe-1102.txt item: #99 of 573 id: ajhpe-1104 author: Naidu, Claudia; Health and Medical Publishing Group title: CPD date: 2020-10-16 words: 708 flesch: 52 summary: Demystifying sexual connotations: A model for facilitating the teaching of intimate care to nursing students in South Africa (SA) 2. A review of geriatric care training in the undergraduate nursing and medical curricula at the University of KwaZulu-Natal, SA 7. Nursing students in this study had clinical exposure to the following settings: A. Community. keywords: case; cpd; definition; exemplary; knowledge; learning; nurses; nursing; programme; students; study; teaching cache: ajhpe-1104.pdf plain text: ajhpe-1104.txt item: #100 of 573 id: ajhpe-1105 author: van der Bijl, Paula; HMPG title: Contents date: 2020-10-16 words: 830 flesch: -8 summary: Tel. 021 532 1281 Please submit letters and articles for publication online at www.editorialmanager.com/ajhpe EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town GUEST EDITORS Champion Nyoni University of the Free State Elizabeth Wolvaardt University of Pretoria INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Gonzaga Mubuuke Makerere University Anthea Rhoda University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria ACTING GENERAL MANAGER Dr Vusumusi Nhlapho EXECUTIVE EDITOR Bridget Farham HEAD OF PUBLISHING Diane Smith Tel. 021 532 1281 Please submit letters and articles for publication online at www.editorialmanager.com/ajhpe AJHPE African Journal of Health Professions Education October 2020, Vol. 12, No. 3 EDITORIAL BOARDEDITOR-IN-CHIEF Vanessa Burch University of Cape Town GUEST EDITORS Champion Nyoni University of the Free State Elizabeth Wolvaardt University of Pretoria INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Gonzaga Mubuuke Makerere University Anthea Rhoda University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria ACTING GENERAL MANAGER Dr Vusumusi Nhlapho EXECUTIVE EDITOR Bridget Farham HEAD OF PUBLISHING Diane Smith keywords: african; ajhpe; cape; editorial; editors; education; elizabeth; head; kwazulu; lonsdale; natal; nursing; nyoni; office; pretoria; south; students; teaching; tel; town; university; van; western; wolvaardt cache: ajhpe-1105.pdf plain text: ajhpe-1105.txt item: #101 of 573 id: ajhpe-1106 author: Botma, Y; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Janse van Rensburg, N; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Raubenheimer, J; Discipline of Pharmacology, School of Medical Sciences, Faculty of Medicine and Health, University of Sydney, Australia title: A competence assessment tool that links thinking operations with knowledge types date: 2020-12-01 words: 2949 flesch: 44 summary: The authors extracted items from existing competence assessment instruments, inductively analysed the items and categorised them into themes. An expert panel consisting of 7 nurse edu- cators in the field of transfer of learning and nurse competence, and who were knowledgeable regarding instrument construction, evaluated the draft instrument for face and content validity. keywords: africa; assessment; assessors; associated; authors; behaviour; botma; clinical; coefficient; competence; consistency; content; critical; data; education; fig; footage; foundational; health; instrument; internal; items; judgement; klopper; knowledge; learning; levels; metacognition; model; nurses; nursing; operations; patient; practice; process; reasoning; reliability; research; sciences; standardised; student; study; thinking; training; use; validity; value cache: ajhpe-1106.pdf plain text: ajhpe-1106.txt item: #102 of 573 id: ajhpe-1107 author: Govender, P; Discipline of Occupational Therapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Naidoo, D; Discipline of Occupational Therapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Promoting patient autonomy: Perspectives of occupational therapists and nurses date: 2020-12-01 words: 2607 flesch: 43 summary: For dependability, an audit trail (of processes and decisions taken as well as ensuring bracketing) were used as strategies to maintain rigour in the study.[10] Results The coded data resulted in two broad emergent themes that spoke to the deconstruction of patient autonomy and deterrents to the promotion of autonomy. The proposition of autonomy as individualistic has been widely recognised, with a more recent definition of personal autonomy as ‘self-rule free of controlling interferences by others’.[5] Relational autonomy, on the other hand, considers autonomy as socially embedded, and with a view that self-determination is both defined and pursued in a social context, which influences the opportunities a patient has to express or develop autonomy.[6] There has been a turn in the last decade towards autonomy in patient care. keywords: ability; analysis; autonomy; care; clinical; concept; data; decisions; determine; ethics; focus; group; health; healthcare; independence; individual; individualistic; interview; making; nurses; nursing; occupational; ots; participants; patient; patient autonomy; practice; professions; promotion; qualitative; related; relational; research; right; self; south; study; therapy; treatment; understanding cache: ajhpe-1107.pdf plain text: ajhpe-1107.txt item: #103 of 573 id: ajhpe-1108 author: Noordien, I; School of Nursing, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa; Hoffman, J; School of Nursing, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa; Julie, H; School of Nursing, Faculty of Community and Health Science, University of the Western Cape, Cape Town, South Africa title: Male students’ motivations to choose nursing as a career date: 2020-12-01 words: 3057 flesch: 52 summary: This confirms the findings of similar quantitative studies;[11] the study by Haigh[9] reported that 84.1% of male nursing students in Western Australia stated that a desire to help people was their main reason for choosing nursing as a career. This strategy will ensure that potential nursing students are given accurate information about the nursing profession and undergraduate nursing entry requirements. Declaration. keywords: age; agreement; benefits; cape; career; data; demographic; dependents; desire; difference; extrinsic; factors; health; highest; hours; intrinsic; level; majority; male; monetary; motivating; motivator; nurse; nursing; people; potential; prior; profession; programme; research; respondents; salary; society; students; study; table; undergraduate; university; variety; western; year cache: ajhpe-1108.pdf plain text: ajhpe-1108.txt item: #104 of 573 id: ajhpe-1109 author: Mothiba, T M; Department of Nursing Science, Faculty of Health Sciences, University of Limpopo, Polokwane, South Africa; Bopape, M A; Department of Nursing Science, Faculty of Health Sciences, University of Limpopo, Polokwane, South Africa; Mbombi, M O; Department of Nursing Science, Faculty of Health Sciences, University of Limpopo, Polokwane, South Africa title: The emergence of a clinical skills laboratory and its impact on clinical learning: Undergraduate nursing students’ perspective in Limpopo Province, South Africa date: 2020-12-01 words: 3702 flesch: 45 summary: To explore and describe the impact of clinical skills laboratory sessions on undergraduate students in the department. Methods. Viewed from this perspective, the study was undertaken to explore and describe the impact of clinical skills laboratory sessions on undergraduate students in the Department of Nursing Science at the University of Limpopo. keywords: area; care; clinical; clinical skills; confidence; data; department; education; effective; equipment; fidelity; findings; health; hospital; impact; interview; laboratory; laboratory sessions; learning; lecturers; limpopo; med; nurses; nursing; nursing students; participants; patients; practical; practice; real; research; role; science; sessions; simulation; skills; skills laboratory; south; students; study; sub; teaching; theme; theory; time; training; undergraduate; university cache: ajhpe-1109.pdf plain text: ajhpe-1109.txt item: #105 of 573 id: ajhpe-1110 author: Sserumaga, M; Rakai Community School of Nursing, Masaka, Uganda; Mubuuke, A G; Department of Radiology, School of Medicine, Makerere University, Kampala, Uganda; Nakigudde, J; Department of Psychiatry, School of Medicine, Makerere University, Kampala, Uganda; Munabi, I G; Department of Anatomy, School of Biomedical Sciences, Makerere University, Kampala, Uganda; Opoka, R B; Department of Paediatrics, School of Medicine, Makerere University, Kampala, Uganda; Kiguli, S; Department of Paediatrics, School of Medicine, Makerere University, Kampala, Uganda title: Mentors’ and student nurses’ experiences of the clinical competence assessment tool date: 2020-12-01 words: 6762 flesch: 53 summary: However, the findings generate important insights regarding assessment of nurse clinical competency, especially when educators design assessment tools. Therefore, this study highlights some key issues that all nursing institutions need to give some thought as they design effective assessment tools to evaluate clinical and practical competency for nurses, especially when such assessment forms part of the requirements for certification to practise independently. keywords: ajhpe; analysis; assessment tool; busy; challenges; clear; clinical; clinical procedures; competency; comprehensive; data; design; education; effective; experiences; feedback; fgds; findings; good; guide; guidelines; health; important; key; learning; level; limited; mentors; need; november; nurse; nurse mentors; nursing; nursing procedures; nursing students; orientation; participants; practice; procedures; process; programme; provision; rcn; research; responses; school; skills; strengths; students; study; subjective; theme; time; tool; training; tutors; uganda; use; vol; way cache: ajhpe-1110.pdf plain text: ajhpe-1110.txt item: #106 of 573 id: ajhpe-1111 author: Bilal, M; Department of General Nursing and Midwifery, School of Health and Medical Sciences, State University of Zanzibar, Tanzania; Manning, D; Office of the Dean, Faculty of Health Sciences, University of Pretoria, South Africa title: Exploring internal quality assurance for nursing education in the State University of Zanzibar, Tanzania: A preliminary needs analysis date: 2020-12-01 words: 2067 flesch: 41 summary: November 2020, Vol. 12, No. 4 AJHPE 166 Short Research Report There is growing interest in quality assurance (QA) as an important process in higher education programmes to promote appropriate outcomes and graduate competence.[1] A typical response was: ‘I understand what quality assurance is and its procedures,’ but without elaborating in detail. keywords: assurance; department; education; educators; effective; general; health; higher; internal; iqa; learning; medical; midwifery; nurse; nursing; participants; practice; processes; programme; quality; students; study; suza; system; tanzania; teaching; university; zanzibar cache: ajhpe-1111.pdf plain text: ajhpe-1111.txt item: #107 of 573 id: ajhpe-1112 author: Shawa, M; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Botma, Y; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Practice guidelines for peer support among educators during a curriculum innovation date: 2020-12-01 words: 3683 flesch: 39 summary: Five priority areas were identified for the practice guidelines, i.e. attributes of peer supporters, peer support strategies, content/support needs, outcomes of peer support, and monitoring and evaluation of the peer support strategy. These contextualised guidelines recommend strategies and processes that address critical aspects of peer support, including attributes of peer supporters, peer support strategies, content/support needs, outcomes of peer support, and monitoring and evaluation of the peer support strategy. keywords: approaches; area; change; commitment; content; curriculum; curriculum innovation; delphi; development; education; educators; effectiveness; evaluation; evidence; external; faculty; guidelines; health; implementation; innovation; institutions; integrative; lesotho; level; lmics; m&e; mentoring; methods; moderate; needs; new; nursing; objectives; ongoing; outcomes; peer; peer support; phase; practice; priority; process; qualitative; recommendations; relevant; research; reviewers; strategies; strategy; study; support; supporters; survey; transformation; validation cache: ajhpe-1112.pdf plain text: ajhpe-1112.txt item: #108 of 573 id: ajhpe-1113 author: van Wyk, J M; School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Wolvaardt, J E; School of Health Systems and Public Health, Faculty of Health Sciences, University of Pretoria, South Africa; Nyoni, C N; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Evaluating the outcomes of a faculty capacity development programme on nurse educators in sub-Saharan Africa date: 2020-12-01 words: 4460 flesch: 39 summary: ‘ (Fellow 2) Discussion This study explored the outcomes of the SAFRI capacity development programme on educational research projects and personal achievements of nursing and midwifery SAFRI fellows. (Fellow 2) Peers also clearly benefited from the activities of the fellows: ‘I have used the knowledge and skill related to research and have conducted research projects with colleagues in the institution. keywords: academic; actions; activities; africa; analysis; assessment; benefit; capacity; career; change; clinical; community; conference; cooke; curriculum; data; design; development; education; educators; engagement; evidence; faculty; fellows; fellowship; findings; health; home; institutions; knowledge; leadership; learning; local; methods; midwifery; midwives; national; needs; neis; new; nurse; nurse educators; nursing; outcomes; participants; peer; personal; professional; programme; projects; qualitative; quality; reported; research; safri; safri fellowship; saharan; scholarship; skills; south; strategies; students; study; sub; subsequent; teaching; thematic; theme cache: ajhpe-1113.pdf plain text: ajhpe-1113.txt item: #109 of 573 id: ajhpe-1114 author: Gosangaye, N L; Department of Nursing Science, Faculty of Health Sciences, University of Fort Hare, East London, South Africa; Mostert, K; Department of Physiotherapy, Faculty of Health Sciences, University of Pretoria, South Africa title: Facilitators and challenges experienced by first-year nursing students at the University of Fort Hare, South Africa, when conducting home visits date: 2020-12-01 words: 2422 flesch: 46 summary: The development of trusting relationships, listening to families’ stories and learning about old age take place during home visits.[4] Students reported that they gained confidence and self-esteem.[4] NLG observed that at the institution of higher education where she was involved, first-year students seemed reluctant to interact with the community, which was evident from frequent apologies not to carry out home visits, by remaining in the bus that transported them to the community, and from disappearing into the community. Twenty-four nursing students were purposively selected from the 2017 and 2018 first-year cohorts who did home visits in the same community. keywords: assessment; basic; challenges; clients; community; conditions; consultation; department; discussions; education; facilitators; factors; families; family; focus; group; health; healthcare; home; household; knowledge; lack; language; learning; members; nursing; opportunity; orientation; participants; primary; profile; research; science; short; south; students; study; survey; university; visits; year cache: ajhpe-1114.pdf plain text: ajhpe-1114.txt item: #110 of 573 id: ajhpe-1115 author: Buthelezi, L I; Department of Clinical and Professional Practice, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa; van Wyk, J M; Department of Clinical and Professional Practice, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa title: The use of an online learning management system by postgraduate nursing students at a selected higher educational institution in KwaZulu-Natal, South Africa date: 2020-12-01 words: 3885 flesch: 45 summary: Student challenges with Moodle use Concerning the objective that investigated students’ challenges with Moodle use, a Pearson χ2 test was used to explore associations between sociodemographic variables and the items related to the challenges regarding the use of e-learning. Analytical statistics Students’ perceptions regarding Moodle use In response to the objective that explored students’ perceptions regarding Moodle use keywords: access; accessibility; associations; attitude; challenges; computer; data; design; digital; easy; education; english; exposure; higher; home; ict; information; institution; int; knowledge; learning; lms; management; moodle; need; november; nursing; online; perception; platforms; postgraduate; professional; proficiency; questionnaire; research; respondents; results; score; self; september; sociodemographic; south; students; study; support; systems; technical; technology; training; use cache: ajhpe-1115.pdf plain text: ajhpe-1115.txt item: #111 of 573 id: ajhpe-1116 author: Muzeya, F; Department of Nursing, Faculty of Community Health Sciences, University of the Western Cape, Cape Town, South Africa; Julie, H; Department of Nursing, Faculty of Community Health Sciences, University of the Western Cape, Cape Town, South Africa title: Stakeholders’ community-engaged teaching and learning experiences at three universities in South Africa date: 2020-12-01 words: 4289 flesch: 47 summary: Even when it’s career what what … career expo, we also come to school as part of community service.’ This theme had four sub-themes, namely service learning, volunteerism, community service and work-integrated learning. keywords: academics; activities; africa; ajhpe; approach; author; awareness; cape; cetl; communities; community; curricula; data; development; education; empowerment; engagement; experiences; fgds; following; forms; health; higher; higher education; homes; impact; institutions; integrated; interviews; learning; members; november; nursing; outcomes; participants; principles; professionals; projects; research; school; sciences; service; social; south; stakeholders; students; study; sub; teaching; theme; transformation; universities; university; vol; work; world cache: ajhpe-1116.pdf plain text: ajhpe-1116.txt item: #112 of 573 id: ajhpe-1117 author: Matlhaba, K L; School of Nursing Science, Faculty of Health Sciences, North-West University, Mahikeng campus; and Department of Health Studies, College of Human Sciences, University of South Africa, Pretoria, South Africa; Pienaar, A J; Department of Psychology, School of Health Sciences, University of Venda, Thohoyandou, South Africa; and Department of Graduate Studies and Research, Shifa College of Nursing, Shifa Tameer-e-Millat University, Islamabad, Pakistan; Sehularo, L A; School of Nursing Science, Faculty of Health Sciences, North-West University, Mahikeng campus, South Africa title: Converging professional nurses’ perceptions and community service nurses’ experiences regarding clinical competence during community service placement date: 2020-12-01 words: 4247 flesch: 45 summary: To report the convergence results of the perceptions of professional nurses and the experiences of community service nurses (CSNs) regarding clinical competence of the latter during placement in North West Province (NWP), SA. v12i4.1401 Converging professional nurses’ perceptions and community service nurses’ experiences regarding clinical competence during community service placement K L Matlhaba,1,2 PhD; A J Pienaar,3 PhD; L A Sehularo,1 PhD 1 School of Nursing Science, Faculty of Health Sciences, North-West University, Mahikeng campus, South Africa 2 Department of Health Studies, College of Human Sciences, University of South Africa, Pretoria, South Africa 3 Department of Psychology, School of Health Sciences, University of Venda, Thohoyandou, South Africa; and Department of Graduate Studies and Research, Shifa College of Nursing, Shifa Tameer-e-Millat University, Islamabad, Pakistan Corresponding author: K L Matlhaba (matlhkl@unisa.ac.za) keywords: ability; advanced; africa; beginner; café; clinical; code; collection; community; community service; competence; contextual; csns; data; department; ethical; ethics; experiences; exposure; graduate; group; health; knowledge; leadership; levels; limited; management; method; new; north; november; novice; nurses; nursing; nwp; participants; patients; perceptions; placement; pns; practice; process; professional; qualified; qualitative; rating; research; results; service; skills; south; study; supervision; table; themes; university; vol; west; world cache: ajhpe-1117.pdf plain text: ajhpe-1117.txt item: #113 of 573 id: ajhpe-1118 author: Powell, E; School of Nursing Science, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa; Scrooby, B; School of Nursing Science, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa; van Graan, A; School of Nursing Science, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa title: Nurse educators’ views on implementation and use of high-fidelity simulation in nursing programmes date: 2020-12-01 words: 4613 flesch: 46 summary: Simulation using high-fidelity manikins is used to teach student nurses skills that are necessary to reduce the frequency and harm attributable to errors in the healthcare setting.[1,2] Nurse educators need to use high-fidelity simulation (HFS) to enhance clinical skills development in student nurses due to limited clinical exposure, difficulty in clinical placements and decreasing learning opportunities during work-integrated learning, especially as experienced in the private healthcare environment.[2,3] Simulation training encourages the student nurse to use higher-order thinking skills while in a safe environment, to make sense of and to integrate new experience into the schema that they are constructing of ‘how things are’. Bambi D, Washburn J, Perkins R. Outcomes of clinical simulation for novice nursing students: Communication, confidence, clinical judgment. keywords: affective; age; approach; author; available; clinical; communication; data; development; education; educators; environment; equipment; experience; fidelity; fidelity simulation; hfs; high; integration; judgement; knowledge; learning; limited; literature; low; main; manikins; method; need; nurse; nursing; participant; patient; practice; programmes; qualitative; real; research; safe; saphei; scenarios; setting; simulation; skills; student; study; sub; teaching; themes; theory; time; today; training; university; use; views; years cache: ajhpe-1118.pdf plain text: ajhpe-1118.txt item: #114 of 573 id: ajhpe-1119 author: Masango, T E; Department of Health Studies,University of South Africa, Pretoria, South Africa title: Supportive framework for teaching practice of student nurse educators: An open distance electronic learning (ODEL) context date: 2020-12-01 words: 1986 flesch: 50 summary: Teaching practice is an integral part of the preparation of student nurse educators. This competency is achieved by student nurse educators (SNEs) undergoing teaching practice (TP) sessions to acquire pedagogical skills and learn how to teach. keywords: computer; distance; educators; experiences; framework; guide; health; learning; methods; nurse; nursing; odel; online; open; orientation; participants; pedagogical; period; practice; preparation; research; short; skills; snes; strategies; students; study; support; supportive; teaching; technology; workshop cache: ajhpe-1119.pdf plain text: ajhpe-1119.txt item: #115 of 573 id: ajhpe-1120 author: Nyoni, C N; Guest editor: Special focus issue on nursing and midwifery education, School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Collaboration: A potential solution to imminent issues facing nursing and midwifery education in Africa? date: 2020-12-01 words: 717 flesch: 38 summary: In addition, the first ever State of the World’s Nursing Report was released this year, highlighting milestones in the nursing profession and also the glaring challenges in nursing, nursing education and health systems in general.[1] Basing nursing education on contextually developed nursing models and theory supports the formation of an appropriate professional identity among graduating nurses and midwives. keywords: africa; continent; education; educators; health; identity; interprofessional; midwifery; nurses; nursing; organization; programmes; students; world cache: ajhpe-1120.pdf plain text: ajhpe-1120.txt item: #116 of 573 id: ajhpe-1121 author: Nyoni, C N; University of the Free State, Bloemfontein, South Africa; Cordier, W; University of Pretoria, South Africa; Wolvaardt, L; University of Pretoria, South Africa title: AJHPE special focus issue – call for papers: Innovations in health professions education during the COVID-19 era date: 2020-12-01 words: 476 flesch: 42 summary: For tips on how to make a video and QR code, follow the link or scan the QR code: Click the link: https://drive.google.com/file/d/1xcKzgOm70HqDvZ9Ed0zzmdFpcQdjyo NC/view?usp= sharing Scan the QR code: Full manuscripts/research Manuscripts submitted as full research papers should have ethics clearance from an accredited institution, ethics body or ethics committee. The article should contain the following headings: • Structured abstract • Introduction • Methods • Results • Discussion • Conclusion Guidelines for research articles and the submission process: www.ajhpe.org.za Important dates The first closing date for the submission of manuscripts: 14 February 2021. keywords: covid-19; education; focus; health; issue; manuscripts; professions; research; special cache: ajhpe-1121.pdf plain text: ajhpe-1121.txt item: #117 of 573 id: ajhpe-1122 author: van der Bijl, P; SAMA, Cape Town, South Africa title: Contents date: 2020-12-01 words: 816 flesch: 0 summary: Tel. 021 532 1281 Please submit letters and articles for publication online at www.editorialmanager.com/ajhpe EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town GUEST EDITORS Champion Nyoni University of the Free State Elizabeth Wolvaardt University of Pretoria INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Gonzaga Mubuuke Makerere University Anthea Rhoda University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria ACTING GENERAL MANAGER Dr Vusumusi Nhlapho EXECUTIVE EDITOR Bridget Farham HEAD OF PUBLISHING Diane Smith Tel. 021 532 1281 Please submit letters and articles for publication online at www.editorialmanager.com/ajhpe EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town GUEST EDITORS Champion Nyoni University of the Free State Elizabeth Wolvaardt University of Pretoria INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Gonzaga Mubuuke Makerere University Anthea Rhoda University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria ACTING GENERAL MANAGER Dr Vusumusi Nhlapho EXECUTIVE EDITOR Bridget Farham HEAD OF PUBLISHING Diane Smith keywords: africa; ajhpe; cape; editorial; editors; education; elizabeth; head; lonsdale; natal; nursing; nyoni; office; online; pretoria; south; tel; town; university; van; western; wolvaardt; wyk cache: ajhpe-1122.pdf plain text: ajhpe-1122.txt item: #118 of 573 id: ajhpe-1123 author: Naidu, C; SAMA, Cape Town, South Africa title: CPD date: 2020-12-01 words: 1037 flesch: 59 summary: Supportive framework for teaching practice of student nurse educators: An open distance electronic learning (ODEL) context 3. The majority of nurse educators had a positive perception of the existing methods for evaluating the effectiveness of teaching. keywords: answer; benefit; clinical; community; competence; correct; cpd; educators; learning; nurse; nursing; practice; students; study; true cache: ajhpe-1123.pdf plain text: ajhpe-1123.txt item: #119 of 573 id: ajhpe-1124 author: George, A; Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Wooldridge, D; Centre for Learning, Teaching and Development, University of the Witwatersrand, Johannesburg, South Africa; King, J; Centre for Learning, Teaching and Development, University of the Witwatersrand, Johannesburg, South Africa; Giovanelli, A G; Centre for Learning, Teaching and Development, University of the Witwatersrand, Johannesburg, South Africa; Naidoo, S G; Centre for Learning, Teaching and Development, University of the Witwatersrand, Johannesburg, South Africa; Mabeba, M A; Centre for Learning, Teaching and Development, University of the Witwatersrand, Johannesburg, South Africa; Morar, S; Legal Services, University of the Witwatersrand, Johannesburg, South Africa; Lala, S G; Paediatric Education and Research Ladder, Department of Paediatrics and Child Health, Chris Hani Baragwanath Academic Hospital, Johannesburg; and Perinatal HIV Research Unit, Chris Hani Baragwanath Hospital, Johannesburg, South Africa; Dangor, Z; Paediatric Education and Research Ladder, Department of Paediatrics and Child Health, Chris Hani Baragwanath Academic Hospital, Johannesburg, South Africa title: Legal and ethical requirements for developing a medical MOOC: Lessons learnt from the Paediatric Physical Examination Skills MOOC date: 2020-12-14 words: 3139 flesch: 41 summary: A consent form for the use of recordings of children by health professionals in an online training course (consent form) should meet the following criteria for legal and ethical compliance. [the consentor(s)] to consent to clinical recordings of ‘my child/my dependent/my ward’ keywords: access; act; africa; article; chbah; children; clinical; consent; consent form; consentor(s; courses; development; digital; educ; education; educators; ethical; facility; form; health; hospital; images; information; johannesburg; learning; legal; lessons; medical; mooc; online; open; paediatric; permission; project; protection; recordings; research; resource; settings; south; students; teaching; training; university; use; video; witwatersrand cache: ajhpe-1124.pdf plain text: ajhpe-1124.txt item: #120 of 573 id: ajhpe-1125 author: Jacob, N; School of Public Health and Family Medicine, Faculty of Health Sciences, University of Cape Town, South Africa; Cilliers, F; Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, South Africa; Begg, K; Deanery: Faculty of Health Sciences, University of Cape Town, South Africa; Green-Thompson, L; Deanery: Faculty of Health Sciences, University of Cape Town, South Africa title: Navigating COVID-19: Preparing medical students in a time of pandemic date: 2021-01-22 words: 1409 flesch: 41 summary: Globally, training of medical students on university campuses and clinical platforms was suspended and rapidly transitioned to online learning.[1,2] v13i1.XX Navigating COVID-19: Preparing medical students in a time of pandemic N Jacob,1 MB ChB, MMed, FCPHM (SA); keywords: africa; approach; areas; cape; clinical; content; course; covid-19; education; faculty; final; health; integrated; learning; limited; manuscript; medical; online; pandemic; platform; response; return; sciences; south; students; teaching; time; town; university; year cache: ajhpe-1125.pdf plain text: ajhpe-1125.txt item: #121 of 573 id: ajhpe-1126 author: Khine, A A; Division of Chemical Pathology, Department of Pathology, Faculty of Medicine and Health Sciences, National Health Laboratory Service, Stellenbosch University, Cape Town, South Africa; Hartman, N; Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, South Africa title: Significance of relationships in the cognitive apprenticeship of medical specialty training date: 2021-04-08 words: 4858 flesch: 43 summary: The  number of registrars per mentor consultant should be established by  the Health Professions Council of SA and the employer, and they should be aware of the importance of relationships in medical specialty training to ensure the success of all trainees. Declaration. The students, also referred to as registrars, are employed by the service provider as trainees while enrolled with academic departments, and learn from consultants in the same department, who are experts in the field. keywords: apprenticeship; approach; cambridge; cognitive; consultants; contributions; cop; data; department; development; differences; discipline; education; environment; expertise; group; health; interviews; lack; language; learning; mediation; medical; mentor; mentoring; model; opportunities; participants; participation; peers; personal; postgraduate; practice; press; professional; programme; qualified; questions; racial; registrars; relationships; research; sciences; self; social; sociocultural; south; specialties; specialty; students; study; training; university; vol cache: ajhpe-1126.pdf plain text: ajhpe-1126.txt item: #122 of 573 id: ajhpe-1127 author: Nel, C P G; Department of Plastic Surgery, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; van Zyl, G J; Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Labuschagne, M J; School of Biomedical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Simulation in plastic surgery: Features and uses that lead to effective learning date: 2021-04-08 words: 6351 flesch: 40 summary: Insufficient and inefficient clinical teaching has stressed the need for strategies to improve clinical education, including the use of simulation.[5] Simulation-based medical education is an educational method that makes use of simulation to bridge the gap between theory and practice.[6] Regarding medical simulation, the word simulation means ‘imitation of the operation of a real-world process or system over time’.[7] Over the past 30 years, new technologies in medicine have revolutionised patient diagnosis and care. April 2021, Vol. 13, No. 1 AJHPE 29 Research Evidence of the role of simulation in medical education has emphasised the use of simulation technology over the past number of decades in an effort to increase learner knowledge, to provide students with controlled and safe practice opportunities, and to shape the acquisition of doctors’ clinical skills.[1-3] Simulation is becoming an integral part of medical education at all levels,[1-3] as medical education, for various reasons, has fast become subject to radical and innovative changes. keywords: ajhpe; april; assessment; care; clinical; communication; competence; curriculum; data; debriefing; deliberate; different; education; effectiveness; environment; experience; features; feedback; fewer; free; guide; health; influence; interviews; issenberg; knowledge; learning; levels; medical; medical education; method; non; opportunities; opportunity; outcomes; patient; plastic; plastic surgery; postgraduate; practice; process; real; recommendations; registrars; research; results; role; safe; scenarios; sciences; semi; simulation; skills; specific; state; structured; students; study; surgery; surgery education; table; teaching; theory; threatening; time; training; university; uses; van; vol; way cache: ajhpe-1127.pdf plain text: ajhpe-1127.txt item: #123 of 573 id: ajhpe-1128 author: Mupawose, A; Department of Speech Pathology and Audiology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa; Adams, S; Department of Speech Pathology and Audiology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa; Moonsamy, S; Department of Speech Pathology and Audiology, School of Human and Community Development, University of the Witwatersrand, Johannesburg, South Africa title: Facilitators of and barriers to clinical supervision of speech-language pathology students in South Africa: A pilot study date: 2021-04-08 words: 5200 flesch: 41 summary: However, clinical educators need to hold patient care and student clinical teaching in the same regard to improve the supervisory process. The success of this interaction may be related to the behaviour of the student clinician, clinical educator, client or the training programme in which the clinical educator and student clinician are involved.[5] keywords: africa; ajhpe; april; barriers; clinical; clinical educators; clinical supervision; clinicians; contexts; curriculum; data; department; different; difficult; diverse; educators; experience; facilitators; feedback; findings; focus; group; health; knowledge; language; learning; model; need; participants; pathology; patient; perceptions; practice; preparedness; process; professional; report; research; results; school; short; sites; slp; south; space; speech; students; study; supervision; supervisory; support; teaching; themes; therapy; thinking; time; training; undergraduate; underserved; university; vol; work cache: ajhpe-1128.pdf plain text: ajhpe-1128.txt item: #124 of 573 id: ajhpe-1129 author: Naidoo, N; Department of Emergency Medical Sciences, Faculty of Health and Wellness Sciences, Cape Peninsula University of Technology, Cape Town, South Africa; and Paramedicine, School of Health Sciences, Western Sydney University, Sydney, Australia; Matthews, R; Department of Emergency Medical Sciences, Faculty of Health and Wellness Sciences, Cape Peninsula University of Technology, Cape Town, South Africa title: Learner engagement as social justice practice in undergraduate emergency care education: An exploration of expectations, impediments and enablers for academic success date: 2021-04-08 words: 5790 flesch: 42 summary: It is uncertain how descriptions of learner experiences and expectations can influence learner engagement in prehospital emergency care education in South Africa (SA). A learner-centred approach is therefore posited, given expression through learner engagement. keywords: abingdon; academic; access; active; africa; ajhpe; approach; april; assessment; attrition; care; challenges; coercive; completion; contexts; course; critical; curriculum; data; design; development; divergent; early; education; emergency; enablers; engagement; expectations; experiences; factors; financial; findings; graduates; group; health; higher; hindrance; institutional; insufficient; interaction; justice; knowledge; lack; learner; learner engagement; learning; majority; management; medical; methods; minority; motivation; needs; non; paradox; participants; perception; poor; practice; practitioner; premature; professional; programme; qualitative; related; relationships; rescue; research; respondents; response; risk; sacrifices; self; sense; social; south; student; study; sub; subject; success; support; teaching; terms; theme; time; undergraduate; university; value; vol; work cache: ajhpe-1129.pdf plain text: ajhpe-1129.txt item: #125 of 573 id: ajhpe-1130 author: Louw, J M; Department of Family Medicine, School of Medicine, Faculty of Health Sciences, University of Pretoria, South Africa; Marcus, T S; Department of Family Medicine, School of Medicine, Faculty of Health Sciences, University of Pretoria, South Africa; Hugo, J F M; Department of Family Medicine, School of Medicine, Faculty of Health Sciences, University of Pretoria, South Africa title: A capability approach analysis of student perspectives of a medical consultation quality-improvement process date: 2021-04-08 words: 6755 flesch: 58 summary: A local family physician provides oversight and leadership for student learning in each CLC, where students have daily contact with patients and conduct consultations under the supervision of qualified health professionals. Medical students trained in communication skills show a decline in patient-centred attitudes: An observational study comparing two cohorts during clinical clerkships. keywords: abilities; approach; assessment; better; capability; care; clc2; clc3; clc6; clcs; clinical; competencies; consultation; data; different; disruption; examination; facilitation; feedback; fg2; fg6; fgds; focus; group; health; hugo; identity; improvement; intervention; knowledge; learner; learning; medical; medicine; patient; peers; person; practice; process; quality; questions; quote; recordings; reference; reflection; relationships; report; research; response; self; skills; students; study; table; tools; video; year; yr2; yr3 cache: ajhpe-1130.pdf plain text: ajhpe-1130.txt item: #126 of 573 id: ajhpe-1131 author: Pienaar, L; Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, South Africa; Prince, R; Centre for Educational Testing for Access and Placement, Centre for Higher Education Development, University of Cape Town, South Africa; Abrahams, A; Department of Human Biology, Faculty of Health Sciences, University of Cape Town, South Africa title: Development of a baseline assessment tool to establish students’ foundational knowledge of life sciences at entry to university date: 2021-04-08 words: 5367 flesch: 50 summary: The results of the baseline assessment showed a similar trend as for the life sciences grades, as medical students scored slightly higher than occupational therapy and physiotherapy students for anatomy and physiology. Allers et al.[5] used medical students’ National Senior Certificate (NSC) and National Benchmark Test (NBT) results to compile profiles of successful students and those who failed physiology, and to identify predictors for success in physiology. keywords: academic; access; afr; analysis; anatomy; april; assessment; baseline; bloom; cape; chb; choice; cognitive; content; curricula; data; development; difficulty; discrimination; domains; educ; education; formative; foundational; grade; groups; health; higher; human; index; instrument; items; knowledge; kr-20; learning; level; life; life sciences; lower; mean; measure; medical; multiple; occupational; occupational therapy; overall; performance; physical; physiology; physiotherapy; reliability; research; results; school; sciences; scores; sem; skills; south; students; study; subjects; table; taxonomy; teaching; test; town; university; value; vol; year cache: ajhpe-1131.pdf plain text: ajhpe-1131.txt item: #127 of 573 id: ajhpe-1132 author: Charumbira, M Y; Division of Physiotherapy, Department of Health and Rehabilitation Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Berner, K; Division of Physiotherapy, Department of Health and Rehabilitation Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Louw, Q A; Division of Physiotherapy, Department of Health and Rehabilitation Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Research competencies for undergraduate rehabilitation students: A scoping review date: 2021-04-08 words: 5959 flesch: 36 summary: Extracted data included first author, publication year, country, sample health profession and characteristics, aim and main construct addressed in study (EBP v. RM), statements relating to research competencies, and recommendations regarding research competency training or evaluation. Although not all rehabilitation students may become primary researchers, all practitioners will need to evaluate, interpret and use research for evidence-based practice (EBP).[5] Previous studies investigating research competencies for undergraduates predominantly focused on the medical and nursing professions.[6-8] keywords: africa; ajhpe; analysis; appraisal; april; articles; assessment; attitudes; best; bmc; clinical; competencies; competency; comprehensive; consensus; construct; core; critical; curriculum; data; designs; development; dissemination; domains; ebp; educ; educators; effective; ethics; evaluation; evidence; example; fig; framework; future; health; important; information; inquiry; key; knowledge; language; learning; level; libr; literacy; literature; medical; methodology/; methods; mixed; n=1; need; nursing; occupational; outcomes; physiotherapy; postgraduate; practice; processes; professions; publishing; qualitative; question; recommendations; rehabilitation; rehabilitation students; related; relevant; research; research competencies; results; review; sci; sciences; scientific; set; skills; soft; south; specific; speech; statements; students; studies; study; survey; systematic; table; teaching; terms; training; undergraduate; understanding; use; vol cache: ajhpe-1132.pdf plain text: ajhpe-1132.txt item: #128 of 573 id: ajhpe-1133 author: Thomas, H; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Volschenk, M; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Factors influencing radiography lecturers’ perceptions and understanding of reflective practice in a newly implemented curriculum date: 2021-04-08 words: 4144 flesch: 39 summary: Analysis of the data revealed three themes, namely diverse understandings of reflective practice among lecturers, factors influencing optimal facilitation of reflective learning and strategies to improve reflective practice. Three themes, namely diverse understandings of reflective practice among lecturers, factors influencing optimal facilitation of reflective learning and strategies to improve reflective practice, were identified. keywords: action; analysis; april; bsc; challenging; concept; context; curriculum; data; development; diverse; education; engagement; experience; facilitation; factors; faculty; framework; health; learning; lecturers; literature; need; new; order; outcomes; participant; perceptions; practice; professions; programme; radiography; reflective; reflective practice; research; strategies; structured; students; studies; study; support; teaching; themes; time; tools; understanding; university cache: ajhpe-1133.pdf plain text: ajhpe-1133.txt item: #129 of 573 id: ajhpe-1134 author: Al-Rabia, Mohammed; Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia; Al Shawwa, Lana; Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia; Gouda, Enas; Faculty of Medicine, Suez Canal University, Ismailia, Egypt; Aldarmahi, Ahmed; College of Medicine, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Ministry of National Guard-Health Affairs (MNG-HA), Jeddah, Saudi Arabia; Asfour, Hani; Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia; Atwa, Hani; Faculty of Medicine, Suez Canal University, Ismailia, Egypt; and College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain title: Validation of a questionnaire evaluating the effect of a preparatory year on qualifying students for studying at health professions education faculties date: 2021-04-08 words: 3882 flesch: 52 summary: This study will direct the attention of Saudi Arabian medical educators to reform initiatives and to consider implementing changes in the existing structure of preparatory years. Construct validity: Exploratory factor analysis Checking the suitability of data for factor analysis • Sample size: N=633 participants, which is adequate for factor analysis. keywords: alpha; analysis; assessment; college; conduct; correlation; cronbach; current; data; different; education; effect; explained; factor; faculties; faculty; health; high; items; medical; medicine; perception; preparatory; preparatory year; professions; questionnaire; reliability; research; responses; results; sample; satisfied; statements; students; study; teachers; teaching; total; university; validity; values; variables; variance; year cache: ajhpe-1134.pdf plain text: ajhpe-1134.txt item: #130 of 573 id: ajhpe-1135 author: Irlam, J; Primary Health Care Directorate, Faculty of Health Sciences, University of Cape Town, South Africa; Datay, M I; Primary Health Care Directorate, Faculty of Health Sciences, University of Cape Town, South Africa; Reid, S; Primary Health Care Directorate, Faculty of Health Sciences, University of Cape Town, South Africa; Alperstein, M; Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, South Africa; Hartman, N; Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, South Africa; Namane, M; Division of Family Medicine, Faculty of Health Sciences, University of Cape Town, South Africa; Singh, S; Division of Communication Sciences and Disorders, Faculty of Health Sciences, University of Cape Town, South Africa; Walters, F; Division of Communication Sciences and Disorders, Faculty of Health Sciences, University of Cape Town, South Africa title: How well do we teach the primary healthcare approach? A case study of health sciences course documents, educators and students at the University of Cape Town Faculty of Health Sciences date: 2021-04-08 words: 10270 flesch: 55 summary: To evaluate PHC teaching and learning of final-year health and rehabilitation sciences and medical students at three community-based education (CBE) sites of the faculty, two in Cape Town and one in a distant and largely rural district. Methods. The structure of the final-year curriculum allows medical students only 1 week of immersion at the VDH site, in contrast to 7 weeks for SLT students, with no opportunities for health promotion or home visits and only one MP session. keywords: accessible; accountability; activities; africa; ajhpe; alignment; approach; appropriate; april; assessment; barriers; cape; care; case; cbe; clinical; collaboration; communities; community; course; csd; curriculum; directorate; disciplines; district; documents; education; educator; equity; evidence; evident; experience; factors; faculty; family; fhs; final; good; group; health; healthcare; holistic; human; indicators; interviews; io n; key; language; learning; levels; m m; m un; medical; medicine; multidisciplinary; n n; n ta; n y; needs; new; nsh; o&g; outcomes; paediatrics; patient; perceptions; phc; phc approach; phc principles; practice; primary; principles; projects; promotion; public; research; respect; rights; rural; sciences; sites; slt; social; south; speech; students; study; t h; t n; t t; ta t; table; teaching; team; teamwork; theme; thenet; therapist; town; understanding; university; vchc; vdh; vol; work; y y; year cache: ajhpe-1135.pdf plain text: ajhpe-1135.txt item: #131 of 573 id: ajhpe-1136 author: Grobler, B K; School of Biokinetics, Recreation and Sport Science, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa; Ellapen, T J; Department of Sport, Rehabilitation and Dental Sciences, Faculty of Science, Tshwane University of Technology, Pretoria, South Africa; Paul, Y; Department of Sport, Rehabilitation and Dental Sciences, Faculty of Science, Tshwane University of Technology, Pretoria, South Africa; Strydom, G L; School of Biokinetics, Recreation and Sport Science, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa title: The strategic development and strengthening of the profession of biokinetics date: 2021-04-08 words: 1306 flesch: 32 summary: Biokinetics training institutions, BASA and the HCPSA need to provide continuous education in this area. This short commentary explores three such areas: training and education; entry into the South African public healthcare system; and interprofessional healthcare collaboration. keywords: afr; african; article; association; basa; biokineticists; biokinetics; bkg; clinical; collaboration; degree; development; education; exercise; healthcare; institutions; interprofessional; medical; physical; profession; public; south; sport; system; therapy; training; year cache: ajhpe-1136.pdf plain text: ajhpe-1136.txt item: #132 of 573 id: ajhpe-1137 author: Louw, A; Department of Medical Imaging and Radiation Sciences, Faculty of Health Sciences, University of Johannesburg, South Africa title: Cognitive load theory in simulations to facilitate critical thinking in radiography students date: 2021-04-08 words: 4649 flesch: 33 summary: Cognitive load theory and prebriefing of 10 simulation participants Factors increasing extraneous load Strategy to minimise extraneous load Effect Stress and anxiety during simulation Students invited to familiarise themselves with the fictitious scenario setting, available equipment and accessories in the simulation laboratory Students were prepared in terms of venue layout, capabilities and limitations of equipment and accessories Students informed of 10 roles to be filled: 3 student radiographers, 2 nurses, 1 patient family member and 4 critical observers In the health professions, the ability to gather information and evaluate associated assumptions and evidence to guide courses of action are key to preventing and solving problems.[3] Numerous studies reported that high-fidelity simulations are useful to improve critical thinking, decision-making, confidence, all-round communication skills and readiness for practice,[4-6] and in medical and nursing education, it is extensively used to link classroom teaching to clinical practice.[7-10] The essence of simulation-based education in healthcare is to expose students to real-life situations without the risk of harming patients, while they pursue specific learning outcomes.[11,12] The innate authentic nature of high- fidelity simulations can however profoundly increase students’ cognitive load, which may affect their learning experience and clinical performance. keywords: adult; ajhpe; april; attitudes; baby; capacity; care; chest; clinical; clt; cognitive; communication; components; content; critical; critical thinking; current; decisions; different; education; educator; elbow; elements; fidelity; group; health; high; image; imaging; implications; information; insights; knowledge; learning; load; long; making; medical; memory; multilevel; nat; need; new; non; nurses; observers; optimal; outcomes; patients; possible; preparation; prioritisation; problem; qualitative; radiography; reflection; research; scenario; secondary; simulation; skills; solving; students; study; table; tasks; teamwork; term; theory; thinking; vol; working cache: ajhpe-1137.pdf plain text: ajhpe-1137.txt item: #133 of 573 id: ajhpe-1138 author: Jaffer, L; Interprofessional Education Unit, Faculty of Community and Health Sciences, University of the Western Cape, Bellville Campus, Cape Town, South Africa; Africa, L; Interprofessional Education Unit, Faculty of Community and Health Sciences, University of the Western Cape, Bellville Campus, Cape Town, South Africa; Waggie, F; Interprofessional Education Unit, Faculty of Community and Health Sciences, University of the Western Cape, Bellville Campus, Cape Town, South Africa title: Creating a space for interprofessional engagement in a clinical setting date: 2021-04-08 words: 775 flesch: 39 summary: The IPECP programme had significantly improved their understanding of the roles of other health professionals and their function within a team. This was evident in the clinical setting, as students continued working in their discipline-specific silos when practising. keywords: care; clinical; discipline; education; framework; health; interprofessional; intervention; ipe; ipecp; patient; practice; programme; setting; specific; students; team cache: ajhpe-1138.pdf plain text: ajhpe-1138.txt item: #134 of 573 id: ajhpe-1139 author: Govender, L; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town; and Division of Anatomical Pathology, Department of Pathology, Faculty of Health Sciences, University of Cape Town, South Africa; Archer, E; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Feedback as a spectrum: The evolving conceptualisation of feedback for learning date: 2021-04-08 words: 1291 flesch: 45 summary: 12 April 2021, Vol. 13, No. 1 AJHPE Forum Definition of feedback Feedback may be defined as a process of providing information to learners or where learners actively seek to find out more about the similarities and differences between their performance and the target performance to generate an improvement in work.[1,2] Brief history of feedback Earlier literature around feedback provides a historical departure point for this paper. Instead, recent  reports  suggest that  feedback is a complex, bidirectional, sociocultural process.[1,3] Evolving ideas on feedback Moving forward, recent work suggests a subtle shift away from fixed feedback guidelines.[3-5] Feedback is one of the major influences on learning, but those effects can be either positive or negative.[3,4] keywords: bidirectional; conceptualisation; culture; dialogue; education; expert; feedback; health; key; learner; learning; literature; medical; performance; practices; process; recent; role; spectrum; student; teacher cache: ajhpe-1139.pdf plain text: ajhpe-1139.txt item: #135 of 573 id: ajhpe-1140 author: Suleman, F; Discipline of Pharmaceutical Sciences, College of Health Sciences, Westville Campus, University of KwaZulu-Natal, Durban, South Africa; Wassenaar, D; Discipline of Psychology, School of Applied Human Sciences, University of KwaZulu-Natal, Durban, South Africa; Nadesanreddy, N; Developing Research, Innovation, Localisation and Leadership (DRILL) programme, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Brysiewicz, P; Discipline of Nursing, School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa title: DRILL: An innovative programme to develop health research leadership in KwaZulu-Natal, South Africa date: 2021-04-08 words: 1144 flesch: 36 summary: The DRILL project is supported by the Fogarty International Center (FIC), National Institutes of Health (NIH) Common Fund, Office of Strategic Coordination, Office of the Director (OD/OSC/CF/NIH), Office of AIDS Research, Office of the Director (OAR/NIH), National Institute of Mental Health (NIMH/NIH) of the National Institutes of Health under award number D43TW010131 (under the scientific areas of HIV/AIDS, mental health, health professions education, health research ethics and health systems research). Increasing the value of health research in the WHO African Region beyond 2015 – reflecting on the past, celebrating the present and building the future: A bibliometric analysis. keywords: africa; capacity; career; cohort; development; doh; drill; durban; fellows; health; high; impact; kwazulu; leadership; natal; national; nih; programme; research; skills; south; supervision; ukzn; university cache: ajhpe-1140.pdf plain text: ajhpe-1140.txt item: #136 of 573 id: ajhpe-1141 author: Lala, S G; Paediatric Education and Research Ladder, Department of Paediatrics and Child Health, Faculty of Health Sciences, University of the Witwatersrand and Chris Hani Baragwanath Academic Hospital, Johannesburg; and Perinatal HIV Research Unit, Faculty of Health Sciences, University of the Witwatersrand and Chris Hani Baragwanath Academic Hospital, Johannesburg, South Africa; George, A Z; Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Wooldridge, D; Centre for Learning, Teaching and Development, University of the Witwatersrand, Johannesburg, South Africa; Wissing, G; Centre for Learning, Teaching and Development, University of the Witwatersrand, Johannesburg, South Africa; Naidoo, S; Centre for Learning, Teaching and Development, University of the Witwatersrand, Johannesburg, South Africa; Giovanelli, A; Centre for Learning, Teaching and Development, University of the Witwatersrand, Johannesburg, South Africa; King, J; Centre for Learning, Teaching and Development, University of the Witwatersrand, Johannesburg, South Africa; Mabeba, M; Centre for Learning, Teaching and Development, University of the Witwatersrand, Johannesburg, South Africa; Dangor, Z; Paediatric Education and Research Ladder, Department of Paediatrics and Child Health, Faculty of Health Sciences, University of the Witwatersrand and Chris Hani Baragwanath Academic Hospital, Johannesburg, South Africa title: A blended learning and teaching model to improve bedside undergraduate paediatric clinical training during and beyond the COVID-19 pandemic date: 2021-04-08 words: 4311 flesch: 38 summary: Assuming a best-case scenario where bedside clinical training ‘normalises’ in the future, these undergraduate students will need additional undergraduate training. The pandemic has affected bedside clinical training in various ways. keywords: abnormal; academic; acquisition; article; available; bedside; best; blended; children; clinical; clinical training; clinician; competencies; conditions; covid-19; current; development; diagnosis; education; educators; effective; examination; example; final; focus; health; hospital; learning; limited; materials; medical; model; need; normal; online; paediatric; pandemic; percussion; physical; possible; practice; programmes; respiratory; severe; severity; signs; skills; sounds; south; specific; stage; students; teaching; techniques; time; training; undergraduate; university; year cache: ajhpe-1141.pdf plain text: ajhpe-1141.txt item: #137 of 573 id: ajhpe-1142 author: van der Bijl, P; SAMA, Cape Town, South Africa title: Contents date: 2021-04-08 words: 913 flesch: 1 summary: Tel. 021 532 1281 Please submit letters and articles for publication online at www.editorialmanager.com/ajhpe EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town GUEST EDITORS Champion Nyoni University of the Free State Elizabeth Wolvaardt University of Pretoria INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Gonzaga Mubuuke Makerere University Anthea Rhoda University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria ACTING GENERAL MANAGER Dr Vusumusi Nhlapho EXECUTIVE EDITOR Bridget Farham HEAD OF PUBLISHING Diane Smith Tel. 021 532 1281 Please submit letters and articles for publication online at www.editorialmanager.com/ajhpe EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town GUEST EDITORS Champion Nyoni University of the Free State Elizabeth Wolvaardt University of Pretoria INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Gonzaga Mubuuke Makerere University Anthea Rhoda University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria ACTING GENERAL MANAGER Dr Vusumusi Nhlapho EXECUTIVE EDITOR Bridget Farham HEAD OF PUBLISHING Diane Smith keywords: african; ajhpe; cape; der; editorial; editors; education; elizabeth; head; health; lonsdale; medical; natal; office; online; pretoria; south; students; tel; town; university; van; western; wolvaardt cache: ajhpe-1142.pdf plain text: ajhpe-1142.txt item: #138 of 573 id: ajhpe-1143 author: Naidu, C; SAMA, Cape Town, South Africa title: CPD questionnaire date: 2021-04-08 words: 1148 flesch: 49 summary: The researchers identified simulation as having the following influences on student learning (more than one answer may be correct): a. Motivation to make a difference. Cognitive load theory (CLT) in simulations to facilitate critical thinking in radiography students 4. Which of the following statements on CLT is false (only one answer is correct): a. CLT aims to facilitate the development of simulations that consider the cognitive interplay between working memory and long-term memory to optimise learning. keywords: answer; clinical; cognitive; correct; cpd; evidence; learning; load; medical; practice; question; self; sense; students; study cache: ajhpe-1143.pdf plain text: ajhpe-1143.txt item: #139 of 573 id: ajhpe-1144 author: Kagawa, M N; Department of Obstetrics and Gynaecology, Makerere University College of Health Sciences, Kampala, Uganda; Kiguli, S; Department of Paediatrics and Child Health, Makerere University College of Health Sciences, Kampala, Uganda; Steinberg, W J; Department of Family Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Jama, M P; Division Student Learning and Development, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: The workplace as a learning environment: Perceptions and experiences of undergraduate medical students at a contemporary medical training university in Uganda date: 2021-07-21 words: 6894 flesch: 48 summary: All these changes have implications for training medical students to provide quality healthcare services on graduation. Kiani Q, Umar S, Iqbal M. What do medical students expect in a teacher? keywords: academic; access; affordances; ajhpe; analysis; approach; areas; atmosphere; case; clinical; college; course; data; doctors; domain; dreem; dundee; education; environment; experiences; fgds; fifth; fourth; good; health; hospital; items; june; knowledge; learning; learning environment; lecturers; makchs; makerere; maximum; mean; measure; medical; medical students; medicine; mnrth; national; need; negative; opportunities; participants; participation; patients; perceptions; placements; positive; practice; problem; qualitative; ready; research; results; sciences; scores; self; skills; social; students; studies; study; table; teacher; teaching; training; uganda; undergraduate; university; vol; ward; wide; workplace; workplace learning; year cache: ajhpe-1144.pdf plain text: ajhpe-1144.txt item: #140 of 573 id: ajhpe-1145 author: Lawrence, C; Centre for Rural Health, School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa; nd Public Health, University of KwaZulu-Natal, Durban, South Africa; Mount Sinai Hospital, New York City, USA; Bollinger, J; Duke University, Durham, USA; Stewart, K A; Duke University, Durham, USA; Moshabela, Mosa; Centre for Rural Health, School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa; Africa Health Research Institute, University of Kwa-Zulu Natal, Durban, South Africa title: Improving South African medical curricula related to traditional health systems date: 2021-07-21 words: 5581 flesch: 44 summary: A recent study in Uganda argued that training medical students in the principles of TM was feasible and may improve health outcomes; therefore, integration should not be delayed.[12] Curricular reforms Health professions education systems in SA, due to their roots in imperialism, colonialism and apartheid, often produce providers who are incompletely equipped to properly care for many patients, specifically the black African population.[13] Recognition of this deficit has led to a movement to decolonise the nation’s graduate education system, including medical schools.[13] Medical students in SA recognise the value of increased exposure to and education surrounding the traditional health system. keywords: acad; africa; ajhpe; alternative; analysis; approach; better; biomedical; bmc; care; clear; clinical; complementary; cultural; current; curriculum; data; decentralised; education; effects; experience; faculty; fgd; focus; formal; fundamentals; government; healing; health; health system; healthcare; hidden; https://doi; improvement; initiatives; institutions; integration; interventions; interviews; june; kwazulu; lack; learning; lecture; medical; medical schools; medical students; medicine; moshabela; natal; national; negative; participants; patients; practitioners; professionals; qualitative; research; review; rural; schools; south; structural; students; study; suggestions; system; teaching; themes; time; tms; topic; traditional; traditional health; traditional medicine; training; ukzn; understanding; university; use; value; vol; wits; wsu cache: ajhpe-1145.pdf plain text: ajhpe-1145.txt item: #141 of 573 id: ajhpe-1146 author: Adam, S; Department of Obstetrics and Gynaecology, Faculty of Health Sciences, University of Pretoria, South Africa; Lubbe, I; Department for Education Innovation, Faculty of Health Sciences, University of Pretoria, South Africa; van Rooyen, M; Department of Family Medicine, Faculty of Health Sciences, University of Pretoria, South Africa title: Do we assess what we set out to teach in obstetrics: An action research study date: 2021-07-21 words: 3933 flesch: 38 summary: Hence the appropriateness of learning outcomes and assessment practices, as well as their alignment with each other, their validity and reliability, needs to be constantly reviewed and adapted.[19] The data obtained from assessments are evidence of learning, which require analysis and interpretation (Fig.  The assessment cycle.[14] CYCLE 1 PLAN: implement tools that ensure validity, reliability, fairness; workshop on good assessment practice IMPLEMENT: to improve assessment practice using tools and information provided OBSERVE: review the assessments following the workshops; analyse data REFLECT: review �ndings with educational and content experts. keywords: action; africa; alignment; assessment; bloom; clinical; community; competencies; content; course; cycle; data; department; education; examination; experts; facilitators; formative; good; graduate; health; higher; https://doi.org; implement; knowledge; learning; medical; methods; need; obstetrics; outcomes; patient; plan; poor; practice; pretoria; questions; reliable; research; results; review; rotations; skills; students; study; summative; table; teaching; thinking; tools; university; validity cache: ajhpe-1146.pdf plain text: ajhpe-1146.txt item: #142 of 573 id: ajhpe-1147 author: Maart, R; Department of Prosthetic Dentistry, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Adam, R; Department of Restorative Dentistry, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Frantz, J; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa title: Curriculum mapping: A tool to align competencies in a dental curriculum date: 2021-07-21 words: 4433 flesch: 44 summary: To describe curriculum mapping as a tool to demonstrate the alignment of an undergraduate dental curriculum with a competency framework, such as AfriMEDS, in preparation for accreditation and curriculum review. Methods. Curriculum mapping identified gaps in or areas of development for the AfriMEDS competencies in the UWC dental curriculum. keywords: accreditation; advocate; africa; afrimeds; alignment; cape; collaborator; communicator; competencies; competency; content; core; core competencies; curriculum; curriculum mapping; data; dental; dental curriculum; dentistry; development; directives; education; fifth; fifth year; framework; health; healthcare; leader; learning; manager; mapping; medical; modules; oral; outcomes; practitioner; presence; present; process; professional; research; results; roles; scholar; schools; south; specialists; step; study; techniques; tool; undergraduate; undergraduate dental; university; uwc; western; year cache: ajhpe-1147.pdf plain text: ajhpe-1147.txt item: #143 of 573 id: ajhpe-1148 author: Theron, C; Clinical Simulation and Skills Unit, School of Biomedical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; van Zyl, T-L; Clinical Simulation and Skills Unit, School of Biomedical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Joubert, A; Clinical Simulation and Skills Unit, School of Biomedical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Kleynhans, B; Clinical Simulation and Skills Unit, School of Biomedical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; van der Walt, P; Clinical Simulation and Skills Unit, School of Biomedical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Hattingh, M; Clinical Simulation and Skills Unit, School of Biomedical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Joubert, G; Department of Biostatistics, School of Biomedical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Late-night simulation: Opinions of fourth- and fifth-year medical students at the University of the Free State, Bloemfontein, South Africa date: 2021-07-21 words: 5215 flesch: 56 summary: A single night’s sleep deprivation may lead to a significant decrease in a doctor’s ability to complete complex tasks and reduce their problem-solving skills.[10] Along with the decline in performance, it was also noted that other issues, such as reduced vigilance, patient aversion, loss of empathy, over-optimistic risk-taking, prolonged post-call recovery and adverse events in the medical field, were triggered by the effects of sleep deprivation resulting from long shifts.[10-12] Medical students need to be prepared for the requirements of their profession and long working hours to maintain their cognitive abilities and decision-making to the fullest.[13,14] The performance of students improves when they are confident about their abilities, anxiety is reduced, and they can think more clearly when posed with a problematic situation.[15] The Clinical Simulation and Skills Unit at the Faculty of Health Sciences (FoHS), University of the Free State (UFS), Bloemfontein, SA, allows lecturers at the FoHS to train medical students on technical and non- technical aspects required by their profession (personal communication, Prof. MJ Labuschagne, Clinical Simulation Unit, School of Clinical Medicine, Background. keywords: africa; better; classes; clinical; confidence; course; data; deprivation; doctors; effects; fifth; fifth year; fohs; fourth; fourth year; fourthand; groups; health; hours; interns; late; long; main; majority; medical; medical students; n=83; negative; night; night simulation; opinions; patient; phase; prepared; programme; questionnaire; questions; rate; research; respondents; response; results; sciences; sessions; shift; simulation; sleep; sleep deprivation; south; students; study; time; training; ufs; work; working; workload; year; year students; yes cache: ajhpe-1148.pdf plain text: ajhpe-1148.txt item: #144 of 573 id: ajhpe-1149 author: Krause, R; Department of Public Health and Family Medicine, Faculty of Health Sciences, University of Cape Town, South Africa; Parkes, J; Department of Radiation Oncology, Faculty of Health Sciences, University of Cape Town, South Africa; Hartman, N; Education Development Unit, Faculty of Health Sciences, University of Cape Town, South Africa; Anderson, D; Department of Radiation Oncology, Faculty of Health Sciences, University of Cape Town, South Africa; Gwyther, L; Department of Public Health and Family Medicine, Faculty of Health Sciences, University of Cape Town, South Africa title: Evaluating palliative care training in the oncology registrar programme in South Africa date: 2021-07-21 words: 5181 flesch: 53 summary: Although situations differ from country to country, many patients generally present late, and struggle to access oncology care timeously.[4] The barriers to the integration of PC into the health system and oncology care are well described, and some of these are the lack of available PC training and the misconception that PC is only needed for end-of-life care.[5] Academic cancer centres in SA provide training for radiation and/or clinical oncologists. keywords: africa; approach; assessment; cancer; cape; care; change; clinical; communication; component; course; curriculum; daily; data; education; end; evaluation; facilitators; feedback; fgds; fig; health; integration; june; knowledge; learning; life; management; material; mcqs; module; negative; oncology; online; pain; palliative; palliative care; patients; positive; practice; programme; radiation; ref; registrars; research; setting; skills; south; structure; study; supervisors; symptom; teaching; theme; trainees; training; universities; university cache: ajhpe-1149.pdf plain text: ajhpe-1149.txt item: #145 of 573 id: ajhpe-115 author: Schoeman, Scarpa; University of the Free State title: Standard setting in healthcare education in South Africa – a serious wake-up call date: 2011-06-17 words: 985 flesch: 59 summary: They called it the ‘Cohen method’ and it offers a fresh perspective and approach to standard setting for written papers, in particular. This method, as well as the Borderline Regression method for OSCEs, will be the topic at the author’s workshop on standard setting at the 2011 SAAHE conference in Potchefstroom. keywords: assessment; cut; difficulty; education; health; holistic; mark; med; method; pass; percentage; sciences; score; setting; standard; students; test cache: ajhpe-115.pdf plain text: ajhpe-115.txt item: #146 of 573 id: ajhpe-1150 author: Engelbrecht, M; Centre for Health Systems Research & Development, Faculty of the Humanities, University of the Free State, Bloemfontein, South Africa; Wilke, M; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Factors associated with emotional exhaustion in undergraduate and postgraduate nursing students date: 2021-07-21 words: 4209 flesch: 49 summary: Nursing students may be more vulnerable to the harmful effects of secondary stress, as they are developing the skills necessary to fulfil their professional roles effectively.[5] They are also faced with academic stressors,[5-11] such as practical training  in environments characterised by high patient loads, insufficient resources and long working hours;[12] lack of professional knowledge and skills;[5] and unclear roles and responsibilities.[8,10] Burnout is a combination of negative behavioural, attitudinal and physical changes in response to work-related stress.[14] Burnout or compassion fatigue among nursing students may result in students failing to acquire the knowledge and skills  needed to care for their patients. keywords: accomplishment; assignments; average; burnout; care; clinical; compassion; compassion fatigue; coping; data; difference; disengaged; education; emotional; emotional exhaustion; exhaustion; fatigue; health; high; int; inventory; knowledge; lack; levels; life; low; mean; moderate; nurses; nursing; nursing students; p=0.000; patients; personal; postgraduate; prediction; professional; research; risk; satisfaction; scales; score; significant; skills; south; staff; strategies; stress; students; study; table; teachers; total; undergraduate; university; wellbeing; workload cache: ajhpe-1150.pdf plain text: ajhpe-1150.txt item: #147 of 573 id: ajhpe-1151 author: Dreyer, A R; Department of Family Medicine and Primary Care, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Mlambo, M G; Department of Family Medicine and Primary Care, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Department of Institutional Research and Business Intelligence, Portfolio: Strategy, Risk and Advisory Service, University of South Africa, Pretoria, South Africa; Mapukata, N O; School of Public Health and Family Medicine, Faculty of Health Sciences, University of Cape Town, South Africa title: Medical students using the technique of 55-word stories to reflect on a 6-week rotation during the integrated primary care block date: 2021-07-21 words: 4555 flesch: 56 summary: The writing technique of short 55-word reflective stories was used to record student experiences. Programmes in higher education use student reflections as a measure to evaluate programmatic success.[1] keywords: academic; africa; analysis; block; care; clinical; cloud; companionship; development; experience; factors; fig; final; future; health; healthcare; impact; ipc; june; learning; meaning; medical; medicine; negative; patients; peer; personal; placement; positive; practice; primary; process; professional; reflections; reflective; reflective stories; research; role; rotation; shifts; skills; south; staff; stories; story; students; study; themes; university; use; vol; week; weekly; word; word stories; writing; year cache: ajhpe-1151.pdf plain text: ajhpe-1151.txt item: #148 of 573 id: ajhpe-1152 author: Mthembu, T G; Department of Occupational Therapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa; Rhoda, A; Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa title: Exploring experiences of using a case study as a teaching strategy to learn about spirituality in occupational therapy education date: 2021-07-21 words: 2370 flesch: 51 summary: June 2021, Vol. 13, No. 2 AJHPE 96 Short Report A case study is an innovative teaching and learning strategy that is grounded in case-based learning (CBL).[1] CBL is a form of inquiry-based learning that fits on the continuum of structured and guided learning, which prepares students for clinical practice, using authentic clinical cases that mimic the real world.[2] A systematic review indicated that case study is a teaching strategy that has been used to help students in nursing and medicine to learn about spirituality.[3] The requirements of a case study that helped the second-year OT students to apply their knowledge and skills throughout the semester of the OT and chronic diseases module are presented in Table 1. Methods Exploratory-descriptive qualitative research was conducted to explore OT students’ experiences of using case study as a teaching strategy to learn about spirituality. keywords: cape; case; case study; community; education; experiences; findings; health; importance; kirkpatrick; knowledge; learning; level; occupational; person; real; research; results; second; skills; social; spirituality; strategy; students; study; teaching; theme; therapy; use; world cache: ajhpe-1152.pdf plain text: ajhpe-1152.txt item: #149 of 573 id: ajhpe-1153 author: Bangalee, V; Discipline of Pharmaceutical Sciences, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Garza, O; University of Louisiana Monroe, College of Pharmacy ‒ New Orleans Campus, USA; Oosthuizen, F; Discipline of Pharmaceutical Sciences, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Perumal-Pillay, V; Discipline of Pharmaceutical Sciences, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Rotundo, Hanna; University of Louisiana Monroe, College of Pharmacy ‒ New Orleans Campus, USA title: Teaching in the time of COVID-19: Shared perspectives from South Africa and the USA date: 2021-07-21 words: 1026 flesch: 39 summary: Common challenges that have emerged include maintaining pedagogical quality and rigour for students with diverse learning needs, ensuring effective teaching and student engagement, developing reasonable assessment methods of practical skills, and continuing experiential education without compromising student safety or learning outcomes. Beyond the classroom, a greater challenge for many institutions has been how to continue experiential education, as many hospitals and pharmacies close their doors to pharmacy students and other health sciences students. keywords: africa; assessments; challenges; communication; covid-19; different; doors; education; educators; health; instructors; learning; online; pandemic; patient; pharmacy; phd; short; south; students; teaching; usa cache: ajhpe-1153.pdf plain text: ajhpe-1153.txt item: #150 of 573 id: ajhpe-1154 author: van der Bijl, Paula; HMPG title: Contents date: 2021-07-21 words: 503 flesch: -6 summary: Tel. 021 532 1281 Please submit letters and articles for publication online at www.editorialmanager.com/ajhpe EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town WernerCordier Univsersity of Pretoria Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Gonzaga Mubuuke Makerere University Champion Nyoni University of the Free State Anthea Rhoda University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria ACTING GENERAL MANAGER Dr Vusumusi Nhlapho EXECUTIVE EDITOR Bridget Farham HEAD OF PUBLISHING Diane Smith A tool to align competencies in a dental curriculum R Maart, R Adam, J Frantz 105 Promoting deeper learning in pharmacy education using team-based learning M J Eksteen, G M Reitsma, E Fourie 110 The workplace as a learning environment: Perceptions and experiences of undergraduate medical students at a contemporary medical training university in Uganda M N Kagawa, S Kiguli, W J Steinberg, M P Jama 118 Do we assess what we set out to teach in obstetrics: An action research study S Adam, I Lubbe, M van Rooyen 123 Late-night simulation: Opinions of fourth- and fifth-year medical students at the University of the Free State, Bloemfontein, South Africa C Theron, T-L van Zyl, A Joubert, B Kleynhans, P van der Walt, M G Hattingh, G Joubert 129 Evaluating palliative care training in the oncology registrar programme in South Africa R Krause, J Parkes, D Anderson, N Hartman, L Gwyther 135 Medical students using the technique of 55-word stories to reflect on a 6-week rotation during the integrated primary care block A Dreyer, M G Mlambo, N O Mapukata-Sondzaba 141 Factors associated with emotional exhaustion in undergraduate and postgraduate nursing students M Engelbrecht, M Wilke 146 Improving South African medical curricula related to traditional health systems C Lawrence, J Bollinger, K A Stewart, M Moshabela CPD questionnaire keywords: african; ajhpe; cape; der; editorial; editors; education; free; head; learning; medical; office; pretoria; research; south; state; students; tel; university; van cache: ajhpe-1154.pdf plain text: ajhpe-1154.txt item: #151 of 573 id: ajhpe-1155 author: Naidu, Claudia; Health and Medical Publishing Group title: CPD questionnaire date: 2021-07-21 words: 889 flesch: 61 summary: Medical students using the technique of 55-word stories to reflect on a 6-week rotation during the integrated primary care block 8. This study revealed that medical students in SA do not recognise the value of increased exposure to and education surrounding the traditional health system. keywords: answer; correct; cpd; june; learning; majority; medical; students; study; true cache: ajhpe-1155.pdf plain text: ajhpe-1155.txt item: #152 of 573 id: ajhpe-1156 author: Eksteen, M J; Division Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Centre for Health Professional Education, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa; Reitsma, G M; Centre for Health Professional Education, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa; Fourie, E; Statistical Consultation Services, North-West University, Potchefstroom, South Africa title: Promoting deeper learning in pharmacy education using team-based learning date: 2021-07-21 words: 4336 flesch: 54 summary: This finding is in line with those in other studies, which found that students performed better in examinations when TBL was used.[16] Students agreed that feedback regarding team performances helped the team be more effective. June 2021, Vol. 13, No. 2 AJHPE 105 Research Traditional lecture methods, where the lecturer teaches for the full duration of class, result in students being passive learners owing to limited student engagement.[1] keywords: age; application; assessments; better; class; concepts; content; course; data; deeper; education; factor; faculty; feedback; gender; groups; health; information; knowledge; learning; lecture; members; methods; michaelsen; outcomes; pharmacy; population; professions; purpose; questionnaire; questions; research; results; sample; sciences; significant; strategy; students; study; target; tbl; teaching; team; tests; theoretical; traditional; understanding; university; work cache: ajhpe-1156.pdf plain text: ajhpe-1156.txt item: #153 of 573 id: ajhpe-1157 author: Wessels, Q; Department of Anatomy, School of Medicine, Faculty of Health Sciences, University of Namibia, Windhoek, Namibia; Du Plessis, A; Department of Anatomy, School of Medicine, Faculty of Health Sciences, University of Namibia, Windhoek, Namibia; Van Niekerk, K; Department of Anatomy, School of Medicine, Faculty of Health Sciences, University of Namibia, Windhoek, Namibia title: ‘Goldilocks anatomy’ – data-conserving anatomy video tutorials during emergency remote teaching date: 2021-10-07 words: 1937 flesch: 44 summary: This announcement was most inopportune as UNAM students were on recess the week before the national lockdown was announced and we were caught off guard. A Google Forms survey, distributed during the student recess, confirmed our concerns: 50.8% of students possessed only a mobile phone, while a meagre 4.1% own laptop computers. keywords: anatomy; content; covid-19; data; education; emergency; enrollment; ert; fall; fall_f.pdf?shouldindex; false; file; higher; home; https://www.mckinsey.com/~/media/mckinsey/industries/public; insights; internet; leaders; learning; lectures; lms; medical; medicine; online; recess; remote; resources; sector; size; social; students; teaching; tutorials; video; whatsapp cache: ajhpe-1157.pdf plain text: ajhpe-1157.txt item: #154 of 573 id: ajhpe-1158 author: Mapukata, N O; School of Public Health and Family Medicine, Faculty of Health Sciences, University of Cape Town, South Africa; Toto, S K; School of Public Health and Family Medicine, Faculty of Health Sciences, University of Cape Town, South Africa title: Learning during a pandemic: Evaluating University of Cape Town firstyear health sciences students’ experiences of emergency remote teaching date: 2021-10-07 words: 2189 flesch: 49 summary: This exercise was critical in identifying what students considered to be priority needs for a community of health sciences students. In higher education institutions (HEIs), student evaluation of course outcomes is a standard that must be met by all programme course convenors to improve teaching quality and to deliver a student-centred curriculum.[1] keywords: access; approach; benefits; bhp; cape; challenges; ert; experiences; face; format; group; health; healthcare; learning; lectures; mcq; online; open; participant; presentations; saq; sciences; semester; sessions; site; south; students; teaching; town; uct; virtual; visits; work cache: ajhpe-1158.pdf plain text: ajhpe-1158.txt item: #155 of 573 id: ajhpe-1159 author: Hess-April, L; Occupational Therapy Department, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa; Alexander, M; Occupational Therapy Department, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa; Stirrup, S; Occupational Therapy Department, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa; Khan, A B; Occupational Therapy Department, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa title: Moving fieldwork online: Innovations in an occupational therapy curriculum date: 2021-10-07 words: 1939 flesch: 39 summary: Tutorials took place on iKamva, Zoom or Google Meet, and enabled students to interact with their peers, with interactions often continuing in student groups on WhatsApp after the completion of the tutorial. These often resulted in vibrant discussions that continued among student groups outside online lectures. keywords: bsc; cape; class; communities; community; covid-19; critical; development; elements; experience; fieldwork; groups; ikamva; learning; lecturers; meetings; members; module; occupational; online; pandemic; practice; presence; process; skills; students; supervisors; support; teaching; therapy; tutorial; university; ways cache: ajhpe-1159.pdf plain text: ajhpe-1159.txt item: #156 of 573 id: ajhpe-116 author: Alperstein, Melanie; University of Cape Town title: Integrating Primary Health Care principles in clinical teaching date: 2011-06-17 words: 923 flesch: 46 summary: Participants completed a pre- and post-module questionnaire on their knowledge of PHC and their per- ceptions of integrating PHC principles in their own clinical practice and teaching. However, integration of PHC in clinical teaching remains limited at the secondary and tertiary levels of care. keywords: approach; care; case; clinical; health; learning; levels; module; nursing; participants; phc; principles; programme; service; teaching cache: ajhpe-116.pdf plain text: ajhpe-116.txt item: #157 of 573 id: ajhpe-1160 author: Viljoen, M; School of Pharmacy, Department of Pharmacology and Clinical Pharmacy, Faculty of Natural Sciences, University of the Western Cape, Cape Town, South Africa; Coetzee, R; School of Pharmacy, Department of Pharmacology and Clinical Pharmacy, Faculty of Natural Sciences, University of the Western Cape, Cape Town, South Africa; Hoffman, N; School of Pharmacy, Department of Pharmacology and Clinical Pharmacy, Faculty of Natural Sciences, University of the Western Cape, Cape Town, South Africa; McCartney, J; School of Pharmacy, Department of Pharmacology and Clinical Pharmacy, Faculty of Natural Sciences, University of the Western Cape, Cape Town, South Africa; Upton, E; School of Pharmacy, Department of Pharmacology and Clinical Pharmacy, Faculty of Natural Sciences, University of the Western Cape, Cape Town, South Africa; van Huyssteen, M; School of Pharmacy, Department of Pharmacology and Clinical Pharmacy, Faculty of Natural Sciences, University of the Western Cape, Cape Town, South Africa title: Reflection on remote teaching and learning of a final-year BPharm clinical training module during a pandemic date: 2021-10-07 words: 1987 flesch: 39 summary: Preceptor reflections on the community health clinical rotation for fourth year pharmacy students at the University of the Western Cape. These clinical activities took place under the guidance and supervision of SoP clinical staff and specific on-site preceptors (pharmacists), who guided learning and served as mentors for professional development of the students. keywords: activities; assessment; bpharm; cape; case; clinical; communication; experience; february; final; healthcare; ikamva; learning; online; pace; pandemic; patient; pharmaceutical; pharmacy; prepared; programme; remote; setting; simulated; site; skills; sop; staff; students; teaching; time; weeks; western; year cache: ajhpe-1160.pdf plain text: ajhpe-1160.txt item: #158 of 573 id: ajhpe-1161 author: Cordier, W; Department of Pharmacology, School of Medicine, Faculty of Health Sciences, University of Pretoria, South Africa; Lubbe, IJC; Department for Education Innovation, Faculty of Health Sciences, University of Pretoria, South Africa title: Teaching pharmacology online: Not just another narration date: 2021-10-07 words: 1798 flesch: 37 summary: no. 345/2020) was obtained for student feedback collected throughout the modules as Likert scales and open-text fields (which were thematically analysed). With the assistance of the second author, low-maintenance, resource- optimal and effective platforms for student engagement and active learning were planned using the learning management system. keywords: active; article; author; clinical; collaboration; consolidation; design; engagement; feedback; health; incorrect; knowledge; learning; modalities; modules; narrated; online; opportunities; pharmacokinetic; pharmacology; positive; presentations; reflective; research; resources; scenario; scholarship; students; teaching; teams; transition; use; writing cache: ajhpe-1161.pdf plain text: ajhpe-1161.txt item: #159 of 573 id: ajhpe-1162 author: Botha, BS; School of Nursing, University of the Free State, Bloemfontein, South Africa; Hugo-Van Dyk, L; School of Nursing, University of the Free State, Bloemfontein, South Africa; Nyoni, CN; School of Nursing, University of the Free State, Bloemfontein, South Africa title: The reality of virtual reality at a South African university during the COVID-19 pandemic date: 2021-10-07 words: 1335 flesch: 44 summary: The lessons learnt The COVID-19 pandemic re-emphasised the need for innovative teaching strategies for all health professions students, including nursing students, because of the limited opportunities for work-integrated learning. Nursing students engaged in an institution-based virtual reality simulation do not have an opportunity to re-engage or re-enact the simulation, owing to logistical limitations and student numbers. keywords: access; clinical; covid-19; desktop; development; education; errors; experience; feasibility; future; learning; nursing; pandemic; planned; platform; reality; remote; sessions; simulation; skills; students; undergraduate; virtual cache: ajhpe-1162.pdf plain text: ajhpe-1162.txt item: #160 of 573 id: ajhpe-1164 author: van Wyk, R; Clinical Simulation and Skills Unit, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Turton, EW; Clinical Simulation and Skills Unit, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Anaesthesia skills and simulation training during the COVID-19 pandemic date: 2021-10-07 words: 1129 flesch: 51 summary: Students used the online learning platform to familiarise themselves with the theoretical background of the four clinical areas before they attended the skills and simulation sessions. The programme consisted of guided skills and simulation sessions. keywords: administration; anaesthesia; cases; clinical; covid-19; department; fifth; fourthand; general; health; medical; sessions; simulation; skills; students; ultrasound; year cache: ajhpe-1164.pdf plain text: ajhpe-1164.txt item: #161 of 573 id: ajhpe-1165 author: Botha, BS; School of Nursing, University of the Free State, Bloemfontein, South Africa; Mulder, M; School of Nursing, University of the Free State, Bloemfontein, South Africa title: Planning and facilitating remote objective structured clinical examinations (OSCEs) for wound care students in South Africa during the COVID-19 pandemic date: 2021-10-07 words: 1673 flesch: 55 summary: The OSCEs for wound care students are conducted once at the end of the year. Validity, on the other hand, lies more with the evaluators than the tools.[2] To promote validity of the final mark, the onsite Planning and facilitating remote objective structured clinical examinations (OSCEs) for wound care students in South Africa during the COVID-19 pandemic B S Botha, MSc; M Mulder, PhD School of Nursing, University of the Free State, Bloemfontein, South Africa Corresponding author: B S Botha (bothabs@ufs.ac.za) keywords: abpi; ankle; bandage; card; care; cost; covid-19; evaluators; expert; facilitator; intervention; onsite; original; osces; person; pressure; remote; second; sessions; station; streaming; students; technical; travel; value; wound cache: ajhpe-1165.pdf plain text: ajhpe-1165.txt item: #162 of 573 id: ajhpe-1166 author: Parkar, H; Department of Pharmacology, Faculty of Health Sciences, University of Pretoria, South Africa title: Saving student interaction by saving the Starks date: 2021-10-07 words: 1620 flesch: 51 summary: The lessons learnt Gamification is a useful tool to enhance student interest and increase student interaction in a fun and engaging way. As the year progressed and these practices became the ‘new norm’, we experienced a decline in student interest and engagement, and observed an ‘online fatigue’. keywords: antibacterials; assessment; board; culture; discussion; experience; face; family; feedback; game; interaction; interest; knowledge; learning; lecture; lecturers; medical; online; pharmacology; popular; questions; scenario; starks; students; system; teaching; time; use cache: ajhpe-1166.pdf plain text: ajhpe-1166.txt item: #163 of 573 id: ajhpe-1167 author: Turner, A; School of Health Systems and Public Health, Faculty of Health Sciences, University of Pretoria, South Africa; Lubbe, IJC; School of Health Systems and Public Health, Faculty of Health Sciences, University of Pretoria, South Africa; Ross, W; School of Health Systems and Public Health, Faculty of Health Sciences, University of Pretoria, South Africa title: A ray of sunshine in the COVID‑19 environment, with a virtual sunburst elective date: 2021-10-07 words: 1700 flesch: 41 summary: In pre-pandemic years, students have used this elective to explore a future area of specialisation and/or gain practical experience at a self-selected suitable health facility or placement. It was envisaged that students would engage in self-directed learning and emerge with knowledge and competencies in familiar and new topics that may spark the concept of lifelong learning in this cohort of students. keywords: access; africa; assessment; competencies; completion; courses; covid-19; data; elective; environment; future; health; hpcsa; institution; learning; linkedin; medical; need; online; pandemic; pretoria; professional; roles; south; students; sunburst; template; university; virtual cache: ajhpe-1167.pdf plain text: ajhpe-1167.txt item: #164 of 573 id: ajhpe-1168 author: Essop, H; Department of Radiography, School of Healthcare Sciences, University of Pretoria, South Africa; Lubbe, IJC; Department for Education Innovation, University of Pretoria, South Africa; kekana, M; Department of Radiography, School of Healthcare Sciences, University of Pretoria, South Africa title: Bringing literature to life: A digital animation to teach analogue concepts in radiographic imaging during a pandemic - Lessons learnt date: 2021-10-07 words: 1729 flesch: 44 summary: In this model, students are involved in four aspects, which are: • going through a new experience or gaining a new perspective of an existing experience • interpreting and reflecting on the experience • a learning experience is put into a new context • the learner applies new understanding to reality to test its validity.[3] Students were exposed to a new experience in visualising the AFP in a dynamic teaching format. Radiography relies heavily on analogue and digital machines to create images for diagnostic purposes, and it is important that radiography students are trained in both these aspects to align their skills with the available resources in different healthcare settings.[2] keywords: afp; analogue; animation; captions; covid-19; department; digital; equipment; experience; fig; film; images; imaging; inquiry; learning; narration; new; online; passive; pretoria; radiography; report; short; south; static; students; teaching; theme; tool; university; video cache: ajhpe-1168.pdf plain text: ajhpe-1168.txt item: #165 of 573 id: ajhpe-1169 author: Mlambo, SS; Department of Pharmacology, Faculty of Health Sciences, University of Pretoria, South Africa title: Stimulating students’ critical thinking skills in pharmacology using case report generation date: 2021-10-07 words: 1536 flesch: 44 summary: Case report generation is an activity that can be conducted online and provide social interaction among students, thus compensating for lack of face‑to‑face interactions. As each student had an opportunity to generate a case report, there was an excess of reports, which meant some of them were not attempted by other students. keywords: activity; case; concepts; constructivism; contact; covid‑19; critical; generation; knowledge; lack; learning; online; pandemic; pharmacology; pretoria; principles; questions; report; semester; sessions; skills; students; thinking; university; work cache: ajhpe-1169.pdf plain text: ajhpe-1169.txt item: #166 of 573 id: ajhpe-1170 author: Maart, R; Department of Prosthetic Dentistry, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Khan, S; Department of Prosthetic Dentistry, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Kathree, B; Department of Prosthetic Dentistry, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Ahmed, R; Department of Prosthetic Dentistry, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Mulder, R; Department of Prosthetic Dentistry, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Layloo, N; Department of Prosthetic Dentistry, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Asia-Michaels, W; Department of Prosthetic Dentistry, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa title: Adapting an undergraduate dental objectively structured clinical examination (OSCE) during COVID‑19 date: 2021-10-07 words: 1621 flesch: 43 summary: Additional videos demonstrating clinical procedures were uploaded on this platform to assist students to prepare for the transition to clinical practice. The following are some of the questions educators felt needed to be addressed: • what influence the interruption of clinical practice had on the clinical competence of students • how to ease transitioning students back to clinical practice during the pandemic • how to focus and modify clinical teaching when students return to clinical practice • how to adapt an objectively structured clinical examination (OSCE) to adhere to COVID-19 protocols What was tried? keywords: adapted; assessment; bchd; clinical; competence; covid-19; dentistry; department; educators; feedback; learning; osce; pandemic; practice; procedures; questions; return; sessions; skills; station; structured; students; teaching; year cache: ajhpe-1170.pdf plain text: ajhpe-1170.txt item: #167 of 573 id: ajhpe-1171 author: Maart, R; Department of Prosthetic Dentistry, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Rhoda, A; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa; Titus, S; Interprofessional Education Unit, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa; Manning, D; Office of the Dean, Faculty of Health Sciences, University of Pretoria, South Africa title: ‘Going virtual’: Innovative online faculty development during COVID‑19 date: 2021-10-07 words: 1687 flesch: 42 summary: Why was the idea necessary? In the final learning activity of the SAFRI fellowship, the fellows develop and conduct faculty development workshops incorporating diverse active participation strategies. In the summing up at the end of each workshop by one of the facilitators, the message was clear that not only had all participants learnt about the content presented, but important new skills in online teaching and learning and faculty development had been acquired. keywords: activities; africa; cape; community; covid‑19; development; educ; education; face‑to‑face; faculty; fellows; fellowship; health; leadership; learning; med; new; online; participants; participation; practice; programme; response; safri; skills; south; teaching; university; use; virtual; workshops cache: ajhpe-1171.pdf plain text: ajhpe-1171.txt item: #168 of 573 id: ajhpe-1172 author: Botma, Yvonne; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Heyns, T; Department of Nursing Science, Faculty of Health Sciences, University of Pretoria, South Africa; Filmalter, C; Department of Nursing Science, Faculty of Health Sciences, University of Pretoria, South Africa; Nyoni, Champion; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: WhatsApp as a support strategy for emergency nursing students during the COVID‑19 pandemic date: 2021-10-07 words: 2123 flesch: 46 summary: Therefore, in the future, Whatsapp will only be used as student support – guided by common guidelines known by students and lecturer. Declaration. Students were often unable to access the formal and informal teaching and learning systems, as they were in clinical practice dealing with the COVID-19 pandemic, wearing their ‘space suits’ (personal protective equipment), causing student and lecturer frustration. keywords: academic; chest; clinical; communication; covid-19; department; emergency; emotional; face; facilitators; group; health; hours; information; learning; lecturer; nursing; online; pandemic; platform; practice; programme; report; short; social; students; support; system; teaching; themes; time; university; use; week; whatsapp; work cache: ajhpe-1172.pdf plain text: ajhpe-1172.txt item: #169 of 573 id: ajhpe-1173 author: Adam, S; Department of Obstetrics and Gynaecology, School of Medicine, Faculty of Health Sciences, University of Pretoria, South Africa; Coetzee, M; Department of Paediatrics, School of Medicine, Faculty of Health Sciences, University of Pretoria, South Africa; Lubbe, IJC; Education Innovation, Faculty of Health Sciences, University of Pretoria, South Africa title: Breaking the isolation: Online group assignments date: 2021-10-07 words: 1794 flesch: 41 summary: The isolation associated with lockdown due to COVID‑19 disrupted this engagement that is pivotal to medical education and student learning. Rather, collaborative learning is an approach that gives students an  opportunity to engage and deliberate, develop socialised intelligence, take responsibility for their own learning and thus become critical thinkers.[²,³] Team‑based learning promotes active group learning while decreasing facilitator dependence, which was an important consideration, given the added clinical workload that healthcare workers faced due to the COVID‑19 pandemic. keywords: africa; approach; april; assessment; assignment; collaborative; critical; educ; evaluation; facilitator; faculty; february; feedback; focused; future; group; health; individual; learning; medical; need; online; peer; pretoria; process; sciences; skills; south; students; university; work cache: ajhpe-1173.pdf plain text: ajhpe-1173.txt item: #170 of 573 id: ajhpe-1175 author: Gordon, C; Department of Obstetrics and Gynaecology, Faculty of Health Sciences, University of Cape Town, South Africa title: How a global pandemic fuelled an all-time career high in emergency remote teaching at the Faculty of Health Sciences, University of Cape Town date: 2021-10-07 words: 1669 flesch: 53 summary: This included creating a clear pathway for students to progress through, so the content was broken up into weeks and days, which students really appreciated. Students helped with conceptualising the pathway through which fellow students would progress, helped to design the site, and two students in particular made excellent video content for contraception – the largest topic in our course content. keywords: author; cape; classroom; clinical; content; course; design; emergency; experience; face‑to‑face; feedback; guidelines; health; home; learning; online; outcomes; pedagogy; phone; platform; professions; remote; simulated; students; teaching; time; uct; university; videos cache: ajhpe-1175.pdf plain text: ajhpe-1175.txt item: #171 of 573 id: ajhpe-1176 author: Perumal-Pillay, VA; Discipline of Pharmaceutical Sciences, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Walters, F; Discipline of Pharmaceutical Sciences, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Synchronous online pharmacy skills group work: A breakout room toolbox for teaching date: 2021-10-07 words: 2361 flesch: 44 summary: Synchronous online pharmacy skills group work: A breakout room toolbox for teaching V A Perumal-Pillay, BPharm, BSc Hons, MMedSci (Pharmac Sci), PhD; F Walters, BCom (Info Systems), PGDip (Bus Admin), MBA Discipline of Pharmaceutical Sciences, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa Corresponding author: V A Perumal-Pillay (perumalv@ukzn.ac.za) This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0. mailto:perumalv@ukzn.ac.za 168 September 2021, Vol. 13, No. 3 AJHPE Research A toolbox for synchronous online pharmacy skills group work using web- conferencing breakout rooms was developed and implemented (Table 1). They required orientation to the concept of breakout rooms at the outset and during the first two sessions they could familiarise themselves with this format for online group work. keywords: academics; approach; breakout; case; conferencing; content; counselling; discussions; face; facilitators; group; health; integrated; learning; lms; main; online; pandemic; patient; pharmacy; phase; platform; pre; remote; rooms; session; skills; south; students; synchronous; teaching; time; toolbox; web; work cache: ajhpe-1176.pdf plain text: ajhpe-1176.txt item: #172 of 573 id: ajhpe-1177 author: Jayakumar, J; Department of Pathology, Faculty of Health Sciences, University of Cape Town, South Africa; Amien, F; Division of Public Health Medicine, Faculty of Health Sciences, University of Cape Town, South Africa; Gunston, G; Department of Human Biology, Faculty of Health Sciences, University of Cape Town, South Africa; de Paulo, L; Department of Human Biology, Faculty of Health Sciences, University of Cape Town, South Africa; Crawford-Browne, S; Primary Health Care Directorate, Faculty of Health Sciences, University of Cape Town, South Africa; Doyle, G; Education Development Unit, Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, South Africa; Bugarith, K; Department of Human Biology, Faculty of Health Sciences, University of Cape Town, South Africa title: An innovative, remote supported problem-based learning model in a South African medical curriculum during the COVID‑19 pandemic date: 2021-10-07 words: 2023 flesch: 40 summary: Before embarking on remote SPBL, surveys of student access to the internet, data and devices, and home circumstances, were conducted to inform the need for financial and other forms of support to ensure that no student was excluded or disadvantaged by online learning. Narrated lectures, online tutorials and continuous formative assessments were uploaded onto VULA to support student learning. keywords: academic; africa; approach; asynchronous; cape; challenges; collaborative; critical; curriculum; data; ert; face; facilitators; faculty; feedback; group; health; knowledge; learning; model; new; online; problem; remote; sciences; social; south; spbl; students; support; teaching; technology; thinking; time; tools; town; university; work cache: ajhpe-1177.pdf plain text: ajhpe-1177.txt item: #173 of 573 id: ajhpe-1178 author: Roos, H; School of Health Systems and Public Health, Faculty of Health Sciences, University of Pretoria, South Africa; Lubbe, IJC; Department for Education Innovation, Faculty of Health Sciences, University of Pretoria, South Africa title: Pedagogy to probity date: 2021-10-07 words: 1774 flesch: 46 summary: Students needed to be informed of campus activities, student committees, student support, campus layout, campus security, library services, administrative arrangements, financial responsibilities and what would be expected of them as medical students. For educators this provides a valuable opportunity to lay the foundation for professional integrity, ethical practice, benevolence, respect, commitment to excellence and justice in healthcare.[1] Pedagogy to probity For medical students, cognitive skills, such as clinical reasoning and procedural or academic skills, can be and have been taught effectively online.[2,3] First‑year students are at the onset of the process of developing their identity as learners, novice health professionals and future clinicians. keywords: academic; campus; class; content; course; covid‑19; education; educators; escape; faculty; first‑year; health; learners; learning; management; medical; new; online; platform; pretoria; process; representative; room; school; sciences; senior; sense; september; south; students; university; video; week cache: ajhpe-1178.pdf plain text: ajhpe-1178.txt item: #174 of 573 id: ajhpe-1179 author: van Niekerk, K; Department of Occupational Therapy, Faculty of Health Sciences, University of Pretoria, South Africa; Uys, K; Department of Occupational Therapy, Faculty of Health Sciences, University of Pretoria, South Africa; Lubbe, IJC; Education Innovation, Faculty of Health Sciences, University of Pretoria, South Africa title: From work-integrated learning to virtual case studies: Navigating an alternative to fieldwork in paediatric occupational therapy date: 2021-10-07 words: 1982 flesch: 44 summary: The World Federation of Occupational Therapy suggested case studies as an alternative to fieldwork.[1] Furthermore, case studies do not allow students the opportunity to gain hands-on experience. keywords: approach; assessment; case; clinical; different; educ; experience; experts; face; guided; health; information; intervention; learning; lecturers; occupational; plan; portfolio; practice; process; professional; reasoning; reflection; service; session; students; studies; teaching; therapy; wil; work cache: ajhpe-1179.pdf plain text: ajhpe-1179.txt item: #175 of 573 id: ajhpe-1180 author: Marcus, J; Department of Obstetrics and Gynaecology, Faculty of Health Sciences, University of Cape Town, South Africa; Nkuna, B; Department of Obstetrics and Gynaecology, Faculty of Health Sciences, University of Cape Town, South Africa; Andras, J; Department of Obstetrics and Gynaecology, Faculty of Health Sciences, University of Cape Town, South Africa title: Plotting through the pandemic date: 2021-10-07 words: 1338 flesch: 49 summary: Diverse input perspectives promote the inclusivity, accessibility and appropriateness of educational resources, which should be encouraged when developing learning materials for students. What will I not do? Ignoring the skill and talent that exist within the student body to contribute to the development of educational resources cannot continue. keywords: access; care; charts; components; download; educational; feedback; gravidogram; health; labour; learning; means; need; offline; partogram; pregnancy; record; resources; skills; students; teaching; use; users; work cache: ajhpe-1180.pdf plain text: ajhpe-1180.txt item: #176 of 573 id: ajhpe-1182 author: Fani, Gertrude; HMPG title: Contents date: 2021-10-08 words: 964 flesch: -8 summary: Tel. 021 532 1281 Please submit letters and articles for publication online at www.editorialmanager.com/ajhpe EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town GUEST EDITORS Champion Nyoni University of the Free State Werner Cordier University of Pretoria INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Gonzaga Mubuuke Makerere University Anthea Rhoda University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria ACTING GENERAL MANAGER Dr Vusumusi Nhlapho EXECUTIVE EDITOR Bridget Farham HEAD OF PUBLISHING Diane Smith Tel. 021 532 1281 Please submit letters and articles for publication online at www.editorialmanager.com/ajhpe EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town GUEST EDITORS Champion Nyoni University of the Free State Werner Cordier University of Pretoria INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Gonzaga Mubuuke Makerere University Anthea Rhoda University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of keywords: african; ajhpe; cape; cordier; covid-19; editorial; editors; emergency; head; health; learning; lubbe; medical; natal; nyoni; office; online; pandemic; pretoria; remote; south; teaching; tel; town; university; van; western cache: ajhpe-1182.pdf plain text: ajhpe-1182.txt item: #177 of 573 id: ajhpe-1183 author: Fani, Gertrude; HMPG title: CPD questionnaire date: 2021-10-08 words: 1225 flesch: 36 summary: no direct role c. reviewing the website d. supplying resources for learning. The reality of virtual reality at a South African university during the COVID-19 pandemic 14. Offline desktop-based clinical simulations conducted on a traditional computer with a mouse and keyboard may increase: a. interpersonal communication skills b. psychomotor skills used in clinical practice c. critical reasoning skills in health professions d. authentic interprofessional competencies. keywords: accreditation; ajhpe; answers; clinical; concepts; correct; covid-19; cpd; learning; medical; online; pandemic; practice; principles; programme; questionnaires; questions; remote; september; skills; students; teaching; thinking; virtual cache: ajhpe-1183.pdf plain text: ajhpe-1183.txt item: #178 of 573 id: ajhpe-1187 author: None title: ajhpe-1187 date: None words: 766 flesch: 57 summary: Panen tanaman 15-20 hari setelah dehaulming pada kelembaban yang tepat di tanah. Ini adalah tanaman yang ekonomis dan digambarkan sebagai teman orang miskin. keywords: adalah; air; atau; benih; dan; dapat; dari; dengan; digunakan; dilakukan; dua; gunakan; hari; harus; ini; irigasi; jarak; kelembaban; kentang; lempung; minggu; oktober; pada; panen; produksi; sampai; sedang; selama; setelah; tanah; tanaman; tergantung; ukuran; umbi; untuk; waktu; yang cache: ajhpe-1187.htm plain text: ajhpe-1187.txt item: #179 of 573 id: ajhpe-1188 author: Naidu, Claudia; Health and Medical Publishing Group title: Cover date: 2022-01-28 words: 568 flesch: 2 summary: The gap between interest and education M Potter, P Naidu, L Pohl, K Chu 235 The knowledge and attitudes of final-year medical students regarding care of older patients K Naidoo, J van Wyk 240 Nominal group technique review of the emergency care content of the clinical skills module in the undergraduate medical programme at the University of the Free State D T Hagemeister 246 Understanding of clinical reasoning by undergraduate students and clinical educators in health and rehabilitation sciences at a South African University: The implications for teaching practice H Talberg, F Camroodien-Surve, S L Amosun 252 Development of a feedback framework within a mentorship alliance using activity theory A G Mubuuke, I G Munabi, S N Mbalinda, D Kateete, R B Opoka, R N Chalo, S Kiguli 259 A comparative analysis and evaluation of the naturopathic curriculum in South Africa W Ericksen-Pereira, N V Roman, R Swart 264 Teaching about disability and food security in the School of Health Sciences, University of KwaZulu- Natal, South Africa H E Lister, K Mostert, M Pillay 270 Nursing students’ perceptions regarding feedback from their educators in a selected higher education institution in KwaZulu-Natal, South Africa L M Rathobei, M B Dube CPD questionnaire Tel. 021 532 1281 Please submit letters and articles for publication online at www.editorialmanager.com/ajhpe EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town GUEST EDITORS Champion Nyoni University of the Free State Werner Cordier University of Pretoria INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Gonzaga Mubuuke Makerere University Anthea Rhoda University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria GENERAL MANAGER Dr Vusumusi Nhlapho EXECUTIVE EDITOR Bridget Farham HEAD OF PUBLISHING Diane Smith keywords: african; cape; clinical; editors; education; health; kwazulu; medical; natal; perceptions; pretoria; programme; research; south; students; teaching; town; undergraduate; university; van cache: ajhpe-1188.pdf plain text: ajhpe-1188.txt item: #180 of 573 id: ajhpe-1189 author: Naidu, Claudia; Health and Medical Publishing Group title: Contents date: 2022-01-28 words: 568 flesch: 2 summary: The gap between interest and education M Potter, P Naidu, L Pohl, K Chu 235 The knowledge and attitudes of final-year medical students regarding care of older patients K Naidoo, J van Wyk 240 Nominal group technique review of the emergency care content of the clinical skills module in the undergraduate medical programme at the University of the Free State D T Hagemeister 246 Understanding of clinical reasoning by undergraduate students and clinical educators in health and rehabilitation sciences at a South African University: The implications for teaching practice H Talberg, F Camroodien-Surve, S L Amosun 252 Development of a feedback framework within a mentorship alliance using activity theory A G Mubuuke, I G Munabi, S N Mbalinda, D Kateete, R B Opoka, R N Chalo, S Kiguli 259 A comparative analysis and evaluation of the naturopathic curriculum in South Africa W Ericksen-Pereira, N V Roman, R Swart 264 Teaching about disability and food security in the School of Health Sciences, University of KwaZulu- Natal, South Africa H E Lister, K Mostert, M Pillay 270 Nursing students’ perceptions regarding feedback from their educators in a selected higher education institution in KwaZulu-Natal, South Africa L M Rathobei, M B Dube CPD questionnaire Tel. 021 532 1281 Please submit letters and articles for publication online at www.editorialmanager.com/ajhpe EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town GUEST EDITORS Champion Nyoni University of the Free State Werner Cordier University of Pretoria INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Gonzaga Mubuuke Makerere University Anthea Rhoda University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria GENERAL MANAGER Dr Vusumusi Nhlapho EXECUTIVE EDITOR Bridget Farham HEAD OF PUBLISHING Diane Smith keywords: african; cape; clinical; editors; education; health; kwazulu; medical; natal; perceptions; pretoria; programme; research; south; students; teaching; town; undergraduate; university; van cache: ajhpe-1189.pdf plain text: ajhpe-1189.txt item: #181 of 573 id: ajhpe-119 author: Mthembu, Sindisiwe Zamandosi; SAAHE title: Introducing Case-Based Learning in Decentralised Nursing Programme date: 2011-06-17 words: 923 flesch: 46 summary: Participants completed a pre- and post-module questionnaire on their knowledge of PHC and their per- ceptions of integrating PHC principles in their own clinical practice and teaching. However, integration of PHC in clinical teaching remains limited at the secondary and tertiary levels of care. keywords: approach; care; case; clinical; health; learning; levels; module; nursing; participants; phc; principles; programme; service; teaching cache: ajhpe-119.pdf plain text: ajhpe-119.txt item: #182 of 573 id: ajhpe-1191 author: Naidu, Claudia; Health and Medical Publishing Group title: CPD date: 2022-01-28 words: 978 flesch: 44 summary: The definition of student feedback is a response in which information regarding previous performance is used to provide the facilitator’s positive views, suggestions and guidance on students’ work, according to: a. Hughes and Quinn b. 5. Despite student perceptions of receiving an adequate level of teaching in geriatrics, they displayed a minimal level of knowledge. keywords: ajhpe; answers; clinical; correct; cpd; december; feedback; health; medical; practice; programme; south; students; teaching cache: ajhpe-1191.pdf plain text: ajhpe-1191.txt item: #183 of 573 id: ajhpe-1192 author: Govender, L; Division of Anatomical Pathology, Faculty of Health Sciences, University of Cape Town, South Africa; Geitner, J; Pathology Learning Centre, Division of Anatomical Pathology, Faculty of Health Sciences, University of Cape Town, South Africa; Tyam, N; Multilingualism Education Project, Centre for Higher Education Development, University of Cape Town, South Africa; Botha, F C J; PathCare Laboratories, George, South Africa; Yeats, J; Pathology Learning Centre, Division of Anatomical Pathology, Faculty of Health Sciences, University of Cape Town, South Africa title: Pathology Lexicon A-Z: A multilingual glossary app date: 2022-01-28 words: 1030 flesch: 50 summary: It contains an expanding alphabetical list of descriptive terms. App sustainability has been conceived in terms of ongoing refinements to isiXhosa translations, through review by an isiXhosa first-language pathologist now on staff. keywords: africa; app; cape; development; english; health; isixhosa; language; learning; lexicon; mobile; pathlex; pathology; sciences; south; students; teaching; terminology; terms; town; university cache: ajhpe-1192.pdf plain text: ajhpe-1192.txt item: #184 of 573 id: ajhpe-1193 author: Ramafikeng, M C; Division of Occupational Therapy, Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, South Africa title: Features of the research proposal genre made easy for undergraduate occupational therapy students date: 2022-01-28 words: 693 flesch: 40 summary: 2. Imafuku R, Saiki T, Kawakami C, Suzuki Y. How do students’ perceptions of research and approaches to learning change in undergraduate research? Focus of research 2. keywords: author; features; group; introduction; occupational; problem; process; proposal; question; research; south; students; task; therapy cache: ajhpe-1193.pdf plain text: ajhpe-1193.txt item: #185 of 573 id: ajhpe-1195 author: Spies, R; Department of Medicine, Faculty of Health Sciences, University of Cape Town, South Africa; Lee, H; Department of Medicine, Faculty of Health Sciences, University of Cape Town, South Africa; Esack, I; Department of Medicine, Faculty of Health Sciences, University of Cape Town, South Africa; Hollamby, R; Department of Medicine, Faculty of Health Sciences, University of Cape Town, South Africa; Viljoen, C; Division of Cardiology, Department of Medicine, Faculty of Health Sciences, University of Cape Town, South Africa title: Learn-teach-learn: Evaluating a South African near-peer teaching programme date: 2022-01-28 words: 2519 flesch: 53 summary: December 2021, Vol. 13, No. 4 AJHPE 215 Short Report Near-peer teaching (NPT) is an education modality in which a more senior student provides teaching to junior students within the same curriculum.[1] Previous studies have demonstrated the benefits of NPT programmes, with student learners (SLs)  reporting subjectively improved confidence, knowledge and skills following NPT interventions.[2] Near-peer tutors (NTs) also report benefits from involvement in NPT programmes, attributing these to the reinforcement of previously learnt concepts and improved time management, leadership and teaching skills.[3] Teaching is a key competency for undergraduate students identified by the Medical and Dental Professions Board of the Health Professions Council of South Africa (SA).[4] However, opportunities to formally develop teaching skills are rare in undergraduate medical training, despite the expectation for junior doctors, registrars and consultants to ultimately fulfil teaching roles. NPT programmes may offer students an opportunity to better prepare for these roles. keywords: africa; baseline; cape; clinical; completion; confidence; curriculum; data; health; improved; improvement; knowledge; learners; level; mcq; mean; measure; medical; near; npt; overall; participants; peer; programme; scores; sls; south; students; study; teaching; town; traditional; tutors; year cache: ajhpe-1195.pdf plain text: ajhpe-1195.txt item: #186 of 573 id: ajhpe-1198 author: Potter, M; Livingstone Hospital, Gqeberha, South Africa; Naidu, P; Centre for Global Surgery, Department of Global Health, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Pohl, L; Department of Surgery, Faculty of Health Sciences, University of Cape Town, South Africa; Chu, K; Centre for Global Surgery, Department of Global Health, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town; and Department of Surgery, Faculty of Health Sciences, University of Cape Town, South Africa title: Medical students’ perceptions of global health at the University of Cape Town, South Africa: The gap between interest and education date: 2022-01-28 words: 5025 flesch: 49 summary: UCT medical students are interested in global health careers, but lack formalised GHE or global surgery education during their medical studies to support and encourage integrating global health into their future careers. Global health perceptions among UCT medical students Current career interest n (%) Surgical field 107 (44) Surgery (any)  80 (33) Obstetrics 24 (10) Anaesthetics 3 (1) Non-surgical field 138 (56) Internal medicine (any) 58 (24) Public health 21 (9) Emergency medicine 18 (7) Psychiatry 15 (6) Paediatrics 14 (6) Family medicine 4 (2) Unspecified 9 (2) Interest in career in global health Yes 213 (87) Received global health teaching keywords: access; africa; ajhpe; analysis; aware; cape; career; childhood; clinical; competencies; contribution; countries; country; cugh; curriculum; data; december; domains; education; equity; faculty; field; fig; formal; future; ghe; global; global health; health; healthcare; income; interest; international; knowledge; lack; lancet; limited; majority; medical; medicine; middle; participants; perceptions; priority; public; questions; ref; research; respondents; rural; school; setting; significant; south; specialties; specific; students; study; surgery; surgical; survey; system; table; town; training; uct; university; vol; years cache: ajhpe-1198.pdf plain text: ajhpe-1198.txt item: #187 of 573 id: ajhpe-120 author: Frith, Vera; UCT; Gunston, Geney; UCT title: Towards Understanding the Quantitative Literacy Demands of a First-year Medical Curriculum date: 2011-06-17 words: 3996 flesch: 36 summary: The understanding of textual materials does not require the full range of QL competencies demanded by the curriculum, which also includes more active tasks, such as practical activities, which students complete both individually and collaboratively. In countries like South Africa, where broadened access is a prior- ity and students begin their study of medicine immediately after leaving secondary school, there is a need for curriculum changes that reduce the ‘articulation gap’8 which exists in many cases between the QL demands of curricula and the students’ QL competencies. keywords: ability; activities; analysis; biochemistry; biology; change; competencies; context; conventions; course; curriculum; data; demands; diagrams; different; dimension; disciplines; education; example; fig; framework; graphical; health; higher; human; information; learning; literacy; materials; mathematical; meaning; medical; need; numeracy; practice; ql demands; quantitative; range; reasoning; relationships; representations; statistical; structure; students; study; terms; understanding; use cache: ajhpe-120.pdf plain text: ajhpe-120.txt item: #188 of 573 id: ajhpe-1200 author: Naidoo, K; Department of Family Medicine, School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa; van Wyk, J; Discipline of Clinical and Professional Practice, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: The knowledge and attitudes of final-year medical students regarding care of older patients date: 2022-01-28 words: 4174 flesch: 50 summary: Objectives Our objectives were: • to evaluate medical student knowledge of medical care for elderly patients • to evaluate medical student attitudes towards care for elderly patients • to investigate factors influencing student knowledge of and attitudes towards caring for elderly patients. Longitudinal assessment of medical student attitudes toward older people. keywords: adults; africa; age; aged; ageing; assessment; attitudes; care; communication; community; curriculum; data; education; elderly; elderly patients; exposure; factors; final; geriatric; geriatric knowledge; graduates; health; interest; knowledge; kwazulu; learning; mean; medical; medical students; natal; negative; older; patients; people; poor; positive; quality; research; responses; scale; scores; skills; south; students; studies; study; teaching; training; ukzn; university; years; younger cache: ajhpe-1200.pdf plain text: ajhpe-1200.txt item: #189 of 573 id: ajhpe-1201 author: Hagemeister, T; Department of Family Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Nominal group technique review of the emergency care content of the clinical skills module in the undergraduate medical programme at the University of the Free State date: 2022-01-28 words: 4761 flesch: 45 summary: The effects of flipped learning for bystander cardiopulmonary resuscitation on undergraduate medical students. Medical students at the University of the Free State have an emergency care block in their third year. keywords: academic; additional; ajhpe; assessment; care; clinical; clinicians; content; current; curriculum; december; education; emergency; ems; equipment; evaluation; experts; exposure; family; fifth; group; health; ideas; learning; lecturers; life; medical; medical students; medicine; module; ngt; ngts; nominal; outcomes; panel; participants; practical; process; programme; question; rank; research; resources; responses; results; round; score; second; sessions; simulation; skills; specific; staff; statement; structured; students; study; suggestions; support; table; teaching; technical; technique; time; training; ufs; undergraduate; university; use; videos; vol; year; year students cache: ajhpe-1201.pdf plain text: ajhpe-1201.txt item: #190 of 573 id: ajhpe-1202 author: Talberg, H; Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, South Africa; Camroodien-Surve, F; Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, South Africa; Amosun, S L; Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, South Africa title: Understanding of clinical reasoning by undergraduate students and clinical educators in health and rehabilitation sciences at a South African University: The implications for teaching practice date: 2022-01-28 words: 5336 flesch: 48 summary: CEs are also challenged when facilitating students’ learning in these complex clinical contexts, while providing effective service to patients.[2] Skill in clinical reasoning (CR) is necessary to guide students and educators in assessing, assimilating, retrieving and/or discarding components of information that affect patient care.[3,4] Failure to develop CR is considered one of the key reasons for students’ lack of confidence and effectiveness in the clinical area, ultimately influencing their academic success.[5] While the explicit development of CR is a foundation requirement of entry-level practice education,[6] it cannot be assumed to develop in the absence of specific educational strategies.[4] Clinical reasoning (CR) is a skill acquired by students under supervision of clinical educators (CEs) when transitioning from classroom to clinical practice to optimise patient care. keywords: article; audiology; awareness; ces; clinical; clinical reasoning; cr process; cues; data; decision; development; dhrs; differences; different; discussion; education; educators; evidence; experience; facilitation; focus; group; health; information; initial; key; knowledge; learning; making; need; patient; practice; process; professional; programmes; questions; reasoning; research; setting; skills; slp; specific; step; strategies; students; supervision; survey; table; teaching; theoretical; theory; thinking; training; undergraduate; understanding; vol; workshop; year; year students cache: ajhpe-1202.pdf plain text: ajhpe-1202.txt item: #191 of 573 id: ajhpe-1203 author: Mubuuke, A G; School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda; Munabi, I G; School of Biomedical Sciences, College of Health Sciences, Makerere University, Kampala, Uganda; Mbalinda, S N; School of Health Sciences, College of Health Sciences, Makerere University, Kampala, Uganda; Opaka, R B; School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda; Chalo, R N; School of Health Sciences, College of Health Sciences, Makerere University, Kampala, Uganda; Kiguli, S; School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda title: Development of a feedback framework within a mentorship alliance using activity theory date: 2022-01-28 words: 6379 flesch: 48 summary: Student experiences of mentor feedback The student responses from the focus groups generally reflected what was observed from the survey results. The observation that mentor feedback focused heavily on academic issues is seen in the student responses below: ‘As students, we have many issues affecting our studies. keywords: academic; activity; alliance; analysis; aspects; community; data; delivery; development; discussions; experiences; faculty; faculty mentors; feedback; feedback delivery; fig; findings; focus; framework; group; growth; guide; guidelines; health; interactions; interactive; interviews; key; learning; limited; makerere; medical; mentee; mentoring; mentorship; mentorship relationship; need; principles; process; progress; psychosocial; quantitative; questionnaire; relationship; reported; research; responses; results; role; sciences; social; students; study; survey; theory; time; tool; training; understanding; university; vol; year cache: ajhpe-1203.pdf plain text: ajhpe-1203.txt item: #192 of 573 id: ajhpe-1204 author: Ericksen-Pereira, W; School of Natural Medicine, University of the Western Cape, Cape Town, South Africa; Roman, N V; Child and Family Studies, University of the Western Cape, Cape Town, South Africa; Swart, R; Dietetics and Nutrition, University of the Western Cape, Cape Town, South Africa title: A comparative analysis and evaluation of the naturopathic curriculum in South Africa date: 2022-01-28 words: 4815 flesch: 44 summary: Responses to the overall programme Restructure the curriculum: Most of the participants made recommendations for changes to the curriculum so that there is improved scaffolding and ‘integration of subjects in order for naturopathic subjects to be taught earlier as two years is not enough to teach a naturopathic course’ (participant 6). This guideline, as well as subsequent documents,[6] aimed to set standards for training to ensure the safety of the public, create awareness of the different levels of training for naturopaths, to assist governments in regulating and accrediting practitioners and ultimately to promote the integration of naturopathy into the public health system.[1] In 2016, based on the findings of a global survey of naturopathic educational institutions, the World Naturopathic Federation (WNF)[3] established that there is global uniformity in the type of curriculum used in naturopathic training programmes. keywords: africa; basic; cape; clinical; complementary; component; content; course; curriculum; december; degree; development; different; education; graduates; healing; health; hours; important; integration; knowledge; medical; medicine; minimum; natural; naturopathic; necessary; needs; number; nutrition; order; participant; practice; professions; programme; relevance; relevant; research; respondents; responses; review; sciences; skills; south; stage; students; studies; subjects; system; theme; time; training; treatment; understanding; university; vol; wnf; world; year cache: ajhpe-1204.pdf plain text: ajhpe-1204.txt item: #193 of 573 id: ajhpe-1205 author: Lister, H E; Discipline of Public Health, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; and Department of Occupational Therapy, School of Health Care Sciences, University of Pretoria, South Africa; Mostert, K; Department of Physiotherapy, School of Health Care Sciences, University of Pretoria, South Africa; Pillay, M; Discipline of Speech Language Pathology, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; and Speech and Language Therapy, Massey University, Auckland, New Zealand title: Teaching about disability and food security in the School of Health Sciences, University of KwaZulu-Natal, South Africa date: 2022-01-28 words: 4621 flesch: 39 summary: Themes and categories displaying the relationship between the different dimensions of food security and disability Theme Food availability Food access Food utilisation Food stability The relationship between disability and food insecurity is bi-directional Lack of food can cause and influence disability Disability leads to food being inaccessible and conversely, poor access to food can lead to disability Food insecurity can create or worsen the disability, yet food security improves health Lack of food can lead to a disability Disability, poverty and food insecurity are interlinked The food insecurity of persons with disabilities ‘is one of the contributors to poverty’ Poverty leads to lack of food which leads to a disability. The relationships between poverty, food security and disability are bi-directional as one can cause the other.[4-6] For example, poverty results in limited purchasing power for food and limited intake, rendering the individual unable to work, further reducing available income. keywords: access; africa; ajhpe; appropriate; attitudes; availability; available; content; curriculum; data; december; department; different; dimensions; disabilities; disability; economic; educators; factors; food; food security; health; healthcare; individuals; june; knowledge; kwazulu; lack; level; limited; natal; participants; people; persons; poverty; practice; problems; professions; relationship; research; results; school; sciences; security; social; south; stability; students; study; survey; table; teaching; therapy; time; understanding; university; utilisation; vol cache: ajhpe-1205.pdf plain text: ajhpe-1205.txt item: #194 of 573 id: ajhpe-1206 author: Rathobei, L M; Department of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Dube, M B; Department of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Nursing students’ perceptions regarding feedback from their educators in a selected higher education institution in KwaZulu-Natal province, South Africa date: 2022-01-28 words: 4099 flesch: 56 summary: Student feedback has been defined differently by various scholars. According to Taras,[3] provision of quality feedback is widely perceived as a key benchmark of effective teaching, as it is vital in meeting students’ expectations. keywords: ajhpe; assessment; assignment; better; clear; current; data; december; degree; descriptive; design; education; educators; effective; eval; expectations; feedback; findings; health; hei; heis; helpful; higher; information; learning; majority; n=6; need; non; nursing; perceptions; performance; practice; principles; process; quality; questionnaire; relation; research; respondents; results; school; statement; students; study; sure; time; university; vol cache: ajhpe-1206.pdf plain text: ajhpe-1206.txt item: #195 of 573 id: ajhpe-1207 author: Brits, H; Department of Family Medicine, School of Clinical Medicine, University of the Free State, Bloemfontein, South Africa; Joubert, G; Department of Biostatistics, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Bezuidenhout, J; Department of Health Sciences Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; van der Merwe, L; Undergraduate Programme Management, School of Clinical Medicine, University of the Free State, Bloemfontein, South Africa title: Evaluation of assessment marks in the clinical years of an undergraduate medical training programme: Where are we and how can we improve? date: 2022-01-28 words: 6334 flesch: 49 summary: Validity in clinical assessment is usually evaluated using Miller’s assessment framework.[15] Clinical assessments included clinical cases, OSCEs and OSPEs. keywords: agreement; ajhpe; assessment; assessment marks; block; block assessment; cases; clinical; combined; competence; correlation; data; december; decisions; differences; different; discipline; educ; education; end; evaluation; examination; fail; fifth; final; final end; fourth; free; health; high; index; individual; life; long; marks; mcqs; mean; medical; medicine; methods; number; objective; osces; outcome; p<0.01; pass; practical; programme; quality; questions; real; reliability; reproducibility; research; results; retest; sciences; september; south; stakes; standard; state; structured; students; study; surgical; table; test; theoretical; theory; undergraduate; university; use; validity; vol; year; year assessment cache: ajhpe-1207.pdf plain text: ajhpe-1207.txt item: #196 of 573 id: ajhpe-1208 author: Khan, N B; Discipline of Audiology, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Erasmus, T; Discipline of Audiology, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Jali, N; Discipline of Audiology, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Mthiyane, P; Discipline of Audiology, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Ronne, S; Discipline of Audiology, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Is blended learning the way forward? Students’ perceptions and attitudes at a South African university date: 2022-01-28 words: 3165 flesch: 42 summary: Students from urban and rural areas preferred F2F learning to the other methods; however, more students from rural areas indicated this as a preference (statistically significant; p=0.037)  Audiology students had a more positive attitude (mean (standard deviation (SD))  1.94 (0.818))  than SLP students (2.33 (0.645)), and for the former BL was more meaningful than F2F learning, as it incorporated online discussions (statistically significant; p=0.023). keywords: access; african; analysis; approach; areas; attitudes; audiology; blended; challenges; computer; data; education; f2f; forms; health; higher; internet; learning; lecture; limited; material; methods; moodle; online; participants; perceptions; platform; positive; questionnaire; recommendations; research; schools; short; significant; skills; slp; south; students; study; support; system; teaching; technical; technology; test; traditional; ukzn; university; year cache: ajhpe-1208.pdf plain text: ajhpe-1208.txt item: #197 of 573 id: ajhpe-1209 author: Kloppers, M; Division of Occupational Therapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Bardien, F; Division of Speech, Language and Hearing Therapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Titus, A; Division of Physiotherapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Bester, J; Division of Occupational Therapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Inglis-Jassiem, G; Division of Physiotherapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: The lived experience of health sciences students’ participation in an interprofessional community-based stroke class date: 2022-02-07 words: 4986 flesch: 44 summary: However, there is no evidence on the potential value of an interprofessional approach to community- based stroke intervention on student learning in the clinical training of This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0. Background. There is no evidence on interprofessional education (IPE) community-based interventions on student learning in the health professions. keywords: activity; ajhpe; categories; category; circuit; class; clinical; collaborative; community; delivery; different; education; effects; execution; experience; final; functional; goals; group; health; healthcare; ifcga; interprofessional; interventions; ipe; june; learning; line; members; occupational; opportunities; opportunity; participants; patients; peer; person; physiotherapy; planning; practice; professions; quotations; rehabilitation; research; riding; role; sciences; scope; service; speech; stellenbosch; stroke; students; study; support; table; tandem; team; theme; therapy; time; transcription; undergraduate; value; vol; wheel; working; year cache: ajhpe-1209.pdf plain text: ajhpe-1209.txt item: #198 of 573 id: ajhpe-1210 author: Dreyer, A; Department of Family Medicine and Primary Care, Division of Rural Health, University of the Witwatersrand, Johannesburg, South Africa; Rispel, L C; Department of Family Medicine and Primary Care, Division of Rural Health, University of the Witwatersrand, Johannesburg, South Africa title: Using log diaries to examine the activities of final-year medical students at decentralised training platforms of four South African universities date: 2022-02-18 words: 5004 flesch: 50 summary: We could not find similar studies focusing on medical student activities in other low- and middle-income settings. Development of data collection instrument Following a review of the literature, the 2001 log diary tool of Murray et al.[13] was adapted, as it was available in the public domain, and contained all the possible categories of student activities engaged in when completing  rotations at the DTPs. keywords: activities; activity; africa; ajhpe; analysis; care; clinical; clinical activities; collection; community; daily; data; decentralised; diaries; diary; dtps; educational; electronic; final; general; health; high; ipc; june; learning; log; log diary; low; majority; medical; medical students; participation; period; phc; practice; principal; proportion; rating; research; rotation; rural; skills; smu; south; students; studies; study; teaching; time; training; transformation; ukzn; undergraduate; universities; university; value; vol; voluntary; wits; witwatersrand; wsu; year; year medical cache: ajhpe-1210.pdf plain text: ajhpe-1210.txt item: #199 of 573 id: ajhpe-1211 author: Ally, F; Department of Basic Medical Sciences, Faculty of Health Sciences, Durban University of Technology, South Africa; Pillay, J D; Department of Basic Medical Sciences, Faculty of Health Sciences, Durban University of Technology, South Africa; Govender, N; Department of Basic Medical Sciences, Faculty of Health Sciences, Durban University of Technology, South Africa title: Teaching and learning considerations during the COVID-19 pandemic: Supporting multimodal student learning preferences date: 2022-02-22 words: 3533 flesch: 42 summary: Furthermore, ERT, which has caused a gap in supporting this integrated approach to T&L, requires careful consideration to continue supporting and enhancing ongoing student engagement against the backdrop of student learning preferences. For example, a study conducted by Peter et al.[26] substantiates the integration of digitised learning with VARK learning preferences, advocating the use of online resources aligned with learning categories, to improve ongoing student engagement and increase the efficiency of online learning.[26] Our observations suggest that traditional T&L strategies support visual and aural learners. keywords: academics; approaches; asynchronous; aural; category; challenges; combination; content; covid‑19; curriculum; data; delivery; discussion; educ; education; emergency; engagement; ert; faculty; fig; health; higher; kinaesthetic; learners; learning; learning preferences; medical; modes; modifications; multimodal; online; powerpoint; practical; preferences; preferred; presentations; questionnaire; read; remote; research; resources; results; sciences; sessions; strategies; students; study; style; t&l; table; teaching; technology; traditional; undergraduate; understanding; unimodal; use; vark; virtual; visual; write cache: ajhpe-1211.pdf plain text: ajhpe-1211.txt item: #200 of 573 id: ajhpe-1213 author: Nyoni, CN; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Fichardt, A E; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Botma, Y; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: An innovative educational strategy for learning and teaching clinical skills during the COVID-19 pandemic date: 2022-02-24 words: 3656 flesch: 54 summary: The innovative education strategy: Clinical skills boot camps Underpinned by the theory of deliberate practice,[4] the School of Nursing adopted boot camps after the hard lockdown as an innovative educational strategy to enhance the learning and teaching of clinical skills during the COVID-19 pandemic. Shorter but more frequent boot camps 4 (1.83) Reduce the workload 3 (1.38) Arrange more boot camps to practise 5 (2.29) Make videos/audios available after boot camps 2 (0.92) keywords: analysis; assessment; boot; boot camps; camps; clinical; clinical skills; covid-19; covid-19 pandemic; data; deliberate; educational; educators; end; evaluation; group; health; innovative; learning; level; methods; module; number; nursing; osce; outcomes; pandemic; participant; practice; quantitative; research; school; simulation; skills; strategies; strategy; students; study; summative; table; teaching; time; undergraduate; vol; year cache: ajhpe-1213.pdf plain text: ajhpe-1213.txt item: #201 of 573 id: ajhpe-1215 author: Mogodi, M S; Department of Medical Education, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Griffiths, D; Division of Studies in Education, Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa; Molwantwa, M C; Department of Medical Education, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Kabaetse, M B; Department of Medical Education, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Tarpley, M; Department of Medical Education, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Prozesky, D R; Department of Medical Education, Faculty of Medicine, University of Botswana, Gaborone, Botswana title: Justice as fairness in preparing for emergency remote teaching: A case from Botswana date: 2022-03-03 words: 4430 flesch: 47 summary: ERT has been used as the ‘least-worst option’ to school closure,[1] ensuring that student learning continues and the academic year is not entirely lost to the pandemic. Although Botswana has a high penetration of cellular phones,[15] internet access is relatively expensive and not commonly used, especially non-cellular high- speed internet.[9] Study population and sampling All 289 undergraduate medical students and the 84 medical teaching staff were included in the study. keywords: access; ajhpe; appropriate; assessment; availability; available; botswana; bundles; challenges; covid-19; data; devices; digital; divide; e.g.; education; email; emergency; equal; equity; ert; face; faculty; fairness; findings; forms; health; high; home; inequalities; institutions; instruments; internet; justice; lack; learning; march; material; medical; medicine; microsoft; mobile; needs; office; online; pandemic; programmes; rawls; remote; research; response; skills; social; speed; staff; students; study; support; surveys; table; teaching; technological; technology; university; use; vol; whatsapp; wifi cache: ajhpe-1215.pdf plain text: ajhpe-1215.txt item: #202 of 573 id: ajhpe-1218 author: Cupido, M; Department of Maxillofacial and Oral Surgery, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Gordon, N; Department of Oral Hygiene, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Behardien, N; Department of Maxillofacial and Oral Surgery, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa title: Module evaluation for emergency remote teaching: An oral hygiene case study during the COVID-19 pandemic date: 2022-03-18 words: 7160 flesch: 46 summary: Core concept 2: Student contextual factors affecting teaching and learning Contextual factors that impacted positively and negatively on student learning are presented below. There were marked differences in factors impacting negatively on student learning, except poor connectivity, which was common to both. keywords: academic; access; affordances; ajhpe; aligned; analysis; assessments; cape; challenges; cim; clinical; community; competence; concept; concern; contact; content; contextual; core; covid-19; curriculum; data; dental; design; discussion; diverse; education; emergency; environment; erte; evaluation; experiences; factors; faculty; family; feedback; focus; food; framework; group; health; hygiene; indicators; learning; lecturers; lockdown; los200; march; methods; module; new; ohp213; online; oral; outcomes; pandemic; pedagogy; period; perspective; platform; practical; programme; questionnaire; reflections; remote; research; resources; results; south; specialist; students; study; support; table; teaching; technology; terms; time; universities; university; views; vol; year cache: ajhpe-1218.pdf plain text: ajhpe-1218.txt item: #203 of 573 id: ajhpe-1219 author: Moodley, R; Discipline of Dentistry, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Singh, S; Discipline of Dentistry, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Moodley, I; Discipline of Dentistry, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Undergraduate dental students’ perspectives on teaching and learning during the COVID-19 pandemic: Results from an online survey conducted at a South African university using a mixed-methods approach date: 2022-03-18 words: 5849 flesch: 52 summary: The major themes emerging from data analysis were related to external (environmental challenges) and internal barriers (students’ coping skills) to online student learning. With SA into the second and the third wave in March/April 2021, online learning needed to continue. keywords: ajhpe; analysis; approach; attitudes; barriers; better; blended; challenges; classroom; clinical; connectivity; contact; covid-19; curriculum; data; dental; dentistry; disagree; education; environment; face; health; home; interaction; knowledge; learning; lectures; majority; march; methods; need; online; online learning; pandemic; participants; platform; practices; programme; qualitative; questions; research; respondents; responses; results; second; self; skills; social; students; study; support; survey; table; teacher; teaching; themes; training; undergraduate; university; unsure; vol; year; year students cache: ajhpe-1219.pdf plain text: ajhpe-1219.txt item: #204 of 573 id: ajhpe-122 author: Tillemans, Siobhan; HMPG title: Cover date: 2011-06-17 words: 13 flesch: 76 summary: ISSN 0256-9574 African Journal of Health Professions Education 2011, Vol.3 No.1 AJHPE keywords: ajhpe cache: ajhpe-122.pdf plain text: ajhpe-122.txt item: #205 of 573 id: ajhpe-1220 author: Meyer, C; School of Clinical Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Barrett, C; School of Clinical Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Joubert, G; Department of Biostatistics, School of Biomedical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Mofolo, N; School of Clinical Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: The effect of the initial months of the COVID-19 national lockdown on MMed training activities at the University of the Free State, South Africa date: 2022-03-18 words: 7972 flesch: 49 summary: Slightly more than half of the respondents (51.3%) reported that they were part of a COVID-19 task team or involved in COVID-19 clinical work. The vast majority of respondents (74.6%) reported anxiety when nominated to a COVID-19 task team or when performing COVID-19 clinical work, although only 30.1% reported having direct contact with COVID-19 patients in the clinical environment. keywords: ability; academic; activities; affected; africa; ajhpe; analysis; anxiety; assessment; burnout; challenges; clinical; cmsa; coronavirus; covid-19; covid-19 lockdown; data; day; department; depression; disease; disorder; education; effect; environment; face; factors; faculty; feedback; final; free; frontline; health; healthcare; hospital; impact; initial; learning; level; lockdown; logbook; march; medical; medicine; meetings; methodology; milestones; mmed; module; months; n=115; national; number; october; p<0.01; pandemic; pathology; patients; postgraduate; prepared; programme; progress; psychiatric; questionnaire; registrars; reported; requirements; research; residency; respondents; responses; rounds; school; sciences; self; south; specialist; state; stress; students; study; supervisor; support; survey; symptoms; table; task; team; time; training; ufs; university; vol; wellness; work; workers; working; workload; worsening cache: ajhpe-1220.pdf plain text: ajhpe-1220.txt item: #206 of 573 id: ajhpe-1221 author: Fani, Gertrude; HMPG title: CPD date: 2022-03-18 words: 585 flesch: 52 summary: An innovative educational strategy for learning and teaching clinical skills during the COVID-19 pandemic 2. Some of the challenges noted by the educators with respect to the bootcamps included: a. unprepared students b. tired students c. overwhelmed students d. disinterested students. most students could easily remember their email password d. most students had study material at home. keywords: answer; correct; covid-19; cpd; face; learning; students; study; teaching cache: ajhpe-1221.pdf plain text: ajhpe-1221.txt item: #207 of 573 id: ajhpe-1222 author: Fani, Gertrude; HMPG title: Cover date: 2022-03-18 words: 6 flesch: 116 summary: March 2022, Vol. 14, No. 1 keywords: march cache: ajhpe-1222.pdf plain text: ajhpe-1222.txt item: #208 of 573 id: ajhpe-1223 author: Fani, Gertrude; HMPG title: Contents date: 2022-03-18 words: 384 flesch: 4 summary: Tel. 021 532 1281 Please submit letters and articles for publication online at www.editorialmanager.com/ajhpe EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Champion Nyoni University of the Free State Werner Cordier University of Pretoria Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Gonzaga Mubuuke Makerere University Anthea Rhoda University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria GENERAL MANAGER Dr Vusumusi Nhlapho EXECUTIVE EDITOR Bridget Farham HEAD OF PUBLISHING Diane Smith AJHPE African Journal of Health Professions Education March 2022, Vol. 14, No. 1 AJHPE is published by the South African Medical Association HEAD OFFICE: Block F, Castle Walk Corporate Park, Nossob Street, Erasmuskloof Ext. 3, Pretoria, 0181 EDITORIAL OFFICE: keywords: african; ajhpe; cape; covid-19; editorial; editors; free; head; learning; office; online; pandemic; pretoria; state; teaching; tel; university; van cache: ajhpe-1223.pdf plain text: ajhpe-1223.txt item: #209 of 573 id: ajhpe-1224 author: Steyn, R; Graduate School of Business Leadership, University of South Africa, Pretoria, South Africa; Subramaney, U; Department of Psychiatry, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Idemudia, E S; Faculty of Humanities, North-West University, Potchefstroom, South Africa; Becker, J; Department of Industrial Psychology, Faculty of Economic and Management Sciences, University of the Western Cape, Cape Town, South Africa title: Ethical dilemmas in projectivised multisite research date: 2022-04-20 words: 1403 flesch: 33 summary: (v) Data pooling forms an integral part of multisite research projects. Six prominent ethical dilemmas specific to projectivised research were identified: (i) keywords: africa; approach; authority; authorship; collaborators; data; department; dilemmas; ethical; faculty; health; irbs; multisite; phd; postgraduate; projects; research; south; strategy; students; studies; study; university cache: ajhpe-1224.pdf plain text: ajhpe-1224.txt item: #210 of 573 id: ajhpe-1226 author: Moxley, K; Centre for Health Professions Education; and Research Development and Support Office, Faculty of Medicine and Health Sciences, Stellenbosch University, Bellville, South Africa title: The development of research competence among specialist registrars in South Africa: Challenges and opportunities for research education and capacity development date: 2022-04-20 words: 4546 flesch: 36 summary: Because the HPCSA is not a training body, it is ultimately incumbent upon the universities to interpret these requirements, provide MMed research training and supervision, manage assessment, and ensure the acquisition of research competence among trainees.[15] In general, and much like specialist training before 2010, there appears to be no uniform teaching and learning strategy for MMed research between institutions and disciplines. It is perhaps unlikely that MMed research will contribute to a critical mass of clinical researchers because only very few specialists will enter research careers after graduating. keywords: ability; africa; ajhpe; aldous; candidates; capacity; challenges; clinical; competence; completion; component; council; critical; current; curriculum; development; dissertation; education; evidence; experience; form; frank; health; healthcare; higher; hpcsa; institutions; knowledge; learning; limited; literature; mandatory; master; medical; medicine; mmed; model; need; outcomes; postgraduate; process; programme; project; recent; registration; requirement; research; review; role; rout; scholarly; schools; south; specialist; strategies; successful; supervision; supervisors; support; teaching; time; trainees; training; unique; vol cache: ajhpe-1226.pdf plain text: ajhpe-1226.txt item: #211 of 573 id: ajhpe-1227 author: van der Merwe, A; Department of Physiotherapy, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Barnes, R Y; Department of Physiotherapy, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Labuschagne, M J; Clinical Simulation and Skills Unit, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: How to plan for simulation integration into undergraduate physiotherapy training date: 2022-04-20 words: 4794 flesch: 35 summary: integration.[16] A systematic review performed by the principal researcher (AvdM) revealed few frameworks for healthcare simulation integration, published only in developed countries, between January 2005 and December 2017. Cheng A, Eppich W, Sawye T, Grant V. Debriefing: The state of the art and science in healthcare simulation. keywords: africa; article; assessment; authors; available; challenges; clinical; conceptual; consensus; content; curriculum; data; debriefing; deliberate; delphi; design; development; education; educator; essential; experts; feedback; formative; framework; free; healthcare; impact; inclusion; integration; international; learning; mastery; medical; members; methods; national; needs; outcomes; panel; panel members; peer; phd; physiotherapy; planning; practice; programme; reflection; research; resources; results; role; round; sbles; self; september; simulation; skills; societal; south; specific; stability; statements; student; study; summative; survey; time; training; undergraduate; university; use; useful cache: ajhpe-1227.pdf plain text: ajhpe-1227.txt item: #212 of 573 id: ajhpe-1228 author: Hendricks, A; Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, South Africa; Hartman, N; Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, South Africa; Olckers, L; School of Public Health and Family Medicine, Faculty of Health Sciences, University of Cape Town, South Africa title: A journey through interprofessional education: Students’ perspectives of teamwork in a transforming curriculum date: 2022-06-09 words: 4947 flesch: 50 summary: By engaging with the ‘Students’ teamwork heuristic’, a learning tool co-developed by BHP students, students may be empowered to negotiate and forge their own patterns of team interactions. Students were included in the initial design process of BP and BHP, signalling a promise of transformation.[11] An intended outcome of this study was to generate a student-centred contribution to the future design and delivery of BHP, and more broadly, to 76 June 2022, Vol. 14, No. 2 AJHPE Research involve students in the contemporary curriculum change discourse at UCT FHS. keywords: ajhpe; analysis; assessment; bhp; cape; common; communication; contact; context; course; curriculum; data; design; different; discussion; education; end; experiences; fig; findings; group; health; healthcare; heuristic; interprofessional; ipe; june; leadership; learning; members; methods; participants; parts; perceptions; perspectives; practice; presentation; process; professions; programme; purpose; questions; research; role; sciences; shared; students; study; teams; teamwork; teamworking; theory; thing; town; transformation; trust; uct; university; vol; year cache: ajhpe-1228.pdf plain text: ajhpe-1228.txt item: #213 of 573 id: ajhpe-1229 author: Ingratta, AM; Department of Internal Medicine, Helen Joseph Hospital, Johannesburg, South Africa; Mabizela, SE; Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; George, AZ; Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Green-Thompson, L; Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa title: Undergraduate medical students’ readiness for online learning at a South African university: Implications for decentralised training date: 2022-06-09 words: 5610 flesch: 52 summary: Respondents’ preference for a combination of online and face-to-face teaching is similar to other studies’ findings that medical students still attribute greater value to face-to-face learning, and regard online learning instead as a useful supplement to, but not a replacement for, face- to-face teaching.[9,28] A blended learning approach could be more appropriate in the SA context; Bagarukayo and Kalema[29] found that SA student populations within and between institutions had variable baseline ICT skill sets and learning preferences, which a blended approach could mitigate. The maldistribution of healthcare practitioners has been referred to as ‘a particularly critical issue’.[6] A model of decentralised training for the SA context developed at a workshop held in 2015 involving the country’s nine medical schools identified  the availability of information and communications technology (ICT) as one of five critical factors for successful decentralised training.[7] The  benefits of online learning have located ICTs in the mainstream of medical curricula,[8] where it is at least as effective as traditional lecture-based learning in terms of knowledge and skills gained.[9] keywords: access; africa; ajhpe; analysis; approach; areas; attitudes; barriers; clinical; countries; country; critical; data; decentralised; devices; df=2; digital; education; face; fig; final; findings; health; higher; ict; income; internet; johannesburg; june; learning; lectures; low; mbbch; mean; medical; middle; mobile; n=364; national; online; online learning; ownership; paper; potential; preferred; rank; rate; readiness; remote; research; resources; respondents; response; review; rural; sample; significant; smartphone; socioeconomic; south; students; study; success; survey; system; table; teaching; technology; training; undergraduate; university; usage; use; useful; vol; wifi; wits; witwatersrand; world; year cache: ajhpe-1229.pdf plain text: ajhpe-1229.txt item: #214 of 573 id: ajhpe-123 author: Maree, Marijke; HMPG title: Contents date: 2011-06-17 words: 345 flesch: 30 summary: E-mail: publishing@hmpg.co.za Contents EDITORIAL Setting standards in health sciences education – a wake-up call Scarpa Schoeman 2 ARTICLES Discourse of final-year medical students during clinical case representations H Botha, GI van Schalkwyk, J Bezuidenhout, SC van Schalkwyk 3 Identifying strategies to improve research publication output in health and rehabilitation sciences: a review of the literature JM Frantz, SL Amosun 7 Effects on quality of care and health care worker satisfaction of language training for health care workers in South Africa Michael E Levin 11 Challenges and opportunities related to postgraduate evidence-based practice module using blended learning JM Frantz, S Himalowa, W Karuguti, A Kumurenzi, D Mulenga, M Sakala 15 Towards understanding the quantitative literacy demands of a first-year medical curriculum Vera Frith, Geney Gunston 19 ABSTRACTS Southern African FAIMER Regional Institute (SAFRI) AJHPE African Journal of Health Professions Education June 2011, Vol. 3 No. 1 EDITOR VANESSA BURCH DEPUTY EDITOR JUANITA BEZUIDENHOUT EDITORIAL BOARD ADRI BEYLEFELD, University of the free state JUANITA BEZUIDENHOUT, stellenbosch University VANESSA BURCH, University of cape town ENOCH N KWIZERA, walter sisUlU University PATRICIA MCINERNEY, University of the witwatersrand JACQUELINE VAN WYK, University of KwaZUlU-natal HMPG Editor DANIEL J NCAYIYANA Managing Editor J P DE V VAN NIEKERK Assistant Editor EMMA BUCHANAN Technical Editors MARIJKE MAREE ROBERT MATZDORFF keywords: ajhpe; bezuidenhout; board; cape; care; editor; group; health; medical; publishing; robert; town; university; van cache: ajhpe-123.pdf plain text: ajhpe-123.txt item: #215 of 573 id: ajhpe-1230 author: van der Merwe, A; Department of Physiotherapy, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Barnes, RY; Department of Physiotherapy, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Labuschagne, MY; Clinical Simulation and Skills Unit, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: How to plan for simulation integration into undergraduate physiotherapy training date: 2022-06-09 words: 4766 flesch: 37 summary: integration.[16] A systematic review performed by the principal researcher (AvdM) revealed few frameworks for healthcare simulation integration, published only in developed countries, between January 2005 and December 2017. Cheng A, Eppich W, Sawye T, Grant V. Debriefing: The state of the art and science in healthcare simulation. keywords: africa; article; assessment; authors; available; challenges; clinical; conceptual; consensus; content; curriculum; data; debriefing; deliberate; delphi; design; development; education; educator; essential; experts; feedback; formative; framework; free; healthcare; impact; inclusion; integration; international; learning; mastery; medical; members; methods; national; needs; outcomes; panel; panel members; peer; phd; physiotherapy; planning; practice; programme; reflection; research; resources; results; role; round; sbles; self; september; simulation; skills; societal; south; specific; stability; statements; student; study; summative; survey; time; training; undergraduate; university; use; useful cache: ajhpe-1230.pdf plain text: ajhpe-1230.txt item: #216 of 573 id: ajhpe-1232 author: Fani, Gertrude; HMPG title: Contents date: 2022-07-19 words: 478 flesch: 1 summary: Tel. 021 532 1281 Please submit letters and articles for publication online at www.editorialmanager.com/ajhpe EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Pretoria Werner Cordier University of Pretoria Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Gonzaga Mubuuke Makerere University Champion Nyoni University of the Free State Anthea Rhoda University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria CEO Dr Vusumusi Nhlapho EXECUTIVE EDITOR Bridget Farham HEAD OF DEPARTMENT: EDUCATION &PUBLISHING Diane Smith AJHPE African Journal of Health Professions Education June 2022, Vol. 14, No. 2 AJHPE is published by the South African Medical Association HEAD OFFICE: Block F, Castle Walk Corporate Park, Nossob Street, Erasmuskloof Ext. 3, Pretoria, 0181 EDITORIAL OFFICE: keywords: african; ajhpe; cape; editorial; education; head; health; medical; natal; office; online; pretoria; professions; research; south; students; tel; training; university; van cache: ajhpe-1232.pdf plain text: ajhpe-1232.txt item: #217 of 573 id: ajhpe-1233 author: Fani, Gertrude; HMPG title: CPD date: 2022-07-19 words: 600 flesch: 43 summary: The study found that: a. most students were willing to use data that they had purchased to access the internet for learning. b. most students used their devices where they lived. keywords: answer; correct; cpd; education; experiences; learning; question; research; south; students cache: ajhpe-1233.pdf plain text: ajhpe-1233.txt item: #218 of 573 id: ajhpe-1234 author: Botha, R; Office of Community-based Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Joubert, A; Office of Community-based Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Morgan, H; Office of Community-based Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Wilmot, M; Office of Community-based Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Relational experiences of community members participating in a rural health initiative with interprofessional students date: 2022-07-19 words: 4913 flesch: 44 summary: The aim of these sessions is to facilitate collaboration between community members diagnosed with diabetes mellitus and health professions IPE student groups (dietetic, occupational therapy, physiotherapy, medicine, nursing and optometry students). Relational vitality refers to feelings of positive stimulation by others and a heightened sense of positive energy.[7] Subjective relational experiences can lead to higher levels of self-efficacy; it can facilitate engagement and innovation, as individuals exhibit particular behaviours when they are cognitively vigilant and emotionally connected to others.[10] Common-interest groups that actively involve community members as partners in their own health and have a transformative effect on those communities is a consequence of these commonalities.[11] To facilitate participation by community members from different cultural, socio-economic and political backgrounds, Roos[12] states that they might  communicate their relational experiences better visually. keywords: affirmation; analysis; approach; candle; categories; collaboration; community; community members; data; different; discussion; education; engagement; experiences; feedback; findings; group; health; healthier; high; improved; initiative; input; interprofessional; ipe; june; knowledge; learning; lifestyle; light; literal; meaning; members; method; mmogo; outcomes; participants; positive; presentation; projections; quality; relational; relational experiences; relationship; research; researchers; rural; self; solidarity; students; study; sub; subjective; symbolic; t15; table; theme; transformation; understanding; visual; visual projections cache: ajhpe-1234.pdf plain text: ajhpe-1234.txt item: #219 of 573 id: ajhpe-1235 author: Mtshali, N G; School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Harerimana, A; School of Nursing and Midwifery, College of Healthcare Sciences, James Cook University, Townsville, Australia; Mdunge, V N; KwaZulu-Natal College of Nursing, KwaZulu-Natal Department of Health, Pietermaritzburg, South Africa; Mthembu, S Z; KwaZulu-Natal College of Nursing, KwaZulu-Natal Department of Health, Pietermaritzburg, South Africa title: Postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal Province date: 2022-07-19 words: 9182 flesch: 46 summary: June 2022, Vol. 14, No. 2 AJHPE 89 Research Learning management systems (LMS) are indispensable teaching and learning tools in nursing education,[1-4] and in recent years LMS have become a cornerstone to support online learning, particularly during the COVID-19 pandemic.[5-8] Online learning, particularly the use of LMS, has grown exponentially in the sphere of general education, with information and communication technology (ICT) integrating the active learning principles of reflection, interaction and engagement.[1,9,10] An LMS such as modular object-orientated dynamic learning environment (Moodle) provides a comprehensive educational process through its extensive educational content, control, monitoring and eval uating of knowledge quality,[11] hence improving educational outcomes.[4,12] Using an LMS has major implications for students and institutions, as it provides opportunities to create a well-designed, student-centred, interactive, affordable, efficient and flexible online learning environment.[13,14] Furthermore, LMS helps students to access learning resources and communicate with each other and teachers, both synchronously and asynchronously.[15] Synchronous online learning involves interaction between students and facilitators at a specified time, despite the students and facilitators being in different places. Online learning allows students to reflect upon each message posted, provide an adequate response and participate in a thoughtful manner, which is more considered and reflective than is possible in a face- to-face session.[2,13] Collaboration among students is essential in online learning. keywords: ability; able; access; active; activities; africa; ajhpe; analysis; asynchronous; benefits; challenges; classroom; comments; computer; content; convenience; cost; course; covid-19; data; deep; discussions; education; effort; engagement; environment; experience; face; facilitator; feedback; female; fgd; financial; findings; flexibility; following; good; group; health; help; higher; home; ict; ideas; important; information; institutions; interaction; internet; interviews; issues; june; knowledge; kwazulu; lack; learners; learning; level; lms; management; march; material; module; moodle; motivation; natal; nursing; online; online learning; opportunity; orientation; pandemic; participants; people; perceptions; place; postgraduate; posting; problems; process; qualitative; real; recommendations; reflection; research; resources; response; results; role; self; skills; social; socialisation; south; space; students; study; support; systems; teaching; technical; technological; technology; time; university; use; vol; work; years cache: ajhpe-1235.pdf plain text: ajhpe-1235.txt item: #220 of 573 id: ajhpe-124 author: Fani, Gertrude; HMPG title: CPD date: 2011-06-17 words: 770 flesch: 57 summary: A significant part of service learning is classroom-based lectures 9. True (A) or false (B) – click on the correct answer: Self-reported confidence levels of medical students’ or junior doctors’ ability to perform basic procedures are a reliable benchmark of actual clinical competence. keywords: africa; answer; correct; false; learning; medical; quantitative; south; statements; students; true; university; year cache: ajhpe-124.pdf plain text: ajhpe-124.txt item: #221 of 573 id: ajhpe-128 author: Ezeala, Christian Chinyere; Fiji School of Medicine, Fiji National University title: Skilling-up Medical Laboratory Technologists for Higher Roles in Biomedical Sciences: A needs analysis date: 2011-12-02 words: 2384 flesch: 42 summary: Article 3 December 2011, Vol. 3, No. 2 AJHPE Introduction The educational system for medical laboratory sciences in East Africa, which began about 1960,1 has resulted in the production of a pool of medical laboratory technologists with the responsibility to carry out rou- tine diagnostic laboratory tests in hospitals and health centres. Analysis of the qualitative responses in support of the introduction of the postgraduate diploma programme yielded seven themes, which included manpower scale-up in medical laboratories, production of better-quali- fied and more competent medical laboratory personnel, creation of more opportunities for medical laboratory technologists, improved medical laboratory and health care services, professional development in medical laboratory sciences, more technological development in the biosciences in Uganda, and aligning Uganda with current trends in other countries. keywords: address; africa; biomedical; care; degree; development; diploma; education; health; higher; international; introduction; kampala; laboratory; laboratory sciences; medical; medical laboratory; need; postgraduate; programme; questionnaires; respondents; sciences; services; staff; stakeholders; study; technologists; technology; training; uganda; university cache: ajhpe-128.pdf plain text: ajhpe-128.txt item: #222 of 573 id: ajhpe-129 author: Lovell, Brenda; Canada; Lee, Raymond; University of Manitoba title: Patient-centred continuing professional development for Canadian physicians date: 2012-07-11 words: 3551 flesch: 40 summary: The more years of practice physicians had the less they rated the usefulness of learning about the health beliefs of patients and patient expectations about how physicians should conduct themselves. Nevertheless, the observed differences suggest that cross-cultural communication skills may be more highly valued in some specialties than others. keywords: ajhpe; attitudes; backgrounds; beliefs; canada; care; clinical; communication; cross; cultural; development; differences; different; different cultural; doctor; education; expectations; experience; family; health; important; information; interaction; interpreters; items; knowledge; learning; manitoba; mean; medical; medicine; needs; number; past; patient; people; persons; physicians; practice; professional; research; skills; socioeconomic; socioeconomic backgrounds; specialties; study; table; training; use; vol; women; years cache: ajhpe-129.pdf plain text: ajhpe-129.txt item: #223 of 573 id: ajhpe-132 author: Oyeyemi, Adetoyeje Yunus; University of Maiduguri; Oyeyemi, Adewale Luqman; University of Maiduguri; Rufai, Adamu Ahmad; University of Maiduguri; Maduagwu, Stanley Monday; University of Maiduguri; Aliyu, Habeeb N; University of Maiduguri title: Physiotherapy students' perception of their teachers' clinical teaching attributes date: 2012-07-11 words: 4489 flesch: 46 summary: In Nigeria, both academicians and clinicians serve as clinical teachers involved in teaching students during clinical rotations. Clinical teachers with doctoral degrees were rated higher than those with bachelor degrees (mean=106.61, SD 24. keywords: academicians; agreement; ajhpe; attributes; bachelor; better; buk; challenging; clinical; clinical teachers; clinicians; cte; data; degrees; differences; doctoral; education; effective; evaluation; experience; higher; institutions; learning; level; mcgill; nigeria; oau; oyeyemi; perceptions; physiotherapy; programmes; ratings; rotations; satisfied; staff; students; study; table; teachers; teaching; tool; total; training; uib; uma; universities; university; unn; vol; years cache: ajhpe-132.pdf plain text: ajhpe-132.txt item: #224 of 573 id: ajhpe-136 author: Zofou, Denis; Biotechnology Unit, University of Buea; Abimbola, Seye; Norice, Norice T.; Columbia University Medical Scientist Training Program; Samje, Moses; Department of Biochemistry and Microbiology, Faculty of Science, University of Buea; Zoumana, Isaac Traore; Parasitic disease Epidemiology department, Faculty of medicine pharmacy and dentistry, Malaria Research and Training Center (MRTC) Molecular Epidemiology and Drug Resistance Unit (MEDRU); Oyediran, Oyewale A.; Dept. Of phamacognosy Faculty of pharmacy, University of Ibadan; Oraka, Chinedu; Zeta-12 Research Group, Nnamdi Azikiwe University Teaching Hospital; Kadigi, Daudi Mussa; DoD/GEIS-TPDF Influenza Surveillance program General Military Hospital-Lugalo Dar es Salaam title: The needs of Biomedical Science Training in Africa: Perspectives from the experience of young scientists date: 2011-12-02 words: 3531 flesch: 47 summary: Ta- ble I summarises the distribution of research participants by position and region of residence. Authors’ contribution DZ designed the survey, translated the questionnaire, participated in the recruitment of research participants, statistical analysis of data col- lected and the write-up. keywords: africa; andi; better; biomedical; build; capacity; central; clinical; continent; countries; country; developed; development; diaspora; drain; energy; expertise; faculty; financial; good; governments; health; home; implementation; institution; international; laboratories; lack; major; malaria; needs; network; number; origin; participants; position; private; problems; public; questionnaire; recruitment; region; research; researchers; resources; respondents; science; scientific; scientists; south; students; study; support; survey; training; university; work; working; young cache: ajhpe-136.pdf plain text: ajhpe-136.txt item: #225 of 573 id: ajhpe-137 author: Libhaber, Elena N; School of Clinical Medicine; Vorster, Merryll; School of Clinical Medicine. Faculty of Health Sciences. University of the Witwatersrand title: One on one consultation on protocol development and statistics analysis in Health Sciences post-graduate students date: 2011-12-02 words: 877 flesch: 48 summary: Biostatistical consultations were divided into two wide topics: research protocol development (study design, sample size calculation, etc.) and statistical analysis (data entry, data coding, appropriate statistical tests and results interpretation) which represented 35%, CI95% (29 - 41%) and 65%, CI95% (59 - 71%) of the consultations respectively. The biostatistician in medical research: allocating time and effort. keywords: academic; baragwanath; biostatistical; chris; ci95; consultations; december; hani; health; medical; medicine; research; school; statistics; university; witwatersrand cache: ajhpe-137.pdf plain text: ajhpe-137.txt item: #226 of 573 id: ajhpe-138 author: Amosun, Seyi Ladele; University of Cape Town; Hartman, Nadia; University of Cape Town; van Rensburg, Viki Janse; University of Cape Town; Duncan, Eve Madeleine; University of Cape Town; Badenhorst, Elmi; University of Cape Town title: Processes in widening access to undergraduate Allied Health Sciences education in South Africa date: 2012-07-11 words: 4543 flesch: 39 summary: This approach provides opportunities to reflect on the relationship between access, equity and Table 2.Throughput of six cohorts of undergraduate students (1995 - 2000) in the School of Health and Rehabilitation Sciences, University of Cape Town, South Africa Admission Time taken to complete Total completed ExclusionsRace 4 years 5 - 6 years African 42 (9.0%) 9 (21.4%) 11 (26.2%) 20 (47.6%) 9 (47.4%) It is well understood that overloaded curricula impact negatively on the quality and nature of student learning and tend to have financial implications for students as well that, in turn, impedes their learning. keywords: academic; access; africa; ajhpe; audiology; cape; change; community; crmt; curriculum; development; director; education; equity; faculty; gale; group; health; health sciences; higher; higher education; indian; learning; medical; national; occupational; occupational therapy; participants; physiotherapy; population; power; practice; problem; process; processes; programmes; quality; rates; rehabilitation; resistance; school; sciences; shared; shrs; south; speech; speech therapy; students; task; teams; therapy; town; transformation; undergraduate; university; white; year cache: ajhpe-138.pdf plain text: ajhpe-138.txt item: #227 of 573 id: ajhpe-139 author: Meyer, Ellenore Dorette; University of Limpopo, Medunsa title: Perceptions of female medical students on gender equality gains at a local University date: 2011-12-02 words: 1607 flesch: 50 summary: In order to understand the integration needed, it is important to understand the working definitions of gender inequality and gender discrimination. Curricular changes addressing gender inequality should be adopted on a broader curricular level to have significant impact and ad- dress the subtler tones of gender discrimination experienced in health education. keywords: african; bias; black; curricula; december; department; discrimination; education; equity; female; gender; health; inequality; medical; medicine; open; organization; policy; previous; profession; professionals; report; research; south; students; study; university; women; world cache: ajhpe-139.pdf plain text: ajhpe-139.txt item: #228 of 573 id: ajhpe-148 author: Tufts, Mark Andrew; University of KwaZulu-Natal; Higgins-Opitz, Susan Brenda; University of KwaZulu-Natal title: Medical physiology education in South Africa: what are the educators’ perspectives? date: 2012-07-11 words: 4763 flesch: 53 summary: Teaching medical physiology in Brazil. The number of physiology textbooks recommended or prescribed by medical physiology teachers participating in this study. Fig. 3. keywords: adv; africa; ajhpe; article; basic; changes; clinical; concepts; current; curriculum; educators; experience; institutions; integrated; july; knowledge; learning; medical; medical students; months; need; number; participants; pbl; perceptions; phase; physiological; physiologists; physiology; problem; programme; questionnaire; results; schools; south; staff; students; study; survey; systems; table; teachers; teaching; theme; topics; understanding; university; vol; way; years cache: ajhpe-148.pdf plain text: ajhpe-148.txt item: #229 of 573 id: ajhpe-15 author: Keenan, Michelle; Lamacraft, Gillian; Joubert, Gina title: A Survey of Nurses' Basic Life Support Knowledge and Training at a Tertiary Hospital date: 2009-11-13 words: 2899 flesch: 57 summary: A total of 76.5% of the nurses reported that they had had access to BLS training before receiving their nursing qualification. There was a similar trend seen in access to BLS training received by nurses post quali- fication, with 77.5% reporting that they had access to courses. keywords: access; answer; arrest; article; basic; bls; cardiac; care; chest; clinical; compressions; course; defibrillation; fig; health; hospital; icu; knowledge; nurses; nursing; participants; patient; professional; qualification; question; questionnaire; respondents; resuscitation; section; senior; skills; staff; study; survey; time; training cache: ajhpe-15.pdf plain text: ajhpe-15.txt item: #230 of 573 id: ajhpe-151 author: Arendse, Travis; HMPG title: Cover date: 2011-12-02 words: 13 flesch: 76 summary: ISSN 0256-9574 African Journal of Health Professions Education 2011, Vol.3 No.2 AJHPE keywords: ajhpe cache: ajhpe-151.pdf plain text: ajhpe-151.txt item: #231 of 573 id: ajhpe-152 author: Buchanan, Emma; HMPG title: Contents date: 2011-12-02 words: 348 flesch: 29 summary: Contents EDITORIAL Why publish? (about medical and health professional education in Africa) Marietjie de Villiers 2 ARTICLES Skilling up medical laboratory technologists for higher roles in biomedical sciences: A needs analysis Christian C Ezeala 3 Improving undergraduate clinical supervision in a South African context E Archer 6 The needs of biomedical science training in Africa: Perspectives from the experience of young scientists Denis Zofou, Seye Abimbola, Carmelle T Norice, Moses Samje, Zoumana Isaac Traore, Oyewale Oyediran A, Chinedu Oraka, Daudi Mussa Kadigi 9 SHORT REPORTS One-on-one consultation on protocol development and statistics analysis in health sciences postgraduate students Elena N Libhaber, Merryll Vorster 13 Perceptions of female medical students on gender equality gains at a local university Ellenore Meyer-van den Heever, Jose Frantz 15 ABSTRACTS Southern African FAIMER Regional Institute (SAFRI) EDITOR VANESSA BURCH DEPUTY EDITOR JUANITA BEZUIDENHOUT EDITORIAL BOARD ADRI BEYLEFELD, University of the free state JUANITA BEZUIDENHOUT, stellenbosch University VANESSA BURCH, University of cape town ENOCH N KWIZERA, walter sisUlU University PATRICIA MCINERNEY, University of the witwatersrand JACQUELINE VAN WYK, University of KwaZUlU-natal HMPG Editor DANIEL J NCAYIYANA Managing Editor J P DE V VAN NIEKERK Assistant Editor EMMA BUCHANAN Technical Editors MARIJKE MAREE MELISSA RAEMAEKERS ROBERT MATZDORFF PAULA VAN DER BIJL Head of Publishing ROBERT ARENDSE Production Co-ordinator EMMA COUZENS Art Director SIOBHAN TILLEMANS DTP & Design TRAVIS ARENDSE Online Manager GERTRUDE FANI HMPG Board of Directors M RAFF (Chair) R ABBAS M LUKHELE D J NCAYIYANA T TERBLANCHE M VELLER ISSN 1999-7639 keywords: african; ajhpe; bezuidenhout; board; burch; editor; emma; group; health; juanita; medical; publishing; university; van; vanessa cache: ajhpe-152.pdf plain text: ajhpe-152.txt item: #232 of 573 id: ajhpe-153 author: de Villiers, Marietjie; HMPG title: Why publish? (about medical and health professional education in Africa) date: 2011-12-02 words: 986 flesch: 57 summary: This extensive literature review looked at what is published on medical education in Africa in order to ‘promote a broader understanding of the history and current status of medical edu- cation in Sub-Saharan Africa’. Back in South Africa and ten days later I read the Sub-Saharan African Medical Schools Study (SAMMS) article ‘Medical education in sub- Saharan Africa: a literature review’ authored by SR Greysen et al., and published in Medical Education.1 keywords: africa; care; continent; editorial; education; health; improvement; lack; medical; professional; publish; quality; saharan; stories; story; sub; work cache: ajhpe-153.pdf plain text: ajhpe-153.txt item: #233 of 573 id: ajhpe-154 author: (SAFRI), Southern African FAIMER Regional Institu; HMPG title: Southern African FAIMER Regional Institute (SAFRI) Poster Day, Cape Town, March 2011 and SA Association of Health Educationalists (SAAHE) Conference, Johannesburg, July 2010 date: 2011-12-02 words: 2155 flesch: 39 summary: However, the teach- ing and learning activities need to be implemented within a pedagogical framework that allows the facilitator to guide student development. However, the teach- ing and learning activities need to be implemented within a pedagogical framework that allows the facilitator to guide student development. keywords: activities; approach; assignment; behaviour; clinical; context; dental; experience; feedback; framework; health; learning; mentor; network; practice; programme; reasoning; reflection; respondents; skills; social; students; teaching; therapists; understanding; university; use; year cache: ajhpe-154.pdf plain text: ajhpe-154.txt item: #234 of 573 id: ajhpe-155 author: Fani, Gertrude; HMPG title: CPD Questionnaire date: 2011-12-02 words: 557 flesch: 63 summary: 7. True (A) or false (B): Forty per cent of African students reside out of their country of origin. True (A) or false (B): Teaching and learning activities using emerging online technologies like social networks need to be implemented within a pedagogical framework that allows the facilitator to guide student development. keywords: clinical; consultations; cpd; false; female; medical; students; true cache: ajhpe-155.pdf plain text: ajhpe-155.txt item: #235 of 573 id: ajhpe-156 author: Madzimbamuto, Farai Daniel; University of Botswana School of Medicine title: Comparison between MMed Anaesthesia Programmes in SADC date: 2012-07-11 words: 4168 flesch: 49 summary: Discussion The results (Table 1) illustrate the difficulty in obtaining and comparing information about anaesthesia training programmes in Africa. In view of the many issues facing anaesthesia in sub-Saharan Africa in general, and the individual countries in particular, it may be opportune for a discussion about what kind of anaesthesia training programmes do, or want to, produce. keywords: africa; ajhpe; anaesthesia; anaesthetists; botswana; cbt; college; countries; course; curriculum; departments; development; dissertation; drc; east; health; information; july; level; literature; madagascar; malawi; medical; medicine; mid; mmed; physician; postgraduate; programmes; qualification; region; regulations; role; sadc; school; service; skills; small; south; south africa; southern; specialty; surgery; surgical; table; tanzania; traditional; training; universities; university; use; year; zimbabwe cache: ajhpe-156.pdf plain text: ajhpe-156.txt item: #236 of 573 id: ajhpe-157 author: Madzima, Tina Rutendo; Peel Regional Oncology Programme, Credit Valley Hospital; Abuidris, Dafalla Omer; National Cancer Institute, University of Gezira; Badran, Ahmed; Radiation Oncolgy Department, Ain Shams University Hospital; Boshoff, Mariza; Charolotte Maxeke Johannesburg Acadamic Hospital; Erlwanger, Tsaurai; Radiotherapy Department, Parirenyatwa Group of Hospitals; Tsikai, Nomsa; Radiotherapy Department, Parirenyatwa Group of Hospitals; Jones, Glenn Wayne; Peel Regional Oncology Programme, Credit Valley Hospital, and Department of Radiation Oncology, University of Toronto title: A pilot course for training-in-context in statistics and research methods: radiation oncology date: 2012-12-06 words: 3729 flesch: 40 summary: Individuals may realise the research potential of routine daily activities which can stimulate local research initiatives,20 refine and add skills, and prompt interest in international research. Present strategies to build capacity include direct participation in randomised trials within which learning does occur, fellowships and doctorates, Although these are even more limited in number, and training courses in research methods and statistics. keywords: afra; afres; africa; ajhpe; barriers; cancer; centre; clinical; collaborative; context; conventional; course; data; december; emotional; ethics; evidence; feedback; group; iaea; international; issue; jones; junior; learning; limited; local; loop; management; members; methods; modules; networking; oncology; participants; participation; pilot; practical; practice; project; protocol; radiation; regional; registry; relevant; research; september; skills; social; staff; statistics; strategy; students; study; summary; teaching; time; trainees; training; trials; university cache: ajhpe-157.pdf plain text: ajhpe-157.txt item: #237 of 573 id: ajhpe-160 author: du Plessis, Jeanette Gesina; Faculty of Health and Environmental Sciences, Central University of Technology, Free State; Friedrich-Nel, Hesta; School of Health Technology, Central University of Technology, Free State, Bloemfontein; van Tonder, Fanus; Higher Education Studies, University of the Free State, Bloemfontein title: A postgraduate qualification in the specialisation fields of diagnostic radiography: A needs assessment date: 2012-12-06 words: 4476 flesch: 37 summary: Diagnostic radiographers will thus have the opportunity to work towards a postgraduate qualification in the specialised fields of diagnostic radiography and not only in general diagnostic radiography. Also investigated was the importance of role extension for future training purposes, and the desire among employers in the region to employ diagnostic radiographers with a formal postgraduate qualification in specialised imaging. keywords: academic; assessment; btech; current; cut; degree; diagnostic; diagnostic radiography; diploma; discussion; education; employers; fields; fig; focus; future; general; group; higher; imaging; interviews; knowledge; learning; level; master; mri; need; participants; postgraduate; practice; preferred; programme; qualification; questionnaire; radiographers; radiography; research; respondents; results; skills; specialisation; specialisation fields; specialised; state; structured; studies; study; technology; time; training; university cache: ajhpe-160.pdf plain text: ajhpe-160.txt item: #238 of 573 id: ajhpe-165 author: Marais, Debbi; University of Aberdeen, Scotland; Marais, Maritha; Stellenbosch University; Visser, Janicke; Stellenbosch University; Boome, Catherine; Stellenbosch University; Taylor, David; The University of Liverpool title: What do dietetics students think professionalism entails? date: 2012-07-11 words: 4464 flesch: 37 summary: Mode scores of professionalism attributes indicating the most agreement (7 and above on a scale of 0 - 10) and least agreement (3 and below) for dietetics students (N=109) It seems also that the attainment of these attributes is not instantaneous, indicating the need to determine whether it is continuous or staged over the years of study.11 Taylor advises that the ‘theory of professionalism must be constructed in dialogue with those we are instructing’ and as such, the first step is to determine what students understand by the term ‘professionalism’.12 To take up this challenge for dietetics, this observational, cross-sectional descriptive study determined which attributes of professionalism dietetic students deem important and relevant to their profession. keywords: agree; ajhpe; article; assessment; attributes; bsc; cards; care; clear; clinical; commitment; communication; competence; confidential; contact; decision; demands; dietetics; education; ethical; good; health; honesty; important; information; interpersonal; judgment; july; lifelong; making; medical; meeting; mode; number; patients; pmid; professionalism; professionalism attributes; protect; public; respect; right; self; shared; skills; society; sort; south; stellenbosch; students; study; themes; trust; university; values; vol; work; year cache: ajhpe-165.pdf plain text: ajhpe-165.txt item: #239 of 573 id: ajhpe-170 author: Draper, Catherine Elizabeth; Senior Research Officer, Department of Human Biology, University of Cape Town; Moller, Natalie; Clinical Skills Centre, Department of Medicine, University of Cape Town; Aubin, Lindsey; Clinical Skills Centre, Department of Medicine, University of Cape Town; Edelstein, Gail; Clinical Skills Centre, Department of Medicine, University of Cape Town; Weiss, Rachel; Clinical Skills Centre, Department of Medicine, University of Cape Town title: Developing a standardised patient programme in a primary healthcare curriculum: A needs analysis date: 2012-12-06 words: 4238 flesch: 52 summary: Patients generally expressed the desire to play a role in students’ learning, but none commented on their rights as patients. Patient-student encounters Data on patient-student encounters included the number of third-year students needing to see patients (210 per week), the number of ward patients suitable for examination (110 per week), the number of times these patients were seen by third-year students (10 times per week), how often patients refused to be examined by third-year students (approximately 30 per week), and whether the selected patients had clinical signs (75%). While students experienced significant challenges in sourcing suitable patients for interviewing and examination, the majority placed such value on the interaction with real patients that benefits outweighed the challenges. keywords: african; ajhpe; approach; article; cape; challenges; clinical; clinicians; curriculum; data; development; education; educators; encounters; examination; experiences; findings; focus; groups; health; human; interviewing; learning; medical; patients; phc; programme; questionnaire; real; research; rights; role; signs; skills; sps; standardized; students; study; suitable; teaching; time; town; tracking; university; use; value; vol; ward; week; year cache: ajhpe-170.pdf plain text: ajhpe-170.txt item: #240 of 573 id: ajhpe-174 author: McMillan, Wendy; Faculty of Dentistry, UWC title: South African Association of Health Educationalists (SAAHE) Distinguished Educator for 2012 date: 2012-07-11 words: 557 flesch: 50 summary: Few university students have access to all the digital devices characteristic of the Z-generation. It interrogates who our current cohort of students are and what this means for how they should be taught. keywords: cohort; current; health; learning; literature; practice; presentation; south; students; teaching; university cache: ajhpe-174.pdf plain text: ajhpe-174.txt item: #241 of 573 id: ajhpe-175 author: Fani, Gertrude; HMPG title: CPD Questionnaire date: 2012-07-11 words: 626 flesch: 64 summary: A. University of Limpopo MEDUNSA campus B. Stellenbosch University C. University of Cape Town D. University of the Witwatersrand E. Walter Sisulu University F. University of KwaZulu-Natal. A. University of Limpopo MEDUNSA campus B. Stellenbosch University C. University of Cape Town D. University of the Witwatersrand E. Walter Sisulu University F. University of KwaZulu-Natal. keywords: cape; change; false; health; sciences; south; students; teaching; town; true; university cache: ajhpe-175.pdf plain text: ajhpe-175.txt item: #242 of 573 id: ajhpe-176 author: van Zyl, G; University of the Free State title: Being different, or making a difference? date: 2012-07-11 words: 1048 flesch: 58 summary: I now pose the question to you: ‘Are we, as faculties of health sciences, and as health professionals, different and what is different about us?’ There are a number of issues that one can raise as being different within health sciences and for health professionals. keywords: academic; department; different; education; faculties; faculty; health; professionals; regulations; sciences; state; training; university; van; zyl cache: ajhpe-176.pdf plain text: ajhpe-176.txt item: #243 of 573 id: ajhpe-177 author: Frantz, Jose Merle; Professor, University of the Western Cape title: A faculty development strategy among academics to promote the scholarship of research date: 2012-12-06 words: 3766 flesch: 44 summary: Investing in research capacity development strategies for academics should be high on the agenda of higher education institutions. Research capacity development is about producing ability through creating the necessary infrastructure, environment, culture and credibility to enable individuals and departments to undertake these activities.1 Many health professional academics lack research qualifications and experience, as the majority are clinicians moving into academia. keywords: academics; action; action research; approach; article; capacity; critical; department; development; experience; faculty; feedback; funding; group; health; information; knowledge; literature; mentors; needs; new; paper; participants; phase; phd; practice; process; publication; reflection; research; review; senior; skills; staff; stage; strategies; support; systematic; time; use; workshop; writing; years cache: ajhpe-177.pdf plain text: ajhpe-177.txt item: #244 of 573 id: ajhpe-178 author: Raemaekers, Melissa title: Fifth National Conference of the South African Association of Health Educationalists (SAAHE): 'From Practise to Practice’, Bloemfontein, 21 - 23 June 2012 date: 2012-07-11 words: 42252 flesch: 41 summary: Aim/purpose: To identify academic student support practices which may contribute to enhance student learning and academic performance in the basic sciences. The scholarship of teaching and learning requires scholarly enquiry into student learning to inform the practice of teaching. keywords: 4th; able; abstracts; academic; access; accountability; action; active; activities; africa; aim; aims; ajhpe; analysis; application; approach; appropriate; areas; aspects; assessment; attendance; attitudes; available; background; basic; best; better; block; cape; care; case; centre; challenges; change; characteristics; chb; class; clinical; clinical simulation; clinical skills; clinical students; clinical training; cohort; collection; common; communication; community; competencies; component; computer; conclusion; confidence; construction; context; continuous; course; critical; current; curriculum; data; delivery; department; descriptive; design; development; diagnostic; differences; different; discussion; doctors; document; ebm; education; educators; effective; emergency; end; engagement; enhanced; environment; essential; ethical; ethics; evaluation; events; evidence; examination; examiners; expectations; expected; experience; experiential; exposure; facilitated; facilitation; facilitators; factors; faculty; faculty development; family; feedback; field; final; findings; focus; formal; framework; free; future; general; generic; graduates; group; group learning; growth; guidelines; health; health sciences; healthcare; help; higher; home; home message; hospital; human; impact; implementation; important; improved; improvement; increase; individual; information; innovative; institutions; integrated; integration; internal; international; intervention; interviews; ipc; issues; journal; july; key; knowledge; lack; language; language learning; large; learners; learning; learning experience; lectures; level; life; likert; limited; literature; main; majority; management; marks; material; mcqs; mean; medical curriculum; medical education; medical programme; medical school; medical students; medicine; medunsa; members; mentoring; message; methods; midwifery; mixed; model; module; national; nature; needs; nel; new; non; number; nurses; nursing; nursing students; objectives; observed; online; open; opportunities; opportunity; order; osce; outcomes; participants; participation; patient; pbl; peer; perceptions; performance; personal; pharmacy; phase; physical; physiotherapy; place; placement; plan; planning; platform; podcasting; podcasts; positive; post; postgraduate; potential; practical; practice; practitioners; pre; presentation; primary; principles; prior; problem; process; professional; professional development; professional learning; programme; progress; project; public; purpose; qualified; qualitative; quality; questionnaire; questions; real; reasoning; recommendations; reflection; registrars; related; relevant; reports; research; resources; respondents; response; results; review; role; rotation; rural; sample; scale; school; sciences; scores; second; self; senior; service; service learning; session; setting; shortage; significant; simulated; simulation; sites; skills; skills training; small; social; south; specific; sps; staff; standardised; state; stellenbosch; strategies; strategy; stress; structured; student learning; students; studies; study; subject; supervisors; support; survey; system; teachers; teaching; team; teamwork; technical; techniques; technology; terms; test; themes; theory; time; tool; topics; town; traditional; training; training programme; tutors; type; undergraduate; undergraduate medical; undergraduate students; understanding; university; use; useful; valuable; value; van; video; vol; ways; week; witwatersrand; working; workshop; xhosa; year medical; year students; years cache: ajhpe-178.pdf plain text: ajhpe-178.txt item: #245 of 573 id: ajhpe-179 author: Mohamed, Nadia; Lecturer, Department of Paediatric Dentistry, University of the Western Cape; Peerbhay, Fathima; Lecturer, Department of Paediatric Dentistry, University of the Western Cape title: Introducing dental students to e-learning at a South African university date: 2012-12-06 words: 3493 flesch: 53 summary: Paediatric Dentistry students at the University of Washington found value in online resources for lectures, reading, instruction/demonstration, self- assessment and testing.3 Students at the University of Basel in Switzerland also reported that the possibilities offered by e-learning had a positive impact on their studies.13 Similar responses were received in the present study but, unlike at the universities of Washington and Basel, these students were not exposed to interactive assessment. Two interventions were introduced to address these issues ‒ one for staff and one for students. keywords: 5th; access; additional; ajhpe; article; available; clinical; computers; content; course; current; december; dentistry; department; education; fig; good; higher; implementation; information; interactive; internet; intervention; lack; learning; lectures; majority; material; means; methods; module; online; paediatric; platform; reasons; resources; responses; site; staff; students; study; teaching; technology; test; time; traditional; training; university; use; uwc; vol; year cache: ajhpe-179.pdf plain text: ajhpe-179.txt item: #246 of 573 id: ajhpe-180 author: Arendse, Travis; HMPG title: Cover date: 2012-07-11 words: 16 flesch: 77 summary: ISSN 0256-9574 African Journal of Health Professions Education July 2012, Vol. 4 No. 1 AJHPE keywords: ajhpe cache: ajhpe-180.pdf plain text: ajhpe-180.txt item: #247 of 573 id: ajhpe-181 author: Maree, Marijke; HMPG title: Contents date: 2012-07-11 words: 388 flesch: 24 summary: D Marais, M L Marais, J Visser, C Boome, D C M Taylor 28 Processes in widening access to undergraduate allied health sciences education in South Africa Seyi L Amosun, Nadia Hartman, Viki Janse van Rensburg, Eve M Duncan, Elmi Badenhorst 34 Patient-centred continuing professional development for Canadian physicians Brenda Lovell, Raymond Lee 40 ABSTRACTS Fifth National Conference of the South African Association of Health Educationalists (SAAHE): 'From Practise to Practice’, Bloemfontein, 21 - 23 June 2012 44 CPD CPD Questionnaire 100 EDITOR Vanessa Burch DEPUTY EDITOR Juanita Bezuidenhout EDITORIAL BOARD Adri Beylefeld University of the Free State Juanita Bezuidenhout Stellenbosch University Vanessa Burch University of Cape Town Enoch N Kwizera Walter Sisulu University Patricia McInerney University of the Witwatersrand Jacqueline van Wyk University of KwaZulu-Natal HMPG Editor Daniel J Ncayiyana Managing Editor J P de V van Niekerk Assistant Editor Emma Buchanan Technical Editors Marijke Maree Robert Matzdorff Melissa Raemaekers Paula van der Bijl Head of Publishing Robert Arendse Production Co-ordinator Emma Couzens Art Director Siobhan Tillemans DTP & Design Travis Arendse Online Manager Gertrude Fani HMPG Board of Directors M Veller (Chair) R Abbas M Lukhele D J Ncayiyana J P de V van Niekerk ISSN 1999-7639The AJHPE is published by the Health and Medical Publishing Group. EDITORIAL Being different, or making a difference? G van Zyl 2 FORUM South African Association of Health Educationalists (SAAHE) Distinguished Educator for 2012 Wendy McMillan 3 ARTICLES Physiotherapy students’ perception of their teachers’ clinical teaching attributes A Y Oyeyemi, A L Oyeyemi, A A Rufai, S M Maduagwu, H N Aliyu 4 Determinants of effective medical intern training at a training hospital in North West Province, South Africa Ni Ni Sein, John Tumbo 10 Medical physiology education in South Africa: what are the educators’ perspectives? keywords: africa; ajhpe; association; editor; education; educationalists; group; health; medical; oyeyemi; publishing; saahe; south; training; university; van cache: ajhpe-181.pdf plain text: ajhpe-181.txt item: #248 of 573 id: ajhpe-182 author: Frantz, J M; Department of Physiotherapy, University of the Western Cape; Rowe, M; Department of Physiotherapy, University of the Western Cape title: Developing reflection and research skills through blogging in an evidence-based practice postgraduate physiotherapy module date: 2013-04-22 words: 4221 flesch: 52 summary: Students reflected on and shared their learning experiences in ways that exposed the limits of their understanding around certain concepts. Results. The results reflect how students moved from assisted to independent performance by identifying gaps in their own understanding and finding the answers themselves. Conclusion. keywords: ajhpe; article; assisted; blog; blogging; challenges; clinical; comments; cycle; ebp; education; evidence; experiences; experiential; facilitator; feedback; framework; health; higher; ideas; identifying; knowledge; kolb; learning; module; opportunity; order; peers; physiotherapy; postgraduate; posts; practice; practitioners; process; quotes; reflections; reflective; research; sharing; stage; students; study; tasks; teaching; tools; understanding; use; writing cache: ajhpe-182.pdf plain text: ajhpe-182.txt item: #249 of 573 id: ajhpe-188 author: Hugo, Jannie F M; Professor and HOD, Department of Family Medicine, Faculty of Health Science, University of Pretoria; Slabbert, Johannes; Associate Professor and Senior Lecturer, Department of Humanities Education, Faculty of Education, University of Pretoria; Louw, J Murray; Senior Lecturer, Department of Family Medicine, University of Pretoria; Marcus, Tessa S; Extraordinary Professor, Department of Family Medicine, University of Pretoria; Bac, Martin; Senior Lecturer, Department of Family Medicine, University of Pretoria; Du Toit, Pieter H; Senior Lecturer, Department of Humanities Education, Faculty of Education, University of Pretoria; Sandars, John E; Senior Lecturer, Leeds Institute of Medical Education, University of Leeds, England title: The clinical associate curriculum - the learning theory underpinning the BCMP programme at the University of Pretoria date: 2012-12-06 words: 2880 flesch: 48 summary: This includes inter alia curriculum development, facilitating learning, assessment, learner learning and professional development of all academic staff involved. In the BCMP curriculum learners and lecturers use action learning as a process that incorporates the same principles as self-directed learning.16 As a multidisciplinary team comprising health science and higher education specialists we aim to fully participate in educating professional clinical associates in a continuous fashion. keywords: action; ajhpe; approach; associate; authentic; bcmp; brain; clinical; curriculum; education; facilitators; health; healthcare; higher; individual; knowledge; learners; learning; lecturer; level; life; london; meaning; medical; meta; new; operative; potential; practice; pretoria; process; professionals; programme; real; research; self; senior; teaching; theories; thinking; university; way cache: ajhpe-188.pdf plain text: ajhpe-188.txt item: #250 of 573 id: ajhpe-191 author: Myezwa, Hellen; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Stewart, Aimee; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Solomon, Patty; Department of Physiotherapy, Faculty of Health Sciences, McMaster University, Hamilton, Canada title: Micro, meso and macro issues emerging from focus group discussions: Contributions to a physiotherapy HIV curriculum date: 2013-10-28 words: 5801 flesch: 47 summary: Objectives To develop an appropriate HIV/AIDS physiotherapy curriculum, an investigation of the interaction between HIV patients and physiotherapists, an assessment of patient problems, and an audit of the physiotherapy curricula of all the training institutions in South Africa was undertaken. Furthermore, clinicians needed clarity on the principles governing treatment of HIV patients and effective evidence-based Micro level Further abstraction Categories Themes Application Application of knowledge and philosophies Information analysis and application Factual knowledge -Conditions -Counselling -Disclosure Omissions across all levels: micro meso, and macro -Approach to managment of HIV -HIV-related conditions -ARV-CD4 v. mobility -E�ective interventions -Self-protection -Identify for physiotherapists -Application of principles and -Public health implications -Large-scale implications -Comorbities 1. keywords: abstraction; academics; africa; aids; ajhpe; analysis; application; approach; areas; attitudes; categories; clinical; clinicians; concepts; conditions; content; coping; counselling; curriculum; data; education; effect; experienced; fgds; focus; gaps; group; health; hiv; hospital; implications; important; inclusion; information; input; issues; knowledge; large; level; literature; macro; management; medical; meso; methods; nature; need; november; participants; patients; perception; personal; physical; physiotherapists; physiotherapy; positive; practice; prevention; principles; professional; prognosis; related; research; results; role; scale; south; specific; staging; study; table; themes; topics; training; treatment; university; vol cache: ajhpe-191.pdf plain text: ajhpe-191.txt item: #251 of 573 id: ajhpe-193 author: Treadwell, Ina; Skills Centre, Faculty of Health Sciences, University of Limpopo (Medunsa Campus), Pretoria, South Africa; Schweickerdt-Alker, Louise; Skills Centre, Faculty of Health Sciences, University of Limpopo (Medunsa Campus), Pretoria, South Africa; Pretorius, Deidre; Department of Family Medicine, University of the Witwatersrand, Johannesburg, South Africa; Hugo, Margaret Daisy; Practice of Medicine, Faculty of Health Sciences, University of Limpopo (Medunsa Campus), Pretoria, South Africa title: The effect of characterisation training on the congruence of standardised patient portrayals date: 2014-03-11 words: 3186 flesch: 44 summary: The SP sample included the four junior SPs who participated in both OSCEs. Reflections prior to training SPs in characterisation SP encounters with Cohort 1 students during OSCE 1 were videorecorded. Results Reflections before training SPs in characterisation Two themes of congruence and characteristics of congruent behaviours emerged from the data obtained prior to the training of SPs (Table 1). keywords: ajhpe; analysis; assessment; behaviours; believable; character; characteristics; clinical; communication; confidence; congruence; cues; data; emotional; emotions; energy; experience; expression; incongruent; inconsistent; information; lack; levels; non; osce; patient; portrayals; post; real; reflections; researchers; role; scenario; self; sps; standardised; students; subtext; theme; training; verbal; voice cache: ajhpe-193.pdf plain text: ajhpe-193.txt item: #252 of 573 id: ajhpe-194 author: Schmutz, Anna Maria; Division of Physiotherapy, Faculty of Medicine and Health Sciences, University of Stellenbosch, Tygerberg, South Africa; Gardner-Lubbe, Sugnet; Department of Statistical Sciences, University of Cape Town, Rondebosch, South Africa; Archer, Elize title: Clinical educators' self-reported personal and professional development after completing a short course in undergraduate clinical supervision at Stellenbosch University date: 2013-04-22 words: 3742 flesch: 40 summary: Although the course participants were professionals and specialists in their own fields, the majority of clinical educators have very little or no knowledge of adult education. The Supervision Course aims to develop clinical supervision skills of clinical educators by exposing these supervisors to basic principles of education and specifically clinical teaching, resulting in quality education for undergraduate students. keywords: ajhpe; areas; assessment; clinical; clinical educators; course; development; educators; faculty; feedback; good; individual; interviews; knowledge; learning; management; model; open; participants; professional; questionnaire; questions; quotes; role; semi; skills; stellenbosch; strengths; structured; students; study; supervision; supervision course; teacher; teaching; themes; time; training; university; weaknesses cache: ajhpe-194.pdf plain text: ajhpe-194.txt item: #253 of 573 id: ajhpe-195 author: Bezuidenhout, Johan; Division of Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Nel, Marietjie M; Division of health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; van Zyl, Gert J; Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: A reflection on professional development of registrars completing a module in Health Care Practice date: 2013-10-28 words: 4056 flesch: 48 summary: It is offered during the first 24 months of registrar training and is a compulsory, attendance-based module in each of the disciplines. Various sessions are presented within the initial 24-month period of registrar training on sections of the module to provide an opportunity for all registrars to attend at a convenient time.[3] In the HCP module, the emphasis is on professional practice – where the focus is on action in clinical practice – and the purpose of mastering the required knowledge and skills is termed application, and not merely to know or to know how. keywords: africa; aspects; beneficial; clinical; communication; content; ethical; ethics; free; good; gpv703; hcp; health; hods; information; insight; learning; lecture; management; medical; medicine; module; orientation; patient; practice; practice management; programme; qualitative; questions; registrars; research; responses; school; sciences; session; skills; south; state; study; table; time; training; ufs; undergraduate; university cache: ajhpe-195.pdf plain text: ajhpe-195.txt item: #254 of 573 id: ajhpe-196 author: Wolvaardt, J E; School ofHealth Systems and Public Health, University of Pretoria; Burch, V; Faculty of Health Sciences, Department of Medicine, University of Cape Town; Cameron, D C; Foundation for Professional Development, Department of Family Medicine, University of Pretoria; Du Toit, P H; Department of Humanities Education, University of Pretoria title: The bottom line: tailoring a public health elective to students’ needs date: 2013-04-22 words: 4112 flesch: 56 summary: In addition, public health electives are a way of encouraging interest in public health in general and in careers in public health in particular,[11,12] as well as promoting social accountability.[13] Electives as a strategy to include public health The purpose of electives in medicine is primarily to enhance emerging clinical skills and related attributes and virtues in different environments, including community settings.[14] Public health in the medical curriculum at the UP The inclusion of public health in the medical curriculum at the University of Pretoria (UP) is conceptualised as a golden thread and is included over the duration of the programme. keywords: academics; accountability; activities; actual; africa; ajhpe; care; choice; clear; clinical; community; curriculum; department; design; education; elective; experience; factors; global; health; health elective; important; inclusion; interest; learning; mail; majority; meaning; medical; medical students; medicine; needs; number; online; opportunities; opportunity; place; population; preference; pretoria; professional; public; public health; range; research; respondents; responses; school; second; setting; social; south; students; study; survey; system; university; vol; work; year cache: ajhpe-196.pdf plain text: ajhpe-196.txt item: #255 of 573 id: ajhpe-198 author: Taye, B; Addis Ababa University, College of Health Sciences, Addis Ababa title: Simple learning tools to improve clinical laboratory practical skills training date: 2013-04-22 words: 537 flesch: 42 summary: Sixty-three per cent of the students claimed that practical skills assessment methods were not clear, 58% felt they were not fair and 90% responded that instructors did not consistently use checklists for assessing practical skills. After introduction of the new tools, 87% of the students responded that these were very specific and effective for learning practical skills. keywords: assessment; checklists; clinical; instructors; laboratory; learning; practical; sciences; skills; students cache: ajhpe-198.pdf plain text: ajhpe-198.txt item: #256 of 573 id: ajhpe-201 author: Oyeyemi, A Y; Department of Medical Rehabilitation (Physiotherapy), University of Maiduguri, Maiduguri, Borno State, Nigeria and Dominican College Program in Physical Therapy, Orangeburg, New York, USA; Jasper, Unyime Sunday; Department of Physiotherapy, University of Jos Teaching Hospital, Jos, Plateau State, Nigeria; Oyeyemi, Adewale L; Department of Medical Rehabilitation (Physiotherapy), University of Maiduguri, Maiduguri, Borno State, Nigeria; Aliyu, Salamatu Umar; Department of Physiotherapy, University of Maiduguri Teaching Hospital, Maiduguri, Borno State, Nigeria; Olasiji, Hector O; Department of Oral and Maxillofacial Surgery, University of Maiduguri Teaching Hospital, Maiduguri, Borno State, Nigeria; Yusuph, Haruna; Department of Medicine, University of Maiduguri Teaching Hospital, Maiduguri, Borno State, Nigeria title: Medical and dental students' willingness to administer treatments and procedures for patients living with AIDS date: 2014-03-24 words: 4141 flesch: 50 summary: The willingness subscale for medical students was adapted from a scale used to assess physicians’ willingness in a previous study,[7] while the willingness subscale for dental students was developed by the authors in collaboration with experienced dental practitioners in a teaching hospital. Medical students tended to have been asked to care for PLWA more frequently (chi statistic = 12.15; p<0.001) and had more previous encounters with PLWA (chi statistic = 85.25; p<0.001) than dental students (Table 1). keywords: aids; assist; attitude; borno; care; clinical; dental; dental students; department; difference; education; experience; healthcare; hiv; hospital; influence; instructions; invasive; knowledge; maiduguri; mean; medical; mouth; nigerian; overall; p<0.001; p<0.05; patients; plwa; polishing; previous; procedures; resuscitation; scaling; significant; state; students; study; subscale; surgery; teaching; therapy; tooth; total; undecided; university; unwilling; willing; willingness cache: ajhpe-201.pdf plain text: ajhpe-201.txt item: #257 of 573 id: ajhpe-202 author: Naidu, C; Primary Health Care Directorate, Faculty of Health Sciences, University of Cape Town, South Africa; Irlam, J; Primary Health Care Directorate, Faculty of Health Sciences, University of Cape Town, South Africa; Diab, P N; Department of Rural Health, University of KwaZulu-Natal, Durban, South Africa title: Career and practice intentions of health science students at three South African health science faculties date: 2013-10-28 words: 3791 flesch: 50 summary: Article 68 November 2013, Vol. 5, No. 2 AJHPE Career and practice intentions of health science students at three South African health science faculties C Naidu,1 MSocSci; J Irlam,1 BSc Hons, MPhil; P N Diab,2 MB ChB, MFamMed 1 Primary Health Care Directorate, Faculty of Health Sciences, University of Cape Town, South Africa 2 Department of Rural Health, University of KwaZulu-Natal, Durban, South Africa Corresponding author: C Naidu (claudia.naidu@uct.ac za) Background. The findings demonstrate that health science students, similar to medical students, are influenced by a multitude of factors in making career choices. keywords: africa; area; cape; career; cent; choices; community; counterparts; country; data; factors; faculties; final; financial; half; health; health science; healthcare; higher; hospitals; institutions; intentions; likely; limpopo; medical; opportunities; origin; plans; practice; private; professionals; research; respondents; rural; science; south; students; studies; study; table; town; uct; ukzn; university; urban; work; year cache: ajhpe-202.pdf plain text: ajhpe-202.txt item: #258 of 573 id: ajhpe-203 author: Mostert-Wentzel, K; Department of Physiotherapy, University of Pretoria; Frantz, J; Department of Physiotherapy, University of the Western Cape; Van Rooijen, A J; Department of Physiotherapy, University of Pretoria title: A model for community physiotherapy from the perspective of newly graduated physiotherapists as a guide to curriculum revision date: 2013-04-22 words: 5048 flesch: 45 summary: To develop a model of community service physiotherapy to guide curriculum reform. They perform common community physiotherapy services. keywords: africa; ajhpe; appreciative; better; categories; category; clients; coder; collaboration; community; community physiotherapy; community service; compulsory; conditions; cultural; curriculum; data; development; different; education; environment; essence; experience; factors; findings; growth; health; healthcare; inquiry; interviews; journal; language; learning; lot; management; member; model; nature; needs; participants; patients; people; personal; physiotherapists; physiotherapy; positive; poverty; practice; professional; programmes; public; resilience; service; skills; south; specific; students; studies; study; sub; supervision; support; team; themes; topics; undergraduate; university; vol; work; working; year cache: ajhpe-203.pdf plain text: ajhpe-203.txt item: #259 of 573 id: ajhpe-205 author: Fani, Gertrude; HMPG title: CPD Questionnaire date: 2012-12-06 words: 609 flesch: 53 summary: Accreditation number: MDB001/007/01/2011 (Clinical) Numerous approaches to learning, types of learning and definitions of learning are discussed in this month’s articles. 1. E-learning: An important pedagogy in higher education which encompasses an instructional method that combines community service with didactic learning. keywords: approach; articles; false; issue; knowledge; learning; patients; statements; students; true; use cache: ajhpe-205.pdf plain text: ajhpe-205.txt item: #260 of 573 id: ajhpe-206 author: Seggie, Janet; University of Cape Town title: Human resource challenges in healthcare delivery in African communities date: 2012-12-06 words: 753 flesch: 52 summary: Mohamed N, Peerbhay F. Introducing dental students to e-learning at a South African University. African Journal of Health Professions Education 2012;4(2):123-127. keywords: african; african journal; cape; curriculum; delivery; education; health; healthcare; journal; learning; pharmacy; professions; programme; research; south; university; work cache: ajhpe-206.pdf plain text: ajhpe-206.txt item: #261 of 573 id: ajhpe-207 author: Waggie, F; Interdisciplinary Teaching and Learning Unit, Faculty of Community and Health Sciences, University of the Western Cape; Laattoe, N; Interdisciplinary Teaching and Learning Unit, Faculty of Community and Health Sciences, University of the Western Cape; Filies, G C; Interdisciplinary Teaching and Learning Unit, Faculty of Community and Health Sciences, University of the Western Cape title: Moving from conversation to commitment: Optimising school-based health promotion in the Western Cape, South Africa date: 2013-04-22 words: 3542 flesch: 46 summary: Challenges identified at participating schools Components of HPS Challenges at schools Develop healthy school policies that will assist the school community in constantly addressing its health needs Schools do not have policies for health promotion; these are therefore required Development of the school as a supportive environment for the development of health attitudes and practices Ignorance within families regarding health issues Discipline problems among learners Rampant social problems, such as abuse and violence experienced by learners and community Lack of sustainable health promotion programmes Lack of commitment of stakeholders Community action that involves the school and broader community in taking ownership of and seeking ways to address their collective health needs by accessing resources for health Ownership of health promotion programme by the school community is required Poverty alleviation projects to be initiated by the school community, as poverty is experienced by the majority of learners Awareness, support and educational activities to reduce early sexual activity among learners Development of personal skills of members of the school community, thus enabling them to improve their own health and influence the health of others Parental and community involvement is needed. However, the sustainability of improved health is dependent on the approaches, theoretical foundations, intentions and outcomes of health promotion programmes. keywords: action; activities; appropriate; broader; challenges; communities; community; course; development; dialogue; education; educators; faculty; health; health promotion; higher; higher education; hps; ihp; impact; information; institutions; interdisciplinary; interventions; itlu; learners; learning; members; needs; new; participants; process; professionals; programmes; projects; promotion; research; schools; service; skills; social; south; staff; stakeholders; students; table; teaching; university; uwc cache: ajhpe-207.pdf plain text: ajhpe-207.txt item: #262 of 573 id: ajhpe-208 author: Mubuuke, Aloysius Gonzaga; Makerere University, College of Health Sciences; Leibowitz, Brenda; Stellenbosch University, Centre for Teaching and Learning title: Participatory action research: The key to successful implementation of innovations in health professions education date: 2013-04-22 words: 3088 flesch: 50 summary: The idea of teachers involving students in such research processes also provides an opportunity for students to contribute to changes and innovations that influence and affect their learning. One way of ensuring acceptability and success of innovative and evidence-based training methods in health sciences could be the use of participatory action research approaches. keywords: action; analysis; approach; benefits; change; data; education; experiences; feedback; form; health; innovations; key; learning; lecturers; likely; methods; new; par; participants; participation; participatory; people; potential; process; professions; research; routledge; sciences; students; studies; study; teachers; training; work cache: ajhpe-208.pdf plain text: ajhpe-208.txt item: #263 of 573 id: ajhpe-210 author: McInerney, P; Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg; Green-Thompson, L P; Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg; Manning, D; Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg title: Experiences of graduating students from a medical programme five years after curricular transformation: A descriptive study date: 2013-04-22 words: 3085 flesch: 51 summary: These additional responses could be categorised into clinical assessments (61 comments); theoretical assessments (22 comments); and general comments (10 comments). The majority (54.1%) of the comments about clinical assessment referred to the subjectivity of the examiners and 18% to the varying standards between the different clinical sites. keywords: africa; assessment; best; category; changes; class; clinical; comments; curriculum; development; educ; evaluation; exams; experiences; exposure; final; following; graduates; graduating; health; learning; medical; new; participants; point; practice; prepared; problem; programme; questionnaire; questions; respondents; responses; students; study; teaching; university; worst; years cache: ajhpe-210.pdf plain text: ajhpe-210.txt item: #264 of 573 id: ajhpe-211 author: De Jongh, Jo-Celene; Department of Occupational Therapy, Faculty of Community and Health Sciences, University of the Western Cape, Bellville, South Africa; Frantz, Jose M; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Bellville, South Africa; Rhoda, Anthea J; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Bellville, South Africa title: Integrating research into teaching and learning: Needs assessment for staff development date: 2014-07-30 words: 4388 flesch: 45 summary: The scholarship of teaching is one way to facilitate the process of integrating research into teaching activities. The scholarship of teaching involves the integration of research into teaching activities, critical reflection of practice, and communication, and dissemination of the practice of one’s subject. keywords: academics; activities; ajhpe; approach; community; data; development; education; evidence; experiences; faculty; findings; health; high; higher; information; inquiry; integration; knowledge; learning; lecturer; level; literature; majority; methods; modules; need; participants; perceptions; phases; practices; process; research; respondents; scholarly; scholarship; section; specific; staff; students; study; teaching; teaching activities; understanding; university; views cache: ajhpe-211.pdf plain text: ajhpe-211.txt item: #265 of 573 id: ajhpe-213 author: Raemaekers, Melissa title: Cover date: 2012-12-06 words: 16 flesch: 77 summary: ISSN 0256-9574 African Journal of Health Professions Education December 2012, Vol. 4 No. 2 AJHPE keywords: ajhpe cache: ajhpe-213.pdf plain text: ajhpe-213.txt item: #266 of 573 id: ajhpe-214 author: Raemaekers, Melissa title: Contents date: 2012-12-06 words: 425 flesch: 24 summary: A needs assessment J du Plessis, H Friedrich-Nel, F van Tonder 118 A faculty development strategy among academics to promote the scholarship of research J M Frantz 123 Introducing dental students to e-learning at a South African University N Mohamed, F Peerbhay 128 The clinical associate curriculum ‒ the learning theory underpinning the BCMP programme at the University of Pretoria J F M Hugo, J Slabbert, J M Louw, T S Marcus, P H du Toit, J E Sandars CPD 132 CPD Questionnaire E-mail: publishing@hmpg.co.za EDITOR Vanessa Burch DEPUTY EDITOR Juanita Bezuidenhout EDITORIAL BOARD Adri Beylefeld, University of the Free State Juanita Bezuidenhout, Stellenbosch University Vanessa Burch, University of Cape Town Enoch N Kwizera, Walter Sisulu University Patricia McInerney, University of the Witwatersrand Jacqueline van Wyk, University of KwaZulu-Natal HMPG Editor-in-Chief Janet Seggie Editor Emeritus Daniel J Ncayiyana Managing Editor J P de V van Niekerk Deputy Editor Bridget Farham Assistant Editor Emma Buchanan Technical Editors Marijke Maree Robert Matzdorff Melissa Raemaekers Taryn Skikne Paula van der Bijl Head of Publishing Robert Arendse Production Manager Emma Couzens Art Director Siobhan Tillemans DTP & Design Carl Sampson Anelia du Plessis Online Manager Gertrude Fani HMPG Board of Directors M Veller (Chair) R Abbas M Lukhele D J Ncayiyana J P de V van Niekerk ISSN 1999-7639 AJHPE African Journal of Health Professions Education December 2012, Vol. 4 No. 2 EDITORIAL 95 Human resource challenges in healthcare delivery in African communities J Seggie ABSTRACT 96 Using aspects of Bernstein’s pedagogic device to review and re-align the pharmacy curriculum at Rhodes University C Oltmann ARTICLES 97 Developing a standardised patient programme in a primary healthcare curriculum: keywords: african; ajhpe; curriculum; editor; group; health; learning; medical; niekerk; publishing; road; seggie; university; van cache: ajhpe-214.pdf plain text: ajhpe-214.txt item: #267 of 573 id: ajhpe-218 author: Frantz, Jose M; Department of Physiotherapy, University of the Western Cape, Bellville, Cape Town, South Africa; Rowe, Michael; Department of Physiotherapy, University of the Western Cape, Bellville, Cape Town, South Africa; Hess, Danelle A; Department of Physiotherapy, University of the Western Cape, Bellville, Cape Town, South Africa; Rhoda, Anthea J; Department of Physiotherapy, University of the Western Cape, Bellville, Cape Town, South Africa; Sauls, Berenice L; Department of Physiotherapy, University of the Western Cape, Bellville, Cape Town, South Africa; Wegner, Liezel; Department of Physiotherapy, University of the Western Cape, Bellville, Cape Town, South Africa title: Student and staff perceptions and experiences of the introduction of Objective Structured Practical Examinations: A pilot study date: 2013-10-28 words: 3052 flesch: 53 summary: The main concerns raised by both students and staff were: (i) pressure due to time constraints and how this might affect student performance; and (ii) the question of objectivity during the assessment. When using the OSCE method, clinical competencies are assessed as students move through a number of ‘stations’ where they are individually graded using precise criteria in the form of a checklist. keywords: assessment; challenges; clinical; competence; concerns; data; department; discussion; education; evaluation; examination; examiner; experiences; focus; format; group; initial; learning; members; objective; objectivity; osce; ospe; ospe format; performance; physiotherapy; practical; process; question; skills; staff; station; structured; students; study; time; undergraduate; year cache: ajhpe-218.pdf plain text: ajhpe-218.txt item: #268 of 573 id: ajhpe-219 author: Talberg, Heather; Department of Health and Rehabilitation Sciences, Division of Physiotherapy, University of Cape Town, South Africa; Scott, Des; Department of Health and Rehabilitation Sciences, Division of Physiotherapy, University of Cape Town, South Africa title: Do physiotherapy students perceive that they are adequately prepared to enter clinical practice? An empirical study date: 2014-03-04 words: 5018 flesch: 49 summary: As there is a link between perceived competence in clinical skills and the ability to perform adequately with regard to patient management,[14,15] the students' perception of their own ability may be an important predictor of actual performance. Clinical skills in junior medical officers: A comparison of self-reported confidence and observed competence. keywords: 3rd; ability; academic; ajhpe; alignment; analysis; areas; block; classroom; clinical; cohorts; competence; confidence; curriculum; different; education; educators; expectations; generic; health; information; intervention; knowledge; level; marks; mean; median; need; objective; overall; participants; patient; performance; permanent; physiotherapy; placements; practical; practice; preparation; preparedness; questionnaire; readiness; research; researchers; results; sciences; scores; self; significant; skills; students; study; test; theoretical; time; total; training; uct; year cache: ajhpe-219.pdf plain text: ajhpe-219.txt item: #269 of 573 id: ajhpe-222 author: Fawole, Olefunmilayo; Department of Epidemiology and Medical Statistics, Faculty of Public Health, College of Medicine, University of Ibadan, Nigeria; Van Wyk, Jacqueline Marina; Department of Clinical Cognition, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa; Adejimi, A; Department of Community Medicine, College of Medicine, University of Ibadan, Nigeria title: Training on prevention of violence against women in the medical curriculum at the University of Ibadan, Nigeria date: 2013-10-28 words: 5549 flesch: 64 summary: Recognising/detecting VAW (e.g. picking up warning signs and symptoms and/or screening techniques for patients suspected to be at risk) 12 (14.3) 45 (53.6) 27 (32.1) Taking history on VAW episodes (e.g. frequency and severity of episodes, involvement of other family members, access to dangerous weapons, contributing factors such as alcohol and drugs) 11 (13.1) 54 (64.3) 19 (22.7) Examining VAW victim (laboratory or side-room investigations, microbiology swabs etc.) There is also increasing debate about the efficacy of curricular approaches and the most effective educational techniques to be used for training.[11] Realising the central role of medical schools in preparing a future generation of practitioners and citizens, there is consequently a need to educate medical students about the treatment, referral system and impact of VAW when managing victims. keywords: abuse; african; ajhpe; analysis; attitude; better; care; college; competence; confidence; curriculum; data; economic; faculty; final; health; human; ibadan; knowledge; likely; mean; medical; medicine; members; need; nigeria; patients; physical; psychological; public; questionnaire; research; respondents; results; scores; sexual; signs; skilled; skills; students; study; symptoms; table; teaching; topic; training; university; vaw; victims; violence; violent; w e; women; year cache: ajhpe-222.pdf plain text: ajhpe-222.txt item: #270 of 573 id: ajhpe-223 author: Delport, R; Skills Laboratory, Faculty of Health Sciences, University of Pretoria, South Africa; Krüger, C; Department of Psychiatry, School of Medicine, Faculty of Health Sciences, University of Pretoria, South Africa; van Rooyen, M; Department of Family Medicine, School of Medicine, Faculty of Health Sciences, University of Pretoria, South Africa; Pickworth, G; Department for Education Innovation, University of Pretoria, South Africa title: Developing an outcomes-based charter to direct teaching and assessment of medical professionalism date: 2015-01-14 words: 4714 flesch: 37 summary: rainbow nation’, where a number of threats, including restructuring of the healthcare system, fiscal constraints and conflicts of interest, may erode medical professionalism. Defining specific outcomes and assessment criteria relating to medical professionalism would lend consistency to the teaching and assessment of professionalism throughout the medical curriculum and aid in the early detection and remediation of unprofessional conduct. keywords: africa; approach; appropriate; assessment; attributes; behaviour; charter; clinical; conduct; curriculum; december; decisions; development; doctor; education; ethical; evident; faculty; healthcare; informed; knowledge; learning; lecturers; management; medical; medicine; members; outcomes; patients; personal; physician; plan; practice; pretoria; principles; professionalism; project; relevant; research; resources; respect; rights; school; skills; soft; south; students; survey; systems; table; teaching; threads; understanding; university; values cache: ajhpe-223.pdf plain text: ajhpe-223.txt item: #271 of 573 id: ajhpe-224 author: Frantz, J M; Department of Physiotherapy, University of the Western Cape; Smith, M; Department of Psychology, University of the Western Cape title: Exploring the subjective experiences of allied health professionals in their transition from clinical educators to academia: Barriers and facilitators to successful transition date: 2013-04-22 words: 4145 flesch: 41 summary: The mean age of participants was 31 years, with an average of 8.4 years of clinical experience and 3.4 years of academic/clinical education experience. The average work experience among participants was 8.4 and 3.4 years for clinical experience and clinical education/academia, respectively. keywords: ability; academic; adjustment; ajhpe; clinical; clinicians; confidence; data; department; education; educators; environment; experience; extrinsic; factors; faculty; findings; health; individual; institutional; interviews; intrinsic; mentoring; new; number; participants; personality; process; professional; question; relationships; research; role; rules; sample; staff; students; study; subjective; support; supportive; teaching; themes; transition; university; work; years cache: ajhpe-224.pdf plain text: ajhpe-224.txt item: #272 of 573 id: ajhpe-226 author: Hess, D A; Department of Physiotherapy, University of the Western Cape, Bellville, South Africa; Frantz, J M; Department of Physiotherapy, University of the Western Cape, Bellville, South Africa title: Understanding the learning styles of undergraduate physiotherapy students date: 2014-03-12 words: 2557 flesch: 52 summary: To enhance undergraduate physiotherapy education, educators should aim to become more aware of these diverse approaches to master new material.[3] Learning styles are a useful instrument to help students and researchers understand how to improve the way they learn and teach, respectively. Learning styles or preferences are multifaceted ways in which learners perceive, process, store and recall what they are trying to learn.[4] Studies on preferred learning styles among physiotherapy students were primarily conducted abroad in developed countries such as Canada and Australia.[2,5] keywords: ability; approaches; association; aware; different; feeling; females; gender; group; intuitive; kinaesthetic; learning; physiotherapy; preferences; problem; programme; questionnaire; research; results; significant; students; study; styles; teaching; thinking; undergraduate; university; verbal; visual; year cache: ajhpe-226.pdf plain text: ajhpe-226.txt item: #273 of 573 id: ajhpe-228 author: Olivier, B; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Naidoo, V; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Mudzi, W; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; van Aswegen, H; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Potterton, J; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Myezwa, H; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Roos, R; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Godlwana, L; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Maleka, D; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Mtshali, S; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Ntsiea, V; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Stewart, A; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Romm, M; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Humphries, C; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Watt, B; Department of Physiotherapy, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa title: The implementation of the Objective Structured Practical Examination (OSPE) method: Students’ and examiners’ experiences date: 2015-02-23 words: 4635 flesch: 55 summary: The difference in student marks when using the OSPE and traditional mark sheets (combined) is shown in Table 2. The difference in student marks when using the OSPE and traditional mark sheets (combined) (N=563)* Marks allocated via: Mean difference, % ±SD ±SEM 95% CI t-value p-value Traditional mark sheet minus OSPE mark sheet 4.6 16.4 0.69 3.3 - 6.7 6.7 0.000 SD = standard deviation; SEM = standard error of mean; CI = confidence interval. keywords: addendum; ajhpe; assessment; average; clinical; different; examination; examiners; feedback; general; mark; mark sheet; method; micro; objective; ospe; ospe mark; patient; performance; phd; physiotherapy; practical; practical examination; practical skills; practical test; questionnaires; reliability; research; satisfaction; satisfied; second; sheet; skills; specific; stations; structured; students; study; table; technique; test; time; traditional; traditional mark; use; vol; weighting cache: ajhpe-228.pdf plain text: ajhpe-228.txt item: #274 of 573 id: ajhpe-229 author: Treadwell, I; Skills Centre, Sefako Makgatho Health Sciences University (formerly Medunsa Campus of the University of Limpopo), Pretoria, South Africa title: Effect of simulated emergency skills training and assessments on the competence and confidence of medical students date: 2015-11-21 words: 2686 flesch: 45 summary: DOI:10.7196/AJHPE.229 Effect of simulated emergency skills training and assessments on the competence and confidence of medical students I Treadwell, DCur, HED Skills Centre, Sefako Makgatho Health Sciences University (formerly Medunsa Campus of the University of Limpopo), Pretoria, South Africa Corresponding author: I Treadwell (ina.treadwell@gmail.com) Research 156 November 2015, Vol. 7, No. 2 AJHPE Competence and confidence are terms used for expressing beliefs about one’s ability to perform an activity. The strategy of teaching/learning and assessment of emergency skills in simulation was highly effective in enhancing the competence and confidence of medical students when managing a clinical emergency. keywords: airway; assessments; clinical; competence; confidence; cpr; defibrillation; effect; emergency; endotracheal; feedback; final; improvement; intubation; learning; levels; mean; medical; medicine; november; osce; participants; post; preand; pretraining; results; resuscitation; self; simulated; simulation; skills; students; study; suctioning; table; teaching; test; training; ventilation; year cache: ajhpe-229.pdf plain text: ajhpe-229.txt item: #275 of 573 id: ajhpe-231 author: Treadwell, Ina; Skills Centre, Faculty of Health Sciences, University of Limpopo (Medunsa Campus), Pretoria, South Africa; Van Rooyen, Marietjie; Department of Family Medicine, University of Pretoria, South Africa; Havenga, Henk; Skills Centre, Faculty of Health Sciences, University of Limpopo (Medunsa Campus), Pretoria, South Africa; Theron, Marietjie; Skills Centre, Faculty of Health Sciences, University of Limpopo (Medunsa Campus), Pretoria, South Africa title: The effect of an interprofessional clinical simulation on medical students date: 2014-03-20 words: 3182 flesch: 43 summary: Aim The aim of this study was to explore the effect of an interprofessional clinical simulation on medical students. Method A mixed-methods study was done on the effect of interprofessional clinical simulation on medical students at the Medunsa Campus Skills Centre of the University of Limpopo, 25 km north-west of Pretoria, South Africa. keywords: ajhpe; arm; care; centre; clinical; collaborative; communication; curriculum; education; effect; emergency; health; healthcare; interprofessional; ipe; knowledge; learning; management; mcq; medical; members; need; nurses; nursing; outcomes; participants; patient; peers; post; practical; practice; professions; research; responsibilities; right; roles; simulation; skills; students; study; team; teamwork; test; theme; traumatised; understanding cache: ajhpe-231.pdf plain text: ajhpe-231.txt item: #276 of 573 id: ajhpe-233 author: Treadwell, Ina; Skills Centre, Faculty of Health Sciences, University of Limpopo (Medunsa Campus), Soshanguve, Polokwane, South Africa; Havenga, Henk S; Skills Centre, Faculty of Health Sciences, University of Limpopo (Medunsa Campus), Soshanguve, Polokwane, South Africa title: Ten key elements for implementing interprofessional learning in clinical simulations date: 2013-10-28 words: 3298 flesch: 41 summary: Medical students: Examine the patient’s hand and make a referral. DOI:10.7196/AJHPE.233 Ten key elements for implementing interprofessional learning in clinical simulations I Treadwell, DCur HED; H S Havenga, ILS practitioner Skills Centre, Faculty of Health Sciences, University of Limpopo (Medunsa Campus), Soshanguwe, Polokwane, South Africa Corresponding author: I Treadwell (ina.treadwell@ul.ac.za) Interprofessional education (IPE) refers to healthcare students learning with, from and about one another to improve collaboration and the quality of patient care.[1] Successful transition of students to competently work- ready health professionals requires an ability to work in healthcare teams[2] and should be addressed through IPE. keywords: ajhpe; appropriate; assessment; centre; clinical; collaborative; content; curricula; development; different; education; elements; emergency; evaluation; event; experience; facilitators; faculty; groups; guide; healthcare; high; implementation; interprofessional; ipe; key; learning; management; medical; nursing; patient; planning; practice; process; professions; relevant; research; resources; resuscitation; right; room; scenario; simulation; skills; students; table; teamwork; time; training; trauma; traumatised; year cache: ajhpe-233.pdf plain text: ajhpe-233.txt item: #277 of 573 id: ajhpe-234 author: Diab, P; Department of Rural Health, College of Nursing and Public Health, University of KwaZulu-Natal, Durban; Naidu, T; Department of Behavioural Medicine, College of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa; Gaede, B; Department of Rural Health, College of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa; Prose, N; Department of Paediatrics and Dermatology, Duke University Medical Center, Durham, North Carolina title: Cross-cultural medical education: Using narratives to reflect on experience date: 2013-04-22 words: 3549 flesch: 40 summary: In the process of collaborative reflection the group participants listened to each other tell and re-tell narratives that illustrated positive examples of clinical cultural encounters. Elements such as curiosity, respect and unconditional positive regard are illustrated in a unique way that allows students to appreciate the real-life aspects of cross-cultural clinical encounters. keywords: aspects; attitude; clinical; clinicians; collaborative; communication; competence; consultation; context; cross; cultural; culture; curiosity; curriculum; different; education; educators; elements; encounters; experiences; group; health; healthcare; important; knowledge; life; medical; medicine; narratives; narrator; participants; patients; personal; positive; practice; process; professional; real; reflection; regard; respect; skills; social; stories; students; teaching; telling; unconditional; understanding cache: ajhpe-234.pdf plain text: ajhpe-234.txt item: #278 of 573 id: ajhpe-235 author: Mutwali, I M; Department of Surgery, Faculty of Medicine, Alzaiem Alazhari University, Sudan; Hassan, A N; Department of Microbiology, Faculty of Medicine, Alzaiem Alazhari University, Sudan title: Skills training of junior medical students: Can peer teaching be the solution? date: 2013-10-28 words: 3076 flesch: 54 summary: Various studies highlight the benefits of peer teaching, demonstrating that it improves the examination performance of the tutees,[3,4] and establishes reciprocal social, psychological and cognitive support.[5] Both peer tutors and learners benefit from peer teaching, as the former can improve their learning habits, acquire new advanced perceptions towards the subject matter, and increase their skill competence. keywords: alazhari; alzaiem; benefits; clinical; educational; experience; faculty; good; junior; knowledge; learners; learning; limited; medical; model; number; osce; peer; problem; programme; results; scale; senior; sessions; skills; staff; students; study; sudan; table; teachers; teaching; time; training; tutees; tutors; university cache: ajhpe-235.pdf plain text: ajhpe-235.txt item: #279 of 573 id: ajhpe-236 author: Manyama, Mange; Department of Anatomy, Catholic University of Health and Allied Sciences, Mwanza, Tanzania; Mshana, Stephen; Department of Microbiology and Immunology, Catholic University of Health and Allied Sciences, Mwanza, Tanzania; Kabangira, Rodrick; Department of Internal Medicine, Catholic University of Health and Allied Sciences, Mwanza, Tanzania; Konje, Eveline; Department of Epidemiology and Biostatistics, Catholic University of Health and Allied Sciences, Mwanza, Tanzania title: Shortage of faculty in medical schools in Tanzania: A case study at the Catholic University of Health and Allied Health Sciences date: 2013-10-28 words: 2006 flesch: 47 summary: Research November 2013, Vol. 5, No. 2 AJHPE 95 Research In the past 20 years, the number of medical schools, as well as their respective student enrolments, has increased substantially in sub-Saharan Africa (SSA).[1] Unfortunately, these increases have not been matched by a parallel increase in the number of medical school faculty. Over 50% of departments reported faculty shortages of 30% or more. keywords: catholic; clinical; critical; cuhas; department; education; faculty; health; healthcare; increase; medical; medicine; needs; number; postgraduate; programmes; residents; schools; sciences; shortage; staff; students; study; tanzania; teachers; teaching; time; undergraduate; university cache: ajhpe-236.pdf plain text: ajhpe-236.txt item: #280 of 573 id: ajhpe-246 author: Mshana, S E; Department of Microbiology/Immunology, School of Graduate Studies, Catholic University of Health and Allied Sciences, Bugando, Mwanza, Tanzania; Manyama, M; Department of Human Anatomy, Weill Bugando School of Medicine, Catholic University of Health and Allied Sciences, Bugando, Mwanza, Tanzania title: Factors influencing the recruitment and retention of faculty at the Catholic University of Health and Allied Sciences, Bugando, Mwanza, Tanzania date: 2013-10-28 words: 1990 flesch: 45 summary: In contrast to previous studies,[12] which reported that academic salaries severely restricted the recruitment and retention of faculty staff, salary was reported in the present study as the most important factor influencing recruitment and retention in only 7.1% of respondents. Tutorial assistantship was separated in the analysis as this position is a training post, and these participants' responses were likely to be very different from other faculty in other positions. keywords: academic; bugando; catholic; cuhas; development; factors; faculty; february; growth; health; important; influence; medical; number; opportunities; opportunity; professional; promotion; recruitment; respondents; retention; schools; sciences; staff; support; tanzania; tutorial; university cache: ajhpe-246.pdf plain text: ajhpe-246.txt item: #281 of 573 id: ajhpe-248 author: Odole, Adesola C; Physiotherapy Department, College of Medicine, University of Ibadan, Ibadan, Nigeria; School of Research and Postgraduate Studies, Faculty of Agriculture, Science and Technology, North West University, Mafikeng Campus, South Africa; Odunaiya, Nse A; Physiotherapy Department, College of Medicine, University of Ibadan, Ibadan, Nigeria; Oyewole, Olufemi O; Physiotherapy Department, Olabisi Onabanjo University Teaching Hospital, Sagamu, Nigeria; Ogunmola, Oluwasolape T; Physiotherapy Department, College of Medicine, University of Ibadan, Ibadan, Nigeria title: Physiotherapy clinical students’ perception of their learning environment: A Nigerian perspective date: 2014-03-04 words: 5538 flesch: 45 summary: A qualitative study of perceptions of student teachers towards teaching 2012. The Australian DREEM: Evaluating student perceptions of academic learning environments within eight health science courses. keywords: academic; activities; ajhpe; approachable; assessment; atmosphere; better; books; chairs; classrooms; clinical; college; context; course; cultural; discussion; dreem; educational; environment; faculty; feedback; focus; formative; good; group; guide; http://dx.doi; ibadan; information; knowledgeable; learning; learning environment; lecturers; level; library; life; medical; medicine; names; nigeria; objectives; participants; perception; physiotherapy; provision; qualitative; question; relationship; research; school; skills; social; students; studies; study; taught; teachers; teaching; themes; theory; time; understanding; university; use cache: ajhpe-248.pdf plain text: ajhpe-248.txt item: #282 of 573 id: ajhpe-25 author: Irlam, James Hamilton; University of Cape Town; Keikelame, Mpoe Johannah; University of Cape Town; Vivian, Lauraine Margaret; University of Cape Town title: Integrating the Primary Health Care Approach into a Medical Curriculum: a programme logic model date: 2009-11-13 words: 1580 flesch: 41 summary: 6. Promoting multi-professional health care. Promoting equity and human rights in health care. keywords: approach; bio; cape; care; clinical; cpi; cultural; curriculum; ebp; evidence; health; learning; logic; medical; medicine; model; multi; phc; portfolio; primary; principles; professional; programme; psychosocial; research; students; sub; teaching; themes; town; university; year cache: ajhpe-25.pdf plain text: ajhpe-25.txt item: #283 of 573 id: ajhpe-250 author: du Plessis, L M; Community Nutrition, Division of Human Nutrition, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Koornhof, H E; Community Nutrition, Division of Human Nutrition, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Daniels, L C; Community Nutrition, Division of Human Nutrition, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Sowden, M; Community Nutrition, Division of Human Nutrition, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Adams, R; School Health Services, Department of Health, Provincial Government of the Western cape, South Africa title: Health-promoting schools as a service learning platform for teaching health-promotion skills date: 2014-03-12 words: 4004 flesch: 48 summary: The literature suggests that school health services could be more effective if attention is paid to working collaboratively on partnerships and if school health services are integrated with other components of an HPS. Global school health initiative. keywords: africa; ajhpe; cape; changes; children; community; concept; data; department; dietetic; education; experience; exposure; health; health promotion; healthcare; hps; hpss; initiative; journals; knowledge; learners; learning; medical; nurse; nutrition; opportunities; parents; platform; positive; preventive; principals; professional; promotion; reflective; research; resources; review; role; school; sciences; service; setting; skills; south; structured; students; study; teachers; teaching; team; themes; tools; training; undergraduate; university; week; western cache: ajhpe-250.pdf plain text: ajhpe-250.txt item: #284 of 573 id: ajhpe-252 author: Ernstzen, Dawn Verna; Division of Physiotherapy, Faculty of Medicine and Health Sciences, Stellenbosch University, Tygerberg, South Africa title: Roles and attributes of physiotherapy clinical educators: Is there agreement between educators and students? date: 2013-10-28 words: 3250 flesch: 43 summary: To determine which roles and attributes of clinical educators are perceived as important in creating a clinical learning environment that is conducive to learning, and if there were differences between the perceptions of undergraduate physiotherapy students and clinical educators. Numerous roleplayers are involved and consequently influence the clinical learning encounter, e.g. student/s, patients and caregivers, clinical educators and other healthcare providers. keywords: ajhpe; assessor; attributes; clinical; clinical educator; clinical learning; conducive; demonstrator; differences; education; educator; environment; expectations; experience; findings; health; important; influence; knowledge; learning; medical; model; participants; perceptions; physiotherapy; process; programme; provider; purpose; questionnaire; reflection; research; role; skills; south; students; study; teaching; technique; value; year cache: ajhpe-252.pdf plain text: ajhpe-252.txt item: #285 of 573 id: ajhpe-256 author: Prose, Neil; Department of Pediatrics and Dermatology, Duke University Medical Center, Durham, North Carolina, USA; Diab, Paula; Department of Rural Health, School of Nursing & Public Health, Nelson R Mandela School of medicine,University of KwaZulu-Natal, Durban, South Africa; Matthews, Margaret; School of Clinical Medicine, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa title: Experiential learning outside the comfort zone: Taking medical students to downtown Durban, South Africa date: 2013-10-28 words: 1727 flesch: 47 summary: Taking medical students to downtown Durban N Prose,1 MD; P Diab,2 MB ChB, MFamMed; M Matthews,3 MB ChB, DOH 1 Department of Pediatrics and Dermatology, Duke University Medical Center, Durham, North Carolina, USA 2 Department of Rural Health, School of Nursing & Public Health, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa 3 School of Clinical Medicine, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa Corresponding author: P Diab (diabp@ukzn.ac.za) Introduction. For this reason, teaching medical students to communicate effectively and empathically across cultures is one of the most important educational tasks. keywords: attitude; beliefs; communication; cultural; cultures; curiosity; curriculum; durban; empathy; experience; group; knowledge; kwazulu; learning; medical; medicine; multicultural; natal; number; patients; respect; school; skills; south; students; teaching; tour; university cache: ajhpe-256.pdf plain text: ajhpe-256.txt item: #286 of 573 id: ajhpe-259 author: Lemon, Thomas Iain; University Hospital of Wales, Cardiff, Wales, UK title: Lack of research skills teaching not just an African education issue date: 2013-10-28 words: 363 flesch: 48 summary: 100 November 2013, Vol. 5, No. 2 AJHPE Lack of research skills teaching not just an African education issue To the Editor: Madzima et al.[1] address a very real issue in current medical and health education – lack of teaching of research skills. They have piloted workshops aiming to fill the void in research skills and statistics for those who want them, and I applaud them for their efforts. keywords: madzima; medical; research; skills; teaching cache: ajhpe-259.pdf plain text: ajhpe-259.txt item: #287 of 573 id: ajhpe-260 author: Killewo, L; Kilimanjaro Christian Medical University College, Moshi,Tanzania; Lisasi, E; Kilimanjaro Christian Medical University College, Moshi,Tanzania; Kapanda, G; Kilimanjaro Christian Medical University College, Moshi,Tanzania; Tibyampansha, D; Kilimanjaro Christian Medical University College, Moshi,Tanzania; Ibrahim, G; Kilimanjaro Christian Medical University College, Moshi,Tanzania; Kulanga, A; Kilimanjaro Christian Medical University College, Moshi,Tanzania; Muiruri, C; Duke University School of Medicine and Duke Global Health Institute, Durham, North Carolina, USA; Fadhili, N; Kilimanjaro Christian Medical University College, Moshi,Tanzania; Wiener, D; Duke University School of Medicine and Learning Content Management System, Durham, North Carolina, USA; Wood, A; Learning Content Management System, Durham, North Carolina, USA; Kessi, E; Kilimanjaro Christian Medical University College, Moshi,Tanzania; Mteta, K; Kilimanjaro Christian Medical University College and Kilimanjaro Christian Medical Centre, Moshi,Tanzania; Ntabaye, M; Kilimanjaro Christian Medical Centre, Moshi,Tanzania; Bartlett, J A; Kilimanjaro Christian Medical University College, Moshi,Tanzania, Duke University School of Medicine and Duke Global Health Institute, Durham, North Carolina, USA title: Introduction of a learning management system at the Kilimanjaro Christian Medical University College date: 2014-03-15 words: 3580 flesch: 45 summary: The original intent in introducing LCMS+ at KCMU Co was to focus on implementation exclusively with medical students, progressing from the first-year class in 2011 and adding one new medical student class per year. 2. Training of KCMU Co faculty, students and staff Once the LCMS+ was installed and ready for use, the KCMU Co Dean informed faculty about its planned introduction. keywords: access; africa; carolina; christian; class; college; consensus; content; duke; durham; education; examinations; faculty; health; implementation; infrastructure; introduction; kcmu; kilimanjaro; lcms+; learning; limited; lms; management; materials; mean; medical; medicine; members; north; online; quality; research; saharan; school; scores; software; staff; students; sub; support; survey; system; tanzania; training; university; usa; use; utilisation; workshop; year cache: ajhpe-260.pdf plain text: ajhpe-260.txt item: #288 of 573 id: ajhpe-264 author: Green-Thompson, L P; Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa, and National Chairperson, SAAHE title: Are we socially accountable educators? date: 2013-04-22 words: 822 flesch: 47 summary: An important part of making a difference is the development of a collective action in which we are able to convince the many role players of our integrity and sincerity.[5] Both these attributes are key components of social accountability, which calls for joint responsibility of health science educators, partners in the service delivery training platforms as well as the communities served.[3,4] A World Bank discussion document suggests that social accountability is manifested most strongly where there is good governance and an empowered community, which ultimately results in the increased effectiveness of developmental initiatives.[1] keywords: able; accountability; commission; communities; development; difference; education; framework; health; learning; process; science; social; teachers; transformative; world cache: ajhpe-264.pdf plain text: ajhpe-264.txt item: #289 of 573 id: ajhpe-268 author: Oladeinde, Bankole Henry; Department of Medical Microbiology, College of Health Sciences, Igbinedion University, Okada, Edo State, Nigeria; Omoregie, Richard; School of Medical Laboratory Sciences, University of Benin Teaching Hospital, Benin City, Edo State, Nigeria; Odia, Ikpomwonosa; Institute of Lassa Fever Research and Control, Irrua Specialist Hospital, Irrua, Edo State, Nigeria; Osakue, Eguagie Osareniro; Department of Pathology, Igbinedion University Teaching Hospital, Okada, Edo State, Nigeria title: Continuous professional training of medical laboratory scientists in Benin City, Nigeria date: 2014-03-11 words: 3230 flesch: 44 summary: Sponsor of training programmes received (please indicate all sponsors of training programme) ______________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________ Appendix 1. Training programmes were mostly funded by participants. keywords: affiliation; area; benin; bmls; city; clinical; continuous; delivery; development; diagnostic; female; health; healthcare; hospital; infectious; knowledge; laboratory; laboratory scientists; likely; management; medical; medical laboratory; months; nigeria; participants; private; professional; programmes; public; qualification; quality; regard; research; respondents; science; scientists; sector; self; service; service training; specialisation; sponsorship; state; study; table; training; training programmes; workers cache: ajhpe-268.pdf plain text: ajhpe-268.txt item: #290 of 573 id: ajhpe-271 author: Fani, Gertrude; HMPG title: Contents date: 2013-04-23 words: 500 flesch: 19 summary: Editors Julia Blitz Stellenbosch University David Cameron University of Pretoria Francois Cilliers University of Cape Town Lionel Green-Thompson University of the Witwatersrand Dianne Manning University of the Witwatersrand Michelle McLean Bond University, QL, Australia Ntombifikile Mtshali University of KwaZulu-Natal Deborah Murdoch-Eaton University of Leeds, UK Marietjie Nel University of the Free State Carmen Oltmann Rhodes University Glynis Pickworth University of Pretoria Ben van Heerden Stellenbosch University Marietjie van Rooyen University of Pretoria Jacqueline van Wyk University of KwaZulu-Natal Gert van Zyl University of the Free State hMPG Editor Janet Seggie Consulting Editor JP de V van Niekerk technical Editors Emma Buchanan Kerry Gordon Marijke Maree Robert Matzdorff Melissa Raemaekers Taryn Skikne Paula van der Bijl head of Publishing Robert Arendse Production Manager Emma Couzens art director Brent Meder digital designer Siobhan Tillemans dtP & design Carl Sampson | E-mail: publishing@hmpg.co.za EDITORIAL 2 Are we socially accountable educators? L P Green-Thompson ARTICLES 3 Developing reflection and research skills through blogging in an evidence-based practice postgraduate physiotherapy module J M Frantz, M Rowe 8 Clinical educators’ self-reported personal and professional development after completing a short course in undergraduate clinical supervision at Stellenbosch University A M S Schmutz, S Gardner-Lubbe, E Archer 14 keywords: ajhpe; cape; clinical; editors; education; educators; frantz; green; group; health; medical; pretoria; publishing; road; stellenbosch; thompson; university; van cache: ajhpe-271.pdf plain text: ajhpe-271.txt item: #291 of 573 id: ajhpe-272 author: Fani, Gertrude; HMPG title: CPD Questionnaire date: 2013-04-23 words: 472 flesch: 46 summary: Participatory action research is a good way of empowering and engaging study participants when introducing innovations in health sciences education. Health sciences faculties aspiring to be socially accountable should focus their research, teaching and service activities on local, national and regional priority health needs. keywords: activities; clinical; community; cpd; education; health; learning; medical; sciences; students; teaching cache: ajhpe-272.pdf plain text: ajhpe-272.txt item: #292 of 573 id: ajhpe-273 author: Vincent-Lambert, C; Department of Emergency Medical Care and Podiatry, Faculty of Health Sciences, University of Johannesburg, Doornfontein Campus, South Africa; van Nugteren, B; Department of Emergency Medical Care, Faculty of Health Sciences, University of Johannesburg, Doornfontein Campus, South Africa title: Student compliance with indications for intravenous cannulation during clinical learning date: 2015-11-21 words: 2767 flesch: 46 summary: We aimed to assess the extent to which emergency medical care students may have been accessing patients intravenously during the course of their clinical learning, without a clear indication. To assess the extent to which emergency medical care students, during the course of their clinical learning, establish IV access in patients without a clearly documented indication. Methods. keywords: access; acuity; cannulation; care; clinical; educators; emergency; fluid; high; international; intravenous; johannesburg; learning; medical; medication; need; number; overtreatment; patients; potential; prehospital; priority; procedure; research; resuscitation; skills; students; studies; study; taught cache: ajhpe-273.pdf plain text: ajhpe-273.txt item: #293 of 573 id: ajhpe-275 author: Fani, Gertrude; HMPG title: Cover date: 2013-04-30 words: 16 flesch: 85 summary: ISSN 0256-9574 African Journal of Health Professions Education May 2013, Vol. 5 AJHPE keywords: ajhpe cache: ajhpe-275.pdf plain text: ajhpe-275.txt item: #294 of 573 id: ajhpe-285 author: Vincent-Lambert, C; Department of Emergency Medical Care, University of Johannesburg, South Africa; Bezuidenhout, J; Division Health Science Education, University of the Free State, Bloemfontein, South Africa; Jansen van Vuuren, M; Division Health Science Education, University of the Free state, Bloemfontein, South Africa title: Are further education opportunities for emergency care technicians needed and do they exist? date: 2014-03-12 words: 3454 flesch: 47 summary: It is acknowledged that B EMC degree programmes differ somewhat in terms of academic architecture, depth and content. The Delphi technique In the absence of literature addressing articulation between the relatively new ECT and B EMC programmes, other sources of information and data had to be explored. keywords: academic; africa; analysis; articulation; b emc; bridging; care; clinical; courses; degree; design; ect; education; emc; emc degree; emergency; emergency care; focus; framework; graduates; group; health; hpcsa; learning; level; medical; mid; national; nqf; number; pretoria; professional; programme; qualifications; research; saqa; short; south; study; training; university; workers; year cache: ajhpe-285.pdf plain text: ajhpe-285.txt item: #295 of 573 id: ajhpe-287 author: Mabope, L A; Department of Pharmacy, Faculty of Health Sciences, University of Limpopo, Medunsa Campus, Pretoria, South Africa; Meyer, J C; Department of Pharmacy, Faculty of Health Sciences, University of Limpopo, Medunsa Campus, Pretoria, South Africa title: Access, pass, throughput and dropout rates: Review of a problem-based learning BPharm curriculum at a previously disadvantaged university in South Africa date: 2014-07-30 words: 3598 flesch: 55 summary: When viewing the pass rates for the 1999 - 2008 cohort of BPharm students at UL, Medunsa Campus/TUT, the overall average pass rate increased in the third (92.8%) and fourth (96.6%) years compared with the first (90.2%) and second (89.7%) years of study. This article is based only on the cohort of BPharm students at UL, Medunsa Campus/TUT, and no comparisons are made with students in other programmes or from other universities. keywords: academic; access; africa; ajhpe; applicants; assessment; average; bpharm; campus; cohort; course; curriculum; diverse; dropout; education; group; higher; knowledge; learning; medunsa; minimum; n=458; needs; new; number; pass; pbl; pharmacy; phase; pretoria; problem; process; programme; rates; requirements; research; sciences; selection; skills; south; students; table; teaching; throughput; tut; university; van; years cache: ajhpe-287.pdf plain text: ajhpe-287.txt item: #296 of 573 id: ajhpe-288 author: Bezuidenhout, Juanita; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; van Schalkwyk, Susan; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; van Heerden, Ben; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; de Villiers, Marietjie; Teaching and Learning, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Building a research agenda in health professions education at a Faculty of Medicine and Health Sciences: Current research profile and future considerations date: 2014-10-29 words: 4164 flesch: 46 summary: O’Sullivan et al.[8] join the conversation about the nature of HPE research by advocating for more collaborative research. The argument is no longer that we should perform HPE research, but that we need to engage more in clarificatory research, and to further strengthen the work, we also need to collaborate more frequently. keywords: academic; africa; analysis; areas; assessment; cape; centres; chb; chpe; collaboration; context; cook; current; curriculum; development; education; evaluation; evidence; faculty; fmhs; focus; framework; health; hpe; information; interventions; learning; medical; medicine; metropole; need; professions; programmes; projects; purpose; research; results; rural; sciences; sites; studies; table; teaching; training; undergraduate; van cache: ajhpe-288.pdf plain text: ajhpe-288.txt item: #297 of 573 id: ajhpe-289 author: Kloppers, M; Division of Occupational Therapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Koornhof, H E; Division of Human Nutrition, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Bester, J; Division of Occupational Therapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Bardien, F; Division of Speech, Language and Hearing Therapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Students’ experiences of inter-professional education through International Classification of Functioning-based activities at a community-based rehabilitation centre date: 2015-02-23 words: 3824 flesch: 44 summary: The objective of this article is to describe the students’ experiences of inter-professional education (IPE) through ICF-based activities at BLRC. Methods. DOI:10.7196/AJHPE.289 Students’ experiences of inter-professional education through International Classification of Functioning-based activities at a community-based rehabilitation centre M Kloppers,1 MOccTher; H E Koornhof,2 MNutr; J Bester,1 MPhil (Higher Education); F Bardien,3 MAud 1 Division of Occupational Therapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa 2 Division of Human Nutrition, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa 3 Division of Speech, Language and Hearing Therapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa Corresponding author: M Kloppers (maatje@sun.ac.za) May 2015, Vol. 7, No. 1 AJHPE 23 Research Effective inter-professional teamwork is one way to improve healthcare delivery and maximise healthcare outcome.[8] The Bishop Lavis Primary Health Care Project[9] was established in 1993 as a result of a partnership between the Faculty of Medicine and Health Sciences at Stellenbosch University (SU), Western Cape Government health authorities, City of Cape Town and Bishop Lavis community. keywords: activities; africa; approach; bishop; blrc; cape; care; centre; client; clinical; community; data; different; education; ethical; feedback; forms; functioning; health; healthcare; holistic; icf; inter; ipe; lavis; learning; model; needs; occupational; opportunity; placement; practice; primary; professional; rehabilitation; research; role; sciences; services; setting; south; standards; students; team; teamwork; themes; therapy; training cache: ajhpe-289.pdf plain text: ajhpe-289.txt item: #298 of 573 id: ajhpe-294 author: Muraraneza, C; Department of Nursing, School of Nursing and Public Health, University of KwaZulu-Natal, Durban; Mtshali, F; Department of Nursing, School of Nursing and Public Health, University of KwaZulu-Natal, Durban; Mthembu, S Z; KwaZulu-Natal College of Nursing, Department of Health, Pietermaritzburg title: Research supervision: Perceptions of postgraduate nursing students at a higher education institution in KwaZulu-Natal, South Africa date: 2016-09-06 words: 4723 flesch: 52 summary: PG research supervision requires sound knowledge in terms of research methodology, and facilitation and management skills from research supervisors. The period of research supervision, mode of attendance and status within the university were identified as factors influencing the perceptions of support from research supervisors. Conclusion. keywords: challenges; college; conceptual; data; degree; education; expected; face; feedback; findings; framework; good; guidance; half; health; higher; knowledge; kwazulu; level; majority; master; mean; methodology; model; natal; nature; nurse; nursing; perceptions; phase; postgraduate; process; project; quality; regard; research; research supervisors; respondents; results; sciences; skills; south; students; studies; study; supervision; supervisor(s; supervisors; support; table; time; university cache: ajhpe-294.pdf plain text: ajhpe-294.txt item: #299 of 573 id: ajhpe-297 author: Pieterse, Tracey Dawn; Department of Radiography, University of Johannesburg, South Africa; Lawrence, Heather; Department of Radiography, University of Johannesburg, South Africa; Friedrich-Nel, Hesta; Central University of Technology, Bloemfontein, South Africa title: Problem-solving abilities of radiography students at a South African university date: 2014-03-11 words: 3459 flesch: 49 summary: Research May 2014, Vol. 6, No. 1 AJHPE 33 Research Currently, radiography students are faced with the challenge of having to learn factual information, while being taught how to interpret the information available to them to problem solve and reflect on their judgement within a given clinical context.[1,2] Problem solving is a vital competency for healthcare professionals in an era of rapidly advancing technology.[3,4] It requires critical thinking, and improves the quality of a clinical service offered and the efficiency of delivering such a service.[5] Ability of participants to demonstrate attributes of problem-solving skills (N=43) Attributes for critical thinking skills: problem solving Mean score (maximum = 4) Standard deviation (SD) Understood the problem 2.84 ±1.194 Planned an appropriate solution 2.23 ±1.088 Carried out the plan correctly and logically 2.19 ±1.052 Evaluated the result 2.00 ±0.926 Total mean 2.32 ±1.065 50 45 40 35 30 25 20 15 10 5 0 Understood the problem Planned an appropriate solution Carried out the plan correctly Evaluated the result Critical-thinking attributes Not at all Minimally Moderately To a large extent 16 .3 30 .2 46 .5 7 34 .9 20 .9 30 .2 14 34 .9 23 .3 30 .2 11 .6 32 .6 44 .2 14 9. 3 Pa rt ic ip an ts , % Fig. keywords: ability; african; appropriate; assessment; attributes; clinical; critical; curriculum; data; design; education; field; goal; information; learning; notes; nursing; participants; patient; plan; problem; qualitative; radiographers; radiography; radiography students; researcher; responses; results; scale; score; skills; solution; solving; south; students; study; teaching; thinking; unable; university; vignette; year cache: ajhpe-297.pdf plain text: ajhpe-297.txt item: #300 of 573 id: ajhpe-30 author: Baxi, S N; Shah, C J; Govt.Medical College,Bhavnagar; Parmar, R D; Parmar, D; Tripathi, CB title: Students Perception towards Different Teaching Aids in a Medical College date: 2009-11-13 words: 1342 flesch: 51 summary: Table I shows that multimedia teaching scored more in the following points: • Room illumination • Allowed better inclusion of content • Enhanced visual quality of text and figure • Made better use of examples and illustrations • More useful in large group (50 - 100) Blackboard and multimedia teaching scored equally in the follow- ing: • Stresses relevant and important information • Best to summarise lecture The overall preference of students was distributed equally between blackboard teaching and multimedia teaching. 15 December 2009, Vol. 1, No. 1 AJHPE Short Report Introduction Medical teachers have conventionally been using different teaching methods to educate medical students previously dominated by black- board and slide projectors. keywords: better; blackboard; college; computer; content; different; group; information; instruction; learning; lectures; medical; multimedia; presentations; professor; slide; students; study; teachers; teaching; useful cache: ajhpe-30.pdf plain text: ajhpe-30.txt item: #301 of 573 id: ajhpe-302 author: Mubuuke, A G; Radiology Department, School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda; Businge, F; Radiology Department, School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda; Kiguli-Malwadde, E; Radiology Department, School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda title: Using graduates as key stakeholders to inform training and policy in health professions: The hidden potential of tracer studies date: 2014-03-12 words: 3143 flesch: 44 summary: The opinion of former students and their retrospective assessment of the training are not only likely to stimulate curricular debates, which can be very useful to current or future students, but also to inform policy makers and institutions about the contribution of these professionals to national development.[13] The current study focused on tracing radiography graduates from Makerere University, Kampala, Uganda over a 10-year period. The purpose of this study was to track career paths of radiography graduates in Uganda, examine their contribution to their profession, and establish their opinions on how to improve training and inform policy. keywords: africa; career; community; country; current; curriculum; data; development; distribution; education; employment; facilities; government; graduates; health; healthcare; information; institutions; job; key; majority; makerere; medicine; policy; private; professionals; radiographers; radiography; research; respondents; satisfaction; satisfied; skills; status; students; studies; study; survey; table; time; tracer; training; uganda; university; work cache: ajhpe-302.pdf plain text: ajhpe-302.txt item: #302 of 573 id: ajhpe-307 author: van der Merwe, Lynette J; Department of Basic Medical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; van Zyl, Gert J; Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Nel, Marietjie M; Division of Health Professions Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Joubert, Gina; Department of Biostatistics, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: How we see 'Y': South African health sciences students' and lecturers' perceptions of Generation Y students date: 2014-03-25 words: 5236 flesch: 39 summary: We observed major differences in perceptions between students (as members of Generation Y) and lecturers (who belong to previous generations), which may foster conflict and misunderstanding and contribute to the contemporary view that teaching this generational cohort is an important challenge in health sciences education.[19] Students and lecturers shared a positive view that Generation Y students are friendly and pleasant, confident, assertive and optimistic about the future. Information was obtained on the shared and contrasting perceptions of students and lecturers, typical characteristics of Generation Y students, and issues of significance that may impact on health sciences education and then scrutinising these in light of current pedagogical theory. keywords: academic; active; africa; ajhpe; anonymous; approach; attributes; better; bloemfontein; characteristics; communication; confidence; contact; data; differences; education; environment; face; faculty; feedback; free; future; generation; good; health; health sciences; healthcare; impact; information; key; learning; lecturers; life; medicine; needs; nursing; older; perceptions; personal; professional; questionnaire; relationships; research; respondents; school; sciences; significant; skills; south; statements; structured; students; study; styles; table; teaching; technology; undergraduate; university; value; view; vol; year cache: ajhpe-307.pdf plain text: ajhpe-307.txt item: #303 of 573 id: ajhpe-311 author: Mendelsohn, S C; Rob Ferreira Hospital, Nelspruit, South Africa title: Student doctors (umfundi wobugqirha): The role of student-run free clinics in medical education in Cape Town, South Africa date: 2014-03-12 words: 4232 flesch: 54 summary: SHAWCO clinics were started by concerned medical students and faculty members in the early 1940s in response to large numbers of poor migrant labourers seeking work in Cape Town. During clinic hours, patients are examined and treated by medical students from UCT, who are supervised by volunteer doctors from public hospitals and private practices. keywords: africa; ajhpe; benefits; better; cape; care; centres; clinical; clinics; communities; community; conditions; confidence; context; curriculum; data; diseases; doctors; education; experience; exposure; fig; formal; free; hands; health; healthcare; knowledge; learning; medical; organisation; participants; patients; poor; population; practice; primary; problems; research; results; role; run; school; sciences; shawco; shawco clinics; skills; social; south; students; study; teaching; time; town; training; treatment; uct; university; volunteers; welfare; years cache: ajhpe-311.pdf plain text: ajhpe-311.txt item: #304 of 573 id: ajhpe-312 author: Sokol-Hessner, L; Harvard Medical School, Boston, MA, USA; Tsima, B M; University of Botswana School of Medicine, Botswana; Dine, C J; Department of Medicine, University of Pennsylvania, Philadelphia, PA, USA; Masheto, B; Nyangabgwe Referral Hospital, Francistown, Botswana; Shea, J A; Department of Medicine, University of Pennsylvania, Philadelphia, PA, USA; Masunge, J; University of Botswana School of Medicine, Botswana; Nkomazana, O; University of Botswana School of Medicine, Botswana title: Perceptions of physician leadership in Botswana date: 2015-02-23 words: 4736 flesch: 49 summary: In Botswana, the recent establishment of a number of residency programmes highlights the ideal time to investigate physician leadership. If physician leadership is perceived differently in Botswana from what is explicitly described in the CanMEDS framework, these differences could inform the GME curriculum. keywords: additional; advocate; ajhpe; botswana; canmeds; change; clinical; coding; collaborator; comments; communicates; competencies; competency; draft; education; effective; expert; focus; framework; good; group; health; healthcare; hospital; important; key; knowledgeable; leadership; manager; medical; medicine; need; number; participants; patient; perceptions; physician; physician leadership; professional; research; residency; role; scholar; skills; specialists; system; table; team; training; update; vision; vol cache: ajhpe-312.pdf plain text: ajhpe-312.txt item: #305 of 573 id: ajhpe-318 author: Blitz, Julia; Division of Family Medicine and Primary Care, Stellenbosch University, Parow, South Africa; Kok, Norma; Centre for Health Professions Education, Stellenbosch University, Parow, South Africa; van Heerden, Ben; Centre for Health Professions Education, Stellenbosch University, Parow, South Africa; Schalkwyk, Susan van; Centre for Health Professions Education, Stellenbosch University, Parow, South Africa title: PIQUE-ing an interest in curriculum renewal date: 2014-03-11 words: 4376 flesch: 50 summary: PIQUE appears to be a tool that can help with measuring the preparedness of medical graduates for their internship and for assisting with the ongoing renewal of curricula by highlighting areas for which SU graduates feel they could have been better prepared. Although the response rate was only 37%, the findings of this study are reassuring as they suggest that medical graduates from SU perceive themselves to be adequately prepared for evaluating and managing individual patients, and for essential clinical duties and responsibilities associated with good patient care. keywords: activities; adequate; africa; ajhpe; approach; areas; attitudes; basic; care; clinical; curriculum; documentation; education; experience; fig; graduates; health; help; internship; knowledge; learning; management; mean; medical; medicine; medicolegal; number; patients; practice; prepared; preparedness; procedures; professions; questionnaire; questions; research; respondents; score; service; significant; skills; south; stellenbosch; studies; study; survey; tasks; teaching; team; training; undergraduate; university; work; year cache: ajhpe-318.pdf plain text: ajhpe-318.txt item: #306 of 573 id: ajhpe-326 author: Prozesky, D; Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa title: Le bon Dieu est dans le détail – reflections on being a beaver date: 2013-10-28 words: 5251 flesch: 60 summary: Secondly, there is a continuum of ‘richness of educational detail’ intimately related to our educational climate, to student centredness, to student morale, to the overall quality of our educational endeavour. The point here is that a truly great result may need scrupulous and repeated attention to small details. keywords: africa; ajhpe; approach; attention; bauhaus; beaver; building; concept; countries; der; detail; detailed; devil; different; disease; education; environment; example; experience; flaubert; good; great; harden; health; ideas; important; learning; lecture; like; medical; mies; nature; need; neglect; new; november; onchocerciasis; orthop; outcomes; pain; patients; phrase; place; plenary; point; practice; process; programmes; quality; related; result; rohe; role; school; science; second; shadowing; small; students; study; sure; teachers; tutorial; van; vol; work; world; years cache: ajhpe-326.pdf plain text: ajhpe-326.txt item: #307 of 573 id: ajhpe-33 author: Burch, Vanessa Celeste; UCT title: Does Africa need another journal? date: 2009-11-13 words: 983 flesch: 62 summary: 7. Clemens MA, Pettersson G. New data on African health professionals abroad. Not only do we need more educators, but we need to train African educators of a high quality. keywords: african; care; data; educators; health; journal; medical; need; new; november; platform; saharan; sub; training; work; world cache: ajhpe-33.pdf plain text: ajhpe-33.txt item: #308 of 573 id: ajhpe-333 author: Kruger, S B; Division of Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Nel, M M; Division of Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; van Zyl, G J; Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Implementing and managing community-based education and service learning in undergraduate health sciences programmes: Students’ perspectives date: 2015-11-21 words: 3572 flesch: 48 summary: Nominal group discussions were held with the class leaders to identify possible themes/ topics to describe the perceptions of health sciences students with regard to CBE and SL. Consequently, certain recommendations could be made with regard to the improvement of CBE and SL in the Faculty of Health Sciences, with a view to enhance the experiences of undergraduate health sciences students. keywords: academic; activities; cbe; challenges; community; data; different; education; experiences; faculty; free; growth; health; health sciences; healthcare; higher; important; knowledge; learning; medical; methods; needs; negative; outcomes; perceptions; personal; positive; professionals; programmes; questionnaire; regard; research; schools; sciences; service; settings; skills; social; state; steps; students; study; survey; teaching; themes; ufs; undergraduate; university cache: ajhpe-333.pdf plain text: ajhpe-333.txt item: #309 of 573 id: ajhpe-334 author: Treadwell, I; Skills Centre, Sefako Makgatho Health Sciences University (formerly Medunsa Campus of the University of Limpopo), Pretoria, South Africa title: Preclinical medical students’ performance in and reflections on integrating procedural and communication skills in a simulated patient consultation date: 2015-11-21 words: 4761 flesch: 48 summary: Facilitators and participants scored procedural skills significantly higher, indicating poor integration of communication skills. The clinic nurse has already: • obtained her history: LMP (2012/01/01), EDB (2012/10/01), gravida 2 and para 1 • checked her temperature (37°C), pulse (80 bpm) and weight (78 kg) • given her health education about lifestyle issues (importance of good nutrition and avoidance of tobacco, alcohol and drugs) Use this time to plan your consultation with Mrs … , which must include the following procedures: • abdominal palpation to determine the gestation and lie of the fetus • blood pressure measurement • urine test November 2015, Vol. 7, No. 2 AJHPE 167 Research participants scored procedural skills significantly higher than communication skills (Table 1). keywords: ajhpe; assessment; assessor; authentic; aware; centre; challenge; checklist; clinical; clinical communication; communication; communication skills; consultation; data; education; emotions; experience; facilitators; integrated; integration; items; knowledge; learning; medical; medunsa; november; osce; participants; patient; performance; practice; pressure; procedural; procedural skills; process; real; realistic; reflections; research; scenario; scores; simulated; situation; skills; sps; students; study; table; teaching; technical; themes; time; valuable; value; vol; year cache: ajhpe-334.pdf plain text: ajhpe-334.txt item: #310 of 573 id: ajhpe-345 author: Labuschagne, Mathys J; Clinical Simulation and Skills Unit, School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Nel, Marietjie M; Division of Health Sciences Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Nel, Pieter P C; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; van Zyl, Gert J; Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Recommendations for the establishment of a clinical simulation unit to train South African medical students date: 2014-07-30 words: 4694 flesch: 35 summary: It is important to emphasise that simulation training and clinical practice must be integrated at all levels.[4] To obtain recommendations regarding the development of simulation training, assessment facilities and programmes, and determine whether simulation training could enhance medical education and training in the developing world. keywords: africa; ajhpe; analysis; aspects; assessment; burden; case; centre; clinical; clinical simulation; conditions; curriculum; data; development; education; environment; establishment; facilities; focus; focus group; following; free; group; group interviews; guide; health; healthcare; hospitals; international; interviews; learning; lecturers; medical; medicine; mix; needs; number; patient; platform; professionals; programmes; question; recommendations; research; role; safety; school; sciences; semi; simulation; simulation centre; simulation training; simulators; skills; south; staff; structured; students; study; teaching; theory; tool; training; undergraduate; unit; university cache: ajhpe-345.pdf plain text: ajhpe-345.txt item: #311 of 573 id: ajhpe-346 author: Burch, Vanessa Celeste; Editor-in-Chief, AJHPE title: Milestones for the AJHPE – what have we achieved in four years? date: 2013-10-28 words: 1068 flesch: 52 summary: We have touched on the need for a health professions education journal for SSA, reasons for writing about health professions education in Africa, making an educational difference in the world, the concept of social accountability, and the human resource issues affecting healthcare in Africa. The paper was published in Medical Education, a top-rated international health professions education journal.[1] ‘Despite these efforts, medical education as a specialty or research focus for faculty staff is still not frequently described in the literature. keywords: academic; african; ajhpe; authors; editorial; education; health; international; journal; medical; professions; publication; saharan; sciences; ssa; sub; university; work cache: ajhpe-346.pdf plain text: ajhpe-346.txt item: #312 of 573 id: ajhpe-347 author: Burch, Vanessa Celeste title: CPD questionnaire date: 2013-10-28 words: 545 flesch: 52 summary: When using patient simulators in clinical training, it is important that the encounters resemble the likely experience with a real patient as closely as possible. Postgraduate medical trainees (registrars/residents) do not spend much time teaching medical students. keywords: clinical; educators; faculty; important; knowledge; learning; management; medical; patient; skills; students; training cache: ajhpe-347.pdf plain text: ajhpe-347.txt item: #313 of 573 id: ajhpe-350 author: Aldous, Colleen Michelle; School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Searle, Ruth; School of Education, College of Humanities, University of KwaZulu-Natal, Durban, South Africa; Clarke, Damian Luiz; Pietermaritzburg Metropolitan Trauma Service, Department of Surgery, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: An educational programme for error awareness in acute trauma for junior doctors date: 2014-07-30 words: 3819 flesch: 53 summary: The researchers designed an intervention using real cases and error theory to expand young doctors’ experiences of common trauma errors made in our setting. Using error theory, these cases were presented to doctors with the objective to increase error awareness. keywords: admitting; africa; ajhpe; assessment; awareness; blood; care; cases; course; decision; development; doctors; educational; error; experienced; exposed; failure; groups; health; hospital; human; icu; injury; interns; intervention; junior; knowledge; learning; making; management; meetings; morbidity; mortality; non; novice; nursing; patient; preventable; problem; question; research; researchers; response; resuscitation; senior; situations; south; staff; structured; surgical; taxonomy; teaching; terms; theory; trauma; treatment; understanding; use cache: ajhpe-350.pdf plain text: ajhpe-350.txt item: #314 of 573 id: ajhpe-352 author: Schoeman, S; Department of Internal Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; van Zyl, G; Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Smego (deceased), R A; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: A faculty-led solution to transport-related stress among South African medical students date: 2015-11-21 words: 5265 flesch: 60 summary: 170 November 2015, Vol. 7, No. 2 AJHPE Research Stress among medical students is a universal cross-cultural phenomenon with many risk factors.[1-12] Causes of stress include exogenous, endogenous, academic and non-academic factors. Stress and distress among medical students may lead to physical, psychological and academic difficulties; damaging effects on empathy, ethical conduct, and professionalism; personal consequences such as substance abuse, broken relationships, and suicidal ideation; and also contribute to burnout and dropout.[13-15] Examples of institutionally provided medical stu- dent support services directed at reducing stress include counselling, wellness programmes, cognitive behavioural approaches, and peer mentor programmes.[16-18] Transport challenges were recently highlighted as a major source of stress among medical and allied healthcare students.[19] keywords: 000; academic; access; africa; ajhpe; bloemfontein; class; clinical; committee; corporate; cost; day; department; disadvantaged; drivers; effect; english; experience; faculty; fifth; financial; free; health; hospitals; iii; impact; important; medical; medical students; medicine; months; needs; november; operation; performance; phase; positive; pressures; private; programme; project; public; regard; report; research; school; sciences; semester; service; shuttle; som; south; state; stress; student transport; students; study; success; support; survey; system; table; times; training; transport; transport project; trip; ufs; university; use; vol; year cache: ajhpe-352.pdf plain text: ajhpe-352.txt item: #315 of 573 id: ajhpe-353 author: Fani, Gertrude; HMPG title: Cover date: 2013-10-28 words: 16 flesch: 77 summary: ISSN 0256-9574 African Journal of Health Professions Education November 2013, Vol. 5 No. 2 AJHPE keywords: ajhpe cache: ajhpe-353.pdf plain text: ajhpe-353.txt item: #316 of 573 id: ajhpe-354 author: Fani, Gertrude; HMPG title: Contents date: 2013-10-28 words: 546 flesch: -11 summary: EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Deborah Murdoch-Eaton Sheffield University, UK Michelle McLean Bond University, QL, Australia SENIOR DEPUTY EDITORS Juanita Bezuidenhout Stellenbosch University Jose Frantz University of the Western Cape DEPUTY EDITORS Jacqueline van Wyk University of KwaZulu-Natal Julia Blitz Stellenbosch University ASSOCIATE EDITORS Francois Cilliers University of Cape Town Lionel Green-Thompson University of the Witwatersrand Dianne Manning University of Pretoria Ntombifikile Mtshali University of KwaZulu-Natal Marietjie Nel University of the Free State Ben van Heerden Stellenbosch University Marietjie van Rooyen University of Pretoria Gert van Zyl University of the Free State HMPG Editor Janet Seggie Consulting Editor JP de V van Niekerk Deputy Editor Bridget Farham Editorial Systems Manager Melissa Raemaekers Scientific Editor Kerry Gordon Technical Editors Emma Buchanan Robert Matzdorff Taryn Skikne Paula van der Bijl Head of Publishing Robert Arendse Production Assistant Neesha Hassan Art Director Brent Meder DTP & Design Carl Sampson Anelia du Plessis Online Manager Gertrude Fani ISSN 1999-7639 AJHPE is published by the Health and Medical Publishing Group (Pty) Ltd Co registration 2004/0220 32/07, a subsidiary of SAMA | publishing@hmpg.co.za 28 Main Road (Cnr Devonshire Hill Road), Rondebosch, 7700 | +27 (0)21 681 - 7200 I Fawole, J van Wyk, A Adejimi 80 Ten key elements for implementing interprofessional learning in clinical simulations I Treadwell, H S Havenga 84 Skills training of junior medical students: Can peer teaching be the solution? keywords: african; ajhpe; burch; cape; deputy; editor; editorial; free; health; marietjie; medical; natal; pretoria; road; state; stellenbosch; students; town; university; van cache: ajhpe-354.pdf plain text: ajhpe-354.txt item: #317 of 573 id: ajhpe-356 author: McMillan, W; Faculty of Dentistry, University of the Western Cape, Tygerberg Campus, Cape Town, South Africa title: Identity and attribution as lenses to understand the relationship between transition to university and initial academic performance date: 2015-02-23 words: 6095 flesch: 56 summary: Causality refers to the explanation that students give regarding the causes of their performance.[6] Students who assume an internal locus of causality explain performance with reference to internal factors, such as skills, ability and effort.[6] Students who believe that they are in control perform better academically than those who do not have this belief.[7] Methods This qualitative pilot study examined the relationship between academic identity, perceptions of causality and control, and academic performance for a group of students at a South African university. keywords: academic; academic performance; activities; assumptions; attribution; causality; class; class students; column; control; controllability; dentistry; different; education; experiences; factors; failure; families; group; higher; identities; identity; internal; intervention; marks; middle; middle class; mixed; modules; people; perceptions; performance; pilot; potential; practices; provision; qualitative; race; research; school; second; semester; social; students; studies; study; success; supplementary; support; table; theory; time; transition; university; working; year cache: ajhpe-356.pdf plain text: ajhpe-356.txt item: #318 of 573 id: ajhpe-358 author: Katowa-Mukwato, Patricia; Department of Medical Education Development and Department of Nursing Sciences, School of Medicine, University of Zambia, Lusaka, Zambia; Andrews, Ben; Department of Internal Medicine, School of Medicine, University of Zambia, Lusaka, Zambia and Department of Internal Medicine, Vanderbilt University, Nashville, Tennessee, USA; Maimbolwa, Margaret; Department of Nursing Sciences, School of Medicine, University of Zambia, Lusaka, Zambia; Lakhi, Shabir; Department of Internal Medicine, School of Medicine, University of Zambia, Lusaka, Zambia; Michelo, Charles; Department of Public Health, School of Medicine, University of Zambia, Lusaka, Zambia; Mulla, Yakub; Department of Surgery, School of Medicine, University of Zambia, Lusaka, Zambia; Banda, S S; Department of Medical Education Development, School of Medicine, University of Zambia, Lusaka, Zambia title: Medical students' clerkship experiences and self-perceived competence in clinical skills date: 2014-07-30 words: 5347 flesch: 38 summary: An audit of basic practical skills acquisition of final year medical students in a Nigerian medical school. Of clinical students (N=197), 138 (70%) participated in the survey. keywords: 5th; 6th; 7th; ajhpe; basic; clerkship; clinical; clinical skills; competence; confident; correlation; curriculum; different; education; endotracheal; examination; experience; exposure; final; general; gynaecology; health; insertion; internal; intubation; level; life; lumbar; lusaka; medical; medical students; medicine; nasogastric; number; obstetrics; procedural; proportion; puncture; rate; scale; school; self; skills; students; support; surgery; survey; suturing; table; test; times; training; tube; university; year; year students; zambia cache: ajhpe-358.pdf plain text: ajhpe-358.txt item: #319 of 573 id: ajhpe-359 author: Müller, A; Gender Health and Justice Research Unit, Faculty of Health Sciences, University of Cape Town, South Africa title: Strategies to include sexual orientation and gender identity in health professions education date: 2015-02-23 words: 3106 flesch: 38 summary: Children who present with gender atypical behaviour provide an opportunity to discuss gender identity issues and the distinction between sexual orientation (sexual and emotional attraction) and gender identity (one’s sense of being male or female). 2. Mayer KH, Bradford JB, Makadon HJ, Stall R, Goldhammer H, Landers S. Sexual and gender minority health: What we know and what needs to be done. keywords: ability; address; african; attitudes; behaviour; bisexual; care; competent; courses; curricula; development; education; experiences; faculty; gay; gender; gender identity; health; healthcare; heteronormative; heterosexual; higher; homophobia; identity; impact; information; issues; lesbian; lgbti; medical; men; minority; need; non; opportunities; orientation; patients; people; professions; risk; sexual; sexual orientation; social; south; students; teaching; transgender; women cache: ajhpe-359.pdf plain text: ajhpe-359.txt item: #320 of 573 id: ajhpe-36 author: Garcia-Jardon, Mirta Erotida; HMPG; Blanco-Blanco, Ernesto V; Bhat, Vivek G; Vasaikar, Sandeep D; Kwizera, Enoch N; Stepien, Andrez title: Correlation between different PBL assessment components and the final mark for MB ChB III at a rural South African university date: 2009-11-13 words: 2414 flesch: 51 summary: 4. Correlation between assessment components and final mark, block 4. 13 December 2009, Vol. 1, No. 1 AJHPE Article Discussion The development of effective student assessment techniques in PBL is challenging because of its student-centred focus and emphasis on self- directed learning,8 which are in contrast to traditional learning systems. Assessment marks were stratified according to blocks and different types of assessment (MEQ, TUT, OSPE, IPA). keywords: article; assessment; block; chb; clinical; components; continuous; correlation; department; different; end; examination; final; final mark; good; iii; integrated; ipa; learning; mark; medical; meq; meqs; methods; objective; ospe; pbl; performance; problem; process; programme; questions; students; study; tutorial; university; wsu cache: ajhpe-36.pdf plain text: ajhpe-36.txt item: #321 of 573 id: ajhpe-363 author: Nel, N; Division of Nursing, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Stellenberg, E; Division of Nursing, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Nursing students’ perception of simulation as a clinical teaching method in the Cape Town Metropole, South Africa date: 2015-11-21 words: 3835 flesch: 51 summary: Given the pivotal role that simulation plays in teaching students clinical skills, it is important to understand the students’ perception of using simulation laboratories. One of the elements that fosters a deep approach is active learning, where the student is actively involved.[4] Clinical simulation is a method of active learning that offers students a wide range of learning opportunities, including ways of applying theory to practice by bringing principles learned in the classroom to life.[1] keywords: analysis; bloom; care; clinical; cognitive; competence; confidence; data; effective; field; fieldworkers; focus; health; human; interviews; laboratories; learning; levels; manikin; method; nurses; participants; patient; perceptions; phc; phc students; postgraduate; practice; programme; research; results; setting; simulation; skills; students; study; taxonomy; teaching; transcribed; university; use cache: ajhpe-363.pdf plain text: ajhpe-363.txt item: #322 of 573 id: ajhpe-366 author: Mitchell, V A; Department of Obstetrics and Gynaecology, Faculty of Health Sciences, University of Cape Town, South Africa title: The Human Rights Key: An innovative tool for teaching health and human rights in the health sciences date: 2015-02-23 words: 3251 flesch: 45 summary: ’[1] While teaching human rights to a diverse group of health science students, I felt a need to open a door to turn learning into personal meaning-making beyond the understanding of legal instruments. Human rights are defined by London and Baldwin-Ragaven[2] as ‘universally applicable social or material entitlements, essential to fulfil fundamental needs, which individuals can claim from society on the basis of [their] humanity’. keywords: africa; cape; classroom; community; components; critical; doors; education; educators; future; health; hre; human; human rights; impact; individual; influences; international; key; keys; learning; legal; local; london; mechanisms; medical; model; need; new; oer; opportunities; personal; practice; principles; professional; reflection; relationships; research; rights; role; self; social; south; students; teaching; tool; transformative; uct; understanding; use; visual cache: ajhpe-366.pdf plain text: ajhpe-366.txt item: #323 of 573 id: ajhpe-367 author: Summers, Beverley; Department of Pharmacy, University of Limpopo, Medunsa Campus, Pretoria, South Africa; Mpanda, Dolane Isaac; Department of Pharmacy, University of Limpopo, Medunsa Campus, Pretoria, South Africa title: Factors that influence MSc (Med) Pharmacy completion rates at the Medunsa Campus of the University of Limpopo, South Africa date: 2014-07-30 words: 2574 flesch: 52 summary: Postgraduate degree completion times for MSc part-time students in the UK and Australia are on average about 7 years.[2] Degree completion rate by occupation Completed Occupation, n n % Staff (14) 11 78.6 Academic intern (10)* 9 90.0 Neither of the abovementioned occupations (76) 27 35.5 * keywords: academic; affirmative; ajhpe; communication; completion; council; degree; department; education; factors; group; higher; master; med; msc; pharmacy; postgraduate; questionnaire; rates; research; respondents; social; south; staff; students; studies; study; supervisor; table; target; time; university; workload; years cache: ajhpe-367.pdf plain text: ajhpe-367.txt item: #324 of 573 id: ajhpe-37 author: van Heerden, Ben; HMPG title: Information about the MPhil in Health Sciences Education at Stellenbosch University date: 2009-11-13 words: 389 flesch: 45 summary: 17 December 2009, Vol. 1, No. 1 AJHPE Letter To the Editor: I wish to use this opportunity to introduce readers of the African Journal of Health Professions Education to the MPhil in Health Sciences Education (HSE) programme that has been offered by the Cen- tre for Health Sciences Education (CHSE), Faculty of Health Sciences, Stellenbosch University, since 2008, in collaboration with the Faculty of Education and the Centre for Teaching and Learning at the same uni- versity. Readers can obtain more detailed information about the programme at http://www.sun.ac.za/chse or by writing to me at bbvh@sun.ac.za. Professor Ben van Heerden MPhil in HSE Programme Coordinator Director, CHSE Information about the MPhil in Health Sciences Education at Stellenbosch University keywords: education; health; professor; programme; sciences; stellenbosch; university; year cache: ajhpe-37.pdf plain text: ajhpe-37.txt item: #325 of 573 id: ajhpe-370 author: Eksteen, M J; Department of Pharmacy Practice, School of Pharmacy, Faculty of Health Sciences, Potchefstroom Campus, North-West University, Potchefstroom, South Africa; Basson, M J; Department of Pharmacy Practice, School of Pharmacy, Faculty of Health Sciences, Potchefstroom Campus, North-West University, Potchefstroom, South Africa title: Discovering the value of personality types in communication training for pharmacy students date: 2015-02-23 words: 3558 flesch: 54 summary: They also became aware of the implications of communication preferences other than their own. Pharmacists, communication preferences and care. keywords: african; aware; care; communication; council; different; distribution; feeling; fig; focus; fourth; general; implications; introversion; intuition; istj; judging; mbti; medication; patient; personality; pharmacists; pharmacy; pharmacy students; population; possibility; preference; sensing; similar; skills; south; students; study; style; thinking; training; type; year; year students cache: ajhpe-370.pdf plain text: ajhpe-370.txt item: #326 of 573 id: ajhpe-371 author: Keiller, L; Centre for Learning Technology, Stellenbosch University, Cape Town, South Africa; Inglis-Jassiem, G; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: A lesson in listening: Is the student voice heard in the rush to incorporate technology into health professions education? date: 2015-02-23 words: 3426 flesch: 50 summary: Students had specific expectations of the roles of staff and students. The practice of generating their own videos for a database could furthermore have a positive impact on their clinical skills.[20] Alternatively, if physiotherapy curricula should implement the use of video recording for student learning, the following should be considered: infrastructural technology changes to practical venues, provision of technical support, and staff-generated videos of core techniques. keywords: analysis; approach; blended; blogging; case; class; clinical; content; disagree; discussions; education; engagement; fig; focus; group; health; higher; implementation; intervention; journal; learning; literature; medical; module; need; pbl; perceptions; physiotherapy; planning; practical; problem; professions; regard; research; self; session; staff; strategies; students; study; teaching; techniques; technology; time; today; university; use; videos; voice cache: ajhpe-371.pdf plain text: ajhpe-371.txt item: #327 of 573 id: ajhpe-38 author: Health Educationalist, South African Association of; HMPG title: South African Association for Health Educationalists 2008 and 2009 congress, held in Cape Town date: 2009-11-13 words: 6550 flesch: 41 summary: We therefore evaluated the knowledge of communication skills among medical students at the College of Medicine, University of Lagos, and their views on the inclusion of formal instruction in these skills in their curriculum. Previously, the Department of Physiotherapy used a paper-based filing system to keep records of student activities required by statutory bodies. keywords: able; abstracts; active; activities; ajhpe; approach; assessment; care; case; clinical; clinical learning; communication; community; context; counselling; course; critical; csc; curriculum; data; december; department; development; doctors; educational; engaged; evaluation; experiences; formal; free; gemp; general; graduates; group; health; idea; impact; individual; information; knowledge; learners; learning; level; mail; management; medical; medicine; module; necessary; online; outcomes; participants; patient; portfolio; positive; potential; practical; practice; presentations; problem; procedures; process; programme; radiography; reflections; reflective; registry; required; research; results; self; service; setting; simulation; skills; students; study; time; training; university; use; vol; wsu; year cache: ajhpe-38.pdf plain text: ajhpe-38.txt item: #328 of 573 id: ajhpe-385 author: Nortjé, N; Department of Dietetics, Faculty of Community and Health Sciences, University of the Western Cape, Bellville, South Africa; Esterhuyse, K G F; Department of Psychology, Faculty of the Humanities, University of the Free State, Bloemfontein, South Africa title: Changing students’ moral reasoning ability – is it at all possible? date: 2015-11-21 words: 2290 flesch: 54 summary: An assumption that higher moral reasoning is a desirable quality for healthcare providers is supported by research that shows a correlation between moral reasoning ability and good clinical performance.[1] However, moral reasoning (ability to distinguish between right and wrong and good and bad) can only begin, as a cognitive process, once a problem has been identified.[2] keywords: aim; analysis; average; behaviour; change; course; didactic; difference; effect; ethical; ethics; group; higher; judgement; mbs; mean; misrepresentation; moral; non; participants; post; reasoning; research; scores; socratic; standard; students; study; table; test; time; training; usa; values; vol; week cache: ajhpe-385.pdf plain text: ajhpe-385.txt item: #329 of 573 id: ajhpe-39 author: Fani, Gertrude; HMPG title: CPD Questionnaire date: 2009-11-13 words: 592 flesch: 66 summary: An electronic patient record registry is an easy way of keeping track of clinical skills exposure in workplace- based learning setting. True (A) or false (B) – click on the correct answer: Mind maps can be used to develop a problem-solving ap- proach to clinical teaching. keywords: answer; clinical; correct; electronic; false; learning; skills; students; true cache: ajhpe-39.pdf plain text: ajhpe-39.txt item: #330 of 573 id: ajhpe-393 author: Mosca, C; Department of Emergency Medical Care, Faculty of Health Sciences, University of Johannesburg, South Africa; Makkink, A; Department of Emergency Medical Care, Faculty of Health Sciences, University of Johannesburg, South Africa; Stein, C; Department of Emergency Medical Care, Faculty of Health Sciences, University of Johannesburg, South Africa title: Learning approaches used by students in an undergraduate emergency medical care programme date: 2015-02-23 words: 2881 flesch: 53 summary: No formal study has yet been undertaken to determine student learning approaches and factors that may influence these in the BEMC programme. The questionnaire was specifically designed as a sensitive tool to identify student approaches to learning (SAL) and has been previously validated.[7] It also contains a sub-scaling system that allows data interpretation in a way that can identify the factors influencing the learning approach that students use. keywords: academic; approaches; bemc; care; data; deep; dla; educ; emergency; environment; extrinsic; factors; fourth; group; intrinsic; learning; main; medical; motive; participants; process; programme; research; results; sal; scores; sla; strategy; students; study; subscale; surface; table; university; year cache: ajhpe-393.pdf plain text: ajhpe-393.txt item: #331 of 573 id: ajhpe-394 author: Johnston, D; Department of Pharmacy and Pharmacology, School of Therapeutic Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; McInerney, P A; Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Fadahun, O; Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Green-Thompson, L P; Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Moch, S; Department of Pharmacy and Pharmacology, School of Therapeutic Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Goven Shiba, P; Department of Pharmacy and Pharmacology, School of Therapeutic Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Magida, A; Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa title: Experiences of medical and pharmacy students’ learning in a shared environment: A qualitative study date: 2015-11-21 words: 3775 flesch: 47 summary: This concurs with the findings described by Greene et al.,[6] who found that medical students were more comfortable with interviewing patients and pharmacy students with drug therapy. Medical students were expected to elicit a patient history and conduct an examination before presenting their findings to the attending doctor during a bedside tutorial. keywords: attitudes; change; clinical; collaborative; development; drug; education; encounter; experience; focus; groups; health; interprofessional; knowledge; learning; level; medical; medical students; mutual; outcomes; participation; patient; perceptions; pharmacology; pharmacy; pharmacy students; practice; professions; relationships; research; respect; shared; skills; south; students; study; teaching; undergraduate; understanding; university; witwatersrand; working cache: ajhpe-394.pdf plain text: ajhpe-394.txt item: #332 of 573 id: ajhpe-396 author: Nortjé, N; Department of Dietetics, Faculty of Community and Health Sciences, University of the Western Cape, Bellville, South Africa; de Jongh, J; Department of Occupational Therapy, Faculty of Community and Health Sciences, University of the Western Cape, Bellville, South Africa title: Ethical dilemmas experienced by occupational therapy students – the reality date: 2015-11-21 words: 3409 flesch: 46 summary: In accordance with the Occupational Therapy Professional Board’s Minimum Standards for the Training of Occupational Therapists, the curricula should include ethics as part of the undergraduate training programme.[4] Research indicates that OT students are mostly aware of the correct course of action, but often feel constrained to act in another way as a result of institutional and/or societal rules.[5] Ethics training strives to facilitate critical thinking, objective analysis and clinical reasoning skills to equip students with the ability to make an impartial and unbiased decision in different contexts and diverse client populations, which enhances students’ learning experiences.[6] Ethical training is guided by a consequential framework, where the outcome should guide the behaviour of clinicians, or a rule-based (deontological) approach, where rules (i.e. codes of ethics) should guide the conduct of a professional. The findings highlight the salient themes of ethical dilemmas that OT students face during fieldwork practice. keywords: africa; analysis; behaviour; boundaries; class; clients; confidentiality; conflict; critical; data; ethical; ethics; experience; fieldwork; framework; good; health; healthcare; hpcsa; important; information; issues; manner; moral; occupational; practice; professional; qualitative; reasoning; relationship; research; results; salient; situation; south; students; study; themes; therapists; therapy; time; training; university cache: ajhpe-396.pdf plain text: ajhpe-396.txt item: #333 of 573 id: ajhpe-397 author: Schoeman, Scarpa; Department of Internal Medicine, Medical Education Division, School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Raphuting, Raphuting; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Phate, Sebakeng; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Khasoane, Lefokase; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Ntsere, Cecilia; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Assessment of the education environment of senior medical students at the University of the Free State, Bloemfontein, South Africa date: 2014-11-03 words: 4946 flesch: 53 summary: I am encouraged to participate in Internal Medicine lectures 2. The atmosphere is relaxed during Internal Medicine lectures 24. keywords: academic; africa; atmosphere; clinical; departments; differences; distributions; dreem; dundee; education; english; environment; fifth; fig; fourthand; free; general; groups; gynaecology; health; higher; internal; internal medicine; learning; measure; median; medical; medicine; neonatology; obstetrics; overall; paediatrics; perceptions; positive; psychiatry; questionnaire; ready; school; scores; significant; south; state; students; study; surgery; table; teachers; teaching; ufs; year cache: ajhpe-397.pdf plain text: ajhpe-397.txt item: #334 of 573 id: ajhpe-399 author: Ndateba, I; School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa; Mtshali, F; School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa; Mthembu, S Z; KwaZulu-Natal College of Nursing, Durban, South Africa title: Promotion of a primary healthcare philosophy in a community-based nursing education programme from the students’ perspective date: 2015-11-21 words: 4289 flesch: 47 summary: Community health nursing in a non-clinical setting: Service-learning outcomes of undergraduate students and clients. This process of identifying community health problems and validating needs is in line with the PHC philosophy where community members participate in the identification of their needs and resources.[5] keywords: activities; africa; approach; cbe; communities; community; curriculum; department; determination; education; experiences; findings; health; healthcare; home; illnesses; implementation; injuries; international; issues; kwazulu; learning; members; natal; needs; november; nursing; participants; phc; philosophy; prevention; primary; problems; professionals; programme; projects; promotion; reliance; research; respondents; results; rural; self; services; settings; social; south; students; studies; study; treatment; university; world; year cache: ajhpe-399.pdf plain text: ajhpe-399.txt item: #335 of 573 id: ajhpe-40 author: Arendse, Travis; HMPG title: Cover date: 2009-11-16 words: 10 flesch: 66 summary: , Vol.1 No.1 African Journal of Health Professions Education AJHPE 2009 keywords: ajhpe cache: ajhpe-40.pdf plain text: ajhpe-40.txt item: #336 of 573 id: ajhpe-402 author: Diab, Paula; Discipline of Rural Health, School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa; Matthews, Margaret; School of Clinical Medicine, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa; Gokool, Roshni; Discipline of African Languages, School of Arts, College of Humanities, Howard College Campus, University of KwaZulu-Natal, Durban, South Africa title: Medical students’ views on the use of video technology in the teaching of isiZulu communication, language skills and cultural competence date: 2016-03-26 words: 3555 flesch: 51 summary: In this study, the Attention, Generation, Emotion and Spacing (AGES) neurocognitive model of learning was used as a framework to create videos for language teaching for the vocational needs of students. Objectives. To explore students’ views on the use of videos of simulated clinical scenarios for isiZulu communication and language teaching and the development of cultural awareness. Methods. keywords: able; africa; ages; attention; authentic; awareness; clinical; communication; consultation; context; cultural; development; doctor; durban; fgd2; fgd3; health; importance; isizulu; kwazulu; language; learning; medical; method; model; natal; objectives; patient; relevant; research; scenarios; second; skills; south; speakers; specific; students; study; teaching; technology; time; training; ukzn; university; use; videos cache: ajhpe-402.pdf plain text: ajhpe-402.txt item: #337 of 573 id: ajhpe-404 author: Ross, Andrew; Department of Family Medicine, Faculty of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Building on Tinto’s model of engagement and persistence: Experiences from the Umthombo Youth Development Foundation Scholarship Scheme date: 2014-07-30 words: 4057 flesch: 49 summary: The UYDF SS model includes the selection by rural hospitals of rural students with the potential to train as HCPs, comprehensive funding for students, a compulsory mentoring programme and hospital-based experiential vacation work. Th eoretical model Although there are many theoretical models to study the reasons why students succeed or fail at institutions of higher learning (IHLs), Tinto’s theory of engagement and persistence has been the major theoretical/explanatory model about student success at IHLs since the 1980s.[11,12] Tinto’s initial writing focused only on academic and social integration as key factors in determining engagement and persistence at IHLs and, finally, success at university. keywords: academic; access; african; ajhpe; areas; challenges; compulsory; department; development; education; engagement; experiences; experiential; generative; graduates; hcps; health; healthcare; higher; hospital; ihls; ingwavuma; institutional; journal; learning; life; mentoring; model; origin; outcomes; participants; peer; persistence; potential; pre; programme; research; resources; retention; rural; scheme; skills; social; south; students; study; success; support; university; uydf; vacation; work; world cache: ajhpe-404.pdf plain text: ajhpe-404.txt item: #338 of 573 id: ajhpe-405 author: Govender, P; Discipline of Occupational Therapy, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: An ethical dilemma: A case of student training, intermittent service and impact on service delivery date: 2016-01-26 words: 1906 flesch: 46 summary: In this paper, the author seeks to critically reflect on and evaluate the principle of justice in student training using vignettes to describe dilemmas that surfaced during the clinical placement of students. In this case the placement of students could be seen as an act of beneficence.[4] Students prepare detailed handovers with recommendations for continued intervention when they leave. keywords: africa; alan; author; care; case; clients; clinical; dilemmas; ethical; example; experience; facility; health; healthcare; intervention; justice; learning; mary; need; occupational; placement; provision; rehabilitation; resources; rights; services; south; students; thabo; therapy; training; year cache: ajhpe-405.pdf plain text: ajhpe-405.txt item: #339 of 573 id: ajhpe-408 author: van der Berg-Cloete, S E; Department of Dental Management Sciences, School of Dentistry, Faculty of Health Sciences, University of Pretoria, South Africa; Snyman, L; Department of Dental Management Sciences, School of Dentistry, Faculty of Health Sciences, University of Pretoria, South Africa; Postma, T C; Department of Dental Management Sciences, School of Dentistry, Faculty of Health Sciences, University of Pretoria, South Africa; White, J G; Department of Dental Management Sciences, School of Dentistry, Faculty of Health Sciences, University of Pretoria, South Africa title: Dental students’ perceptions of practice management and their career aspirations date: 2015-11-21 words: 4302 flesch: 56 summary: During this time, the profile of dental students changed from being male dominated to female dominated.[6] It would therefore be valuable to investigate whether these demographic changes affect the career aspirations of dental students and if DPM is perceived to be relevant and necessary as a major subject in the undergraduate dental curriculum. keywords: aspirations; bchd; black; business; career; clinical; curriculum; dental; dental curriculum; dental students; dentistry; dentists; dpm; educ; education; female; fifth; findings; future; health; important; intercare; leadership; majority; management; military; need; option; perceptions; practice; pretoria; private; public; questionnaire; race; regard; research; respondents; results; school; sector; significant; skills; students; study; subject; subtotal; table; test; undergraduate; undergraduate dental; university; white; work; year cache: ajhpe-408.pdf plain text: ajhpe-408.txt item: #340 of 573 id: ajhpe-409 author: Postma, T C; Department of Dental Management Sciences, School of Dentistry, Faculty of Health Sciences, University of Pretoria, South Africa; Bronkhorst, L; Department of Dental Management Sciences, School of Dentistry, Faculty of Health Sciences, University of Pretoria, South Africa (BChD student at the time of the study) title: Second-year dental students’ perceptions about a joint basic science curriculum date: 2015-11-21 words: 2687 flesch: 52 summary: As there are usually more medical than dental students, shared curricula are often designed from a pure medical perspective, which may result in a situation where medical students perceive the curriculum to be relevant to them, while dental students perceive the opposite.[3] Relevance, however, is a key element in adult learning.[12] Adult learners mostly decide what is relevant or not. A large percentage of dental students thought that they are being excluded or stereotyped by faculty and that medical students are considered to be superior, which may be detrimental to the learning process and of little value for interdisciplinary co-operation. keywords: africa; analysis; anatomy; basic; comments; curriculum; dental; dental students; dentistry; education; experience; faculty; groups; health; information; joint; joint curriculum; learning; marginalisation; medical; perceptions; positive; pretoria; regard; relevance; relevant; results; sample; science; second; students; study; table; thematic; university; years cache: ajhpe-409.pdf plain text: ajhpe-409.txt item: #341 of 573 id: ajhpe-41 author: Arendse, Travis; HMPG title: Contents date: 2009-11-16 words: 348 flesch: 35 summary: A survey of nurses’ basic life support knowledge and training at a tertiary hospital M Keenan, G Lamacraft, G Joubert 3 Integrating the primary health care approach into a medical curriculum: a programme logic model James Irlam, Mpoe Johannah Keikelame, Lauraine Vivian 8 Correlation between different PBL assessment components and the final mark for MB ChB III at a rural South African university Mirta Erotida Garcia-Jardon, Ernesto V Blanco-Blanco, Vivek G Bhat, Sandeep D Vasaikar, Enoch N Kwizera, Andrez Stepien 12 SHORT REPORT Students’ perception of different teaching aids in a medical college S N Baxi, C J Shah, R D Parmar, D Parmar, C B Tripathi 15 LETTER Information about the MPhil in Health Sciences Education at Stellenbosch University Ben van Heerden 17 ABSTRACTS South African Association for Health Educationalists 2008 and 2009 congresses, held in Cape Town 18 CPD 25 AJHPE African Journal of Health Professions Education December 2009, Vol. 1 keywords: african; ajhpe; blanco; burch; editor; enoch; group; health; journal; medical; ncayiyana; publishing; robert; town; university; van; vanessa cache: ajhpe-41.pdf plain text: ajhpe-41.txt item: #342 of 573 id: ajhpe-411 author: Postma, T C; Comprehensive Patient Management, Department of Dental Management Sciences, School of Dentistry, Faculty of Health Sciences, University of Pretoria, South Africa title: Self-regulation – the key to progress in clinical reasoning? date: 2015-11-21 words: 5935 flesch: 61 summary: Negative student feedback from focus group 2 about the value of the third-year case-based intervention in preparation for clinical teaching and learning Scaffolding • Comment 1: ‘For me, the assignments or the case studies did nothing really help … .’ I know case studies is the incorporation of it, but if I will rather act in it, than trying to figure out what somebody else is thinking … but when we come to practical and doing everything, it is good for me.’ keywords: ability; analysis; approach; assessment; beliefs; case; clinical; comment; data; dental; educ; feedback; fig; focus; focus group; forethought; fourth; goal; group; handicapping; improved; integration; intervention; lack; learning; lot; patient; performance; phase; planning; preclinical; pretoria; problem; progress; progression; reasoning; regulation; research; results; scaffolding; self; skills; strategic; students; studies; study; support; table; task; teaching; test; time; treatment; university; way; year cache: ajhpe-411.pdf plain text: ajhpe-411.txt item: #343 of 573 id: ajhpe-414 author: Murdoch-Eaton, Debbie; Medical Education, Medical School, University of Sheffield, UK; Louw, Alwyn; Centre for Health Professions Education, Stellenbosch University, Cape Town, South Africa; Bezuidenhout, Juanita; Centre for Health Professions Education, Stellenbosch University, Cape Town, South Africa title: Effect of curriculum changes to enhance generic skills proficiency of 1st-year medical students date: 2016-03-26 words: 3954 flesch: 39 summary: There is an increasing awareness of the centrality of generic learning skills underpinning success at university and fostering effective life-long learning.[2] Many higher educational courses have introduced explicit generic skills training in their programmes to ensure that these skills are embedded early.[3] Globally, school curricula strive to ensure that such skills are introduced. These responsive curriculum changes after evaluation had the intended positive effect on students’ self- reported acquisition of generic learning skills. keywords: academic; acquisition; assessment; changes; chemistry; clinical; context; continuous; curriculum; development; educational; effect; end; evaluation; experience; feedback; generic; generic skills; group; handling; health; higher; implementation; importance; information; interventions; key; learning; life; management; medical; medicine; modules; murdoch; organisational; practice; process; processes; questionnaire; research; review; revised; sciences; semester; significant; skills; staff; students; study; table; teaching; university; use; year cache: ajhpe-414.pdf plain text: ajhpe-414.txt item: #344 of 573 id: ajhpe-419 author: South African Association of Health Educationalists, Sixth National Conference of the title: Sixth National Conference of the South African Association of Health Educationalists (SAAHE): 'Information to Transformation', Umhlanga, 27 - 29 June 2013 date: 2014-04-22 words: 43716 flesch: 45 summary: Rural background and longitudinal rural clerkships for medical students including training at rural medical schools are established predictors for rural practice. There are challenges when considering that the main role of a rural clinical attachment for medical students is to encourage students to return after graduation to practise in rural areas; such a view may lead to relative neglect of other potential valuable roles of rural exposure. keywords: able; abstracts; abstractsabstracts; academic; access; accountability; activities; addition; africa; aids; aim; ajhpe; analysis; answers; application; approach; appropriate; areas; aspects; assessment; assessment method; assessors; attitudes; available; awareness; background; basic; behaviour; better; building; burnout; capacity; cape; care; career; case; challenges; change; chb; choice; classes; classroom; clinical; clinical learning; clinical practice; clinical skills; clinics; collaborative; collection; college; common; communication; communities; community; community health; competence; concepts; conclusion; confidence; consultation; context; copc; countries; country; course; criteria; critical; cross; cultural; current; curriculum; data; days; degree; delivery; dental; dental students; department; descriptive; design; developed; development; different; discipline; discussions; district; doctors; education; educators; effective; elective; emergency; end; engagement; enhanced; environment; essential; evaluation; examination; examiners; experience; experiential; exposure; face; facilitation; facilitators; factors; faculties; faculty; family; feedback; field; final; findings; focus; following; framework; future; gemp; gender; good; graduates; group; guide; health; health care; health professions; health sciences; healthcare; help; higher; hiv; home; hospital; human; iii; impact; implementation; important; improved; improvement; increase; individual; information; initiative; innovative; inquiry; institutions; integrated; internal; international; interprofessional; intervention; interviews; involved; isixhosa; issues; joint; key; knowledge; kwazulu; lack; language; learners; learning; learning process; learning programme; lecturers; level; life; limited; literature; local; majority; management; manipal; means; measures; medical care; medical curriculum; medical education; medical schools; medical students; medical training; medicine; melaka; mentoring; mentors; method; mind; model; module; multidisciplinary; myopia; natal; national; need; negative; new; non; number; nurses; nursing; objective; occupational; online; open; opportunities; opportunity; oral; order; osce; outcomes; outreach; overall; paper; participants; participation; particular; partnership; past; patient; pbl; peer; perceptions; performance; personal; pharmacy; pharmacy students; phase; physicians; physics; pilot; place; placement; planning; plans; podcasts; population; positive; possible; post; postgraduate; potential; practical; practice; prepared; presentations; primary; principles; problem; procedures; process; professional; programme; project; public; public health; purposes; qualitative; quality; questionnaire; questions; radiography; radiography students; reasons; recommendations; reflection; regard; related; relationship; relevant; report; rescue; research; resources; respect; respondents; responsibility; results; review; role; rotation; rural; rural clinical; rural health; rural students; safri; school; science students; sciences; scores; second; sectional; self; service; service learning; setting; short; significant; site; skills; small; social; south; south africa; specific; staff; standard; stellenbosch; strategies; strategy; structured; student learning; students; studies; study; success; successful; supervision; supervisors; support; survey; system; tattoos; teachers; teaching; teams; technology; tertiary; test; themes; therapy; thinking; time; tool; topics; total; traditional; training; transformative; undergraduate; undergraduate medical; undergraduate students; understanding; universities; university; use; useful; value; van; video; villiers; vol; ward; way; ways; week; wits; work; workers; workplace; workshop; world; year; year medical; year students cache: ajhpe-419.pdf plain text: ajhpe-419.txt item: #345 of 573 id: ajhpe-422 author: Gordon, Natalie Ann; Department of Oral Hygiene, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Rayner, Chrisleen Ann; Department of Oral Hygiene, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Wilson, Vivienne J; Department of Restorative Dentistry, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Crombie, Kariema; Department of Diagnostics and Radiology, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Shaikh, Amenah B; Department of Orthodontics, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Yasin-Harnekar, Soraya; Department of Paediatric Dentistry, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa title: Perceived stressors of oral hygiene students in the dental environment date: 2016-03-26 words: 4466 flesch: 60 summary: The results suggest that interventions should address student stressors at a generic student level and at the level of the academic year. In such instances student stress can be reduced through training to develop inter- personal relationships with patients to foster understanding of the patient’s life context and so improve co-operation.[20] Longitudinal studies have been suggested to better the understanding of stressors identified and to monitor at-risk students to inform appro- priate interventions.[11,12,21,23,29] keywords: 1st; 3rd; academic; africa; average; boh; burnout; cape; category; clinical; dental; dental students; dentistry; des; engagement; environment; eur; experiences; faculty; fear; feeling; group; health; high; huge; hygiene; j dent; lack; level; load; mbi; number; oral; patients; problem; questionnaire; research; response; results; risk; scores; self; sources; south; statements; stress; stressors; students; studies; study; supervisors; table; town; university; uwc; western; year cache: ajhpe-422.pdf plain text: ajhpe-422.txt item: #346 of 573 id: ajhpe-423 author: van Huyssteen, M; School of Pharmacy, Faculty of Natural Science, University of the Western Cape, Bellville, South Africa; Bheekie, A; School of Pharmacy, Faculty of Natural Science, University of the Western Cape, Bellville, South Africa title: The meaning of being a pharmacist: Considering the professional identity development of first-year pharmacy students date: 2015-11-21 words: 3680 flesch: 41 summary: Medical educators have therefore attempted to conceptualise professional identity development in terms of their teaching and learning contexts.[3-5] Social identity theory has been proposed and applied as one conceptual framework for the understanding of professional identity development, as it aims to define and explain the social and individual factors and processes that influence an individual’s sense of belonging to a specific social group, which encompasses professional groups.[3-7] In pharmacy education, the development of a professional identity has remained problematic, which may largely be attributed to the dearth of literature that properly defines, teaches and assesses professionalism.[8] The structure of this article is as follows: firstly, some of the concepts of professional identity development are discussed, primarily in terms of social identity theory.[13] keywords: assignments; critical; development; education; experience; findings; frame; group; health; higher; identity; identity development; important; incident; individual; knowledge; learning; literature; module; new; personal; pharmacist; pharmacy; pharmacy students; practice; process; professional; professional identity; reference; reflection; reports; role; school; self; semester; sense; sequential; set; social; social identity; socialisation; students; terms; theory; year cache: ajhpe-423.pdf plain text: ajhpe-423.txt item: #347 of 573 id: ajhpe-424 author: Burch, Vanessa; Department of Medicine, Faculty of Health Sciences, University of Cape Town, South Africa title: Interprofessional education – is it 'chakalaka' medicine? date: 2014-05-12 words: 1109 flesch: 32 summary: Despite the recognised interdependence of healthcare professionals, the approach to professional licensing remains uniprofessional, resulting in a significant measure of disconnect between pre-registration and post- registration practice where interprofessional care is essential. Secondly, the core content of interprofessional education, including the core competencies required for effective teamwork such as respect between professionals, learning about professional roles and healthcare systems, leadership, conflict resolution and ethics, has already been outlined by organisations such as the World Health Organization.[7] keywords: ajhpe; care; education; health; healthcare; interprofessional; learning; management; member; multiprofessional; need; patient; practice; problems; professionals; respect; skills; students; team; training; treadwell; undergraduate; world cache: ajhpe-424.pdf plain text: ajhpe-424.txt item: #348 of 573 id: ajhpe-426 author: Burch, Vanessa; Department of Medicine, Faculty of Health Sciences, University of Cape Town, South Africa title: CPD questionnaire date: 2014-05-12 words: 2293 flesch: 49 summary: An additional benefi t is that the MPC CPD manager can complete your IAR form on your behalf (no more countless hours of reconciling CPD records before a compliance audit) and submit your CPD history to the HPCSA once you have approved it and are happy with the results. The South African Medical Association (SAMA) board has concluded that the CPD services associated with the South African Medical Journal (incorporating Continuing Medical Education) and the South African Journal of Bioethics and Law will only be off ered to registered and fully paid-up SAMA members, as per the SAMA member benefi t schedule; therefore, you will be required to register a profi le on the MPC CPD system (if you do not already have one – if you already have one, login as usual) and to supply your SAMA membership number. keywords: active; african; certifi; clinical; cpd; hmpg; hpcsa; journal; learning; medical; membership; mpc; number; online; platform; practice; problem; questionnaires; registration; sama; skills; south; students; system; website; www.cpdjournals.co.za cache: ajhpe-426.pdf plain text: ajhpe-426.txt item: #349 of 573 id: ajhpe-427 author: Van der Bijl, Paula; HMPG, Cape Town, South Africa title: Contents date: 2014-05-12 words: 632 flesch: -4 summary: How we see ‘Y’: South African health sciences students’ and lecturers’ perceptions of Generation Y students L J van der Merwe, G J van Zyl, M M Nel, G Joubert 17 Do physiotherapy students perceive that they are adequately prepared to enter clinical practice? The role of student-run free clinics in medical education in Cape Town, South Africa S C Mendelsohn 33 Problem-solving abilities of radiography students at a South African University T Pieterse, H Lawrence, H Friedrich-Nel 37 Introduction of a learning management system at the Kilimanjaro Christian Medical University College L Killewo, E Lisasi, G Kapanda, D Tibyampansha, G Ibrahim, A Kulanga, C Muiruri, N Fadhili, D Wiener, A Wood, E Kessi, K Mteta, M Ntabaye, J A Bartlett  41 Medical and dental students’ willingness to administer treatments and procedures for patients living with AIDS A Y Oyeyemi, U S Jasper, A Oyeyemi, S U Aliyu, H O Olasoji, H Yusuph 45 Understanding the learning styles of undergraduate physiotherapy students D Hess, J M Frantz 48 Health-promoting schools as a service learning platform for teaching health-promotion skills L M du Plessis, H E Koornhof, L C Daniels, M Sowden, R Adams 52 Using graduates as key stakeholders to inform training and policy in health professions: The hidden potential of tracer studies A G Mubuuke, F Businge, E Kiguli-Malwadde 56 keywords: african; cape; clinical; deputy; editor; editorial; education; free; health; learning; medical; natal; nel; physiotherapy; pretoria; south; stellenbosch; students; town; training; university; van cache: ajhpe-427.pdf plain text: ajhpe-427.txt item: #350 of 573 id: ajhpe-43 author: Blitz, Julia; Penang Medical College; van Rooyen, Marietjie; University of Pretoria; Cameron, David; University of Pretoria; Pickworth, Glynis; University of Pretoria; du Toit, Pieter; University of Pretoria title: Is temperament a key to the success of teaching innovation? date: 2010-08-13 words: 3807 flesch: 50 summary: The results of this study seem to indicate that differences in tempera- ment do have an effect on the ability to adopt new teaching styles. Staff members determined their Keirsey temperament and were given a report on its interpretation. keywords: abstract; academic; approach; behaviour; block; change; concepts; concrete; department; development; different; education; experience; facilitation; family; focused; higher; individual; information; innovation; introspective; keirsey; kts; learning; medicine; members; method; new; observant; observed; people; results; sessions; staff; student; style; table; teacher; teaching; temperament; theme; transfer; type; university cache: ajhpe-43.pdf plain text: ajhpe-43.txt item: #351 of 573 id: ajhpe-434 author: Fani, Gertrude; HMPG title: Cover date: 2014-05-14 words: 20 flesch: 57 summary: ISSN 0256-9574 African Journal of Health Professions Education Sponsored by www.foundation.co.za May 2014, Vol. 6, No. 1 http://www.foundation.co.za AJHPE keywords: http://www.foundation.co.za cache: ajhpe-434.pdf plain text: ajhpe-434.txt item: #352 of 573 id: ajhpe-436 author: Eksteen, M J; Africa Unit for Transdisciplinary Health Research (AUTHeR), Faculty of Health Sciences, North-West University, Potchefstroom, South Africa; Reitsma, G; Africa Unit for Transdisciplinary Health Research (AUTHeR), Faculty of Health Sciences, North-West University, Potchefstroom, South Africa title: Field trips as an intervention to enhance pharmacy students’ positive perception of a management module in their final year: A pilot study date: 2015-11-21 words: 3755 flesch: 55 summary: Such trips assist students in the development of ideas and a deeper understanding around the field/profession and prevent the straight- forward memorisation of facts.[6,7] Field trips enhance students’ awareness on a cognitive and an affective level,[8] which often cannot be achieved in the classroom.[9] Cognitive learning is achieved when students can make connections among and interpret different aspects of a subject to apply what they have learned in other fields of practice or the profession.[7] Field trips also result in increased memory.[8] From the literature reviewed, field trips are commonly included in subjects such as geography and museum studies,[5-9] biology and ecology[10] and law.[11] Discussion The impact of an intervention in the form of field trips on student perceptions was researched through an exploratory mixed-method approach. keywords: bpharm; content; control; curriculum; data; different; experience; experimental; experimental group; field; field trips; focus; future; group; higher; importance; intervention; interviews; learning; management; management module; mean; module; narratives; negative; perceptions; pharmacists; pharmacy; positive; post; practical; practice; pretest; qualitative; questionnaire; questions; relevance; research; results; south; students; study; teaching; test; time; training; trips; value cache: ajhpe-436.pdf plain text: ajhpe-436.txt item: #353 of 573 id: ajhpe-44 author: Ezeala, Christian Chinyere; Fiji School of Medicine/Fiji National University; Ezeala, Mercy Okwudili; University of the South Pacific; Dafiewhare, Ephraim O.; kampala International University title: Using Portfolios to Assess Professional Competence and Development in Medical Laboratory Sciences date: 2010-08-13 words: 1099 flesch: 39 summary: AMEE Medical Education Guide No. 24: Portfolios as a method of student assessment. Discussion The evolution of a portfolio as a tool for the assessment of professional competence and development offers several advantages over the tradi- tional standard tests which, to a large extent, are ‘reductionist’ and do not capture progression over time.3 Application of portfolio assessment in medical laboratory sciences education is not widespread, and only a few reports are available in the literature.4 This study has demonstrated that portfolio development and assessment is well accepted in the Medical Laboratory Sciences programme. keywords: assessment; competence; criteria; development; education; faculty; health; laboratory; learning; medical; methods; portfolio; presentation; professional; programme; sciences; student; study; training; university; use cache: ajhpe-44.pdf plain text: ajhpe-44.txt item: #354 of 573 id: ajhpe-443 author: Naidoo, J R; Discipline of Nursing, School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa; Mthembu, S; KwaZulu-Natal College of Nursing, Pietermaritzburg, South Africa title: An exploration of the experiences and practices of nurse academics regarding postgraduate research supervision at a South African university date: 2015-11-21 words: 3384 flesch: 39 summary: Given the increased intake of postgraduate students, the central issue confronting research supervisors concerns how academics can achieve quality postgraduate research supervision and accelerate graduate throughput rates.[6,7] Research supervisors at higher education institutions are increasingly challenged to facilitate the learning of postgraduate students from diverse backgrounds by innovative and progressive research supervision methods.[2] Furthermore, postgraduate research supervision is increas- ingly seen as a teaching and learning construct that fosters deep learning and critical inquiry.[1] The aim of this study was to explore the experiences and practices of nurse academics with regard to postgraduate research supervision. keywords: academics; cohort; data; department; depth; education; experiences; frustrated; guidelines; higher; individual; interviews; knowledge; learning; nurse; nursing; overwhelmed; participants; postgraduate; postgraduate research; practices; pressure; quality; research; research supervision; right; role; self; south; students; study; supervision; supervisors; support; teaching; time; university; use; years cache: ajhpe-443.pdf plain text: ajhpe-443.txt item: #355 of 573 id: ajhpe-451 author: Jama, M P; Division of Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein; Coetser, J A; Department of Internal Medicine, Medical Education Unit, School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein title: The electrocardiogram made (really) easy: Using small-group tutorials to teach electrocardiogram interpretation to final-year medical students date: 2016-09-06 words: 4187 flesch: 53 summary: Matthias TA, Indrakumar J. Competency of final year medical students in ECG interpretation – an experience of a medical school in South Asia. Context Undergraduate training for medical students at SoM, UFS is offered as a 5-year programme, leading to a degree in medicine (MBChB) and is structured in three phases. keywords: 4th; academic; active; analogies; analogy; animations; approach; bloemfontein; case; clinical; concepts; department; ecg; ecgs; educ; education; electrocardiogram; final; free; girlfriend; group; health; information; internal; interpretation; knowledge; learning; lecture; medical; medicine; methods; new; number; perceptions; performance; positive; problem; programme; registrars; research; role; sciences; self; session; skills; small; state; students; study; teachers; teaching; training; tutorials; ufs; understanding; university; use; year cache: ajhpe-451.pdf plain text: ajhpe-451.txt item: #356 of 573 id: ajhpe-460 author: Whitesman, S; Division of Family Medicine and Primary Care, Faculty of Medicine and Health Sciences, Stellenbosch University and Institute for Mindfulness South Africa, Cape Town, South Africa; Mash, R; Division of Family Medicine and Primary Care, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Examining the effects of a mindfulness-based professional training module on mindfulness, perceived stress, self-compassion and self-determination date: 2015-11-21 words: 3683 flesch: 46 summary: To evaluate the first 9-week module in terms of its effect on mindfulness practice, self-determination, self-compassion and perception of stress. There were significantly increased scores (p<0.05) for all 4 aspects of mindfulness practice (observing, describing, acting with awareness and accepting without judgement) and self-compassion. keywords: ability; africa; approaches; assessment; awareness; capacity; changes; clinical; compassion; context; course; data; determination; development; elements; experience; group; healthcare; high; interventions; item; learning; levels; literature; mbis; mean; medicine; mindfulness; mindfulness practice; module; moment; participants; patients; perception; practice; professionals; programme; research; results; scale; self; significant; skills; south; state; stellenbosch; stress; study; teachers; teaching; training; university cache: ajhpe-460.pdf plain text: ajhpe-460.txt item: #357 of 573 id: ajhpe-474 author: Wolvaardt, Jacqueline Elizabeth; School of Health Systems and Public Health, Faculty of Health Sciences, University of Pretoria, South Africa; Lindeque, B Gerhard; School of Medicine, Faculty of Health Sciences, University of Pretoria, South Africa; du Toit, Pieter H; Department of Humanities Education, Faculty of Education, University of Pretoria, South Africa title: Balancing the educational choices in the decision-making of a dean of medicine: Fission or fusion? date: 2016-03-26 words: 4642 flesch: 54 summary: This role of public health, not only to inform, but also to interpret, is elaborated on: Research 28 May 2016, Vol. 8, No. 1 AJHPE ‘… public health medicine must tell us what is happening, what it’s prioritising and what is the context and hopefully that will lead to a complete understanding of where we are.’ One consequence of this separation between a school of public health and a school of medicine is that although the responsibility for the inclusion of public health rests with one school, the students and the curriculum in which public health is included are those of another school. keywords: abilities; ability; academic; africa; article; balance; balancing; breadth; cancer; clinical; common; community; curriculum; dean; deanship; decision; depth; education; field; focus; forces; health; inclusion; interests; interviews; leadership; literature; management; medical; medical curriculum; medicine; need; personal; population; practice; public; public health; qualities; realities; reality; research; roles; school; sciences; skills; south; staff; students; teaching; thing; university; use; year cache: ajhpe-474.pdf plain text: ajhpe-474.txt item: #358 of 573 id: ajhpe-490 author: Roman, Nicolette Vanessa; Department of Social Work, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa; Titus, Simone; Department of Sport, Recreation and Exercise Science, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa; Dison, Arona; Teaching and Learning, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa title: Relationship between student preparedness, learning experiences and agency: Perspectives from a South African university date: 2016-03-26 words: 3026 flesch: 47 summary: Moreover, a correlation indicated significant posi- tive relationships between student learning experiences and student preparedness (r=0.16; p<0.01), as well as student learning experiences and student agency (r=0.34; p<0.05). Lecturers are therefore mediators in ZPD for student learning to occur and for students to become more active as learners. keywords: 3rd; academic; africa; agency; cape; community; council; data; departments; development; disadvantaged; education; experiences; faculty; fchs; gender; health; higher; instrument; learning; level; needs; participants; positive; preparedness; relationship; research; results; schools; sciences; social; south; students; study; table; teaching; town; university; uwc; western; year; zpd cache: ajhpe-490.pdf plain text: ajhpe-490.txt item: #359 of 573 id: ajhpe-496 author: Hanekom, Susan D; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Unger, Marianne; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Cilliers, Francois; Education Development Unit, Faculty of Health Sciences, University of Cape Town, South Africa title: Deriving criteria by which to determine core curriculum content: A high engagement process date: 2014-10-23 words: 4066 flesch: 52 summary: DOI:10.7196/AJHPE.496 Deriving criteria by which to determine core curriculum content: All of the factors outlined above directly challenge curriculum content. keywords: ajhpe; brainstorming; consensus; content; core; core content; core curriculum; criteria; curriculum; education; effective; engagement; evidence; group; health; high; ideas; knowledge; level; line; med; medical; members; msc; new; orthopaedics; participants; participation; physiotherapy; practice; practitioners; prioritisation; process; question; relevant; research; results; safe; sheets; similar; skills; south; staff; stakeholders; step; students; suppl; table; techniques; time; undergraduate; university; use; world; year cache: ajhpe-496.pdf plain text: ajhpe-496.txt item: #360 of 573 id: ajhpe-497 author: Unger, Marianne; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Keiller, Lianne; Centre for Learning Technology, Stellenbosch University, Cape Town, South Africa; Inglis-Jassiem, Gakeemah; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Hanekom, Susan D; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Teaching my peers: Perceptions of tutors in physiotherapy practical skills training date: 2014-10-23 words: 3075 flesch: 52 summary: A questionnaire was used to quantify which competencies or skills student tutors thought they had obtained through the facilitation of the tutorial sessions. One of the main reasons cited for this is that students are perceived as equals and identify more easily with student tutors; this also assists with gaining confidence when engaging in learning material with one another.[2] Lockspeiser et al.[3] proposed a ‘cognitive congruence hypothesis’ which states that a teacher with a similar knowledge base to the learner is more effective than one who is an expert in the field but with a disparate knowledge base. keywords: able; benefits; better; clinical; communication; competence; education; fgd; health; impact; knowledge; leadership; learning; literature; medical; near; pal; peer; perceptions; physiotherapy; post; practice; programme; questionnaire; research; skills; students; study; suppl; teachers; teaching; techniques; theory; training; transfer; tutorial; tutors; understanding; year cache: ajhpe-497.pdf plain text: ajhpe-497.txt item: #361 of 573 id: ajhpe-50 author: Couper, Ian Douglas; Wits University; Worley, Paul S; Flinders University title: Evaluation of the parallel rural community curriculum at Flinders University of South Australia: Lessons learnt for Africa date: 2010-12-13 words: 2315 flesch: 48 summary: In addition, PRCC students are given graded responsibility, so that, instead of simply observing processes, or ‘clerking patients’ for learning purposes, they become responsible for the care of patients over time un- der supervision, which is an important learning experience. 6. Worley P, Esterman A, Prideaux D. Cohort study of examination perform- ance of undergraduate medical students learning in community settings. keywords: academic; africa; article; australia; care; clinical; common; community; curriculum; education; evaluation; experience; flinders; focus; general; gps; health; hospitals; interviews; learning; local; medical; medicine; model; patients; practice; prcc; programme; rural; service; sites; staff; students; training; university; year cache: ajhpe-50.pdf plain text: ajhpe-50.txt item: #362 of 573 id: ajhpe-500 author: Dramowski, A; Department of Paediatrics and Child Health, Stellenbosch University, Cape Town, South Africa; Marais, F; Division of Community Health, Stellenbosch University, and Western Cape Government Health, Cape Town, South Africa; Willems, B; Division of Community Health, Stellenbosch University, Cape Town, South Africa; Mehtar, S; Unit for Infection Prevention and Control, Division of Community Health, Stellenbosch University, Cape Town, South Africa; curriculum review working group, SURMEPI; SURMEPI curriculum review working group, Cape Town, South Africa title: Does undergraduate teaching of infection prevention and control adequately equip graduates for medical practice? date: 2016-01-26 words: 5082 flesch: 44 summary: A situational analysis was conducted to assess the content, coverage and opportunities for enhancement of IPC teaching within the Stellenbosch University’s MB,ChB curriculum. A situational analysis of IPC teaching was conducted, including development of IPC competencies, a curriculum review, an email survey of MB,ChB graduates and semistructured focus group or personal interviews with teaching faculty. keywords: africa; ajhpe; analysis; areas; basic; best; better; cape; challenges; change; chb; clinical; competencies; concern; control; curriculum; data; department; disciplines; doctors; facilities; faculty; general; graduates; guidelines; health; healthcare; implement; importance; infection; interviews; ipc; knowledge; lack; learning; management; medical; members; models; module; national; need; nsi; participant; partnership; policies; practice; precautions; prevention; principles; process; qualitative; related; relevance; relevant; research; respondents; role; sharps; skills; south; stellenbosch; students; subject; suppl; survey; table; taught; teaching; themes; town; training; undergraduate; university; vol cache: ajhpe-500.pdf plain text: ajhpe-500.txt item: #363 of 573 id: ajhpe-503 author: de Villiers, M; Department of Family Medicine, SURMEPI, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Moodley, K; SURMEPI, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Innovative strategies to improve human resources for health in Africa: The SURMEPI story date: 2016-01-26 words: 2581 flesch: 44 summary: PEPFAR’s effort to boost health worker education to strengthen health systems. The health workforce will thus need to be not only clinically competent, but hold competencies, skills, knowledge and behaviours on how to function within a resource-constrained environment as socially responsible change agents that make a difference to their communities.[4,6,7] The Medical Education Partnership Initiative (MEPI) is a US President’s Emergency Fund for AIDS Relief (PEPFAR)-funded response to improving human resources for health in Africa and focuses on three aims, namely: increasing human resource capacity through enhancing the quality of medical education and quantity of medical graduates; facilitating the retention of medical faculty and graduates; and enhancing locally relevant research.[6] Thirteen African medical schools received programmatic awards and an additional 17 African and 18 US medical schools are involved in building communities of practice and creating sustainable solutions. keywords: africa; ajhpe; areas; building; capacity; challenges; change; collaborations; curriculum; development; education; faculty; health; healthcare; human; initiative; learning; medical; medicine; online; organization; partnership; pipeline; professionals; project; research; resources; rural; schools; south; staff; stellenbosch; strategy; students; suppl; surmepi; systems; training; undergraduate; university; villiers; workers; world cache: ajhpe-503.pdf plain text: ajhpe-503.txt item: #364 of 573 id: ajhpe-504 author: Moodley, K; SURMEPI, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Fish, T; Community Service and Interaction, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Naidoo, S; Area Health Education Centres, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: The role of socially accountable universities in improving the selection of medical students from rural and underserved areas date: 2016-01-26 words: 2197 flesch: 48 summary: Quality education for rural schools in South Africa – Challenges and solutions. However, as alluded to above, selection of rural- origin medical students across South African universities is low (27%) when compared with the average rural population of 46%.[4] This is due in part to insufficient rural learners meeting the selection criteria for health sciences tertiary education.[9] keywords: africa; ahec; areas; cape; education; faculty; graduates; health; human; interventions; learners; mathematics; medical; medicine; origin; outcomes; performance; poor; professions; project; resources; rural; schools; science; selection; south; stellenbosch; students; suppl; teachers; tertiary; underserved; universities; university; western cache: ajhpe-504.pdf plain text: ajhpe-504.txt item: #365 of 573 id: ajhpe-51 author: Khashayar, Paria; Endocrinology and Metabolism Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, and Endocrinology and Metabolism Research Center, Endocrinology and Metabolism Research Institute, Tehran University of Medical Sciences, Tehran, Iran; Khashayar, Patricia; Osteoporosis Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, and Endocrinology and Metabolism Research Center, Endocrinology and Metabolism Research Institiute, Tehran University of Medical Sciences, Tehran, Iran  title: A qualitative survey of top-achieving undergraduate medical students’ perspectives of medical education: An Iranian exploration date: 2014-09-18 words: 3485 flesch: 47 summary: October 2014, Vol.6, No. 2 AJHPE 165 Research Curriculum reform has received an enormous amount of attention in the field of medical education in recent years, particularly after the World Federation for Medical Education generated the Edinburgh Declaration of 12 principles for reforming medical education in 1988.[1] Studies have shown that medical schools and students benefit from the evolution of curriculum change and innovation in constructing new curricula.[2-4] Consequently, many medical schools worldwide have developed new curricula to produce medical graduates committed to lifelong, self-directed learning.[5,6] Despite considerable changes in Iranian medical education in the past three decades, curriculum reform has not yet been welcomed. The increased number of medical schools and medical students along with free medical education has, to some extent, remedied Iran’s shortage of doctors so that all rural areas now benefit from the healthcare system. keywords: approach; basic; clerkship; clinical; courses; current; curriculum; different; doctors; education; endocrinology; examination; focus; general; group; handouts; health; hospitals; internship; iran; iranian; learning; majority; medical; medical education; medical students; medicine; metabolism; methods; new; participants; past; practice; reform; research; results; schools; sciences; students; studies; study; system; teachers; teaching; tehran; topics; undergraduate; university; years cache: ajhpe-51.pdf plain text: ajhpe-51.txt item: #366 of 573 id: ajhpe-516 author: Burger, Marlette; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Louw, Quinette Abegail; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Integrating evidence-based principles into the undergraduate physiotherapy research methodology curriculum: Reflections on a new approach date: 2014-10-23 words: 4198 flesch: 42 summary: The overall objective of the new research module was formulated to provide students with lifelong skills in obtaining, evaluating, synthesising and forming clinical recommendations, as well as applying research evidence to the clinical setting. The eleven-item PEDro scale[13] is utilised to assess the study’s internal validity (criteria 2 - 9), external validity (criteria 1) and the statistical accuracy for interpretation purposes (criteria 10 - 11) • Students receive extensive training in how to use the PEDro scale for critical appraisal and their skills in using the PEDro scale are also tested as part of formative and summative assessment Step 4 – interpreting the evidence and applying research evidence: application of appraised evidence to clinical practice • keywords: ajhpe; analysis; appraisal; approach; attributes; clinical; clinical practice; critical; curriculum; data; design; ebp; effectiveness; evidence; findings; form; groups; health; international; knowledge; medicine; meta; methodology; methodology module; module; new; outcomes; pedro; physiotherapy; practice; previous; primary; principles; professional; projects; question; rcts; recommendations; relevant; research; research methodology; review; sciences; secondary; skills; south; staff; step; students; suppl; systematic; teaching; time; topic; training; undergraduate; university; year cache: ajhpe-516.pdf plain text: ajhpe-516.txt item: #367 of 573 id: ajhpe-519 author: Unger, Marianne; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Hanekom, Susan D; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Benefits of curriculum renewal: The Stellenbosch University physiotherapy experience date: 2014-10-23 words: 3858 flesch: 46 summary: Another limitation is that this paper reports on the outcome of the CTL Programme Evaluation of the first cohort of physiotherapy students only. Discussion Within our division we view programme evaluation as crucial for both accountability and development of learning. keywords: activities; analysis; approach; assessment; change; clinical; communication; community; content; critical; curriculum; development; education; evaluation; graduate; group; health; information; knowledge; learning; lectures; methods; new; opportunities; outcomes; paper; patient; personal; phase; physiotherapy; practical; practice; prepared; problem; professional; programme; questions; reasoning; renewal; research; responses; service; skills; students; suppl; table; teaching; tests; theory; training; treatment; wpbl; year cache: ajhpe-519.pdf plain text: ajhpe-519.txt item: #368 of 573 id: ajhpe-520 author: Gebrekirkos, F A; Department of Surgery, College of Health Sciences, and Center for Health Professions Education, Mekelle University Hospital; van Wyk, J M; Clinical and Professional Practice, Nelson R Mandela School of Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban title: Effect of bedside teaching activities on patients’ experiences at an Ethiopian hospital date: 2016-09-06 words: 3773 flesch: 51 summary: Patients should be informed about the role of students at teaching hospitals and about their rights and responsibilities as patients. Bedside teaching involves a process where leaners use their senses − hearing, vision, smell and touch − to learn about the patient[4] to enhance their humanistic skills, which are often neglected in classroom settings.[5] The process requires students to spend unsupervised time with patients, from whom they take histories and on whom they perform physical examinations independently.[1] keywords: activities; anxious; bedside; bedside teaching; benefit; better; care; case; clinical; confidentiality; discussion; education; effect; ethiopia; examinations; experience; health; hospital; informed; j.1365; learning; medical; number; october; patients; percent; perceptions; physical; presence; process; questionnaire; research; respondents; role; sessions; stay; students; studies; study; teaching; teaching hospital; time; training; university; wards cache: ajhpe-520.pdf plain text: ajhpe-520.txt item: #369 of 573 id: ajhpe-521 author: Kutesa, Annet Mutebi; Department of Dentistry, College of Health Sciences, Makerere University, Kampala, Uganda; Frantz, Jose; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa title: Perceptions of undergraduate dental students at Makerere College of Health Sciences, Kampala, Uganda towards patient record keeping date: 2016-03-26 words: 3318 flesch: 53 summary: DOI:10.7196/AJHPE.2016.v8i1.521 Perceptions of undergraduate dental students at Makerere College of Health Sciences, Kampala, Uganda towards patient record keeping A M Kutesa,1 BDS, MSc (Dent); J Frantz,2 PhD 1 Department of Dentistry, College of Health Sciences, Makerere University, Kampala, Uganda 2 Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa Corresponding author: A M Kutesa (akutesa@chs.mak.ac.ug) Research 34 May 2016, Vol. 8, No. 1 AJHPE demonstrated by the students, particularly during the clinical years, when they interact with other professionals and patients through record keeping. Space for storing patient records was deemed inadequate and a referencing system for file retrieval was lacking. keywords: 5th; care; change; clerking; clinical; communication; curriculum; data; dental; department; discussions; electronic; faculty; focus; forms; group; health; important; inadequate; information; keeping; learning; maintenance; makchs; medical; need; notes; paper; participants; patient; practice; professional; radiographs; records; research; skills; space; storage; students; study; system; teaching; themes; training; year cache: ajhpe-521.pdf plain text: ajhpe-521.txt item: #370 of 573 id: ajhpe-523 author: Pillai, Jayandiran; Division of Vascular Surgery, Department of Surgery, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Rangaka, Thomas B; Division of Vascular Surgery, Department of Surgery, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Yazicioglu, Ceyhan; Division of Vascular Surgery, Department of Surgery, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Monareng, Taalib; Division of Vascular Surgery, Department of Surgery, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Veller, Martin G; Division of Vascular Surgery, Department of Surgery, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa title: The development of a reflective vascular training portfolio: Using a country-specific infrastructure date: 2016-03-25 words: 1763 flesch: 35 summary: We describe the method used to assess a vascular case, based on a self-reflective training method (vascular case portfolio). Self-reflec- tive activities (VCP programme) may encourage ‘special interest’ development and motivate fellows towards specific research initiatives. keywords: activities; activity; assessment; case; concept; document; educational; examination; experiences; facilitator; faculty; feedback; fellowship; formative; learning; mentor; portfolio; programme; quality; reflective; research; self; seminar; specific; summative; surgical; teaching; trainee; training; vascular; vassa; vcp; vcps cache: ajhpe-523.pdf plain text: ajhpe-523.txt item: #371 of 573 id: ajhpe-524 author: Ernstzen, Dawn Verna; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Statham, B; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Hanekom, S D; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Physiotherapy students’ perceptions about the learning opportunities included in an introductory clinical module date: 2014-10-23 words: 4378 flesch: 46 summary: Ernstzen DV, Bitzer EM, Grimmer-Somers K. Physiotherapy students’ and clinical teachers’ perceptions of clinical learning opportunities: A case study. The value of peer mentoring for the development of clinical skills was emphasised in this study, as in other studies.[4,5,11] keywords: activities; ajhpe; assessment; attainment; challenging; classroom; clinical; context; data; discussion; division; education; environment; experience; findings; fourth; health; important; interview; introductory; learning; learning opportunities; mentoring; module; needs; novice; observation; opportunities; outcomes; participants; patient; peer; perceptions; physiotherapy; placement; practice; process; provided; qualitative; questionnaire; reflection; research; second; senior; skills; strategy; students; study; suppl; table; tasks; teaching; theory; time; value; year; √ √ cache: ajhpe-524.pdf plain text: ajhpe-524.txt item: #372 of 573 id: ajhpe-525 author: Badlangana, L; Department of Biomedical Sciences, Faculty of Medicine, University of Botswana, Gaborone; Matlhagela, K; Department of Biomedical Sciences, Faculty of Medicine, University of Botswana, Gaborone; Tlale, N; Medical School of Lesotho, Ministry of Health, Maseru title: Remembering old partnerships: Networking as new medical schools within BoLeSwa countries date: 2016-09-06 words: 1566 flesch: 50 summary: A number of reports and recommendations have been published advising policy makers and medical schools on medical education in the region, such as the sub-Saharan African Medical School Study (SAMSS). DOI:10.7196/AJHPE.2016.v8i2.525 Remembering old partnerships: Networking as new medical schools within BoLeSwa countries L Badlangana,1 PhD; K Matlhagela,1 PhD; N Tlale,2 MB ChB, MMed (O&G) 1 Department of Biomedical Sciences, Faculty of Medicine, University of Botswana, Gaborone, Botswana 2 Medical School of Lesotho, Ministry of Health, Maseru, Lesotho Corresponding author: L Badlangana (ludo.badlangana@mopipi.ub.bw) keywords: africa; boleswa; botswana; consams; countries; education; health; july; lesotho; medical; medicine; new; partnership; resources; saharan; school; southern; students; sub; swaziland; training; ubls; university cache: ajhpe-525.pdf plain text: ajhpe-525.txt item: #373 of 573 id: ajhpe-526 author: Arnold, L; Postgraduate Centre, University of Johannesburg title: Student feedback on an adapted appraisal model in resource-limited settings date: 2016-09-09 words: 3568 flesch: 58 summary: [3] described mentoring as a voluntary relationship between a more experienced professional and an apprentice, many of the mentorship programmes for student doctors are strongly encouraged or compulsory.[2] Unlike informal mentoring, which attracts high achievers, participants in formal mentorship programmes are more representative of the general student population.[4,5] Therefore, formal mentorship programmes ensure that a broader range of student doctors become mentees, who have the opportunity to discuss career planning, work-life balance, personal problems, and study skills with their mentors.[5,6] Mentorship of student doctors in a community of practice is more likely to transpire when there is a rapport between the mentor and the mentee.[7,8] Mentors and student doctors who have experienced the same curriculum find it easier to build a rapport.[8] Rapport is also improved when the demographic profile, personality traits, experiences, and personal and professional interests of the mentor correspond to those of the mentee.[5,9] keywords: academic; adapted; additional; advice; analysis; appraisal; appraisal process; appraiser; benefits; career; data; doctors; experiences; faculty; feedback; fewer; form; formal; future; leeds; matters; medical; mentoring; mentorship; online; open; personal; problems; process; programmes; questionnaire; questions; rapport; relationship; research; resources; statements; students; study; support; teach; thematic; themes; university; witwatersrand; year cache: ajhpe-526.pdf plain text: ajhpe-526.txt item: #374 of 573 id: ajhpe-527 author: Hanekom, Susan; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Mapping of a curriculum renewal journey: Lessons learned date: 2014-10-23 words: 1617 flesch: 43 summary: Evaluation of clinical service sites used for training undergraduate physiotherapy students in a resource-restricted environment: Identifying factors that may negatively impact on students’ learning. Learning experiences of physiotherapy students during primary healthcare clinical placements. keywords: 2014;6(2; african; african journal; approach; clinical; content; curriculum; data; development; education; ernstzen; hanekom; health; journal; knowledge; learning; physiotherapy; practice; process; professions; renewal; services; skills; statham; students; suppl; undergraduate; unger cache: ajhpe-527.pdf plain text: ajhpe-527.txt item: #375 of 573 id: ajhpe-528 author: Williams, L G; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Ernstzen, D V; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Statham, S B; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Hanekom, S D; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Evaluation of clinical sites used for training undergraduate physiotherapy students: Factors that may impact on learning date: 2014-10-23 words: 3513 flesch: 44 summary: As the students’ learning occurs in the context of clinical practice, the clinical environment is also identified as the best area to facilitate the skills and attitudes needed.[3] National Core Standards for health establishments have been developed by the national Department of Health in South Africa with the aim to optimise the health services provided to patients.[13] Similarly there have been suggestions that clinical sites should be credentialed for the purpose of clinical education.[14] DOI:10.7196/AJHPE.528 Evaluation of clinical sites used for training undergraduate physiotherapy students: Factors that may impact on learning L G Williams, MSc (Physio); keywords: africa; ajhpe; availability; available; block; clinical; clinical sites; conditions; data; day; development; education; educator; environment; equipment; evaluation; exposure; facilities; facility; factors; healthcare; impact; information; lack; learning; medical; number; opportunities; patients; physical; physiotherapists; physiotherapy; practice; research; role; safety; service; service sites; sheets; sites; skills; south; staff; students; study; suppl; table; time; training; treatment; undergraduate; visits; year cache: ajhpe-528.pdf plain text: ajhpe-528.txt item: #376 of 573 id: ajhpe-529 author: Statham, Sue B; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Inglis-Jassiem, Gakeemah; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Hanekom, Susan D; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Does a problem-based learning approach benefit students as they enter their clinical training years? Lecturers’ and students’ perceptions date: 2014-10-23 words: 6123 flesch: 57 summary: There was a wide range of student experiences, again reflecting the diversity of students who have very different approaches and learning styles. A concurrent mixed-methods approach included student questionnaires, lecturer questionnaires, student focus-group interviews, and lecturer focus-group interviews. keywords: achievement; agreement; ajhpe; analysis; approach; barriers; benefits; cases; clinical; data; development; different; education; evaluation; facilitation; feedback; focus; groups; hybrid; implementation; important; information; knowledge; learning; lecturers; literature; main; management; med; methods; module; new; outcomes; pbl; pbl module; perceptions; physiotherapy; positive; practical; practice; problem; process; qualitative; questionnaires; reasoning; research; resources; responses; responsibility; results; sessions; skills; specific; staff; students; study; suppl; table; teaching; tests; theory; time; vol; work; year cache: ajhpe-529.pdf plain text: ajhpe-529.txt item: #377 of 573 id: ajhpe-530 author: Ernstzen, Dawn Verna; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Statham, Susan B; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Hanekom, S D; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Learning experiences of physiotherapy students during primary healthcare clinical placements date: 2014-10-23 words: 5066 flesch: 48 summary: Observational site evaluations, individual interviews with site representatives and focus-group discussions with students were conducted to explore their perceptions about PHC clinical placements. FGDs with students Students’ perceptions of PHC clinical placements are summarised in Table 4. keywords: activities; ajhpe; analysis; appropriate; cbe; client; clinical; communities; community; context; curriculum; data; different; education; environment; fgds; focus; graduates; group; health; healthcare; home; interdisciplinary; interviews; lack; learning; learning opportunities; main; management; necessary; needs; october; opportunities; outcomes; participants; participation; patient; phc; phc placements; physiotherapy; placements; practice; preparation; primary; record; rehabilitation; research; resource; service; sessions; sheets; site; skills; social; south; staff; students; study; suppl; table; team; time; valuable; visits; vol; work; year cache: ajhpe-530.pdf plain text: ajhpe-530.txt item: #378 of 573 id: ajhpe-532 author: Inglis-Jassiem, Gakeemah; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Statham, Sue B; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Hanekom, Susan D; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: What does an enquiry-based approach offer undergraduate physiotherapy students in their final year of study? date: 2014-10-23 words: 4938 flesch: 45 summary: In addition, Kahn and O’Rourke[1] highlight the many advantages that EBL poses for contemporary issues in higher education related to the goals for student learning. Physiotherapy students in their final year at Stellenbosch University (SU) complete a module that follows an enquiry-based learning (EBL) approach. keywords: ability; ajhpe; approach; assessment; assurance; barriers; cases; clinical; complex; constraints; critical; development; ebl; education; enquiry; evidence; experience; facilitators; feedback; final; group; higher; impact; implementation; improved; information; knowledge; learning; literature; management; material; module; new; october; order; patients; pbl; physiotherapy; problem; process; quality; reasoning; relevant; research; resources; self; skills; solving; source; students; study; suppl; support; table; teaching; themes; time; undergraduate; understanding; vol; work; year cache: ajhpe-532.pdf plain text: ajhpe-532.txt item: #379 of 573 id: ajhpe-533 author: Burch, Vanessa Celeste title: CPD questions date: 2014-09-30 words: 1546 flesch: 47 summary: An additional benefi t is that the MPC CPD manager can complete your IAR form on your behalf (no more countless hours of reconciling CPD records before a compliance audit) and submit your CPD history to the HPCSA once you have approved it and are happy with the results. The South African Medical Association (SAMA) board has concluded that the CPD services associated with the South African Medical Journal (incorporating Continuing Medical Education) and the South African Journal of Bioethics and Law will only be off ered to registered and fully paid-up SAMA members, as per the SAMA member benefi t schedule; therefore, you will be required to register a profi le on the MPC CPD system (if you do not already have one – if you already have one, login as usual) and to supply your SAMA membership number. keywords: academic; african; certifi; clinical; cpd; hmpg; hpcsa; journal; learning; medical; membership; mpc; number; online; platform; practice; programmes; questionnaires; sama; south; students; system; teaching; training; undergraduate cache: ajhpe-533.pdf plain text: ajhpe-533.txt item: #380 of 573 id: ajhpe-534 author: Burch, Vanessa Celeste title: Does simulation-based training have a future in Africa? date: 2014-11-03 words: 1478 flesch: 50 summary: While these reasons are all valid and important, it is somewhat disappointing to learn that robust evidence, demonstrating better health outcomes for patients managed by trainees who have undertaken simulation- based training, compared with those who have not, is still lacking.[6-9,11] Okuda et al.[6] made the point quite clearly by stating the following: ‘As simulation becomes increasingly prevalent in medical school and resident education, more studies are needed to see if simulation training improves patient outcomes’. Many will say that this question has already been answered and provide a list of important reasons why clinical simulation training centres are essential, including: (i) concerns about patient safety; (ii) risk of injury to trainees; (iii) medico-legal consequences of procedural errors; (iv) need for a ‘safe’ learning environment where errors can be made and remediated without dire consequences; (v) reduction in time needed to become proficient in the requisite skills; and most recently (vi) need for additional appropriate training opportunities in circumstances where the clinical teaching platform has become overloaded keywords: africa; ajhpe; care; centres; clinical; education; equipment; essential; face; facilities; fidelity; future; health; healthcare; high; human; medical; models; need; patient; question; reality; research; sciences; simulation; skills; students; trainees; training cache: ajhpe-534.pdf plain text: ajhpe-534.txt item: #381 of 573 id: ajhpe-536 author: Naidoo, Deshini; Discipline of Occupational Therapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; van Wyk, Jacqueline; Clinical and Professional Education, Nelson R Mandela School of Medicine, School of Clinical Medicine, University of KwaZulu-Natal, Durban, South Africa title: Fieldwork practice for learning: Lessons from occupational therapy students and their supervisors date: 2016-03-26 words: 4368 flesch: 45 summary: But how can supervisors and educators assist student learning? In recognising the value of fieldwork for learning, the Health Professions Council of South Africa (HPCSA) has mandated that a minimum of 1 000 fieldwork hours be completed by OT students before their graduation.[1] keywords: ability; academic; africa; assessment; beneficial; clinical; contexts; data; difficulties; difficulty; diverse; education; experiences; feedback; fieldwork; final; focus; focus group; group; guidance; health; intervention; knowledge; lack; learning; need; new; occupational; participant; patients; practical; practice; problem; professional; reasoning; research; sessions; skills; south; strategies; students; study; supervision; supervisor focus; supervisors; therapists; therapy; training; treatment; understanding; university; use; year cache: ajhpe-536.pdf plain text: ajhpe-536.txt item: #382 of 573 id: ajhpe-539 author: Van der Bijl, Paula; HMPG, Rondebosch, South Africa title: Contents date: 2014-10-10 words: 600 flesch: -23 summary: AJHPE CONTENTS.indd EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Deborah Murdoch-Eaton Sheffield University, UK Michelle McLean Bond University, QL, Australia SENIOR DEPUTY EDITORS Juanita Bezuidenhout Stellenbosch University Jose Frantz University of the Western Cape DEPUTY EDITORS Jacqueline van Wyk University of KwaZulu-Natal Julia Blitz Stellenbosch University ASSOCIATE EDITORS Francois Cilliers University of Cape Town Lionel Green-Thompson University of the Witwatersrand Dianne Manning University of Pretoria D I Mpanda 133 Access, pass, throughput and drop-out rates: Review of a problem-based learning BPharm curriculum at a previously disadvantaged university in South Africa L A Mabope, J C Meyer 138 Recommendations for the establishment of a clinical simulation unit to train South African medical students M J Labuschagne, M M Nel, P P C Nel, G J van Zyl 143 Assessment of the education environment of senior medical students at the University of the Free State, Bloemfontein, South Africa S Schoeman, R Raphuthing, S Phate, L Khasoane, C Ntsere 150 Making use of an existing questionnaire to measure patient-centred attitudes in undergraduate medical students: A case study E Archer, J Bezuidenhout, M Kidd, B B van Heerden 155 Medical students’ clerkship experiences and self-perceived competence in clinical skills P Katowa-Mukwato, B Andrews, M Maimbolwa, S Lakhi, C Michelo, Y Mulla, S S Banda 161 An educational programme for error awareness in acute trauma for junior doctors C M Aldous, R Searle, D L Clarke 165 keywords: africa; ajhpe; cape; deputy; editor; editorial; education; free; health; heerden; medical; nel; plagiarism; pretoria; research; south; state; stellenbosch; students; university; van cache: ajhpe-539.pdf plain text: ajhpe-539.txt item: #383 of 573 id: ajhpe-54 author: Agwu, Ezera; Kampala International University title: The need for a Master of Science degree program in Microbiology in Uganda date: 2010-08-13 words: 1266 flesch: 41 summary: Underfunding of Uganda’s higher institutions is so severe that ex- penditure per student is declining while enrolments are increasing rap- idly in this era of technology and science.2 Inadequate funding to train students in experimental sciences results in teaching programmes being dominated by verbal communication, undermining the quality of the technical training.3 Insufficient facilities have increased the training of graduates in arts and the humanities, whose fields of study are not critical to priorities of Uganda’s development. Most programmes offered in Uganda’s tertiary education are theoretical with little practical application and hence irrelevant to the job market.1 To implement cost-effective interventions, health workers must have the appropriate skills, competencies and training. keywords: african; capacity; data; development; east; education; graduates; health; higher; institutions; microbiologists; microbiology; msc; need; participants; potential; programme; quality; research; science; students; study; tertiary; uganda; university cache: ajhpe-54.pdf plain text: ajhpe-54.txt item: #384 of 573 id: ajhpe-540 author: Irlam, James; Primary Health Care Directorate, Faculty of Health Sciences, University of Cape Town, South Africa; Pienaar, Lunelle; Health Education Development Unit, Faculty of Health Sciences, University of Cape Town, South Africa; Reid, Stephen; Primary Health Care Directorate, Faculty of Health Sciences, University of Cape Town, South Africa title: On being agents of change: A qualitative study of elective experiences of medical students at the Faculty of Health Sciences, University of Cape Town, South Africa date: 2016-03-26 words: 4228 flesch: 57 summary: In the 21st century, health science faculties need to be more than institutions of education where health science students develop the knowledge, skills and competencies for becoming health professionals. Traditional curricula have not kept pace with rising inequities in health and emerging health risks and continue to graduate students who lack the competencies to address these challenges.[7] It is therefore essential that medical students learn and practise in settings that provide authentic community exposure, to develop their capacity for social change.[8,9] We define this capacity in terms of transformative education of students as agents of change towards better patient care and greater health equity. keywords: 5th; able; agency; agent; approach; better; cape; care; change; clinical; communities; curriculum; doctors; education; elective; faculty; fgd; focus; good; greater; health; healthcare; holistic; july; june; learning; level; medical; opportunities; patient; professionals; programme; research; responsibility; role; rural; sciences; sense; setting; skills; social; south; students; study; system; team; time; uct; university; work; year cache: ajhpe-540.pdf plain text: ajhpe-540.txt item: #385 of 573 id: ajhpe-541 author: du toit, L; Centre for Rural Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Couper, I; Ukwanda Centre for Rural Health, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Peersman, W; Department of Family Medicine and Primary Health Care, Faculty of Medicine and Health Sciences, Ghent University, Belgium; De Maeseneer, J; Department of Family Medicine and Primary Health Care, Faculty of Medicine and Health Sciences, Ghent University, Belgium title: South-South Cooperation in health professional education: A literature review date: 2017-02-26 words: 6498 flesch: 44 summary: Online Handbook on South-South Cooperation: United Nations Development Programme Special Unit for South South Cooperation. A further aim was to support the development of health education programmes in institutions in Africa, with the ultimate objective of increasing the production and retention of health professionals in Africa. keywords: africa; agreements; aid; ajhpe; approaches; article; care; chisholm; colonial; community; conference; context; cooperation; countries; current; development; different; economic; education; evolution; examples; family; field; focus; funding; global; global south; group; health; health science; healthcare; human; impact; important; information; initiatives; institutions; international; issues; january; literature; long; march; medical; medicine; models; nations; need; new; north; number; operative; outcomes; particular; partners; pepfar; period; phase; policy; practice; primary; process; professional; programmes; reference; research; resources; review; science; science education; social; south; south africa; south cooperation; southern; ssc; study; systems; teachers; teaching; term; trade; traditional; training; triangular; united; university; war; world cache: ajhpe-541.pdf plain text: ajhpe-541.txt item: #386 of 573 id: ajhpe-542 author: Swanepoel, M; Primary Health Care Directorate, Faculty of Health Sciences, University of Cape Town, South Africa title: Storymaking: An interprofessional learning experience date: 2015-02-23 words: 616 flesch: 56 summary: Research May 2015, Vol. 7, No. 1 AJHPE 65 Correspondence Storymaking: An inter-professional learning experience To the Editor: In response to the Editorial in the May 2014 edition of AJHPE,[1] I would like to offer an example of medical students who were given an opportunity to engage in inter-professional learning. I aim to someday be a part of this sharing of knowledge and skills in order to draw from each other and complement each other’s unique techniques.’ D’Alessandro and Frager[3] concluded in their recent study that theatre and story are effective tools in teaching undergraduate medical students. keywords: africa; arts; cape; field; health; healthcare; medical; mental; module; research; ssm; students; town cache: ajhpe-542.pdf plain text: ajhpe-542.txt item: #387 of 573 id: ajhpe-544 author: Van der Bijl, Paula; HMPG title: Contents date: 2014-10-23 words: 507 flesch: -4 summary: Integrating evidence-based principles into the undergraduate physiotherapy research methodology curriculum: Reflections on a new approach M Burger, Q A Louw 203 Teaching my peers: Perceptions of tutors in physiotherapy practical skills training M Unger, L Keiller, G Inglis-Jassiem, S D Hanekom 207 Evaluation of clinical sites used for training undergraduate physiotherapy students: Factors that may impact on learning L G Williams, D V Ernstzen, S B Statham, S D Hanekom 211 Learning experiences of physiotherapy students during primary healthcare clinical placements D V Ernstzen, S B Statham, S D Hanekom 217 Physiotherapy students’ perceptions about the learning opportunities included in an introductory clinical module D V Ernstzen, S B Statham, S D Hanekom 222 Benefits of curriculum renewal: The Stellenbosch University physiotherapy experience M Unger, S D Hanekom AJHPE African Journal of Health Professions Education | October 2014, Vol. 6, No. 2, Suppl 1 EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town SUPPLEMENT EDITOR Susan Hanekom Stellenbosch University INTERNATIONAL ADVISORS Deborah Murdoch-Eaton Sheffield University, UK Michelle McLean Bond University, QL, Australia SENIOR DEPUTY EDITORS Juanita Bezuidenhout Stellenbosch University Jose Frantz University of the Western Cape DEPUTY EDITORS Jacqueline van Wyk University of KwaZulu-Natal Julia Blitz Stellenbosch University ASSOCIATE EDITORS Francois Cilliers University of Cape Town Lionel Green-Thompson University of the Witwatersrand Dianne Manning University of Pretoria Ntombifikile Mtshali University of KwaZulu-Natal Marietjie Nel University of the Free State Ben van Heerden Stellenbosch University Marietjie van Rooyen University of Pretoria Gert van Zyl University of the Free State Elizabeth Wolvaardt University of Pretoria HMPG Editor Janet Seggie Consulting Editor JP de V van Niekerk Deputy Editor Bridget Farham Editorial Systems Manager Melissa Raemaekers Scientific Editor Ingrid Nye Technical Editors Emma Buchanan Anne Hahn Paula van der Bijl Head of Publishing Robert Arendse Production Coordinator Bronlyne Granger Art Director Brent Meder DTP & Design Carl Sampson Online Manager Gertrude Fani ISSN 1999-7639 Plagiarism is defined as the use of another’s work, words or ideas without attribution or permission, and representation of them as one’s own original work. Lecturers’ and students’ perceptions S B Statham, G Inglis-Jassiem, S D Hanekom 192 keywords: ajhpe; approach; b statham; clinical; curriculum; editor; hanekom; inglis; jassiem; learning; physiotherapy; statham; stellenbosch; students; university; van cache: ajhpe-544.pdf plain text: ajhpe-544.txt item: #388 of 573 id: ajhpe-545 author: Farham, Bridget; HMPG title: Principles of Medicine in Africa date: 2014-10-23 words: 358 flesch: 61 summary: Mother and child health has a complete section, mirroring the concerns of the Millennium Development Goals – sadly missed in most African countries for myriad reasons, poor health systems being one of the most pertinent. by David Mabey, Geoffrey Gill, Eldryd Parry, Martin W Weber and Christopher JM Whitty. keywords: africa; ajhpe; book; cambridge; health; infections; text cache: ajhpe-545.pdf plain text: ajhpe-545.txt item: #389 of 573 id: ajhpe-546 author: Tan, Christina Phoay Lay; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; van Schalkwyk, Susan Camille; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Bezuidenhout, Juanita; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Cilliers, Francois; Educational Development Unit, Faculty of Health Sciences, University of Cape Town, South Africa title: Mapping undergraduate exit-level assessment in a medical programme: A blueprint for clinical competence? date: 2016-03-26 words: 4367 flesch: 44 summary: Weighting of assessment methods Modules using similar assessment methods applied different weightings, suggesting that the emphasis placed on the assessment method varied across modules. This in-depth analysis of assessment methods has highlighted areas where current practice needs to be investigated in greater depth, and where shifts to a more coherent practice should be encouraged. keywords: africa; analysis; assessment; assessment methods; cases; chairs; chb; clinical; competence; criteria; curriculum; different; education; end; examinations; exit; faculty; final; guides; health; information; interviews; level; mapping; mark; medical; medicine; methods; module; objective; oral; osce; ospe; overall; performance; phase; practices; programme; questions; range; research; rotation; similar; skills; stellenbosch; structured; students; study; study guides; table; teach; test; undergraduate; university; use cache: ajhpe-546.pdf plain text: ajhpe-546.txt item: #390 of 573 id: ajhpe-553 author: Marais, M L; Division of Human Nutrition, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town; McLachlan, M H; Division of Human Nutrition, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town; Eide, W B; Department of Nutrition, Faculty of Medicine, University of Oslo title: The NOMA track module on nutrition, human rights and governance: Part 1. Perceptions held by Master's students date: 2016-09-06 words: 7555 flesch: 51 summary: Secondly, students perceived prejudice against qualitative research methods in natural science faculties, which according to the literature have been only recently introduced in the health sciences.[13] Students were faced with this dilemma and needed to defend or even change their research proposals, after spending several months on planning research topics to which qualitative research was better suited. Funding was obtained from the Norwegian government under the NOrway MAsters (NOMA) programme, through the Centre of International Cooperation in Education (SIU), to strengthen universities in the south, supporting two cohorts of students from the universities in Africa, each for a period of 2 years (2011 - 2012 and 2012 - 2013).[8] Norwegian students were also accepted for the module but they supported themselves financially. keywords: academic; adequate; africa; ajhpe; approach; aspects; background; bsc; content; countries; country; course; curriculum; departments; developed; development; dietetics; dietitian; different; education; evaluation; experience; faculty; female student; food; future; good; governance; health; hrba; human; human nutrition; human rights; implementation; information; institutions; interdisciplinary; international; interviews; issues; learning; lecturers; literature; master; matters; methods; module; noma; norway; nutrition; october; oslo; participants; people; planning; positive; principles; programme; relevant; research; rights; science; single; student; study; subunit; table; teaching; themes; time; track; transnational; uganda; unit; universities; university; vol; week cache: ajhpe-553.pdf plain text: ajhpe-553.txt item: #391 of 573 id: ajhpe-554 author: Marais, M L; Division of Human Nutrition, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town; McLachlan, M H; Division of Human Nutrition, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town; Eide, W B; Department of Nutrition, Department of Medicine, University of Oslo title: The NOMA track module on nutrition, human rights and governance: Part 2. A transnational curriculum using a human rights-based approach to foster key competencies in nutrition professionals date: 2016-09-06 words: 5706 flesch: 38 summary: However, students should also be advised that they will not always fully understand a foreign culture, that it is often helpful to assume the role of the ‘respected outsider’ and be encouraged to focus on commonality rather than separateness.[19] Generally, the need to develop competence generates an intrinsic interest in what is being learnt.[10] Students who previously had a strictly scientific approach to nutrition were drawn to participate in the module because of their keen interest in the link between nutrition and human rights. (Female student, Norway) HNP = health and nutrition professional. October 2016, Vol. 8, No. 2 AJHPE 163 Research must fulfil (Table 1), i.e. those of communicator, collaborator, manager and leader, scholar, health (and nutrition) advocate and a professional, culminating in being a (nutrition) practitioner.[6] Communicator: keywords: ajhpe; approach; attributes; better; change; community; competencies; competency; countries; cultural; culture; development; differences; different; diversity; education; example; female; female student; food; future; governance; groups; health; hnps; hrba; human; human rights; impact; international; issues; july; learning; master; module; need; noma; norway; nutrition; october; participants; participation; people; perceptions; period; person; process; professional; relevant; research; rights; roles; stellenbosch; students; study; systems; teaching; themes; things; time; track; transnational; uganda; understanding; universities; vol; vulnerable; way; work cache: ajhpe-554.pdf plain text: ajhpe-554.txt item: #392 of 573 id: ajhpe-557 author: Nyoni, C N; Paray School of Nursing, Thaba-Tseka; Barnard, A J; Division of Family Medicine, School of Public Health and Family Medicine, Faculty of Health Sciences, University of Cape Town title: Professional nurses’ perception of their clinical teaching role at a rural hospital in Lesotho date: 2016-09-06 words: 3205 flesch: 48 summary: Theme 1: The clinical teaching role Professional nurses felt an obligation to teach student nurses in the clinical environment. This study found that professional nurses perceive themselves as fitting in the educational process of student nurses. keywords: challenges; clinical; clinical environment; clinical teaching; data; day; development; education; environment; health; hospital; institutions; interviews; knowledge; learning; lesotho; nurses; nursing; perceptions; practice; professional; professional nurses; quote; regard; research; results; role; rural; skills; structured; students; study; support; teaching; teaching role; themes; training; wards; work cache: ajhpe-557.pdf plain text: ajhpe-557.txt item: #393 of 573 id: ajhpe-558 author: Fani, Gertrude; HMPG title: Cover date: 2014-11-06 words: 21 flesch: 55 summary: ISSN 0256-9574 African Journal of Health Professions Education Sponsored by www.foundation.co.za October 2014, Vol. 6, No. 2 AJHPE COVER.indd AJHPE keywords: ajhpe cache: ajhpe-558.pdf plain text: ajhpe-558.txt item: #394 of 573 id: ajhpe-559 author: Campbell, Laura M; Department of Family Medicine, College of Health Sciences, School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa; Ross, Andrew J; Department of Family Medicine, College of Health Sciences, School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa; MacGregor, Richard G; Umthombo Youth Development Foundation, Hillcrest, South Africa title: The Umthombo Youth Development Foundation, South Africa: Lessons towards community involvement in health professional education date: 2016-03-26 words: 4967 flesch: 45 summary: Community involvement in health professional education has become a key strategy in the model, and review of the model may provide lessons for other educators towards implementing community involvement in health professional education. Impact of an academic-community partnership in medical education on community health: Evaluation of a novel student-based home visitation program. keywords: access; accountability; africa; ajhpe; approach; communities; community; community involvement; copc; data; development; doctors; education; fig; framework; graduate; graduation; health; health professional; healthcare; higher; hospital; ihl; inquiry; institutions; involvement; literature; local; medical; members; methods; model; natal; need; participants; people; potential; process; professional; professional education; providers; qualitative; research; results; return; role; route; rural; selection; short; social; south; strategies; strengthened; students; study; support; university; uydf; uydf model; work; world cache: ajhpe-559.pdf plain text: ajhpe-559.txt item: #395 of 573 id: ajhpe-560 author: Bangalee, Varsha; Discipline of Pharmaceutical Sciences, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Bassa, Nabeelah; Discipline of Pharmaceutical Sciences, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Padavattan, Jerusha; Discipline of Pharmaceutical Sciences, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Soodyal, Arabia Riah; Discipline of Pharmaceutical Sciences, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Nhlambo, Fezile; Discipline of Pharmaceutical Sciences, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Parhalad, Kimasha; Discipline of Pharmaceutical Sciences, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Cooppan, Darshana; Discipline of Pharmaceutical Sciences, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Exploring knowledge, perceptions and attitudes about generic medicines among final-year health science students date: 2016-03-27 words: 2380 flesch: 47 summary: Several international studies have noted the influence of healthcare professionals on the consumption of generic medicines; however, very little knowledge on the SA perspective has been previously researched.[3,4] Generic medicines are the therapeutic equivalents of proprietary, branded or innovator medicines.[5] Since the abolition of apartheid, the SA healthcare system has undergone drastic reform, with one of the main priorities being to ensure the availability and affordability of quality healthcare for all citizens.[1] In 2001, the SA government amended the Medicines and Related Substances Act 101 of 1965, obligating pharmacists to inform all patients of the benefits of generic medicine substitution.[2] keywords: africa; attitudes; bpharm; brand; dental; efficacy; future; generic; generic medicines; health; healthcare; information; issues; knowledge; medicines; perceptions; pharmacy; practitioners; quality; respondents; safety; science; south; students; study; survey; table; therapy; university; use cache: ajhpe-560.pdf plain text: ajhpe-560.txt item: #396 of 573 id: ajhpe-561 author: Parris, Dianne; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; van Schalkwyk, Susan Camille; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Ernstzen, Dawn Verna; Division of Physiotherapy, Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Home-based rehabilitation: Physiotherapy student and client perspectives date: 2016-03-27 words: 5245 flesch: 52 summary: To explore the experiences and perceptions of physiotherapy students and their clients regarding HBR as part of clinical training in resource-constrained settings. Semi- structured interviews were conducted with clients (n=7) living in an under-resourced setting, who had received HBR from physiotherapy students. keywords: areas; barriers; better; category; clients; clinical; communication; community; context; cultural; culture; data; differences; different; educ; effective; environment; experience; exposure; final; future; hbr; health; healthcare; home; interventions; interviews; isixhosa; language; learning; life; need; patient; perceptions; perspectives; phc; physiotherapy; placement; preparation; quotations; real; rehabilitation; research; service; settings; situations; skills; social; socioeconomic; st1; st3; st6; students; study; table; treatment; understanding; year cache: ajhpe-561.pdf plain text: ajhpe-561.txt item: #397 of 573 id: ajhpe-562 author: Matthews, Margaret Glynnis; School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Diab, Paula N; School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: An exploration into the awareness and perceptions of medical students of the psychosociocultural factors which influence the consultation: Implications for teaching and learning of health professionals date: 2016-03-27 words: 4036 flesch: 46 summary: Medical students, too, have a life-world based on their own backgrounds and cultures, and may find relating to a patient with a different life-world challenging. Objectives. DOI:10.7196/AJHPE.2016.v8i1.562 An exploration into the awareness and perceptions of medical students of the psychosociocultural factors which influence the consultation: Implications for teaching and learning of health professionals M G Matthews,1 MB ChB, DOH, MPH; P N Diab,2 MB ChB, MFamMed 1 School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa 2 School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa Corresponding author: M G Matthews (matthewsm@ukzn.ac.za) Research 66 May 2016, Vol. 8, No. 1 AJHPE in perspective transformation. keywords: awareness; behaviours; beliefs; challenges; clinical; communication; competence; consultation; context; cross; cultural; cultures; differences; different; discussions; experience; factors; fgds; groups; health; healthcare; implications; incidents; individual; influence; knowledge; kwazulu; learning; life; medical; medicine; methods; multicultural; natal; opportunities; patient; perspective; practice; professions; reflection; research; rural; self; students; study; teaching; themes; transformative; university; video; world cache: ajhpe-562.pdf plain text: ajhpe-562.txt item: #398 of 573 id: ajhpe-569 author: Davids, M R; Division of Nephrology, Department of Medicine, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Halperin, M L; Emeritus Professor, Division of Nephrology, Li Ka Shing Knowledge Institute, St Michael’s Hospital and University of Toronto, Canada; Chikte, U M E; Department of Interdisciplinary Health Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Optimising cognitive load and usability to improve the impact of e-learning in medical education date: 2015-11-21 words: 5571 flesch: 45 summary: This is seldom the case when e-learning resources are developed, especially in the area of medical education. An efficient approach to improve the usability of e-learning resources: The role of heuristic evaluation. keywords: ajhpe; application; better; capacity; cases; clinical; cognitive; cognitive load; computer; concepts; content; davids; deliberate; design; development; difficult; educ; education; elements; essential; evaluation; example; expertise; experts; extraneous; factors; health; high; human; impact; important; information; inspection; instructional; interaction; interface; intrinsic; knowledge; learner; learning; likely; limited; load; load theory; long; material; mayer; measures; medical; medicine; memory; methods; multimedia; multiple; nielsen; norman; november; poor; potential; practice; principle; problems; processing; reasoning; resources; review; skills; students; technology; term; testing; theory; university; usability; user; vol; words; working cache: ajhpe-569.pdf plain text: ajhpe-569.txt item: #399 of 573 id: ajhpe-571 author: Maart, Ronel; Department of Prosthetics, Faculty of Dentistry, University of the Western Cape, Cape Town, South Africa; Mostert-Wentzel, Karien; Department of Physiotherapy, Faculty of Health Sciences, University of Pretoria, South Africa title: The way forward with dental student communication at the University of the Western Cape, Cape Town, South Africa date: 2016-03-27 words: 2298 flesch: 49 summary: Therefore, the purpose of this research was twofold: (i) to explore perceptions; and (ii) to create awareness among clinical teachers with regard to dental student communication. To explore the perceptions of the clinical teachers with regard to the teaching and learning of dental student communication. Methods. keywords: cape; clinical; communication; communication skills; course; curriculum; data; dental; development; educ; education; faculty; important; methods; patients; percent; phase; planning; regard; research; skills; students; study; survey; teachers; teaching; time; training; undergraduate; uwc; years cache: ajhpe-571.pdf plain text: ajhpe-571.txt item: #400 of 573 id: ajhpe-580 author: Hess, D A; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Frantz, J; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town title: Self-assessment of final-year undergraduate physiotherapy students’ literature-searching behaviour, self-perceived knowledge of their own critical appraisal skills and evidence-based practice beliefs date: 2016-09-06 words: 3379 flesch: 48 summary: These findings were similar to those of a study of occupational therapists, which showed that students displayed less confidence when engaging with the processes of evidence-based practice.[10] This was also similar to the study in Norway where it was evident that although students value evidence- based practice and recognise it as a vital part of clinical practice, they continue to feel that they need more training in it.[3] This was the same for another SA study that also found students had access to the internet on campus.[9] Contrary to the literature[3] that indicated that undergraduate students found it difficult to determine if research evidence was valid and appli- cable, the students in the current study showed some confidence in assess- ing research evidence. keywords: access; appraisal; articles; beliefs; choices; clinical; confident; critical; data; evidence; final; health; information; internet; journal; knowledge; literature; medicine; need; participants; patient; physiotherapy; practice; principles; questionnaire; research; results; self; skills; students; study; training; treatment; undergraduate; understanding; university; use; year cache: ajhpe-580.pdf plain text: ajhpe-580.txt item: #401 of 573 id: ajhpe-581 author: Kerr, Samantha; School of Physiology, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Muller, Denise; School of Physiology, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; McKinon, Warrick; School of Physiology, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Mc Inerney, Patricia; Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa title: An online formative assessment tool to prepare students for summative assessment in physiology date: 2016-03-27 words: 4510 flesch: 51 summary: Formative assessment provides immediate feedback to students and promotes student learning, whereas summative assessment is an evaluation of student learning.[6] e-learning systems are largely formative tools employed to assist students in summative assessment tasks.[5] Influence of online formative assessment upon student learning in biomedical science courses. keywords: academic; access; active; adv; answers; assessment; blocks; class; concepts; course; current; easy; educ; education; end; equip; feedback; formative; grades; health; information; knowledge; learning; material; medical; methods; model; number; online; participation; performance; physiological; physiology; platform; process; program; questionnaire; questions; relevant; research; resources; results; school; science; students; study; summative; system; teaching; test; tool; university; use; useful; vol; year cache: ajhpe-581.pdf plain text: ajhpe-581.txt item: #402 of 573 id: ajhpe-586 author: Wium, A-M; Discipline of Speech-Language Pathology and Audiology, School of Health Care Sciences, Sefako Makgatho Health Sciences University, Pretoria; du Plessis, S; Discipline of Speech-Language Pathology and Audiology, School of Health Care Sciences, Sefako Makgatho Health Sciences University, Pretoria title: The usefulness of a tool to assess reflection in a service-learning experience date: 2016-09-13 words: 5123 flesch: 58 summary: Criticism from the literature clearly indicates that individual student reflection may be inadequate and one-sided, because students’ established thoughts are not challenged and they are not stimulated to think beyond their original viewpoints. There are various types of reflection journals for service learning,[5] including key-phrase journals, double-entry journals, critical incident journals, directed writings and three-part journals. keywords: ajhpe; assessment; beginning; better; change; community; competence; confidence; course; critical; data; education; end; entries; experience; facilitators; feedback; group; growth; important; increase; individual; journals; knowledge; learning; needs; october; outcomes; personal; positive; process; professional; questions; reflection; research; responsibility; results; rubric; self; service; site; skills; social; specific; st ud; structured; students; study; time; tool; understanding; use; vol; year cache: ajhpe-586.pdf plain text: ajhpe-586.txt item: #403 of 573 id: ajhpe-587 author: Najjuma, J N; Department of Nursing, Faculty of Medicine, Mbarara University of Science and Technology, Mbarara; Ruzaaza, G; Community-Based Education Program, Faculty of Medicine, Mbarara University of Science and Technology, Mbarara; Groves, S; Department of Nursing, Faculty of Medicine, Mbarara University of Science and Technology, Mbarara; Maling, S; Department of Psychiatry, Faculty of Medicine, Mbarara University of Science and Technology, Mbarara; Mugyenyi, G; Department of Obstetrics and Gynecology, Faculty of Medicine. Mbarara University of Science and Technology, Mbarara title: Multidisciplinary leadership training for undergraduate health science students may improve Ugandan healthcare date: 2016-09-14 words: 4700 flesch: 52 summary: The MOH responded to the lack of leadership skills by providing in-service train- ing to improve these skills of healthcare workers who are already in service. Prior to the community placements, the health science students were equipped with theoretical knowledge in leadership skills that employed interactive student- based learning. keywords: accomplishment; building; community; course; data; development; different; education; fgds; good; group; health; healthcare; ideas; improvement; increase; information; intervention; knowledge; ldp; leadership; management; mbarara; mean; medical; medicine; p<0.05; participants; people; personal; placement; poor; post; pre; pretest; programme; quality; questions; relationship; research; respondents; results; science; self; significant; skills; students; study; table; task; test; training; uganda; university; work cache: ajhpe-587.pdf plain text: ajhpe-587.txt item: #404 of 573 id: ajhpe-588 author: van Vuuren, S; School for Allied Health Professions and Department of Occupational Therapy, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: An integrated literature review of undergraduate peer teaching in allied health professions date: 2017-02-26 words: 4044 flesch: 38 summary: Challenges with the academic platform at a specific institution of higher learning necessitate investigation into the current literature on PAL, which can inform decisions in terms of teaching and learning of allied health professions students. The findings with regard to the limited number of articles reviewed suggested that PAL may address some of the needs of the new generation of students and may be beneficial to the student tutor, student tutee and clinical supervisor. keywords: articles; assisted; attitudes; challenges; clinical; coaching; dietetics; education; evaluation; evidence; experience; feedback; findings; group; health; health professions; higher; implementation; information; knowledge; learning; limited; literature; nutrition; occupational; optometry; pal; peer; physiotherapy; placements; positive; preparation; principles; professions; programmes; regard; research; review; sciences; sessions; size; skills; students; study; support; teaching; therapy; training; tutees; tutors; undergraduate cache: ajhpe-588.pdf plain text: ajhpe-588.txt item: #405 of 573 id: ajhpe-589 author: du Toit-Prinsloo, Lorraine; Department of Forensic Medicine, Faculty of Health Sciences, University of Pretoria, South Africa; Pickworth, Glynis; Department of Education Innovation, Faculty of Health Sciences, University of Pretoria, South Africa; Saayman, Gert; Department of Forensic Medicine, Faculty of Health Sciences, University of Pretoria, South Africa title: The forensic autopsy as a teaching tool: Attitudes and perceptions of undergraduate medical students at the University of Pretoria, South Africa date: 2016-03-27 words: 3428 flesch: 47 summary: The study indicated that medical students viewed the autopsies as useful, although some indicated that the only use is to determine the cause of death. It would appear that there is very little literature that reviews the per- ceptions of medical students who attend forensic pathology autopsies. keywords: africa; anatomy; attendance; attitudes; autopsies; autopsy; bodies; causes; clinical; death; department; dissection; educ; education; emotional; examinations; forensic; general; hall; health; information; large; learning; legislation; medical; medical students; medicine; pathology; perceptions; postmortem; practical; pretoria; regard; research; rotation; sessions; south; students; study; teaching; tool; training; undergraduate; university; unnatural; year cache: ajhpe-589.pdf plain text: ajhpe-589.txt item: #406 of 573 id: ajhpe-597 author: Ebrahim, R; Extended Programme, Faculty of Natural and Agricultural Sciences, University of Pretoria, South Africa; Julie, H; School of Nursing, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa title: Developing a service-learning module for oral health: A needs assessment date: 2017-02-26 words: 4279 flesch: 52 summary: Definition of terms • SL is a course-based, credit-bearing educational experience in which students participate in an organised service activity that meets the identified commu- nity needs and reflect on the service activity in such a way as to gain further understanding of the course content, a broader appreciation of the discipline and an enhanced sense of personal values and civic responsibility.[4] • Community engagement refers to the interactions and processes through which the expertise of the institution in the areas of teaching, learning and research is applied to develop and sustain society.[5] Methods Study setting The University of Limpopo’s policy on community engagement (CE) identifies SL modules as one of the mandated community engagement activities.[11] Service-learning in nursing: Integrating student learning and community-based service experience through reflective practice. keywords: academics; activity; assessment; clinical; committee; communities; community; course; critical; curriculum; dental; different; discussions; education; eff; engagement; experience; focus; framework; group; health; higher; iti; learning; limpopo; module; needs; oral; outcomes; participants; people; pretoria; research; school; sciences; service; sl module; students; study; teaching; therapy; tiv; training; understanding; university; way cache: ajhpe-597.pdf plain text: ajhpe-597.txt item: #407 of 573 id: ajhpe-605 author: Kanamu, L G; Department of Medical Imaging Sciences, Faculty of Diagnostic Sciences, Kenya Medical Training College, Nairobi Campus, Kenya; van Dyk, B; Department of Medical Imaging and Radiation Sciences, Faculty of Health Sciences, University of Johannesburg, South Africa; Chipeya, L; Department of Medical Imaging and Radiation Sciences, Faculty of Health Sciences, University of Johannesburg, South Africa; Kilaha, S N; Department of Medical Imaging Sciences, Faculty of Diagnostic Sciences, Kenya Medical Training College, Nyeri Campus, Kenya title: Barriers to continuous professional development participation for radiographers in Kenya date: 2017-02-26 words: 3093 flesch: 41 summary: Barriers to CPD participation included time constraints (62%), financial constraints (66%), lack of information (54%), organisational culture (47%), paucity of resources (58%), and difficulty in being selected by their organisation to attend CPD activities (42%). Scale used to rate the extent to which CPD participation is affected by each factor Financial constraints, % Time constraints, % Paucity of resources, % Organisational culture, % Lack of information, % Difficulty in getting nominated or selected to attend CPD activities, % Not affected (0) 3 7 7 20 15 27 Least extent (minimal chance) (1) 7 9 12 14 24 12 Some extent (some chance) (2) 25 30 29 25 20 15 Great extent (3) 34 23 17 8 10 15 No response 31 31 35 33 31 31 Total 100 100 100 100 100 100 Table 3. keywords: activities; affected; association; barriers; constraints; cpd; cramér; culture; development; diagnostic; employers; extent; factors; financial; health; information; journals; kenya; knowledge; lack; learning; medical; members; new; organisational; participants; participation; pearson; professional; questionnaires; radiographers; radiography; research; resources; rural; sample; sciences; scientific; skills; sork; study; table; time; work cache: ajhpe-605.pdf plain text: ajhpe-605.txt item: #408 of 573 id: ajhpe-609 author: Hess-April, L A; Department of Occupational Therapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Smith, J; Department of Educational Studies, Faculty of Education, University of the Western Cape, Cape Town; de Jongh, J; Department of Occupational Therapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town title: Exploring occupational therapy graduates’ conceptualisations of occupational justice in practice: Curriculum implications date: 2016-09-14 words: 3912 flesch: 38 summary: Conclusion This study highlights that for occupational therapy graduates to influence the contexts in which they practise in SA, occupational therapy education must ensure that students not only accumulate core occupational therapy knowledge, but are equipped to advance occupational justice in challenging practice environments. To explore how occupational therapy graduates’ conceptualisations of occupational justice, as instilled by the occupational therapy curricu- lum of the University of the Western Cape, South Africa, manifested in their practice while undergoing community service. keywords: approach; cape; change; community; conceptualisations; constraints; consultations; context; critical; curriculum; data; education; enablement; graduates; health; hospital; individual; influence; justice; knowledge; lack; learning; medical; occupational; occupational justice; occupational therapy; participants; people; practice; process; profession; research; service; settings; social; students; study; support; system; table; therapists; therapy; transformative; understanding; university; uwc; vision; wellbeing; western cache: ajhpe-609.pdf plain text: ajhpe-609.txt item: #409 of 573 id: ajhpe-61 author: Frantz, Jose Merle; University of the Western Cape; Rhoda, A; Struthers, P; Phillips, J title: Research productivity of academics in a physiotherapy department: a case study date: 2010-12-13 words: 3196 flesch: 48 summary: Research productivity of the academics was determined using document analysis (annual reports, research files, faculty CVs) available at the institution and records indicating research publications. Before 1994, higher education institutions were segregated according to the apartheid vision.11 Institu- tions such as the University of the Western Cape were under-resourced Abstract Objective: Research productivity is an important activity among aca- demics. keywords: academics; africa; articles; associate; cape; conferences; current; department; education; faculty; female; fig; funding; health; higher; information; international; journal; lecturer; level; master; medical; msc; number; output; phd; physiotherapy; postgraduate; productivity; prof; programmes; publications; research; research productivity; scholarly; senior; south; staff; students; study; table; university; western; work; years cache: ajhpe-61.pdf plain text: ajhpe-61.txt item: #410 of 573 id: ajhpe-626 author: Stein, C; Department of Emergency Medical Care, Faculty of Health Sciences, University of Johannesburg; Sibanda, T; Department of Emergency Medical Care, Faculty of Health Sciences, University of Johannesburg title: Burnout among paramedic students at a university in Johannesburg, South Africa date: 2016-09-14 words: 2934 flesch: 57 summary: Yang H. Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical-vocational colleges. Descriptive data on burnout scores by academic year of study (Table 3) show that the mean work-related burnout score peaked in the 4th-year group, the mean personal burnout score was similar across all academic years of study, the mean patient care-related burnout score was highest in the 1st year, and the mean total burnout score was highest in the 4th year, followed closely by the 1st-year group. keywords: 1st; 4th; academic; burnout; care; category; cbi; clinical; data; degree; difference; emc; emergency; ems; exposure; group; highest; johannesburg; mean; medical; patient; performance; personal; prevalence; programme; psychological; questions; research; results; sciences; scores; significant; stress; students; study; survey; table; total; university; work; year cache: ajhpe-626.pdf plain text: ajhpe-626.txt item: #411 of 573 id: ajhpe-628 author: van Schalkwyk, S; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Medical education to strengthen health systems in Africa: MEPI as a catalyst for change date: 2016-01-26 words: 1671 flesch: 56 summary: The experiences of medical students on a longitudinal integrated clinical model. Walsh S, de Villiers M. Enhanced podcasting for medical students: Progression from pilot to e-learning resource. keywords: 2015;7(1; 2015;7(1 suppl; activities; afr; afr j; africa; community; conradie; curriculum; education; graduates; health; health professions; http:/dx.doi.org/10.7196; j health; learning; medical; professions; resources; review; rural; students; suppl; surmepi; systems; van; work cache: ajhpe-628.pdf plain text: ajhpe-628.txt item: #412 of 573 id: ajhpe-63 author: archer, Elize; Universtiy of Stellenbosch title: Fresh simulation options in Critical Care nursing education. date: 2010-12-13 words: 2976 flesch: 49 summary: Performing the practical procedures correctly contributes to better and safer nursing care of the critically ill patient, but it does not allow the development of insight and critical thinking skills that are required of CC nursing students by the end of the programme. Critical care (CC)-trained nurses are expected to have the expertise to perform a variety of practical procedures on patients, but even more importantly, they should be able to integrate information about a patient in order to provide holistic and effective care. keywords: analysis; areas; bedside; care; case; cc nursing; clinical; critical; csc; data; discussion; education; group; learning; nursing; nursing students; nursing tutors; patients; practical; practical procedures; procedures; programme; questionnaire; sessions; simulation; skills; students; study; teaching; time; tutors; use cache: ajhpe-63.pdf plain text: ajhpe-63.txt item: #413 of 573 id: ajhpe-64 author: Coetzee, Francois; MFamMed; Coetzee, Johan; Hagemeister, Dirk title: A survey of wound care knowledge in South Africa date: 2010-12-13 words: 4649 flesch: 58 summary: The first included items to identify covariates that may influence wound care knowledge (age group, gender, institution, level of training, qualifications held, professed level of inter- est in wound care and their opinion of the adequacy of their wound care training). The purpose of this cross-sectional study was (i) to ascertain how much time is devoted by South African medical schools to formal teaching about chronic wound care; and (ii) to determine the state of knowledge about wound care among general practitioners (GPs), surgical registrars and final-year medical students. keywords: 75th; africa; age; anova; article; care; chronic; confidence; data; difference; education; family; fig; formal; general; gps; groups; health; hours; inadequate; interest; knowledge; level; median; medical; medicine; p<0.001; participants; percentiles; physicians; practitioners; pressure; proportions; questionnaires; registrars; results; schools; scores; south; students; study; surgical; table; teaching; test; time; training; treatment; ulcers; universities; university; wound; wound care; years cache: ajhpe-64.pdf plain text: ajhpe-64.txt item: #414 of 573 id: ajhpe-641 author: Motala, M; Department of Clinical and Professional Practice, Nelson Mandela School of Medicine, Faculty of Health Sciences, University of KwaZulu-Natal, Durban; van Wyk, J M; Department of Clinical and Professional Practice, Nelson Mandela School of Medicine, Faculty of Health Sciences, University of KwaZulu-Natal, Durban title: Cuban medical collaborations: Contextual and clinical challenges date: 2016-09-06 words: 664 flesch: 34 summary: Cuban medical internationalism and the development of the Latin American School of Medicine. The collaboration students spend a year studying Spanish, and then receive an additional 4 years of medical training before returning to SA to complete their 5th and final academic years. keywords: clinical; collaboration; cuban; knowledge; local; medical; rural; school; skills; south; students; study; support; training cache: ajhpe-641.pdf plain text: ajhpe-641.txt item: #415 of 573 id: ajhpe-647 author: Allers, Nicolaas Jacobus; Department of Human Physiology, Sefako Makgatho Health Sciences University, Pretoria, South Africa; Hay, Leon; Department of Human Physiology, Sefako Makgatho Health Sciences University, Pretoria, South Africa; Janse van Rensburg, Runette C; Department of Human Physiology, Sefako Makgatho Health Sciences University, Pretoria, South Africa title: Preliminary study: Predictors for success in an important premedical subject at a South African medical school date: 2016-03-27 words: 2276 flesch: 54 summary: Research May 2016, Vol. 8, No. 1 AJHPE 81 Background The criteria and processes to select students for the MB ChB course have been the subject of much controversy and debate over the past 20 years, as these represent the main mechanisms by which racial and gender imbalan ces in student profiles can be rectified.[1-4] Consequently, all medical schools have in recent years evaluated and adapted their selection criteria and processes.[5,6] Most South African (SA) medical schools use academic and non-academic criteria to select students, the former accounting for 70 - 80% of admission requirements.[5] Recommendations Institutions should investigate different parameters to be used in the selection process of medical students, of which the Matric performance in life science should be one of the factors. keywords: academic; analysis; chb; criteria; english; good; group; language; life; matric; medical; nbt; performance; physiology; predictors; process; quantitative; results; school; science; selection; significant; students; study; subjects; success; successful; test; university; years cache: ajhpe-647.pdf plain text: ajhpe-647.txt item: #416 of 573 id: ajhpe-65 author: McMillan, Wendy; Faculty of Dentistry, UWC title: Moving beyond description: Research that helps improve teaching and learning date: 2010-08-13 words: 5375 flesch: 47 summary: Hypothetical examples of qualitative research on assessment will be used to illustrate pertinent issues. There is a further way in which theory influences the nature of qualitative research, although not explicitly in its potential to generate understanding. keywords: analysis; applicability; article; aspects; assessment; assumptions; case; conclusions; context; data; description; design; discussion; education; education research; example; explanations; field; findings; focus; framework; generating; health; influences; kinds; knowledge; learning; literature; london; meaning; methodology; order; paper; personal; perspective; phenomenology; practical; practice; process; purpose; qualitative; qualitative research; research; rigor; role; sage; significance; students; studies; study; teaching; theoretical; theories; theory; understanding; ways cache: ajhpe-65.pdf plain text: ajhpe-65.txt item: #417 of 573 id: ajhpe-66 author: Seggie, Janet; University of Cape Town title: MB ChB curriculum modernization in South Africa - growing doctors for Africa date: 2010-08-13 words: 5700 flesch: 47 summary: Fortunately, there were several ‘pioneers’ of curriculum reform around the world from whom all South African medical schools could learn – among which were the new medical schools at the universities of McMaster, Limburg in Maastricht (the Netherlands) and Newcastle (Australia), those that had adopted problem-based learning such as Liv- erpool, Manchester and Sydney, those that had community-based cur- ricula such as Ben Gurion University at Ber Sheba (Israel), University of New Mexico and WSU here in South Africa, and those that had led the way in educational reform such as Harvard where the ‘new pathway’ of problem-based learning was adopted in 1985.8 Prompted to change, there was at last an acknowledgement on the part of those concerned with medical education, and who found them- Article 12 August 2010, Vol. 2, No. 1 AJHPE Article selves leading the processes of curriculum transformation at their par- ticular medical school, that: • adults do indeed learn differently: the work of cognitive psy- chologists has shown that adult learners see themselves as self- directing and responsible and possess an accumulation of expe- rience as a resource for their own learning … medical students learn best if provided with a clinical context for their learning.14,15 Such contact with real patient problems, research has shown, leads to deep levels of processing, and thus memorising of information and the development of concepts in contradistinction to the su- perficial, even rote, learning resorted to in a largely lecture-based course. Impact of problem-based curriculum on the learning styles and strategies of medical students at the University of Transkei. keywords: academic; adult; african; african medical; ajhpe; apartheid; approach; article; assessment; august; basic; black; cape; care; century; change; chb; clinical; context; council; courses; curriculum; delivery; development; doctors; early; education; establishment; faculty; fig; flexner; general; graduates; health; hpcsa; human; knowledge; learner; learning; lectures; medical; medical education; medical schools; medicine; members; model; necessary; new; patients; pbl; practice; problem; professionalism; programmes; reform; report; research; schools; sciences; skills; south; south african; special; strategies; students; study; success; support; system; teaching; traditional; training; uct; universities; university; vol; white; world; wsu cache: ajhpe-66.pdf plain text: ajhpe-66.txt item: #418 of 573 id: ajhpe-660 author: du Toit-Prinsloo, L; Department of Forensic Medicine, Faculty of Health Sciences, University of Pretoria; Morris, N K; Department of Forensic Medicine, Faculty of Health Sciences, University of Pretoria; Lee, M; Department of Library Services, Faculty of Health Sciences, University of Pretoria; Pickworth, G; Department of Education Innovation, Faculty of Health Sciences, University of Pretoria title: Registrars teaching undergraduate medical students: A pilot study at the University of Pretoria, South Africa date: 2016-09-06 words: 3332 flesch: 56 summary: The objective of this study was to evaluate the current involvement of registrars as teachers of UG medical students, including reviewing how much time a registrar spends on teaching such students, the type (and duration) of teaching being done, involvement in assessment of students, their perceptions regarding their role as teachers, and whether a need exists for training registrars as teachers. Registrars play a vital role in teaching UG medical students. keywords: africa; assessment; attitudes; clinical; faculty; feedback; formal; health; hours; importance; job; knowledge; medical; model; pilot; pretoria; programme; registrars; residents; role; self; sessions; skills; south; students; studies; study; table; teachers; teaching; time; training; type; university; week cache: ajhpe-660.pdf plain text: ajhpe-660.txt item: #419 of 573 id: ajhpe-67 author: Vivian, Lauraine MH; University of Cape Town; McLaughlin, Sean; SANBI, University of the Western Cape; Swanepoel, Charles R; University of Cape Town; Burch, Vanessa C; University of Cape Town title: Teaching Biopsychosocial Competence and the Principles of the Primary Health Care (PHC) at the Patient’s Bedside. date: 2010-12-13 words: 5254 flesch: 47 summary: Course assessment Each portfolio of fifteen ethnographies is assessed using a structured inter- view in which two cases are selected for discussion, focusing specifically Table I. Principles of primary health care • Promote equity and human rights in health care • Display biopsychosocial and cultural sensitivity towards the patient • In 1994 the University of Cape Town (UCT), South Africa, adopted a PHC-based approach to health sciences education to equip its graduates with the necessary knowledge, skills and attributes re- quired to meet the challenges of providing health care in a country with vast socio-political inequalities. keywords: alma; anthropologist; approach; article; assessment; ata; bedside; biomedical; biopsychosocial; biopsychosocial approach; cape; care; case; challenges; clinical; clinical practice; competence; course; cultural; declaration; doctor; education; ethnographies; evidence; experience; faculty; health; health care; hiv; holistic; illness; importance; integrated; interview; issues; knowledge; learning; medical; medicine; mini; model; need; paper; patient; patient care; phc; phc principles; portfolio; practice; primary; primary health; principles; process; programme; promotion; relevant; sciences; seminars; skills; students; teaching; themes; time; town; university; world; year cache: ajhpe-67.pdf plain text: ajhpe-67.txt item: #420 of 573 id: ajhpe-670 author: Kanmodi, K K; Faculty of Dentistry, University of Ibadan, Ibadan, Nigeria; Badru, A I; Department of Anaesthesia, Faculty of Clinical Sciences, Olabisi Onabanjo University, Sagamu, Nigeria; Akinloye, A G; Department of Mathematics and Statistics, Faculty of Science, Osun State College of Technology, Esa Oke, Nigeria; Wegscheider, W A; Department of Dentistry and Maxillofacial Surgery, Medical University of Graz, Graz, Austria title: Specialty choice among dental students in Ibadan, Nigeria date: 2017-02-26 words: 2302 flesch: 55 summary: Emerging trends in dental specialty choice in Nigeria. Our findings try to provide solutions to the problem of unequal preference of dental specialties. keywords: choice; dental; dentistry; distribution; factors; female; gender; ibadan; influence; interest; job; male; nigeria; oms; oral; personal; potential; practice; preferred; private; programme; residency; respondents; security; specialties; specialty; students; study; table; training; university cache: ajhpe-670.pdf plain text: ajhpe-670.txt item: #421 of 573 id: ajhpe-671 author: Kramer, B; Health Sciences Research Office, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Veriava, Y; School of Clinical Medicine, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Pettifor, J M; Health Sciences Research Office, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa title: Rising to the challenge: Training the next generation of clinician scientists for South Africa date: 2015-11-21 words: 2199 flesch: 49 summary: Discussion Although in its infancy in comparison with programmes in the USA and UK, the Wits Academic Medicine Clinician Scientist Programme was successfully initiated to meet the need voiced by the SA Minister of Health, the SA Medical Research Council and ASSAf[1] to increase the number of clinician scientists in the country. Because of the ‘serious decline in clinical research activity and capacity’, the Academy of Science of South Africa (ASSAf) examined the state of clinical research and related training in South Africa. keywords: academic; africa; career; carnegie; clinical; clinician; cohort; corporation; development; faculty; fellows; funding; health; medical; medicine; need; new; phd; programme; research; sciences; scientists; south; support; time; training; university; witwatersrand; years; york; young cache: ajhpe-671.pdf plain text: ajhpe-671.txt item: #422 of 573 id: ajhpe-673 author: Haffejee, Firoza; Department of Basic Medical Sciences, Faculty of Health Sciences, Durban University of Technology, South Africa; van Wyk, Jacqueline; Department of Clinical and Professional Practice, Nelson R Mandela School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Hira, Varsha; Department of Basic Medical Sciences, Faculty of Health Sciences, Durban University of Technology, South Africa title: Use of role-play and community engagement to teach parasitic diseases date: 2017-06-22 words: 2284 flesch: 54 summary: 1. Haruyama J. Effective practice of role play and dramatization in foreign language education. Wang J, Hu X, Xi J. Cooperative learning with role play in Chinese pharmacology education. keywords: assignment; benefits; cep; class; community; curriculum; diseases; education; engagement; exercise; groups; health; informative; intervention; learning; majority; parasitic; pass; play; presentations; rates; research; respondents; role; sciences; students; study; test; topics; understanding cache: ajhpe-673.pdf plain text: ajhpe-673.txt item: #423 of 573 id: ajhpe-677 author: van der Bijl, P; HMPG, Cape Town, South Africa title: Contents date: 2015-11-21 words: 769 flesch: -11 summary: Training the next generation of clinician scientists for South Africa B Kramer, Y Veriava, J M Pettifor RESEARCH 155 Effect of simulated emergency skills training and assessments on the competence and confidence of medical students I Treadwell 158 Student compliance with indications for intravenous cannulation during clinical learning C Vincent-Lambert, B van Nugteren 161 Implementing and managing community-based education and service learning in undergraduate health sciences programmes: Students’ perspectives S B Kruger, M M Nel, G J van Zyl 165 Preclinical medical students’ performance in and reflections on integrating procedural and communication skills in a simulated patient consultation I Treadwell 170 A faculty-led solution to transport-related stress among South African medical students S Schoeman, G van Zyl, R A Smego (deceased) 176 Nursing students’ perception of simulation as a clinical teaching method in the Cape Town Metropole, South Africa N Nel, E L Stellenberg 180 Changing students’ moral reasoning ability – is it at all possible? keywords: african; cape; clinical; editor; education; email; health; learning; medical; mthembu; pharmacy; postma; research; south; students; tel; town; training; university; van; western; year; zyl cache: ajhpe-677.pdf plain text: ajhpe-677.txt item: #424 of 573 id: ajhpe-681 author: Dlungwane, T; Discipline of Public Health Medicine, School of Nursing and Public Health, University of KwaZulu-Natal, Durban; Knight, S; Discipline of Public Health Medicine, School of Nursing and Public Health, University of KwaZulu-Natal, Durban title: Tracking Master of Public Health graduates: Linking higher education and the labour market date: 2016-09-06 words: 2206 flesch: 50 summary: During the 1970s, specialist training in public health for medical practitioners was instituted.[3] In an attempt to rationalise and improve public health education, the Eastern Seaboard Association of Tertiary Institutions (esATI), a network of eight apartheid institutions, four universities (Durban­Westville, Natal, Zululand, and the University of SA), and four technikons (Natal, ML Sultan, Mangosuthu and Technikon SA) was established, which offered public health postgraduate courses from 2001 to 2004. The role and relevance of public health graduates in the SA health system have not been reported. keywords: approach; background; current; data; degree; department; education; employment; graduates; health; healthcare; institutions; july; labour; leadership; market; medical; mph; programme; public; report; research; respondents; sciences; sector; skills; social; students; study; system; university; years cache: ajhpe-681.pdf plain text: ajhpe-681.txt item: #425 of 573 id: ajhpe-683 author: Rowe, Michael; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa; Oltmann, Carmen; Division of Pharmacy Practice, Faculty of Pharmacy, Rhodes University, Grahamstown, South Africa title: Randomised controlled trials in educational research: Ontological and epistemological limitations date: 2016-03-26 words: 2934 flesch: 43 summary: Therefore, if we want to use RCTs in educational research, we must assume that there is a cause-effect relationship in the teaching and learning interaction that can be objectively measured. In this article we argue that RCTs are an inappropriate design choice for educational research because they force one to assume ontological and epistemological positions that are at odds with theoretically informed perspectives of learning. keywords: best; clinical; complex; contexts; control; data; design; differences; different; educational; effect; epistemological; evidence; experimental; health; influence; intervention; knowledge; learning; london; medical; methods; objective; odds; ontological; outcomes; perspectives; positivist; qualitative; randomised; rcts; reality; research; teaching; trials; understanding; use; variables; way; world cache: ajhpe-683.pdf plain text: ajhpe-683.txt item: #426 of 573 id: ajhpe-684 author: Naidu, Claudia; University of Cape Town, South Africa title: CPD Questionnaire date: 2015-11-21 words: 874 flesch: 41 summary: Effect of simulated emergency skills training and assessments on the competence and confidence of medical students 3. Clinical experience and the level of confidence have some predictive value in performance assessments when using standardised simulated scenarios. A faculty-led solution to transport-related stress among SA medical students 7. keywords: authors; clinical; cpd; dental; education; experiences; identity; learning; medical; module; perception; performance; research; self; simulated; skills; students; study cache: ajhpe-684.pdf plain text: ajhpe-684.txt item: #427 of 573 id: ajhpe-69 author: Arendse, Travis; HMPG title: Cover date: 2010-08-13 words: 13 flesch: 78 summary: , Vol.2 No.1 African Journal of Health Professions Education AJHPE keywords: ajhpe cache: ajhpe-69.pdf plain text: ajhpe-69.txt item: #428 of 573 id: ajhpe-692 author: Lim, A G; Division of Emergency Medicine, Department of Medicine, University of Washington, Seattle, WA, USA; Geduld, H; Education and Training, Division of Emergency Medicine, Faculty of Health Sciences, University of Cape Town, South Africa; Checkett, K; Section of Emergency Medicine, Department of Medicine, University of Chicago, Ill, USA; Sawe, H R; Emergency Medicine, Muhimbili National Hospital, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania; Reynolds, T A; Emergency and Trauma Care Programme, World Health Organization Department for Management of Noncommunicable Diseases, Disability, Violence and Injury Prevention, Geneva, Switzerland; and Department of Emergency Medicine, University of California, San Francisco, CA, USA title: Pioneering small-group learning in Tanzanian emergency medicine: Investigating acceptability for physician learners date: 2017-02-26 words: 4192 flesch: 41 summary: According to the African Federation of Emergency Medicine (AFEM), there are specialist-level graduates of EM training programmes from South Africa (SA), Ghana, Tanzania, and Ethiopia, with several new programmes with first generations of trainees in Rwanda and Botswana, among other African nations.[1] Now that African EM has taken shape as a specialty-level discipline with academic and departmental leadership at major universities, new chal- lenges have emerged for the continued success of the nascent field. African EM training programmes have used small-group learning (SGL) modalities in their curricula. keywords: acceptability; african; building; care; clinical; context; curriculum; department; development; education; effective; effectiveness; emergency; experience; faculty; group; health; knowledge; learners; learning; lectures; level; management; march; medical; medicine; mentors; modalities; muhas; muhimbili; new; overall; participants; peer; perceptions; physician; practice; programme; relations; research; residency; residents; respondents; responses; saharan; school; sgl; simulation; skills; small; specialty; study; sub; survey; table; tanzania; team; time; training; trauma; university; years cache: ajhpe-692.pdf plain text: ajhpe-692.txt item: #429 of 573 id: ajhpe-693 author: Bosman, Alet; Foundation for Professional Development, Pretoria, South Africa; Wolvaardt, Jacqueline Elizabeth; School of Health Systems and Public Health, Faculty of Health Sciences, University of Pretoria, South Africa title: The health system benefits of attending an HIV/AIDS conference date: 2017-06-22 words: 4422 flesch: 49 summary: Conference scholarship programmes provide opportunities for learning and networking and may translate into partnerships or joint ventures, which may result in the implementation of innovations and best practices. Conference scholarship programmes, therefore, arguably provide the opportunities to create partnerships and strengthen health systems in Africa, and answer the question whether this kind of activity is worthy of donor support. keywords: access; africa; aids; articles; attendance; benefits; best; colleagues; community; conference; contact; countries; data; delegates; effects; english; evaluation; fig; french; funding; health; hiv; icasa; information; international; joint; majority; months; networking; new; opportunities; opportunity; organisations; partnership; practices; previous; professional; programme; reasons; recipients; research; respondents; responses; round; scholarship; sida; survey; time; treatment; use; work; years cache: ajhpe-693.pdf plain text: ajhpe-693.txt item: #430 of 573 id: ajhpe-694 author: Kridiotis, Carol-Anne; Division of Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Swart, Sonet; Division of Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: A learning development module to support academically unsuccessful 1st-year medical students date: 2017-06-22 words: 4685 flesch: 50 summary: When students were actively engaged, and when they participated in lectures and felt that they were connected with the institutional community, these factors contributed to student success.[13] International results highlight that collecting data on self-regulated learning among medical students and on student participation in learning activities, may ‘help medical schools to identify students who are at risk for poor performance early in their training’.[13] Students’ confidence in their individual academic-related skills plays a role in their motivation to achieve, and although student perceptions may be self-reported, there is an association between level of practice of a skill and confidence to use the skill.[14] The newly developed LLLS module in the LDP at the Faculty of Health Sciences, UFS, is aligned with the abovementioned research findings, and aims to help students to address their goals, function in a small and nurtured environment, and overcome their academic shortcomings in positive ways. This trend was in line with a recent study among medical students in China, which showed that student engagement in lectures and recognition that effort needed to be put into studies, directly contributed to achievement.[16] In the second part of the survey, students indicated the generic skills development continued to be useful in the academic year that followed, as they studied timeously and more effectively. keywords: 1st; academic; aspects; assessment; beneficial; confidence; critical; development; education; effective; factors; faculty; generic; group; health; key; knowledge; ldp; learning; llls; llls module; mainstream; management; medical; medical students; module; motivation; opportunity; programme; reflections; research; sciences; second; self; semester; skills; stress; students; studies; study; subsequent; success; support; table; techniques; test; thinking; time; ufs; university; unsuccessful; useful; year cache: ajhpe-694.pdf plain text: ajhpe-694.txt item: #431 of 573 id: ajhpe-70 author: Burch, Vanessa; HMPG title: Contents date: 2010-08-13 words: 315 flesch: 38 summary: O Dafiewhare 15 Is temperament a key to the success of teaching innovation? J J Blitz, M R van Rooyen, D A Cameron, G P Pickworth, P H du Toit 17 SHORT REPORT AJHPE African Journal of Health Professions Education August 2010, Vol. 2 No. 1 Editor VanEssa burch Editorial board adri bEylEfEld, university of the free state Juanita bEzuidEnhout, stellenbosch University VanEssa burch, University of cape town Enoch n KwizEra, walter sisUlU University Patricia McinErnEy, University of the witwatersrand JacquElinE Van wyK, University of KwaZUlU-natal hMPG Editor Daniel J ncayiyana Managing Editor J p De v van niekerk assistant Editor emma Buchanan technical Editors mariJke maree rOBerT maTZDOrFF paula van Der BiJl head of Publishing rOBerT arenDse Production co-ordinator emma cOuZens art director siOBhan Tillemans dtP & design Travis arenDse clinTOn GriFFin online Manager GerTruDe Fani hMPG board of directors m raFF (chair) keywords: africa; ajhpe; board; burch; editor; group; health; medical; publishing; university; van; vanessa cache: ajhpe-70.pdf plain text: ajhpe-70.txt item: #432 of 573 id: ajhpe-704 author: Burch, Vanessa Celeste; Department of Medicine, Faculty of Health Sciences, University of Cape Town, South Africa title: Has the health professions education research agenda changed in the new millennium? date: 2015-11-21 words: 947 flesch: 42 summary: This challenge can be addressed by finding ways of supporting the process of HPE research capacity in developing countries rather than trying to establish why these countries have such limited visibility in prestigious journals. This initiative aims to expand the publication footprint of AJHPE by including more work from HPE institutions beyond the borders of South Africa. keywords: academic; africa; ajhpe; countries; education; health; healthcare; hpe; initiative; institutions; journal; medical; medicine; needs; professions; publications; question; research; training cache: ajhpe-704.pdf plain text: ajhpe-704.txt item: #433 of 573 id: ajhpe-705 author: van Zyl, Paulina Maria; Department of Pharmacology, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Joubert, Gina; Department of Biostatistics, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Bowen, Evan; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; du Plooy, Ferris; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Francis, Cameron; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Jadhunandan, Sumith; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Fredericks, Faiq; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Metz, Lienke; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Depression, anxiety, stress and substance use in medical students in a 5-year curriculum date: 2017-06-22 words: 5356 flesch: 59 summary: Medical students, however, consistently obtain higher scores for depression, anxiety and stress than the general population.[1] Dyrbye et al.[1] performed a systematic review of studies published between 1980 and 2005 reporting on depression, anxiety and other indica- tors of psychological distress among medical students. Research 67 June 2017, Vol. 9, No. 2 AJHPE Psychological distress is prominent in medical students, and it has been shown that members of this group are more prone to depression, anxiety and stress than comparable populations.[1] keywords: academic; africa; alcohol; anxiety; chb; common; current; curriculum; dass-21; demographic; depression; diagnosis; faculty; female; figures; free; group; health; higher; levels; lifetime; lifetime use; medical; medical students; methylphenidate; moderate; month; month use; nicotine; outcomes; past; past month; population; prevalence; psychological; questionnaire; research; results; school; sciences; scores; semester; severe; significant; south; state; stress; students; studies; study; substance; table; total; training; ufs; university; use; users; value; year cache: ajhpe-705.pdf plain text: ajhpe-705.txt item: #434 of 573 id: ajhpe-708 author: Nottidge, T E; Department of Orthopaedics and Traumatology, College of Health Sciences, University of Uyo, Nigeria; Louw, A J N; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Self-directed learning: Status of final-year students and perceptions of selected faculty leadership in a Nigerian medical school – a mixed analysis study date: 2017-02-26 words: 4633 flesch: 56 summary: Yet, most Nigerian medical schools do not actively promote SDL skills for medical students. Teachers expressed concerns about SDL methods in medical schools owing to the fear that this will require medical students to teach themselves medicine without expert guidance from teachers. Conclusion. keywords: behaviour; cognitive; concept; curriculum; data; discussion; education; faculty; focus; following; group; guidance; health; information; initiative; interactive; leadership; learners; learning; lifelong; load; low; medical; medical school; medical students; medicine; members; methods; mixed; motivated; need; new; nigerian; participant; perceptions; phase; problem; process; qualitative; research; results; scale; school; sciences; sdl; self; skills; srl; srssdl; students; study; teacher; teaching; university; year cache: ajhpe-708.pdf plain text: ajhpe-708.txt item: #435 of 573 id: ajhpe-71 author: Burch, Vanessa; HMPG title: Educating health professionals to meet Africa's needs date: 2010-08-13 words: 945 flesch: 43 summary: Finally, she closes her paper off with a descrip- tion of the challenges that we currently face in health sciences education and the priorities we need to focus on in the coming decade. Finally, McMillan’s paper suggests ways in which health professions might move beyond description to generate explanations of teaching and learning that can be used to inform ‘best practice’. keywords: africa; colleagues; education; faimer; fellows; focus; health; laboratory; learning; need; paper; professions; programme; regional; research; sciences; teaching; training cache: ajhpe-71.pdf plain text: ajhpe-71.txt item: #436 of 573 id: ajhpe-712 author: Banda, Sekelani S; Department of Medical Education Development, School of Medicine, University of Zambia, Lusaka; and School of Medicine, Cavendish University, Lusaka, Zambia title: Standard setting and quality of assessment: A conceptual approach date: 2016-03-26 words: 1656 flesch: 39 summary: It is dependent on assessment quality, as a test that does not cover appropriate content is not at the appropriate level of difficulty, is not reliable, and will not lead to appropriate decisions, regardless of the standard-setting methods employed.[11] Assessment methods in medical education. keywords: accountability; appropriate; assessment; conceptual; cut; decisions; dialogue; educational; effect; fail; health; hpe; important; measure; methods; outcomes; pass; performance; practices; process; quality; regard; reliability; review; setting; stakeholders; standard; sufficiency; technical; test; theory; validity cache: ajhpe-712.pdf plain text: ajhpe-712.txt item: #437 of 573 id: ajhpe-715 author: Mubuuke, A G; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Louw, A J N; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; van Schalkwyk, S; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Self-regulated learning: A key learning effect of feedback in a problem-based learning context date: 2017-02-26 words: 4498 flesch: 53 summary: Results The purpose of this study was to explore how students used tutor feedback received in a PBL tutorial to engage in self-regulated learning practices. With tutor feedback, it is easy for me to use those comments, look at what he said I did well and what I did not do well … and this pushes me to work even harder to cover my gaps.’ keywords: activation; active; analysis; concepts; context; data; feedback; findings; focus; gaps; goals; good; group; health; information; key; knowledge; learning; medicine; model; new; objectives; participants; pbl; performance; personal; plan; practice; prior; problem; process; recall; received; reflection; regulation; research; responses; self; students; study; task; theory; tutor; tutorial; vital cache: ajhpe-715.pdf plain text: ajhpe-715.txt item: #438 of 573 id: ajhpe-719 author: Gerber, A M; Department of Basic Medical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein; Botes, R; Department of Clinical Epidemiology, University Medical Center Groningen, University of Groningen; Vorster, A; Department of Basic Medical Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein title: An inferential comparison between the capabilities and achievements of 1st-year medical and nursing students at the University of the Free State, Bloemfontein, South Africa date: 2016-09-09 words: 2486 flesch: 44 summary: Sohail N. Stress and academic performance among medical students. On average, nursing students valued the domains 17.4% lower than the medical students. keywords: 1st; academic; achievements; activities; approach; better; capabilities; capability; domains; environment; free; functionings; group; health; integrity; learning; leisure; medical; nursing; nursing students; outcomes; performance; personal; questionnaire; results; scope; skills; social; state; stressors; students; study; time; university; work; year cache: ajhpe-719.pdf plain text: ajhpe-719.txt item: #439 of 573 id: ajhpe-72 author: FAIMER, Southern African; HMPG title: Southern African FAIMER regional institute poster day, held in Cape Town on 8 MArch 2010 date: 2010-08-13 words: 1487 flesch: 38 summary: Why the idea was necessary Determining the capacity of nursing training institutions in Uganda is a very important first step in managing health training institutions. CAPACITY OF NURSING TRAINING INSTITUTIONS TO IM- PLEMENT COMPREHENSIVE NURSING CURRICULA IN UGANDA Safinah Kisu Museene Correspondence to: Safinah Museene (safinahm2002@hotmail.com) Context and setting In Uganda there are 32 nursing training institutions that implemented sin- gle non-comprehensive nursing programmes (general nursing/midwifery/ mental health). keywords: capacity; college; comprehensive; degrees; education; faculty; forensic; health; human; institutions; medical; medicine; nursing; pathology; portfolio; programmes; research; resources; results; students; study; teaching; training; tutors; uganda; video cache: ajhpe-72.pdf plain text: ajhpe-72.txt item: #440 of 573 id: ajhpe-722 author: Jacobs-Nzuzi Khuabi, L; Division of Occupational Therapy, Department of Health and Rehabilitation Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Bester, J; Division of Occupational Therapy, Department of Health and Rehabilitation Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Gatley-Dewing, K; Division of Occupational Therapy, Department of Health and Rehabilitation Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Holmes, S; Division of Occupational Therapy, Department of Health and Rehabilitation Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Jacobs, C; Division of Occupational Therapy, Department of Health and Rehabilitation Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Sadler, B; Division of Occupational Therapy, Department of Health and Rehabilitation Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; van der Walt, I; Division of Occupational Therapy, Department of Health and Rehabilitation Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Occupational therapy students’ perspectives on the core competencies of graduates to practise in the field of neurology date: 2017-02-26 words: 3760 flesch: 44 summary: An investigation of the satisfaction and perception of fieldwork experiences among occupational therapy students. Studies by Chiang et al.[6] and Naidoo et al.[7] provide insight on students’ perspectives with regard to their readiness for clinical practice. keywords: analysis; areas; attitude; care; clinical; confidence; constraints; content; cord; core; curriculum; cva; data; experiences; field; health; important; knowledge; learning; level; limited; methods; needs; neurology; occupational; participants; patients; practice; research; resource; secondary; setting; skills; spinal; spine; stakeholders; students; study; teaching; theme; therapists; therapy; time; treatment; undergraduate; university; year cache: ajhpe-722.pdf plain text: ajhpe-722.txt item: #441 of 573 id: ajhpe-723 author: van Rooyen, Marietjie; Department of Family Medicine, School of Medicine, Faculty of Health Sciences, University of Pretoria, South Africa; Reinbrech-Schütte, Angelika; Department of Family Medicine, School of Medicine, Faculty of Health Sciences, University of Pretoria, South Africa; Hugo, J F M; Department of Family Medicine, School of Medicine, Faculty of Health Sciences, University of Pretoria, South Africa; Marcus, T S; Department of Family Medicine, School of Medicine, Faculty of Health Sciences, University of Pretoria, South Africa title: Developing capability through peer-assisted learning activities among 4th-year medical students and community health workers in community settings date: 2017-06-22 words: 3786 flesch: 56 summary: Within this paradigm, peer-assisted learning (PAL) has been used to support the development of student capability during L-CAS activities. It includes ongoing reflection and adaptation of action with the view to constant improvement.[5] Within this paradigm of learning, to be capable in the community- orientated primary care (COPC) context, peer-assisted learning (PAL) has been used to support the development of student capability during L-CAS activities. keywords: activities; ajhpe; approach; assisted; capability; care; cas; chws; communities; community; context; data; development; education; experience; fig; health; healthcare; impact; june; knowledge; language; learning; medical; medicine; need; new; pal; participants; peer; people; personal; practice; primary; process; professional; programme; relationships; research; sessions; skills; students; study; terms; understanding; university; visits; vol; way; work cache: ajhpe-723.pdf plain text: ajhpe-723.txt item: #442 of 573 id: ajhpe-73 author: Fani, Gertrude; HMPG title: CPD questionnaire date: 2010-08-13 words: 576 flesch: 67 summary: After submission you can checkthe answers and print your certificate. 5. True (A) or false (B) – click on the correct answer: Intercalated degree programmes for medical students are not considered a priority health educational need by Afri- can medical students. keywords: answer; correct; false; health; learning; teaching; thinkers; true cache: ajhpe-73.pdf plain text: ajhpe-73.txt item: #443 of 573 id: ajhpe-739 author: Munangatire, T; Paray School of Nursing, Thaba Tseka, Lesotho; Naidoo, N; Division of Physiotherapy, Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, South Africa title: Exploration of high-fidelity simulation: Nurse educators’ perceptions and experiences at a school of nursing in a resource-limited setting date: 2017-02-26 words: 3276 flesch: 43 summary: Furthermore, lack of time, support, appropriate equipment and fear of using HFS simulation as a pedagogy create negative perceptions, and result in underutilisation.[12] Findings to date suggest that there are mixed perceptions among lecturers regarding the impact on training of using HFS in teaching.[10] In Dowie and Phillips’[13] study, 90% of educators were using HFS, although only 35% of them had been trained in its use. There is a need to support this motivation and willingness through formally training educators, which can potentially promote HFS use and destigmatise the educators’ experiences and perceptions of not using or improperly using HFS.[5,7,13] keywords: analysis; benefits; clinical; data; discussion; education; educators; effective; equipment; experiences; fidelity; findings; focus; framework; group; hfs; high; human; implementation; lack; learning; nurse; nursing; outcomes; participants; pedagogy; perceptions; planning; practice; qualitative; researcher; resources; scenarios; school; simulation; skills; strategy; students; study; support; teaching; time; training; use cache: ajhpe-739.pdf plain text: ajhpe-739.txt item: #444 of 573 id: ajhpe-740 author: Muzigaba, Moise; Medical Education Partnership Initiative, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Thompson, Mary Lou; Department of Biostatistics, University of Washington, Seattle, USA; Sartorius, Benn; Discipline of Public Health Medicine, School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Matthews, Glenda; School of Mathematics, Statistics and Computer Science, College of Agriculture, Engineering and Science, University of KwaZulu-Natal, Durban, South Africa; Nadesan-Reddy, Nisha; Discipline of Public Health Medicine, School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Pillay, Sandy; Medical Education Partnership Initiative, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Umesh, Lalloo; Faculty of Health Sciences, Durban University of Technology, South Africa title: Implementation and outcome evaluation of the Medical Education Partnership Initiative biostatistical reasoning workshops for faculty and postgraduate students at the University of KwaZulu-Natal, Durban, South Africa date: 2016-04-25 words: 4917 flesch: 47 summary: The number of workshop participants in each year was 20, 17, 22 and 19 for 2012 - 2015, respec- Researchers obtained birth weights for a random sample of 1 500 infants. Methods Evaluation components The objective of the evaluation was to assess the knowledge gained as well as workshop process and included both quantitative and qualita- tive components: (i) quantitative pre- and post- workshop assessments; (ii) a brief qualitative mid- workshop questionnaire; and (iii) focus group discussions (FGDs). keywords: africa; analysis; biostatistics; box; chs; class; concepts; course; data; discussion; durban; evaluation; expertise; fgds; group; health; implementation; initiative; interpret; knowledge; kwazulu; learning; literature; median; medical; medicine; natal; opportunity; participants; phd; post; postgraduate; preand; process; project; public; qualitative; questions; quiz; rank; reasoning; research; researchers; school; sciences; scores; sessions; skills; south; statistical; students; study; suppl; test; time; training; ukzn; understanding; university; way; wilcoxon; workshop; years cache: ajhpe-740.pdf plain text: ajhpe-740.txt item: #445 of 573 id: ajhpe-741 author: Muzigaba, Moise; Medical Education Partnership Initiative, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Naidoo, Keshena; Department of Family Medicine, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Ross, Andrew; Department of Family Medicine, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Nadesan-Reddy, Nisha; Discipline of Public Health Medicine, School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Pillay, Sandy; Medical Education Partnership Initiative, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Predictors of site choice and eventual learning experiences in a decentralised training programme designed to prepare medical students for careers in underserved areas in South Africa date: 2016-04-25 words: 5245 flesch: 51 summary: There is ongoing debate elsewhere that if rural students are selected to enter medical training programmes and are provided with both under- and postgraduate training opportunities in rural areas, they are more likely than those selected from urban areas to return to such areas for medical practice.[12] DOI:10.7196/AJHPE.2016.v8i1.741 Predictors of site choice and eventual learning experiences in a decentralised training programme designed to prepare medical students for careers in underserved areas in South Africa M Muzigaba,1 PhD, MPH, MPhil, BSc; K Naidoo,2 MB ChB, MCFP, MFamMed; A Ross,2 MB ChB, DCH, MMed (Family Medicine), FCFP (SA); N Nadesan-Reddy,3 MB ChB, FCPHM, MMed (Public Health Medicine); S Pillay,1 MB ChB, DOM, Dip HIV Man (SA) 1 Medical Education Partnership Initiative, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa 2 Department of Family Medicine, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa 3 Discipline of Public Health Medicine, School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa Corresponding author: M Muzigaba (mochemoseo@gmail.com) Research May 2016, Vol. 8, No. 1, Suppl 1 AJHPE 93 cutive days. keywords: africa; ajhpe; approach; areas; background; black; career; characteristics; choice; clinical; cohorts; context; decentralised; differences; dtcs; experiences; family; findings; geographical; health; high; indian; knowledge; learning; likely; location; median; medical; medicine; need; objective; peri; practice; predictors; primary; programme; quality; questions; race; research; rotation; rural; scale; school; significant; site; skills; south; students; study; suppl; table; total; training; ukzn; undergraduate; urban; value; vol; white cache: ajhpe-741.pdf plain text: ajhpe-741.txt item: #446 of 573 id: ajhpe-745 author: van Wyk, J M; Clinical and Professional Practice, Nelson R Mandela School of Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban; Knight, S E; School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban; Dlungwane, T; School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban; Glajchen, S; School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban title: Developing social accountability in 1st-year medical students: A case study from the Nelson R Mandela School of Medicine, Durban, South Africa date: 2016-09-06 words: 3937 flesch: 45 summary: Creating opportunities for greater community participation by medical students will culminate in professional behaviour and learning that cannot be simulated in the classroom. Early exposure to experiential learning for medical students enhances their understanding of the social determinants of health and the needs of a population, helping them in the development of the interpersonal skills that facilitate empathetic attitudes towards their patients.[3] Early experiences also nurture professional identities and promote social responsiveness among medical students; responsiveness, in turn, fosters doctors’ accountability to the communities they serve.[4] Socially accountable medical schools are required to direct their education, research and service activities to address priority health concerns in collabora- tion with stakeholders of the communities they serve.[5] keywords: 1st; accountability; accountable; activities; activity; aids; appropriate; article; case; challenges; children; communities; community; development; difference; disadvantaged; durban; early; education; entry; experience; fig; group; health; hiv; home; individual; journal; learning; mad; medical; medical students; needs; october; organisation; poster; process; programme; public; reflective; research; responsibility; responsive; responsiveness; school; service; site; social; stakeholders; step; students; study; time; ukzn; vol; work; year cache: ajhpe-745.pdf plain text: ajhpe-745.txt item: #447 of 573 id: ajhpe-748 author: Hamid, Shaista; Clinical and Professional Practice, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Singaram, Veena S; Clinical and Professional Practice, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Exploring the relationship between demographic factors, performance and fortitude in a group of diverse 1st-year medical students date: 2016-04-28 words: 4120 flesch: 51 summary: The fortitude instrument was found to be reliable and correlated significantly with student academic performance. The significant, albeit moderate, positive correlation between fortitude and academic performance highlights the need for further exploration of wellbeing and holistic development of medical students. keywords: 1st; academic; afr; appraisal; appraisal subscale; awareness; composite; constructs; coping; correlation; development; different; distribution; evaluative; factors; family; female; fig; findings; fortitude; government; health; higher; instrument; items; levels; median; medical; model; modules; need; performance; personal; positive; private; psychol; questionnaire; relationship; research; schools; science; scores; self; significant; social; state; statistical; stress; students; study; subscale; suppl; support; test; university; wellbeing; year cache: ajhpe-748.pdf plain text: ajhpe-748.txt item: #448 of 573 id: ajhpe-750 author: Suleman, Fatima; Discipline of Pharmaceutical Sciences, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Assessing the effect of an online HIV/AIDS course on 1st-year pharmacy students’ knowledge date: 2016-04-25 words: 4960 flesch: 65 summary: Chng L, Eke-Huber E, Eaddy S, Collins J. Nigerian college students: HIV knowledge, perceived susceptibility for HIV and sexual behaviours. Prior reviews and studies of youth intervention programmes in both developed and developing countries[2,5,6] suggest an important role for education inter- ventions to increase young people’s knowledge of sexuality, reproductive health and HIV prevention, with a majority of interventions leading to reductions in reported risk behaviours. keywords: activities; aids; ajhpe; anonymous; aoi; attitudes; behaviours; beliefs; cas; class; course; e p; education; effect; female; health; hiv; hiv prevention; infection; ith; knowledge; llo; lu e; male; online; people; post; prevention; pva; research; results; risk; science; sex; sexual; students; studies; suppl; survey; transmission; unaids; university; vol; year; young; youth cache: ajhpe-750.pdf plain text: ajhpe-750.txt item: #449 of 573 id: ajhpe-757 author: Hamid, Shaista; Clinical and Professional Practice, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Singaram, Veena S; Clinical and Professional Practice, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Motivated strategies for learning and their association with academic performance of a diverse group of 1st-year medical students date: 2016-04-25 words: 3505 flesch: 47 summary: Pajares P. Toward a positive psychology of academic motivation. Non-cognitive factors must be taken into account to facilitate academic success.[2] Motivation is a prominent factor, which is linked to positive academic outcomes and associated with psychological wellbeing.[3] Motivation is one of the central constructs in understanding academic performance and influencing learning strategies. keywords: 1st; academic; academic performance; achievement; anxiety; association; average; characteristics; composite; correlation; degree; education; efficacy; health; higher; independent; instrument; intrinsic; items; learning; medical; modules; motivation; mslq; performance; relationship; research; results; school; scores; self; sessions; significant; strategies; strategy; students; study; subscales; subscore; table; task; test; university; use; value; year cache: ajhpe-757.pdf plain text: ajhpe-757.txt item: #450 of 573 id: ajhpe-758 author: Bagwandeen, Chauntelle I; Discipline of Public Health, School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Singaram, Veena S; Clinical and Professional Practice, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Feedback as a means to improve clinical competencies: Consultants’ perceptions of the quality of feedback given to registrars date: 2016-04-25 words: 3818 flesch: 48 summary: The registrar agrees with the feedback provided My feedback sessions are always successful − the registrar receives the intended message in the intended manner I am pro�cient at giving feedback to my registrars The e�ect of feedback on the registrar noted Feedback is documented Support is available to the registrar from di�erent sources after both formal and informal feedback sessions Formal feedback incorporates new learning objectives The importance of suitable external feedback by consultants to registrars becomes critical when there is no self-assessment by registrars or if the feedback is inaccurate.[13] Giving feedback may be challenging for consultants who have no formal training in the process, which may be further compounded in heterogeneous settings involving students of different gender, ethnicity, race, socioeconomic backgrounds, educational levels and home or first languages.[14] Consultants need to be sensitive to the different dynamics at play to ensure that the same message ‘transmitted is received and under- stood’[15] by the different groups in the same way. keywords: academic; advance; appropriate; aware; clinical; consultants; education; effect; english; essential; ethnicity; feedback; formal; gender; good; health; improvement; language; learning; majority; mean; med; medical; medicine; need; non; perceptions; performance; plan; postgraduate; practice; procedures; process; proficient; race; regard; registrars; setting; skills; standards; study; suppl; teach; teaching; training cache: ajhpe-758.pdf plain text: ajhpe-758.txt item: #451 of 573 id: ajhpe-76 author: Hoosen, Sarah; Ludewig Omollo, Kathleen; University of Michigan title: The African Health OER Network: Advancing Health Education in Africa through Open Educational Resources date: 2010-12-13 words: 1069 flesch: 33 summary: At the meeting, participants jointly developed a Vision for Health OER Network in Africa,2 which envisions a network of African institutions that would harness OER to share know- ledge, address curriculum gaps, and build communities of practice around health care education. OER Africa is currently develop- ing an OER request facility, which will create an opportunity to re- quest materials that you have a specific need for, as well as to respond to specific requests for content should this material be available. keywords: african; cape; content; education; faculty; ghana; global; health; institutions; learning; materials; network; oer; open; participants; share; university cache: ajhpe-76.pdf plain text: ajhpe-76.txt item: #452 of 573 id: ajhpe-768 author: Bagwandeen, Chauntelle I; Discipline of Public Health, School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Singaram, Veena S; Clinical and Professional Practice, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Feedback as a means to improve clinical competencies: Registrars’ perceptions of the quality of feedback provided by consultants in an academic hospital setting date: 2016-04-25 words: 3946 flesch: 45 summary: I receive the intended message in the intended manner Consultants are pro�cient at giving feedback to registrars The e�ect of feedback on me is noted by my consultant Formal feedback is documented Feedback incorporates new learning objectives I have an opportunity to respond to the feedback given Support is available to me from di�erent sources after both formal and informal feedback sessions Feedback is in�uenced by my race, gender or ethnicity Feedback is given in non-emotive, non-judgemental language Formal feedback is provided Informal feedback is provided Feedback is provided in all encounters with a consultant A component of feedback process is a plan for improvement Receiving feedback encourages re�ection about previous feedback Feedback is given about procedures and techniques performed correctly Feedback is given about procedures and techniques performed incorrectly Feedback is based on concrete observations of my performance Standards for assessment are predetermined and communicated to me in advance Formal feedback sessions are held in an appropriate location Formal feedback sessions are scheduled in advance Fig. Questions related to various aspects of how feedback was given, including: when (e.g. ‘Feedback is provided in all encounters with a consultant’); where (e.g. ‘Feedback is provided in all settings’); type (e.g. ‘Feedback is informal’); effect (e.g. ‘The effect of feedback on the registrar is noted’); topic (e.g. ‘Feedback is given about clinical skills’ ); and how (e.g. ‘Feedback is given in non-emotive, non-judgemental language’). keywords: academic; appropriate; clinical; competence; component; consultants; education; essential; examination; feedback; formal; giving; health; hospital; improvement; informal; language; learning; level; majority; medical; medicine; need; non; objectives; patient; perceptions; performance; plan; postgraduate; preparation; process; proficiency; quality; registrars; research; sessions; settings; skills; standard; students; study; suppl; support; teaching; techniques; trainee; training cache: ajhpe-768.pdf plain text: ajhpe-768.txt item: #453 of 573 id: ajhpe-769 author: Abraham, Reina M; Clinical and Professional Practice, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Singaram, Veena S; Clinical and Professional Practice, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Third-year medical students’ and clinical teachers’ perceptions of formative assessment feedback in the simulated clinical setting date: 2016-04-25 words: 4618 flesch: 46 summary: Some students were concerned about the lack of standardised and structured assessment criteria and variation in teacher feedback. To explore the perceptions of 3rd-year medical students and their clinical teachers about formative clinical assessment feedback in the CSL setting. Methods. keywords: academic; assessment; balanced; better; clinical; clinical skills; criteria; csl; data; education; effective; feedback; following; formative; general; health; important; improvement; individual; information; lack; language; learning; logbook; medical; mini; need; negative; perceptions; performance; positive; process; provision; questions; rating; research; response; self; setting; similar; skills; specific; structured; students; study; suggestions; suppl; table; teachers; training; verbal; year cache: ajhpe-769.pdf plain text: ajhpe-769.txt item: #454 of 573 id: ajhpe-787 author: Rowe, M; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town title: Beyond the lecture: Teaching for professional development date: 2016-09-14 words: 3296 flesch: 47 summary: ‘Students need opportunities for self-reflection that is structured, is written down and receives developmental feedback; they need to be given opportunities to develop their own sense of agency; if they are always passive in the health system as students then they will always be passive when professional.’ Panel members did not believe that clinical educators should have all the answers, and noted that the teachers’ lack of knowledge can be used to drive and motivate student learning. keywords: activities; analysis; approach; clinical; context; development; education; educators; emotional; evidence; experiences; feedback; health; healthcare; knowledge; learning; lifelong; london; members; methods; need; panel; panellists; participants; personal; practice; process; professional; questions; reflective; research; responses; results; role; routledge; skills; strategies; students; study; teachers; teaching; technical; themes; use; values cache: ajhpe-787.pdf plain text: ajhpe-787.txt item: #455 of 573 id: ajhpe-789 author: van der Bijl, Paula; HMPG, Cape Town, South Africa title: Contents date: 2016-04-28 words: 823 flesch: -38 summary: J E Wolvaardt, B G Lindeque, P H du Toit 30 Relationship between student preparedness, learning experiences and agency: Perspectives from a South African university N V Roman, S Titus, A Dison 33 Perceptions of undergraduate dental students at Makerere College of Health Sciences, Kampala, Uganda towards patient record keeping A M Kutesa, J Frantz 37 Fieldwork practice for learning: Lessons from occupational therapy students and their supervisors D Naidoo, J van Wyk 41 On being agents of change: A qualitative study of elective experiences of medical students at the Faculty of Health Sciences, University of Cape Town, South Africa J Irlam, L Pienaar, S Reid 45 Mapping undergraduate exit-level assessment in a medical programme: A blueprint for clinical competence? 463 2159 Email: publishing@hmpg.co.za FINANCE Tshepiso Mokoena HMPG BOARD OF DIRECTORS Prof. M Lukhele (Chair), Dr M R Abbas, Dr M J Grootboom, Mrs H Kikaya, Prof. E L Mazwai, Dr M Mbokota, Dr G Wolvaardt ISSN 2078-5127 65 An exploration into the awareness and perceptions of medical students of the psychosociocultural factors which influence the consultation: Implications for teaching and learning of health professionals M G Matthews, P N Diab 69 The way forward with dental student communication at the University of the Western Cape, Cape Town, South Africa R Maart, K Mostert-Wentzel 72 keywords: africa; assessment; bezuidenhout; cape; competence; dental; editors; education; email; health; learning; medical; perceptions; pretoria; research; south; students; teaching; tel; town; undergraduate; university; van; western; wolvaardt cache: ajhpe-789.pdf plain text: ajhpe-789.txt item: #456 of 573 id: ajhpe-796 author: Pandya, Himani; Division of Community Paediatrics, Department of Paediatrics and Child Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Slemming, Wiedaad; Division of Community Paediatrics, Department of Paediatrics and Child Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Saloojee, Haroon; Division of Community Paediatrics, Department of Paediatrics and Child Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa title: Reflective portfolios support learning, personal growth and competency achievement in postgraduate public health education date: 2017-06-22 words: 4022 flesch: 43 summary: This study involved a qualitative, retrospective record review of postgraduate student portfolios submitted as part of their MSc/MPH coursework. Research 78 June 2017, Vol. 9, No. 2 AJHPE Reflective portfolios are a collection of evidence that attests to achievement as well as personal and professional development through critical analysis and self-reflection.[1] Professional portfolios may be required for purposes such as seeking promotion and documenting continuing professional development, and for accreditation. keywords: abilities; academic; achievement; activities; analysis; application; assessment; attainment; benefits; child; codes; competencies; competency; content; course; critical; development; education; evidence; faculty; family; feedback; gaps; group; growth; health; knowledge; learning; master; mch; modules; mph; msc; needs; outcomes; pedagogic; personal; planning; portfolios; positive; postgraduate; practice; professional; programme; public; reflective; research; review; self; skills; students; study; thinking; time; work cache: ajhpe-796.pdf plain text: ajhpe-796.txt item: #457 of 573 id: ajhpe-797 author: Nkomazana, Oathokwa; Faculty of Medicine, University of Botswana, Gaborone, Botswana title: Going rural – protracted immersion or toe-wetting: Does it matter? date: 2016-04-25 words: 1331 flesch: 54 summary: Where is the evidence that rural exposure increases uptake of rural medical practice? (ii) As rural origin and training in rural areas are independent predictors of rural retention, is the University of KwaZulu- Natal's programme limiting its potential effect by allowing students to elect not to have rural exposure? keywords: acad; access; africa; areas; clinical; community; education; exposure; health; healthcare; increase; innovations; medical; mepi; need; number; primary; programmes; question; retention; rural; saharan; south; students; sub; training; universal; university; workers; year cache: ajhpe-797.pdf plain text: ajhpe-797.txt item: #458 of 573 id: ajhpe-799 author: van der Bijl, Paula; HMPG, Cape Town, South Africa title: Contents date: 2016-04-25 words: 536 flesch: -3 summary: I Bagwandeen, V S Singaram 117 Feedback as a means to improve clinical competencies: Registrars’ perceptions of the quality of feedback provided by consultants in an academic hospital setting C I Bagwandeen, V S Singaram 121 Third-year medical students’ and clinical teachers’ perceptions of formative assessment feedback in the simulated clinical setting R M Abraham, V S Singaram AJHPE African Journal of Health Professions Education | May 2016, Vol. 8, No. 1, Suppl 1 EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town SUPPLEMENT EDITOR Oathokwa Nkomazana University of Botswana INTERNATIONAL ADVISORS Deborah Murdoch-Eaton Sheffield University, UK Michelle McLean Bond University, QL, Australia SENIOR DEPUTY EDITORS Juanita Bezuidenhout Stellenbosch University Jose Frantz University of the Western Cape DEPUTY EDITORS Jacqueline van Wyk University of KwaZulu-Natal Julia Blitz Stellenbosch University Michael Rowe University of the Western Cape Elizabeth Wolvaardt University of Pretoria ASSOCIATE EDITORS Francois Cilliers University of Cape Town Lionel Green-Thompson University of the Witwatersrand Dianne Manning University of Pretoria Sindiswe Mthembu University of the Western Cape Ntombifikile Mtshali University of KwaZulu-Natal Anthea Rhoda University of the Western Cape Ben van Heerden Stellenbosch University Marietjie van Rooyen University of Pretoria Gert van Zyl University of the Free State HMPG CEO and PUBLISHER Hannah Kikaya Email: hannahk@hmpg.co.za EXECUTIVE EDITOR Bridget Farham MANAGING EDITORS Claudia Naidu Ingrid Nye TECHNICAL EDITORS Emma Buchanan Paula van der Bijl PRODUCTION MANAGER Emma Jane Couzens DTP & DESIGN Carl Sampson HEAD OF SALES & MARKETING Diane Smith I Tel. 012 Exploring the relationship between demographic factors, performance and fortitude in a group of diverse 1st-year medical students S Hamid, V S Singaram 104 Motivated strategies for learning and their association with academic performance of a diverse group of 1st-year medical students S Hamid, V S Singaram 108 Assessing the effect of an online HIV/AIDS course on 1st-year pharmacy students’ knowledge F Suleman 113 Feedback as a means to improve clinical competencies: Consultants’ perceptions of the quality of feedback given to registrars C keywords: 1st; cape; clinical; editors; feedback; group; kwazulu; medical; natal; online; perceptions; singaram; students; tel; university; van; western; year cache: ajhpe-799.pdf plain text: ajhpe-799.txt item: #459 of 573 id: ajhpe-80 author: Botha, Hugo; University of Stellenbosch; van Schalkwyk, Gerrit Ian; University of Stellenbosch; Bezuidenhout, Juanita; University of Stellenbosch; van Schalkwyk, Susan; University of Stellenbosch title: The discourse of final year medical students during clinical case presentations date: 2011-06-17 words: 3969 flesch: 46 summary: Often there is an implicit expectation that students at university, including students studying towards a professional qualification such as medicine, will through their years of study adopt the ‘way of doing’ that defines the chosen discipline.10,11 To our knowledge, however, no formal research has been conducted to investigate the dis- course used by medical students during clinical case presentations and how or whether the level of discourse used may link to performance. The re- cordings were done during the general surgery rotation, where students Abstract Introduction: The need for medical students to adopt a discourse ap- propriate to the field is repeatedly emphasised by teaching staff dur- ing lectures and ward rounds. keywords: academic; appropriate; article; assessment; case; case presentations; clinical; communication; consultant; degree; detail; discourse; doctors; educational; evaluators; expert; final; findings; good; half; health; history; important; indicator; learning; length; medical; medical students; patient; peer; presentations; regard; research; results; rubric; similar; staging; stellenbosch; structure; students; study; surgeon; teaching; terminology; thematic; time; university; use; van; year cache: ajhpe-80.pdf plain text: ajhpe-80.txt item: #460 of 573 id: ajhpe-800 author: Singh, Shenuka; Discipline of Dentistry, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Pottapinjara, Sudharani; Discipline of Dentistry, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Dental undergraduate students’ knowledge, attitudes and practices in oral health self-care: A survey from a South African university date: 2017-06-22 words: 5198 flesch: 56 summary: Dental students are seen as role-models for promoting good oral health behaviour, yet there is little published evidence in South Africa (SA) that describes student knowledge and attitudes towards their own oral healthcare. Similarly, triclosan and essential oils (a mixture of thymol, eucalyptol, methyl salicylate and menthol) have demonstrated effectiveness in reducing plaque and gingivitis, but have also failed in reducing dental caries rates.[13,14] Dental students are exposed to these various measures in oral health individual self-care practices in the undergraduate training programme. keywords: 2nd; 3rd; agree; attitudes; care; care practices; clean; clinical; community; control; curriculum; daily; dental; dentistry; effect; environment; exposure; flossing; fluoride; gender; good; health; hygiene; influence; interdental; knowledge; kwazulu; learning; majority; measures; minutes; months; mouth; natal; need; oral; oral health; plaque; practices; preventive; programmes; questionnaire; replacement; reported; research; respondents; responses; rinses; routine; self; skills; students; study; teeth; therapy; time; toothbrushes; toothbrushing; total; training; undergraduate; understanding; university; use; year; year students cache: ajhpe-800.pdf plain text: ajhpe-800.txt item: #461 of 573 id: ajhpe-802 author: Burch, Vanessa; Department of Medicine, Faculty of Health Sciences, University of Cape Town, South Africa title: Cultural competence or speaking the patient’s language? date: 2016-04-28 words: 1072 flesch: 55 summary: It is clear from the literature that while medical schools have turned their attention to the issue of cultural competence, they have largely failed to address the challenge of non-English language competence of doctors. Diab P, Matthews M, Gokool R. Medical students’ views on the use of video technology in the teaching of isiZulu communication, language skills and cultural competence. keywords: africa; communication; competence; cultural; english; health; healthcare; language; learning; medical; need; non; professions; proficiency; schools; skills; south; students; teaching; university cache: ajhpe-802.pdf plain text: ajhpe-802.txt item: #462 of 573 id: ajhpe-805 author: van der Bijl, Paula; HMPG, Cape Town, South Africa title: Cover date: 2016-05-04 words: 19 flesch: 72 summary: ISSN 0256-9574 African Journal of Health Professions Education Sponsored by www.foundation.co.za May 2016, Vol. 8 No. 1 AJHPE keywords: ajhpe cache: ajhpe-805.pdf plain text: ajhpe-805.txt item: #463 of 573 id: ajhpe-807 author: Naidu, Claudia; HMPG, Cape Town, South Africa title: CPD date: 2016-05-06 words: 831 flesch: 39 summary: On being agents of change: A qualitative study of elective experiences of medical students at the Faculty of Health Sciences, University of Cape Town, South Africa 11. An exploration into the awareness and perceptions of medical students of the psychosociocultural factors which influence the consultation: Implications for teaching and learning of health professionals 16. keywords: africa; assessment; cape; clinical; communication; dental; educational; health; learning; medical; perceptions; programme; skills; south; students; teaching; training; undergraduate; university; use cache: ajhpe-807.pdf plain text: ajhpe-807.txt item: #464 of 573 id: ajhpe-83 author: archer, Elize; Universtiy of Stellenbosch title: Improving undergraduate clinical supervision in a South African context date: 2011-12-02 words: 2650 flesch: 52 summary: The faculty does not have the resources to present different clinical supervision courses for each discipline; therefore a short course with an interdisciplinary focus was designed. Course participants reported in their feedback that the interprofessional nature of the course was refreshing and that the teaching strategies that were discussed would be applicable to their different contexts. keywords: assignment; clinical; clinical supervisors; course; course participants; development; faculty; guide; health; interviews; knowledge; learning; lecturers; new; participants; programmes; residents; sciences; short; short course; skills; strategies; structured; students; study; supervision; supervisors; teachers; teaching; training; undergraduate; use; years cache: ajhpe-83.pdf plain text: ajhpe-83.txt item: #465 of 573 id: ajhpe-841 author: Manilall, J; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Rowe, M; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town title: Collaborative competency in physiotherapy students: Implications for interprofessional education date: 2016-10-22 words: 5245 flesch: 40 summary: However, there is limited research on the ways in which this important competency is developed in SA health professions students. As seen in the example response below, some students did find an opportunity to engage with and learn from other healthcare students: ‘… we obviously have to focus on the subject but we also get talking about your profession, my profession; what you do, what I do. keywords: ability; activities; activity; classroom; clinical; clinicians; collaboration; collaborative competency; competencies; competency; concern; conflict; context; core; curriculum; department; development; education; effective; focus; framework; goal; group; group work; health; healthcare; important; interprofessional; ipe; key; learning; lecturers; like; modules; needs; participants; patient; perceptions; physiotherapy; practice; professionals; question; research; responses; roles; south; students; study; suppl; table; team; terms; theme; undergraduate; understanding; use; value; work cache: ajhpe-841.pdf plain text: ajhpe-841.txt item: #466 of 573 id: ajhpe-844 author: Filies, G C; Interprofessional Education Unit, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Yassin, Z; Child and Family Studies Unit, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Frantz, J M; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town title: Students’ views of learning about an interprofessional world café method date: 2016-10-22 words: 4454 flesch: 31 summary: The case for educating health care students in professionalism as the core content of interprofessional education. What is the third benefit that comes to mind when you think about your earlier exposure and its contribution to your development as a team member? D: Criteria to measure the impact of interprofessional health care (IPHC). keywords: activities; approach; café; cape; care; collaboration; common; communication; community; competence; development; different; disciplines; education; effective; group; health; healthcare; holistic; impact; improved; interdisciplinary; interprofessional; ipe; ipwc; knowledge; learning; measure; mind; model; multidisciplinary; opportunities; participants; patient; practice; process; professionals; questions; research; respect; responses; responsibilities; roles; sharing; skills; social; specific; students; study; table; teaching; team; teamwork; training; understanding; work; world cache: ajhpe-844.pdf plain text: ajhpe-844.txt item: #467 of 573 id: ajhpe-845 author: Julie, H; School of Nursing, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Hess-April, L; Department of Occupational Therapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Cassiem, W; Department of Dietetics and Nutrition, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Wilkenson, J; School of Natural Medicine, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Rhoda, A J; University of Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town title: Academics’ knowledge and experiences of interprofessional education and practice date: 2016-10-22 words: 3862 flesch: 34 summary: They stressed that competencies need to be facilitated through appropriate teaching and learning strategies, where IPE outcomes are included in the planning of curricula: outcomes.[1] To equip academics in IPE, educational institutions need to develop IPE communities of practice in order to champion IPECP in their respective health professional programmes. keywords: academics; africa; analysis; appreciative; cape; clinical; collaborative; common; community; competencies; concept; data; design; development; education; effective; enablers; experiences; faculty; framework; health; important; inquiry; interprofessional; ipe; ipecp; ipp; knowledge; learning; natural; need; outcomes; participants; practice; principles; professionals; research; sciences; south; specific; strategies; students; study; supervisors; teaching; theme; town; understanding; university; use; uwc; western; workshops; world cache: ajhpe-845.pdf plain text: ajhpe-845.txt item: #468 of 573 id: ajhpe-846 author: Rhoda, A; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Laattoe, N; Interdisciplinary Centre for Sport Science and Development, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Smithdorf, G; Child and Family Studies Unit, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Roman, N; Child and Family Studies Unit, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Frantz, J M; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town title: Facilitating community-based interprofessional education and collaborative practice in a health sciences faculty: Student perceptions and experiences date: 2016-10-22 words: 4044 flesch: 50 summary: Interventions used to promote collaborative education and practice include the integration of strategies into existing curricula[3] and the placement of interprofessional students at the same clinical sites.[4] The students also distinguished between working with and simply being in a class together with other students (IPE): ‘When it came to a stroke patient I know the basics of what [occupational therapy] keywords: cape; care; clinical; collaborative; community; competencies; different; education; experiences; facilitators; faculty; focus; framework; group; health; icf; important; interprofessional; intervention; ipe; ipecp; knowledge; learning; like; need; patient; positive; practice; professions; programme; role; sciences; setting; students; study; time; understanding; university; use; western; working cache: ajhpe-846.pdf plain text: ajhpe-846.txt item: #469 of 573 id: ajhpe-85 author: De Villiers, Adele; Archer, Elize title: The influence of confidence and experience on the competency of junior medical students in performing basic procedural skills date: 2011-06-17 words: 929 flesch: 28 summary: Clinical tutors then used checklists to rate actual student competence when performing these three skills. Evaluation of results and impact In accordance with similar studies, there was poor correlation between self- reported and actual competence regarding the performance of procedural skills. MEDICAL STUDENTS IN PER- FORMING BASIC PROCEDURAL SKILLS Adele de Villiers, Elize Archer Correspondence to: Adele de Villiers (adeledev@sun.ac.za) Context and setting Studies, mostly done with final-year medical students and doctors, show that the confidence level with which a clinical skill is performed is not a reliable benchmark of actual clinical competence. keywords: actual; assessment; clinical; competence; education; higher; learning; medical; nursing; procedural; self; service; setting; skills; students; year cache: ajhpe-85.pdf plain text: ajhpe-85.txt item: #470 of 573 id: ajhpe-850 author: Rhoda, A J; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Waggie, F; Interprofessional Education Unit, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Filies, G; Interprofessional Education Unit, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Frantz, J; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town title: Using operative models (ICF and CBR) within an interprofessional context to address community needs date: 2016-10-22 words: 1827 flesch: 31 summary: These frameworks were used to facilitate the students’ identification of community needs and the suggested interventions to address these needs. This short report highlights how a group of interprofessional students can collaboratively identify the needs of individuals and community- based groups using the ICF, and also highlights possible interventions conceptualised within the CBR matrix. keywords: access; activity; cape; care; cbr; centre; community; development; domains; education; elements; environmental; factors; functioning; groups; health; icf; impairments; international; interprofessional; learning; limitations; matrix; needs; participation; prevention; promotion; skills; social; students cache: ajhpe-850.pdf plain text: ajhpe-850.txt item: #471 of 573 id: ajhpe-851 author: Frantz, J; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Filies, G; Interprofessional Education Unit, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Jooste, K; School of Nursing, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Keim, M; Interdisciplinary Centre for Sport Science and Development, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Mlenzana, N; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Laattoe, N; Interdisciplinary Centre for Sport Science and Development, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Roman, N; Child and Family Studies Unit, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Schenck, C; Department of Social Work, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Waggie, F; Interprofessional Education Unit, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town; Rhoda, A; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town title: Reflection on an interprofessional community-based participatory research project date: 2016-10-22 words: 3310 flesch: 43 summary: In particular, we cannot underscore the value of CBPR as a way of researching and learning together with community members and community stakeholders within the SA context. Allison J, Khan T, Reese E, Dobias BS, Struna J. Lessons from the labor organising community and health project: Meeting the challenges of student engagement in community based participatory research. keywords: africa; application; building; capacity; cape; cbpr; challenges; clear; collaborative; communities; community; delphi; development; education; engagement; faculty; health; interdisciplinary; interprofessional; knowledge; learning; members; needs; opportunities; participants; participatory; partners; phd; principles; process; project; research; researchers; round; sciences; social; south; stakeholders; study; team; time; town; university; western cache: ajhpe-851.pdf plain text: ajhpe-851.txt item: #472 of 573 id: ajhpe-86 author: Arendse, Travis; HMPG title: Cover date: 2010-12-13 words: 13 flesch: 76 summary: ISSN 0256-9574 African Journal of Health Professions Education 2010, Vol.2 No.2 AJHPE keywords: ajhpe cache: ajhpe-86.pdf plain text: ajhpe-86.txt item: #473 of 573 id: ajhpe-861 author: Rhoda, A; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town title: Introducing interprofessional education, practice and research in a higher education setting date: 2016-10-22 words: 958 flesch: 37 summary: In addition to engaging in interprofessional teaching and learning activities, FCHS academics also engaged in interprofessional research. Core competencies for interprofessional collaborative practice 2016 – update. keywords: 2016;8(2; academics; activities; afr; collaborative; community; development; doi:10.7196; educ; education; health; interprofessional; ipe; learning; practice; professions; research; students; suppl cache: ajhpe-861.pdf plain text: ajhpe-861.txt item: #474 of 573 id: ajhpe-863 author: van der Bijl, P; HMPG, Cape Town title: Contents date: 2016-09-15 words: 735 flesch: -20 summary: 463 2159 Email: publishing@hmpg.co.za FINANCE Tshepiso Mokoena HMPG BOARD OF DIRECTORS Prof. M Lukhele (Chair), Dr M R Abbas, Dr M J Grootboom, Mrs H Kikaya, Prof. E L Mazwai, Dr M Mbokota, Dr G Wolvaardt ISSN 2078-5127 Exploring occupational therapy graduates’ conceptualisations of occupational justice in practice: Curriculum implications L A Hess-April, J Smith, J de Jongh Burnout among paramedic students at a university in Johannesburg, South Africa C Stein, T Sibanda Registrars teaching undergraduate medical students: A pilot study at the University of Pretoria, South Africa L du Toit-Prinsloo, N K Morris, M Lee, G Pickworth An inferential comparison between the capabilities and achievements of 1st-year medical and nursing students at the University of the Free State, Bloemfontein, South Africa A M Gerber, R Botes, A Vorster Developing social accountability in 1st-year medical students: A case study from the Nelson R Mandela School of Medicine, Durban, South Africa J M van Wyk, S E Knight, T Dlungwane, S Glajchen Beyond the lecture: Teaching for professional development M Rowe CPD Questionnaire SUPPLEMENT Interprofessional education, practice and research AJHPE is published by the Health and Medical Publishing Group (Pty) Ltd Co. registration 2004/0220 32/07, a subsidiary of SAMA | publishing@hmpg.co.za Suite 11, Lonsdale Building, Lonsdale Way, Pinelands, 7405 A transnational curriculum using a human rights-based approach to foster key competencies in nutrition professionals M L Marais, M H McLachlan, W B Eide Professional nurses’ perception of their clinical teaching role at a rural hospital in Lesotho C N Nyoni, A J Barnard Allied health professional rural education: Stellenbosch University learners’ experiences M Pillay, J Bester, R Blaauw, A Harper, A Msindwana, J Muller, L Philips Self-assessment of final-year undergraduate physiotherapy students’ literature-searching behaviour, self-perceived knowledge of their own critical appraisal skills and evidence-based practice beliefs D A Hess, J Frantz The usefulness of a tool to assess reflection in a service-learning experience A-M Wium, S du Plessis Multidisciplinary leadership training for undergraduate health science students may improve Ugandan healthcare J N Najjuma, G Ruzaaza, S Groves, S Maling, G Mugyenyi AJHPE African Journal of Health Professions Education | October 2016, Vol. 8, No. 2 EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Julia Blitz Stellenbosch University Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Lionel Green-Thompson University of the Witwatersrand Patricia McInerney University of the Witwatersrand Sindiswe Mthembu University of the Western Cape Ntombifikile Mtshali University of KwaZulu-Natal Anthea Rhoda University of the Western Cape Michael Rowe University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wasserman Stellenbosch University Elizabeth Wolvaardt University of Pretoria HMPG CEO and PUBLISHER Hannah Kikaya Email: hannahk@hmpg.co.za EXECUTIVE EDITOR Bridget Farham MANAGING EDITORS Claudia Naidu Ingrid Nye TECHNICAL EDITORS Emma Buchanan Paula van der Bijl PRODUCTION MANAGER Emma Jane Couzens DTP & DESIGN Carl Sampson CHIEF OPERATING OFFICER Diane Smith I Tel. 012 481 2069 Email: dianes@hmpg.co.za ONLINE SUPPORT Gertrude Fani keywords: africa; cape; editors; education; email; health; human; medical; natal; nutrition; pretoria; professional; research; rights; south; stellenbosch; students; teaching; undergraduate; university; van; western; wyk; year cache: ajhpe-863.pdf plain text: ajhpe-863.txt item: #475 of 573 id: ajhpe-864 author: Naidu, C; HMPG, Cape Town title: CPD questionnaire date: 2016-09-16 words: 818 flesch: 42 summary: The prevalence of burnout among the cohort of students in this study was greater than that found in studies on medical students. Registrars teaching undergraduate medical students: A pilot study at the University of Pretoria, South Africa 17. keywords: africa; clinical; education; health; human; medical; module; nutrition; professional; rights; south; stressors; students; study; teaching; undergraduate; university; year cache: ajhpe-864.pdf plain text: ajhpe-864.txt item: #476 of 573 id: ajhpe-867 author: van der Bijl, P; HMPG, Cape Town title: Cover date: 2016-09-20 words: 19 flesch: 53 summary: AJHPE African Journal of Health Professions Education Sponsored by www.foundation.co.za ISSN 2078-5127 October 2016, Vol. 8, No. 2 keywords: ajhpe cache: ajhpe-867.pdf plain text: ajhpe-867.txt item: #477 of 573 id: ajhpe-87 author: Buchanan, Emma; HMPG title: Contents date: 2010-12-13 words: 345 flesch: 35 summary: Advancing health education in Africa through open educational resources Sarah Hoosen, Kathleen Ludewig Omollo 21 Teaching biopsychosocial competence and the principles of the primary health care (PHC) at the patient’s bedside Lauraine Vivian, Sean McLaughlin, Charles Swanepoel, Vanessa Burch 23 Fresh simulation options in critical care nursing education Elize Archer 29 CPD 33 Continuing education in geriatrics for rural health care providers in Uganda: A needs assessment Mary Ajwang, Joshua K Muliira, Ziadah Nankinga 3 A survey of wound care knowledge in South Africa Francois Coetzee, Johan Coetzee, Dirk Hagemeister 9 Evaluation of the Parallel Rural Community Curriculum at Flinders University, South Australia: keywords: africa; ajhpe; bezuidenhout; board; burch; care; editor; education; group; health; juanita; medical; publishing; university; van; vanessa cache: ajhpe-87.pdf plain text: ajhpe-87.txt item: #478 of 573 id: ajhpe-88 author: Bezuidenhout, Juanita; HMPG title: Collaboration: Hope for the future date: 2010-12-13 words: 1000 flesch: 56 summary: She provides us with a discussion on the role of theory in education research and also with practical ways to ensure theoretical rigour in our research. I want to reason that it is clear from these two arguments that we need to fearlessly cross the boundaries and engage in collaborative clarification research that could possibly be our best contribution towards engendering hope. keywords: academic; ajhpe; boundaries; clarification; collaboration; description; editorial; education; freire; hope; nature; networks; pedagogy; research; theory cache: ajhpe-88.pdf plain text: ajhpe-88.txt item: #479 of 573 id: ajhpe-888 author: Myezwa, Hellen; Department of Physiotherapy, School of Therapeutic Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Maleka, Douglas; Department of Physiotherapy, School of Therapeutic Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; McInerney, Patricia; Centre for Health Sciences Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Potterton, J; Centre for Health Sciences Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Watt, Briony; Department of Physiotherapy, School of Therapeutic Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa title: ‘He has a life, a soul, a meaning that extends far deeper than his medical assessment … .’: The role of reflective diaries in enhancing reflective practice during a rural community physiotherapy placement date: 2017-06-22 words: 2708 flesch: 59 summary: A qualitative approach was used to analyse evidence of reflective practice in student reflective diaries. This study showed that physiotherapy students who experienced learning in a rural setting achieved low levels of reflective practice. keywords: abstract; analysis; coding; community; critical; data; diaries; entries; experience; formation; health; johannesburg; learning; level; low; patients; physiotherapy; portfolios; practice; process; professional; reflections; reflective; reflective practice; research; results; rural; self; setting; students; study; system; task; thinking; university; vol; witwatersrand cache: ajhpe-888.pdf plain text: ajhpe-888.txt item: #480 of 573 id: ajhpe-889 author: Rowe, M; Department of Physiotherapy, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town title: The future of education in complex systems date: 2016-10-10 words: 772 flesch: 48 summary: However, higher education is not well positioned to help students develop the competencies needed to work with wicked problems in complex social systems. Even though we cannot solve wicked problems, we can move them forward by learning how to adapt to change, generate new knowledge, and continue to improve performance.[1] Interprofessional education may be a possible strategy to develop the requisite competencies necessary for health practictioners to work within complex systems. keywords: ability; century; change; competencies; complex; complexity; education; health; learning; outcomes; problems; september; social; systems; wicked; work cache: ajhpe-889.pdf plain text: ajhpe-889.txt item: #481 of 573 id: ajhpe-89 author: Ajwang, Mary; HMPG; Muliira, Joshua K; Nankinga, Ziadah title: Continuing education in geriatrics for rural health care providers in Uganda: A needs assessment date: 2010-12-13 words: 5317 flesch: 55 summary: Although the current life expectancy in Uganda is still below 65 years, projections indicate that in the next five decades the number of OAs and therefore potential geriatric patients in Uganda will be nine times greater than currently.2 The demographic transition from a young to an older population is usually accompanied by increased prevalence of chronic diseases, both physical and psychological.4,5 Reports from developed countries show that as people become older, they experience more chronic and multiple health problems due to lowered immunity, existing medical conditions and difficulty in accessing health care services.6 In Uganda, 40% of OAs have a disability and as a group they are among those most affected by poverty, malaria, HIV/AIDS, poor housing, mal- nutrition, and poor access to health care and water.8,9 The two trends of increasing numbers of OAs and increased chronic health problems or disability are enormous challenges to health care systems, health professional training institutions and policy makers who are required to meet the changing and complex needs of OAs. keywords: adults; age; aging; apac; areas; article; aspects; attitude; care; career; clinical; competencies; content; countries; curricula; data; demographic; diseases; district; education; elderly; experience; facilities; facts; faq1; geriatric; geriatric knowledge; good; hcps; health; health care; hospital; important; knowledge; koap; mean; needs; nursing; oas; older; palmore; participants; patients; people; personal; poor; population; positive; problems; professional; programme; providers; quality; quiz; relative; results; rural; scale; scores; significant; skills; social; study; table; training; uganda; vol; working; years cache: ajhpe-89.pdf plain text: ajhpe-89.txt item: #482 of 573 id: ajhpe-892 author: Nye, S; HMPG,Cape Town title: Contents date: 2016-10-26 words: 442 flesch: -3 summary: EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Julia Blitz Stellenbosch University Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Lionel Green-Thompson University of the Witwatersrand Patricia McInerney University of the Witwatersrand Sindiswe Mthembu University of the Western Cape Ntombifikile Mtshali University of KwaZulu-Natal Anthea Rhoda University of the Western Cape Michael Rowe University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wasserman Stellenbosch University Elizabeth Wolvaardt University of Pretoria HMPG CEO and PUBLISHER Hannah Kikaya Email: hannahk@hmpg.co.za EXECUTIVE EDITOR Bridget Farham MANAGING EDITORS Claudia Naidu Ingrid Nye TECHNICAL EDITORS Emma Buchanan Paula van der Bijl PRODUCTION MANAGER Emma Jane Couzens DTP & DESIGN Clinton Griffin HEAD OF SALES & MARKETING Diane Smith EDITORIAL 213 Introducing interprofessional education, practice and research in a higher education setting A Rhoda SHORT REPORT 214 Using operative models (ICF and CBR) within an interprofessional context to address community needs A Rhoda, F Waggie, G C Filies, J M Frantz RESEARCH 217 Collaborative competency in physiotherapy students: Implications for interprofessional education J Manilall, M Rowe 222 Academics’ knowledge and experiences of interprofessional education and practice H Julie, L Hess-April, J Wilkenson, W Cassiem, A Rhoda 225 keywords: cape; community; editors; education; filies; frantz; interprofessional; practice; pretoria; rhoda; stellenbosch; university; van; western; western cape cache: ajhpe-892.pdf plain text: ajhpe-892.txt item: #483 of 573 id: ajhpe-90 author: Fani, Gertrude; HMPG title: CPD Questionnaire date: 2010-12-13 words: 611 flesch: 64 summary: True (A) or false (B) – click on the correct answer: Clinicians and anthropologists can bring complementary aspects of health care together in an integrated manner. True (A) or false (B) – click on the correct answer: Lack of geriatric knowledge and skills has significant im- plications for health care providers working in rural areas. keywords: answer; care; correct; false; health; knowledge; lack; rural; true cache: ajhpe-90.pdf plain text: ajhpe-90.txt item: #484 of 573 id: ajhpe-91 author: Frantz, Jose Merle; University of the Western Cape; Amosun, Seyi Ladele; University of Cape Town title: Identifying strategies to increase research publication output in Health and Rehabilitation Sciences in South Africa: a review of literature date: 2011-06-17 words: 2668 flesch: 40 summary: Therefore, the aim of this pa- per was to review published literature reporting on strategies designed to promote research publication among academics and clinicians in health and rehabilitation sciences programmes to inform strategies to increase the proportion of publications in health and rehabilitation sciences in the health research community in South Africa. To identify strategies to increase the number of publications in South Africa, this article reports on a review of published papers into the effectiveness of interventions designed to promote research publications among academics and clinicians in health and rehabilitation sciences programmes. keywords: academics; africa; articles; authors; clinicians; community; course; education; group; health; institutions; interventions; journal; literature; mentoring; nurse; nursing; outcomes; output; papers; participants; peer; physiotherapy; population; professionals; publication; rehabilitation; research; retreats; review; sciences; skills; south; strategies; studies; support; time; universities; writing cache: ajhpe-91.pdf plain text: ajhpe-91.txt item: #485 of 573 id: ajhpe-913 author: van Wyk, J; Department of Clinical and Professional Practice, Nelson R Mandela School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Fanning and refuelling the flickering flame of faculty development date: 2017-02-26 words: 1082 flesch: 41 summary: In this context, faculty development is offered to staff to stay abreast of pedagogical and disciplinary developments. While methods to facilitate faculty development have changed with time, the reason for doing so has remained to improve the quality of the learning experience. keywords: afr; africa; clinical; development; educational; educators; faculty; health; healthcare; initiatives; institutions; knowledge; learning; med; members; practice; professional; staff; stakeholders; students; time; training; university; van; wyk cache: ajhpe-913.pdf plain text: ajhpe-913.txt item: #486 of 573 id: ajhpe-914 author: van der Bijl, P; HMPG, Cape Town, South Africa title: Contents date: 2017-02-27 words: 547 flesch: -45 summary: Nurse educators’ perceptions and experiences at a school of nursing in a resource-limited setting T Munangatire, N Naidoo 48 CPD questionnaire AJHPE African Journal of Health Professions Education | March 2017, Vol. 9, No. 1 EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Julia Blitz Stellenbosch University Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Lionel Green-Thompson University of the Witwatersrand Patricia McInerney University of the Witwatersrand Sindiswe Mthembu University of the Western Cape Ntombifikile Mtshali University of KwaZulu-Natal Anthea Rhoda University of the Western Cape Michael Rowe University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wasserman Stellenbosch University Elizabeth Wolvaardt University of Pretoria HMPG CEO and PUBLISHER Hannah Kikaya Email: hannahk@hmpg.co.za EXECUTIVE EDITOR Bridget Farham MANAGING EDITORS Claudia Naidu Ingrid Nye TECHNICAL EDITORS Emma Buchanan Paula van der Bijl PRODUCTION MANAGER Emma Jane Couzens DTP & DESIGN Clinton Griffin Travis Arendse CHIEF OPERATING OFFICER Diane Smith I Tel. 012 481 2069 Email: dianes@hmpg.co.za ONLINE SUPPORT Gertrude Fani Email: publishing@hmpg.co.za FINANCE Tshepiso Mokoena HMPG BOARD OF DIRECTORS Prof. M Lukhele (Chair), Dr M R Abbas, Dr M J Grootboom, Mrs H Kikaya, Prof. E L Mazwai, Dr M Mbokota, Dr G Wolvaardt ISSN 2078-5127 AJHPE is published by the Health and Medical Publishing Group (Pty) Ltd, Co. registration 2004/0220 32/07, a subsidiary of SAMA HEAD OFFICE: Block F, Castle Walk Corporate Park, Nossob Street, Erasmuskloof Ext. 3, Pretoria, 0181 EDITORIAL OFFICE: Fanning and refuelling the flickering flame of faculty development J van Wyk REVIEW 3 South-South Cooperation in health professional education: A literature review L du Toit, I Couper, W Peersman, J De Maeseneer RESEARCH 9 An integrated literature review of undergraduate peer teaching in allied health professions S van Vuuren 13 Developing a service-learning module for oral health: A needs assessment R Ebrahim, H Julie 17 Barriers to continuous professional development participation for radiographers in Kenya L G Kanamu, B van Dyk, L Chipeya, S N Kilaha 21 Specialty choice among dental students in Ibadan, Nigeria K K Kanmodi, A I Badru, A G Akinloye, W A Wegscheider 24 Pioneering small-group learning in Tanzanian emergency medicine: Investigating acceptability for physician learners A G Lim, H Geduld, K Checkett, H R Sawe, T A Reynolds 29 Self-directed learning: Status of final-year students and perceptions of selected faculty leadership in a Nigerian medical school – a mixed analysis study T E Nottidge, A J N Louw 34 Self-regulated learning: A key learning effect of feedback in a problem-based learning context A G Mubuuke, A J N Louw, S van Schalkwyk 39 Occupational therapy students’ perspectives on the core competencies of graduates to practise in the field of neurology L Jacobs-Nzuzi Khuabi, J Bester, K Gatley-Dewing, S Holmes, C Jacobs, B Sadler, I van der Walt 44 Exploration of high-fidelity simulation: keywords: cape; editorial; editors; email; health; jacobs; learning; louw; natal; pretoria; review; self; south; stellenbosch; stellenbosch university; students; university; van; western; western cape; witwatersrand cache: ajhpe-914.pdf plain text: ajhpe-914.txt item: #487 of 573 id: ajhpe-915 author: Naidu, Claudia; HMPG, Cape Town, South Africa title: CPD questionnaire date: 2017-03-06 words: 621 flesch: 48 summary: Reflection has been identified as a key principle of service learning (SL) and is considered as the glue that holds service and learning together. Specialty choice among dental students in Ibadan, Nigeria 9. keywords: clinical; cpd; health; key; learning; medical; model; research; review; self; service; small; students; teaching cache: ajhpe-915.pdf plain text: ajhpe-915.txt item: #488 of 573 id: ajhpe-916 author: van der Bijl, Paula; HMPG, Cape Town, South Africa title: Cover date: 2017-03-10 words: 19 flesch: 62 summary: AJHPE African Journal of Health Professions Education Sponsored by www.foundation.co.za ISSN 2078-5127 March 2017, Vol. 9, No. 1 keywords: ajhpe cache: ajhpe-916.pdf plain text: ajhpe-916.txt item: #489 of 573 id: ajhpe-917 author: Naidu, Claudia; Health and Medical Publishing Group, Cape Town, South Africa title: CPD questionnaire date: 2017-06-22 words: 689 flesch: 46 summary: Research has shown that medical school students are no more prone to depression, anxiety and stress than students in other faculties/departments. 11. Depression, anxiety, stress and substance use in medical students in a 5-year curriculum 10. keywords: anxiety; community; health; learning; medical; play; portfolios; practice; role; self; stress; students; study; year cache: ajhpe-917.pdf plain text: ajhpe-917.txt item: #490 of 573 id: ajhpe-918 author: Naidu, Claudia; Health and Medical Publishing Group, Cape Town, South Africa title: Cover date: 2017-06-22 words: 40 flesch: 47 summary: Scholarship of Africa for Africa June 2017, Vol. 9 No. 2 ISSN 2078 - 5127 African Journal of Health Professions Education Scholarship of Africa for Africa June 2017, Vol. 9 No. 2 ISSN 2078 - 5127 African Journal of Health Professions Education keywords: africa cache: ajhpe-918.pdf plain text: ajhpe-918.txt item: #491 of 573 id: ajhpe-919 author: van der Bijl, Paula; Health and Medical Publishing Group, Cape Town, South Africa title: Contents date: 2017-06-22 words: 499 flesch: 3 summary: The health system benefits of attending an HIV/AIDS conference A Bosman, J E Wolvaardt 62 A learning development module to support academically unsuccessful 1st-year medical students C A Kridiotis, S Swart 67 Depression, anxiety, stress and substance use in medical students in a 5-year curriculum P M van Zyl, G Joubert, E Bowen, F du Plooy, C Francis, S Jadhunandan, F Fredericks, L Metz 73 Developing capability through peer-assisted learning activities among 4th-year medical students and community health workers in community settings M van Rooyen, A Reinbrech-Schütte, J F M Hugo, T S Marcus 78 Reflective portfolios support learning, personal growth and competency achievement in postgraduate public health education H Pandya, W Slemming, H Saloojee 83 Dental undergraduate students’ knowledge, attitudes and practices in oral health self-care: A survey from a South African university S Singh, S Pottapinjara CPD questionnaire AJHPE African Journal of Health Professions Education June 2017, Vol. 9, No. 2 EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Julia Blitz Stellenbosch University Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Anthea Rhoda University of the Western Cape Michael Rowe University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wasserman Stellenbosch University Elizabeth Wolvaardt University of Pretoria HMPG CEO and PUBLISHER Hannah Kikaya Email: hannahk@hmpg.co.za EXECUTIVE EDITOR Bridget Farham MANAGING EDITORS Claudia Naidu Naadia van der Bergh TECHNICAL EDITORS Emma Buchanan Kirsten Morreira Paula van der Bijl PRODUCTION MANAGER Emma Jane Couzens DTP & DESIGN Clinton Griffin Travis Arendse CHIEF OPERATING OFFICER Diane Smith I Tel. 012 J E Wolvaardt SHORT RESEARCH REPORTS 51 Use of role-play and community engagement to teach parasitic diseases F Haffejee, J van Wyk, V Hira 54 keywords: cape; community; editorial; editors; email; health; learning; medical; pretoria; reflective; stellenbosch; students; support; university; van; western; wolf; wolvaardt; year cache: ajhpe-919.pdf plain text: ajhpe-919.txt item: #492 of 573 id: ajhpe-920 author: Wolvaardt, Jacqueline Elizabeth; School of Health Systems and Public Health, Faculty of Health Sciences, University of Pretoria, South Africa title: Authorship: Lone wolf or wolf pack? date: 2017-06-22 words: 1354 flesch: 48 summary: Smith E, Williams-Jones B. Authorship and responsibility in health sciences research: A review of procedures for fairly allocating authorship in multi-author studies. Smith E, Hunt M, Master Z. Authorship ethics in global health research partnerships between researchers from low or middle income countries and high income countries. keywords: afr; ajhpe; articles; authorship; collaborations; community; credit; disputes; ethics; health; income; increase; journals; learning; manuscript; medical; number; professions; publication; questions; research; review; sci; single; students; study; use; van; year cache: ajhpe-920.pdf plain text: ajhpe-920.txt item: #493 of 573 id: ajhpe-921 author: van der Bijl, P; HMPG, Cape Town, South Africa title: Cover date: 2017-09-12 words: 40 flesch: 45 summary: Scholarship of Africa for Africa June 2017, Vol. 9 No. 2 ISSN 2078 - 5127 African Journal of Health Professions Education Scholarship of Africa for Africa September 2017, Vol. 9, No. 3 ISSN 2078 - 5127 African Journal of Health Professions Education keywords: africa cache: ajhpe-921.pdf plain text: ajhpe-921.txt item: #494 of 573 id: ajhpe-922 author: Naidu, C; HMPG, South Africa title: CPD questionnaire date: 2017-09-27 words: 705 flesch: 51 summary: A peer evaluation of the community-based education programme for medical students at the University of Zimbabwe College of Health Sciences (UZCHS): A southern African Medical Education Partnership Initiative (MEPI) collaboration 15. Upskilling nursing students and nurse practitioners to initiate and manage patients on ART: keywords: africa; assessment; cpd; education; environment; health; learning; medical; perceptions; practice; programme; quality; results; rural; south; students; study; training cache: ajhpe-922.pdf plain text: ajhpe-922.txt item: #495 of 573 id: ajhpe-923 author: Djajadi, R M; Medical Education Unit, Faculty of Medicine and Health Sciences, Warmadewa University, Bali, Indonesia; Claramita, M; Department of Medical Education, Faculty of Medicine, Universitas Gadjah Mada, Yogyakarta, Indonesia; Rahayu, G R; Department of Medical Education, Faculty of Medicine, Universitas Gadjah Mada, Yogyakarta, Indonesia title: Quantity and quality of written feedback, action plans, and student reflections before and after the introduction of a modified mini-CEX assessment form date: 2017-09-27 words: 4525 flesch: 52 summary: Data analysis The amounts of written feedback, action plan and reflection were calculated by using the number of filled spaces on the form for each category as a percentage of the number of mini-CEX forms collected. The use of modified mini-CEX assessment forms, with the addition of extra spaces on separate sheets, improved the quantity and quality of written feedback and action plans, and encouraged written reflection. keywords: action; action plan; aspects; assessment; cex; cex assessment; cex form; clinical; competence; component; data; educ; examination; feedback; form; good; https://doi.org/; learning; med; medical; mini; modified; months; number; patient; performance; plan; process; quality; quantity; reflection; research; results; rotation; september; sheet; spaces; specific; specificity; student; study; teacher; test; use cache: ajhpe-923.pdf plain text: ajhpe-923.txt item: #496 of 573 id: ajhpe-924 author: van der Merwe, B; Department of Clinical Sciences, Central University of Technology, Bloemfontein, South Africa; Kruger, S B; Division of Health Sciences Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Nel, M M; Division of Health Sciences Education, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Radiation safety requirements for training of users of diagnostic X-ray equipment in South Africa date: 2017-09-27 words: 4624 flesch: 42 summary: Research September 2017, Vol. 9, No. 3 AJHPE 123 The importance of radiation safety training was reiterated by the World Health Organization (WHO). The research was aimed at improving the current practice of radiation safety training of radiographers and was, therefore, considered action research.[18] The processes of action and research was integrated because the teaching activities and assessment were developed after the Delphi survey and aligned with the criteria accepted through the Delphi process.[18] Participants in the Delphi questionnaire The 10 participants in the Delphi questionnaire were experts in the field of diagnostic imaging. keywords: advanced; assessment; basic; clinical; comments; content; control; course; criteria; delphi; diagnostic; dosimeters; education; equipment; group; health; holders; icrp; imaging; international; learning; licence; medical; medical x; panellists; participants; practice; process; protection; quality; questionnaire; radiation; radiation protection; radiation safety; radiation workers; radiography; ray; ray equipment; regulations; requirements; research; responsible; safety; section; statements; students; study; technique; tests; training; university; use; users; workers; year cache: ajhpe-924.pdf plain text: ajhpe-924.txt item: #497 of 573 id: ajhpe-925 author: Mutyabule, J; School of Nursing and Midwifery, Aga Khan University, Kampala, Uganda; and School of Health Systems and Public Health, Faculty of Health Sciences, University of Pretoria, South Africa; Senkubuge, F; School of Health Systems and Public Health, Faculty of Health Sciences, University of Pretoria, South Africa; Cameron, D; Department of Family Medicine, Faculty of Health Sciences, University of Pretoria; and Foundation for Professional Development, Pretoria, South Africa; Pillay, V; Foundation for Professional Development, Pretoria, South Africa; Petrucka, P; College of Nursing, University of Saskatchewan, Canada; and Academics without Borders (East Africa), Canada title: Perceptions of the impact of an advanced training programme on the management skills of health professionals in Gauteng, South Africa date: 2017-09-27 words: 3975 flesch: 45 summary: 1A and B), CAHM participants indicated considerable improvement in leadership and managerial skills after training. Impact on CAHM participants’ work Reflection by CAHM participants on how the course affected their work was captured under three themes: successful programme implementation; job promotion; and work relationships. keywords: 360o; ability; action; advanced; africa; analysis; assessment; cahm; care; certificate; colleagues; competencies; competency; course; data; development; environment; evaluation; graduates; health; healthcare; impact; improved; improvement; individuals; job; leadership; management; managerial; managers; marketing; organisation; participants; plan; private; professionals; programme; public; research; sector; self; skills; south; strategic; study; subordinates; supervisors; table; theme; time; training; work cache: ajhpe-925.pdf plain text: ajhpe-925.txt item: #498 of 573 id: ajhpe-926 author: Michaels, D; School of Public Health, Faculty of Health Sciences, University of Cape Town, South Africa; Couper, I; Ukwanda Centre for Rural Health, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Mogodi, M S; Faculty of Medicine, University of Botswana, Gaborone, Botswana; Hakim, J G; University of Zimbabwe College of Health Sciences, Harare, Zimbabwe; Talib, Z; Medical Education Partnership Initiative (MEPI) Co-ordinating Centre, George Washington University, Washington DC, USA; Mipando, M H; College of Medicine, University of Malawi, Blantyre, Malawi; Chidzonga, M M; University of Zimbabwe College of Health Sciences, Harare, Zimbabwe; Matsika, A; University of Zimbabwe College of Health Sciences, Harare, Zimbabwe; Simuyemba, M; Medical Education Partnership Initiative (MEPI), University of Zambia, Lusaka, Zambia title: A peer evaluation of the community-based education programme for medical students at the University of Zimbabwe College of Health Sciences: A southern African Medical Education Partnership Initiative (MEPI) collaboration date: 2017-09-27 words: 5471 flesch: 40 summary: In this instance, the addition of the 12th criterion to the evaluation framework was deemed an important adaptation for the UZCHS context, and probably also for other CBE programmes. A peer evaluation of the community-based education programme for medical students at the University of Zimbabwe College of Health Sciences: A southern African Medical Education Partnership Initiative (MEPI) collaboration D Michaels,1 BSocSc, MPhil (Maternal and Child Health), MSc (Epidemiology), PhD; I Couper,2 MB BCh, MFamMed; M S Mogodi,3 MB ChB, MPH; J G Hakim,4 MB ChB, MMed (Internal Medicine), MMedSci (Clinical Epidemiology); keywords: academic; activities; africa; ajhpe; analysis; approach; areas; assessment; attachment; cbe; cbe programme; chb; cheer; clinical; college; community; critical; curriculum; data; dean; departments; education; evaluation; experience; exposure; faculty; field; funding; graduates; group; health; initiative; interviews; key; learning; manuscript; medical; medical education; medicine; mepi; objectives; ordination; oversight; partnership; peer; post; pre; preceptors; process; programme; project; recommendations; report; research; resources; results; review; reviewers; rural; schools; sciences; september; sites; skills; staff; students; study; support; table; teaching; team; time; training; university; uzchs; visit; vol; year; zimbabwe cache: ajhpe-926.pdf plain text: ajhpe-926.txt item: #499 of 573 id: ajhpe-927 author: Kebaabetswe, P; Medical Education Partnership Initiative (MEPI), Faculty of Medicine, University of Botswana, Gaborone, Botswana; Arscott-Mills, T; Botswana-University of Pennsylvania (Botswana-UPenn) Partnership, Gaborone, Botswana; Department of Pediatrics, Perelman School of Medicine, University of Pennsylvania, PA, USA; Department of Paediatrics, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Sebina, K; Medical Education Partnership Initiative (MEPI), Faculty of Medicine, University of Botswana, Gaborone, Botswana; Kebaetse, M B; Medical Education Partnership Initiative (MEPI), Faculty of Medicine, University of Botswana, Gaborone, Botswana; Department of Medical Education, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Makgabana-Dintwa, O; Medical Education Partnership Initiative (MEPI), Faculty of Medicine, University of Botswana, Gaborone, Botswana; Mokgatlhe, L; Department of Statistics, Faculty of Social Sciences, University of Botswana, Gaborone, Botswana; Tawana, G; Medical Education Partnership Initiative (MEPI), Faculty of Medicine, University of Botswana, Gaborone, Botswana; Mbuka, D O; Department of Family Medicine, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Nkomazana, O; Medical Education Partnership Initiative (MEPI), Faculty of Medicine, University of Botswana, Gaborone, Botswana; Department of Surgery, Faculty of Medicine, University of Botswana, Gaborone, Botswana title: Fifth-year medical students’ perspectives on rural training in Botswana: A qualitative approach date: 2017-09-27 words: 3625 flesch: 48 summary: The impact of rural training experiences on medical students: A critical review. The teaching curriculum emphasises that the training should take place at all levels of the health system; therefore, the curriculum includes rural training to enhance students’ learning and experiences. keywords: 5th; analysis; areas; beneficial; botswana; clinical; community; curriculum; data; department; different; education; environment; experiences; exposure; faculty; family; future; gaborone; health; interviews; learning; manuscript; medical; medicine; participant; patient; people; perceptions; positive; resources; rotation; rural; rural training; school; sites; staff; students; study; supervision; training; true&cauthor_uid=26380856; undergraduate; university; weeks; year cache: ajhpe-927.pdf plain text: ajhpe-927.txt item: #500 of 573 id: ajhpe-928 author: Idon, P I; Department of Dental Surgery, University of Maiduguri Teaching Hospital, Nigeria; Suleiman, I K; Department of Dental Surgery, University of Maiduguri Teaching Hospital, Nigeria; Olasoji, H O; Department of Dental Surgery, University of Maiduguri Teaching Hospital, Nigeria; Department of Oral and Maxillofacial Surgery and Oral Pathology, Faculty of Dentistry, College of Medical Sciences, University of Maiduguri, Nigeria; Mustapha, Z; Department of Radiology, College of Medical Sciences, University of Maiduguri Teaching Hospital, Nigeria; Abba, H M; Department of Dental Surgery, University of Maiduguri Teaching Hospital, Nigeria title: Postgraduate trainees’ perceptions of the learning environment in a Nigerian teaching hospital date: 2017-09-27 words: 5693 flesch: 47 summary: The learning environment for junior doctor training – what hinders, what helps. [1,2] Currently, progress report forms are completed annually by the trainers, i.e. specialist physicians and surgeons in the various teaching hospitals, to assess the progress of postgraduate training of junior doctors. keywords: analysis; areas; autonomy; better; catering; clinical; college; data; dental; departments; differences; different; doctors; educational; educational environment; environment; facilities; general; good; gynaecology; hospital; house; information; items; job; junior; junior doctors; learning; learning environment; level; mean; measure; medical; medicine; nigeria; obstetrics; officers; ophthalmology; overall; paediatrics; participants; perception; pheem; postgraduate; quality; questionnaire; radiology; research; residency; results; scores; senior; significant; social; specialties; specialty; study; support; surgery; table; teachers; teaching; training; university; vol; weaknesses; workload cache: ajhpe-928.pdf plain text: ajhpe-928.txt item: #501 of 573 id: ajhpe-929 author: Dlungwane, T; Discipline of Public Health Medicine, School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Voce, A; Discipline of Public Health Medicine, School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Searle, R; Department of Higher Education Studies, School of Education, University of KwaZulu-Natal, Durban, South Africa; Wassermann, J; Discipline of History Education, School of Education, University of KwaZulu-Natal, Durban, South Africa title: Understanding student early departure from a Master of Public Health programme in South Africa date: 2017-09-27 words: 4042 flesch: 52 summary: Failure to balance work and academic obligations with poor time management, stress and academic demands related to the programme, and insufficient academic progress were found to be associated with student early departure from the MPH programme. Student early departure from the MPH programme was influenced by multifaceted factors. keywords: academic; africa; data; decision; demands; departure; depth; early; early departure; education; face; factors; health; higher; insufficient; interviews; kwazulu; management; master; mature; mph; mph programme; natal; personal; postgraduate; premature; programme; progress; public; reasons; research; resilience; respondents; self; semester; social; south; stress; structured; students; studies; study; time; university; work; year cache: ajhpe-929.pdf plain text: ajhpe-929.txt item: #502 of 573 id: ajhpe-930 author: Jacobs, A; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Venter, I; School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Standardised patient-simulated practice learning: A rich pedagogical environment for psychiatric nursing education date: 2017-09-27 words: 3693 flesch: 48 summary: Nursing students experienced the simulation as challenging, but felt that being able to practise their skills within a safe simulated environment built confidence. Nursing students need to be interpersonally competent before engaging with mental health users. keywords: approach; clinical; communication; confidence; data; education; environment; evidence; experience; feedback; health; important; interview; knowledge; learning; mental; need; nurses; nursing; participants; patient; practice; process; professional; psychiatric; questions; realistic; research; safe; scenario; simulated; simulation; skills; sps; strategy; students; study; teaching; theme; theory; therapeutic; use; way cache: ajhpe-930.pdf plain text: ajhpe-930.txt item: #503 of 573 id: ajhpe-931 author: Koch, G G V; Department of Radiography, Faculty of Health Sciences, Durban University of Technology, South Africa; Swindon, L D; Department of Radiography, Faculty of Health Sciences, Durban University of Technology, South Africa; Pillay, J D; Department of Basic Medical Sciences, Faculty of Health Sciences, Durban University of Technology, South Africa title: Training requirements for the administration of intravenous contrast media by radiographers: Radiologists’ perspective date: 2017-09-27 words: 4283 flesch: 37 summary: The study revealed that various theoretical, clinical/practical and medicolegal study units should be included in the training, i.e. the study of the pharmacology of contrast media, practical training on cardiopulmonary resuscitation and basic life support, as well as the rights and responsibilities of a healthcare professional. It is noted, however, that of all the clinical/practical components presented in Fig. 2, practical training regarding the administration of emergency medicines received the highest level of disagreement (12.77%). keywords: administration; advanced; agreement; anatomy; assessment; august; basic; clinical; components; contrast; data; final; guidelines; health; healthcare; inclusion; intravenous; ivcm; knowledge; level; lower; mark; media; medical; medicolegal; minimum; needle; participants; patient; physiology; practical; practice; professional; radiographers; radiography; radiologists; record; research; respondents; results; sciences; scope; skills; south; study; survey; system; theoretical; training; university; upper; weighting cache: ajhpe-931.pdf plain text: ajhpe-931.txt item: #504 of 573 id: ajhpe-932 author: Urimubenshi, G; Department of Physiotherapy, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda; Songa, J; Department of Physiotherapy, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda; Kandekwe, F; Department of Physiotherapy, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda title: Assessment of the educational environment of physiotherapy students at the University of Rwanda using the Dundee Ready Educational Environment Measure (DREEM) date: 2017-09-27 words: 2872 flesch: 54 summary: This study aimed to explore how physiotherapy students at UR feel about their EE, to identify domains of strength and weakness, and to suggest ways to improve the students’ experience. To explore how physiotherapy students at the University of Rwanda (UR) feel about their EE. Methods. keywords: academic; atmosphere; data; domain; dreem; dundee; educational; environment; gender; health; learning; level; malaysia; mean; measure; med; medical; overall; participants; perceptions; physiotherapy; ready; rwanda; sasp; sciences; score; self­perceptions; social; spoa; spol; spot; sssp; students; study; table; university; year cache: ajhpe-932.pdf plain text: ajhpe-932.txt item: #505 of 573 id: ajhpe-933 author: Sanders, J; Department of Family and Community Medicine, Faculty in the School of Medicine, Medical College of Wisconsin, Milwaukee, USA; Makasa, M; Department of Community and Family Medicine, Faculty in the School of Public Health, University of Zambia, Lusaka; Goma, F; Centre for Primary Care Research, Faculty in the School of Medicine, University of Zambia, Lusaka; Kafumukache, E; Department of Anatomy, Faculty in the School of Medicine, University of Zambia, Lusaka; Ngoma, M S; Department of Paediatrics and Child Health, Faculty in the School of Medicine, University of Zambia, Lusaka; Nzala, S; Department of Medical Education Development, Faculty in the School of Medicine, University of Zambia, Lusaka title: A quick needs assessment of key stakeholder groups on the role of family medicine in Zambia date: 2017-09-27 words: 3170 flesch: 52 summary: More than 66% of each stakeholder population agreed that there is: • a lack of family medicine physicians currently in Zambia • the desire for Zambia to have a training programme for family medicine physicians • a recognition of the role that family medicine physicians can play in improving Zambia’s health landscape • a sense that family medicine will be welcome within the professional ranks of medical specialists • an acknowledgement of the central roles within the Zambian health system that family medicine physicians might inhabit. Many countries in the region face a similar set of issues, and have looked to family medicine as a strategy to improve their country’s health outcomes.[1,2] keywords: academic; africa; assessment; clinical; country; department; development; district; face; faculty; family; family medicine; fig; general; groups; health; healthcare; level; lusaka; majority; manuscript; medical; medicine; needs; physicians; population; public; question; report; research; respondents; responsible; results; school; speciality; stakeholder; statement; students; study; survey; training; university; zambia cache: ajhpe-933.pdf plain text: ajhpe-933.txt item: #506 of 573 id: ajhpe-934 author: Mapukata, N O; Centre for Rural Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Couper, I D; Ukwanda Centre for Rural Health, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Dreyer, A R; Centre for Rural Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; Mlambo, M; Centre for Rural Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa title: Health sciences students’ contribution to human resources for health strategy: A rural health careers day for grade 12 learners in the North West Province of South Africa date: 2017-09-27 words: 938 flesch: 51 summary: Health sciences students are seldom given the opportunity to engage with high school learners in a structured programme. Why the idea was necessary We recognised the effectiveness of student-learner mentorship based on previous experiences where Wits medical students were required to provide input about careers in rural high schools in the Bojanala District of the North West Province. keywords: africa; careers; challenges; communities; day; district; funding; health; high; learners; medical; north; province; rural; scholarship; schools; sciences; south; students; west; wits cache: ajhpe-934.pdf plain text: ajhpe-934.txt item: #507 of 573 id: ajhpe-935 author: Mngqibisa, R; Medical Education Partnership Initiative, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Muzigaba, M; Medical Education Partnership Initiative, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Ncama, B P; School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Pillay, S; Medical Education Partnership Initiative, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Nadesan-Reddy, N; Medical Education Partnership Initiative, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Upskilling nursing students and nurse practitioners to initiate and manage patients on ART: An outcome evaluation of the UKZN NIMART course date: 2017-09-27 words: 5873 flesch: 52 summary: This tool consisted of 30 ‘true or false’- and ‘don’t know’-type questions that represented key competencies for NIMART, including general knowledge of HIV/AIDS, knowledge of HIV treatment, HIV prevention and prevention of mother-to-child transmission (PMTCT) of HIV, to mention but a few. The scores were lower with respect to general HIV knowledge and HIV treatment, which contrasts with the findings from a study conducted in India that showed high baseline and follow-up knowledge of HIV and its treatment.[20] Pooled results revealed relatively poor baseline knowledge (mean = 67). keywords: africa; aids; analysis; antiretroviral; areas; assessment; baseline; basic; care; change; characteristics; clinical; content; course; data; different; evaluation; facilities; fig; gain; guidelines; health; healthcare; hiv; knowledge; learning; management; median; need; nimart; number; nurses; nursing; outcomes; p<0.0001; participants; patients; people; perceptions; period; pmtct; pooled; post; preand; prevention; professional; programme; public; research; rural; scores; september; shifting; south; students; study; task; test; thematic; therapy; tool; trainees; training; treatment; ukzn; urban; value; wilcoxon; year cache: ajhpe-935.pdf plain text: ajhpe-935.txt item: #508 of 573 id: ajhpe-936 author: Mubuuke, G; School of Medicine, College of Health Sciences, Makerere University, Kampala, Uganda title: Strengthening health professions education and training: The power of evidence-based approaches date: 2017-09-27 words: 1290 flesch: 47 summary: Afr J Health Professions Educ 2017;9(3):98-102. Afr J Health Professions Educ 2017;9(3):111-115. https://doi.org/10.7196/AJHPE.2017. keywords: afr; africa; ajhpe; approaches; articles; community; competencies; educ; education; environment; evidence; global; health; hpe; institutions; issue; learning; medical; methods; needs; problem; professions; reforms; scholarly; skills; students; systems; theme; training cache: ajhpe-936.pdf plain text: ajhpe-936.txt item: #509 of 573 id: ajhpe-937 author: van der Bijl, P; HMPG, South Africa title: Contents date: 2017-09-27 words: 716 flesch: -21 summary: A quick needs assessment of key stakeholder groups on the role of family medicine in Zambia J Sanders, M Makasa, F Goma, E Kafumukache, M S Ngoma, S Nzala RESEARCH 98 Registrar wellness in Botswana: Measuring burnout and identifying ways to improve wellness K D Westmoreland, E D Lowenthal, R Finalle, L Mazhani, M Cox, J C Mwita, S B Mphele, C E Turner, A P Steenhoff 103 Assessment of the educational environment of physiotherapy students at the University of Rwanda using the Dundee Ready Educational Environment Measure (DREEM) G Urimubenshi, J Songa, F Kandekwe 107 Standardised patient-simulated practice learning: A rich pedagogical environment for psychiatric nursing education A Jacobs, I Venter 111 Understanding student early departure from a Master of Public Health programme in South Africa T Dlungwane, A Voce, R Searle, J Wassermann 116 Postgraduate trainees’ perceptions of the learning environment in a Nigerian teaching hospital P I Idon, I K Suleiman, H O Olasoji, Z Mustapha, H M Abba 123 Radiation safety requirements for training of users of diagnostic X-ray equipment in South Africa B van der Merwe, S B Kruger, M M Nel 128 Training requirements for the administration of intravenous contrast media by radiographers: Radiologists’ perspective G G V Koch, L D Swindon, J D Pillay 133 Perceptions of the impact of an advanced training programme on the management skills of health professionals in Gauteng, South Africa J Mutyabule, F Senkubuge, D Cameron, V Pillay, P Petrucka 138 A peer evaluation of the community-based education programme for medical students at the University of Zimbabwe College of Health Sciences: A southern African Medical Education Partnership Initiative (MEPI) collaboration D Michaels, I Couper, M S Mogodi, J G Hakim, Z Talib, M H Mipando, M M Chidzonga, A Matsika, M Simuyemba AJHPE African Journal of Health Professions Education September 2017, Vol. 9, No. 3 EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Anthea Rhoda University of the Western Cape Michael Rowe University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria HMPG CEO and PUBLISHER Hannah Kikaya Email: hannahk@hmpg.co.za EXECUTIVE EDITOR Bridget Farham MANAGING EDITORS Claudia Naidu Naadia van der Bergh TECHNICAL EDITORS Emma Buchanan Kirsten Morreira Paula van der Bijl PRODUCTION MANAGER Emma Jane Couzens DTP & DESIGN Clinton Griffin Travis Arendse CHIEF OPERATING OFFICER Diane Smith I Tel. 012 481 2069 Email: dianes@hmpg.co.za ONLINE SUPPORT Gertrude Fani Email: publishing@hmpg.co.za FINANCE Tshepiso Mokoena HMPG BOARD OF DIRECTORS Prof. M Lukhele (Chair), Dr M R Abbas, Mrs H Kikaya, Dr M Mbokota, Dr G Wolvaardt ISSN 2078-5127 144 Fifth-year medical students’ perspectives on rural training in Botswana: A qualitative approach P Kebaabetswe, T Arscott-Mills, K Sebina, M B Kebaetse, O Makgabana-Dintwa, L Mokgatlhe, G Tawana, O Mbuka, O Nkomazana 148 Quantity and quality of written feedback, action plans, and student reflections before and after the introduction of a modified mini-CEX assessment form R M Djajadi, M Claramita, G R Rahayu 153 Upskilling nursing students and nurse practitioners to initiate and manage patients on ART: An outcome evaluation of the UKZN NIMART course R Mngqibisa, M Muzigaba, B P Ncama, S Pillay, N Nadesan-Reddy CPD questionnaire AJHPE is published by the Health and Medical Publishing Group (Pty) Ltd, Co. registration 2004/0220 32/07, a subsidiary of SAMA HEAD OFFICE: Block F, Castle Walk Corporate Park, Nossob Street, Erasmuskloof Ext. 3, Pretoria, 0181 EDITORIAL OFFICE: keywords: africa; assessment; cape; couper; der; editorial; editors; education; email; environment; health; medical; pillay; pretoria; professions; programme; requirements; south; south africa; students; training; university; van; western cache: ajhpe-937.pdf plain text: ajhpe-937.txt item: #510 of 573 id: ajhpe-938 author: Westmoreland, K D; Global Health Center and Department of Pediatrics, The Children’s Hospital of Philadelphia, PA, USA; Department of Paediatric and Adolescent Health, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Botswana-University of Pennsylvania (Botswana-UPenn) Partnership, Gaborone, Botswana; Lowenthal, E D; Global Health Center and Department of Pediatrics, The Children’s Hospital of Philadelphia, PA, USA; Botswana-University of Pennsylvania (Botswana-UPenn) Partnership, Gaborone, Botswana; University of Pennsylvania Perelman School of Medicine, PA, USA; Finalle, R; Global Health Center and Department of Pediatrics, The Children’s Hospital of Philadelphia, PA, USA; University of Pennsylvania Perelman School of Medicine, PA, USA; Mazhani, L; Department of Paediatric and Adolescent Health, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Cox, M; Department of Emergency Medicine, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Mwita, J C; Department of Internal Medicine, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Mphele, S B; Department of Psychology, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Turner, C E; Global Health Center and Department of Pediatrics, The Children’s Hospital of Philadelphia, PA, USA; Steenhoff, A P; Global Health Center and Department of Pediatrics, The Children’s Hospital of Philadelphia, PA, USA; Department of Paediatric and Adolescent Health, Faculty of Medicine, University of Botswana, Gaborone, Botswana; Botswana-University of Pennsylvania (Botswana-UPenn) Partnership, Gaborone, Botswana; University of Pennsylvania Perelman School of Medicine, PA, USA title: Registrar wellness in Botswana: Measuring burnout and identifying ways to improve wellness date: 2017-09-27 words: 4533 flesch: 49 summary: The development and implementation of wellness programmes into registrar training are both essential and urgently needed.[8,16] The first step towards addressing this problem is to describe the magnitude of registrar burnout. These added stressors of doctors working in resource-limited settings may lead to higher rates of burnout.[9,10] There are only a few published reports on registrar burnout from sub- Saharan Africa, with the majority from South Africa (SA). keywords: accomplishment; africa; botswana; burnout; care; clinical; country; data; degree; department; depersonalisation; doctors; domains; emotional; exhaustion; experience; factors; family; gaborone; health; high; hospital; hours; insufficient; intention; interventions; iqr; job; life; limited; low; marina; mbi; median; medical; medicine; overnight; patient; personal; pmh; princess; public; questionnaire; registrars; research; resource; respondents; salary; scores; settings; stress; study; support; survey; table; time; training; university; wellness; work; working cache: ajhpe-938.pdf plain text: ajhpe-938.txt item: #511 of 573 id: ajhpe-939 author: Mubuuke, A G; College of Health Sciences, Makerere University, Kampala, Uganda; Mwesigwa, C; College of Health Sciences, Makerere University, Kampala, Uganda; Kiguli, S; College of Health Sciences, Makerere University, Kampala, Uganda title: Implementing the Angoff method of standard setting using postgraduate students: Practical and affordable in resource-limited settings date: 2017-12-06 words: 4726 flesch: 55 summary: This study had two purposes: (i) to explore the knowledge and practices of faculty about standard setting and the use of the Angoff method; and (ii) to explore the feasibility of using postgraduate students as panel members when implementing the Angoff method of standard setting. The possibility of involving postgraduate students in implementing the Angoff method of setting cut scores could be the solution to this problem. Objectives. keywords: angoff; angoff method; assessment; cut; cut scores; data; educ; education; exercise; experts; faculty; final; focus; group; judges; knowledge; lecturers; limited; mark; med; medical; members; mesau; method; original; panel; pass; postgraduate; postgraduate students; practices; process; question; research; resource; responses; schools; scores; scoring; setting; standard; standard setting; students; study; test; time; training; use; van cache: ajhpe-939.pdf plain text: ajhpe-939.txt item: #512 of 573 id: ajhpe-940 author: Modiba, L M; Department of Health Studies, College of Health Sciences, University of South Africa, Pretoria, South Africa title: Experiences of South African student midwives in following up on the care of a pregnant woman from pregnancy until 6 weeks after delivery date: 2017-12-06 words: 4863 flesch: 55 summary: Methodology A qualitative, exploratory, descriptive and contextual phenomenological study was undertaken to examine student midwives’ learning experiences of a follow-up of pregnant women to 6 weeks after delivery. At the antenatal clinic of the public hospital, the pregnant women were informed by the qualified midwives about the need for student midwives to gain follow-up experience of pregnant women; therefore, when the student midwives came to recruit them, they were already aware of the programme. keywords: able; ajhpe; birth; care; challenges; clinical; continuity; december; delivery; e.g.; experience; feeling; follow; following; health; home; hospital; important; interviews; labour; learning; midwifery; midwives; nursing; participant; personal; practice; pregnancy; pregnant; project; purpose; qualitative; relationship; research; south; student; student midwives; study; support; theme; time; trust; unique; university; vol; weeks; woman; years cache: ajhpe-940.pdf plain text: ajhpe-940.txt item: #513 of 573 id: ajhpe-941 author: Pillay, J D; Department of Basic Medical Sciences, Faculty of Health Sciences, Durban University of Technology, South Africa title: Selfies 2015: Peer teaching in medical sciences through video clips – a case study date: 2017-12-06 words: 3338 flesch: 49 summary: Some indicated that before the allocation of team projects, the lecturer should, as an example, do a similar project with the entire class, which includes dissection of an area, development of a video clip and the presentation thereof. Nonetheless, an opportunity for reflection on student experience and insight informs future practice. keywords: active; aspects; assessment; better; challenges; class; clip; content; conventional; development; discussions; education; enjoyable; experience; focus; future; graduate; group; hard; higher; knowledge; learning; lecturer; making; medical; model; presentation; project; research; short; skills; soft; south; specific; students; study; subject; teaching; team; technical; topics; video; video clip; view cache: ajhpe-941.pdf plain text: ajhpe-941.txt item: #514 of 573 id: ajhpe-942 author: Siwela, R; Department of Anatomy, College of Health Sciences, University of Zimbabwe, Harare, Zimbabwe; Mawera, G; Department of Anatomy, College of Health Sciences, University of Zimbabwe, Harare, Zimbabwe title: Medical students’ perspectives on the anatomy course at the University of Zimbabwe date: 2017-12-06 words: 2993 flesch: 52 summary: A continental survey of anatomy teaching and the changes in the curricula showed that modern methods of teaching anatomy are being used by a substantial number of medical schools in Africa.[11] Eleven of the 19 African departments that responded were using PBL and had converted to this mode of teaching before 2000.[11] Newer approaches in anatomy teaching. keywords: ability; africa; aims; anatomical; anatomy; basic; cadaver; clinical; course; curriculum; didactic; dissections; fit; good; health; instructions; knowledge; learning; lectures; mean; medical; methods; moderate; outcomes; problem; questionnaires; research; results; score; skills; students; study; table; teaching; teaching methods; team; traditional; tutorials; university; vocabulary; year; zimbabwe cache: ajhpe-942.pdf plain text: ajhpe-942.txt item: #515 of 573 id: ajhpe-943 author: Jooste, K; Department of Nursing Science, Faculty of Health and Wellness, Cape Peninsula University of Technology, Cape Town, South Africa; Frantz, J; Department of Physiotherapy, Faculty of Community Health, University of the Western Cape, Cape Town, South Africa title: Self-leadership traits of academics to conform to a changing higher-education environment date: 2017-12-06 words: 3348 flesch: 50 summary: The experiences that the participants shared demonstrated a clear philosophy in the Faculty of Community and Health Sciences of focusing on leadership development and the succession of academics. Acknowledgements. The study findings indicated different views on the development of leadership skills. keywords: able; academics; aware; cape; change; community; context; data; department; development; education; effective; environment; experiences; faculty; health; higher; leadership; leading; levels; life; mastery; need; participants; people; personal; purpose; research; role; self; skills; study; things; university; values; vision; work cache: ajhpe-943.pdf plain text: ajhpe-943.txt item: #516 of 573 id: ajhpe-944 author: Danso-Bamfo, S; Harvard T H Chan School of Public Health, Boston, Mass., USA; Department of Emergency Medicine, Massachusetts General Hospital, Boston, Mass., and Division of Hospital Medicine, Department of Internal Medicine, University of Washington, Seattle, Wash., USA; Abedini, N A; Division of Hospital Medicine, Department of Internal Medicine, University of Washington, Seattle, Wash., USA; Mäkiharju, H; Hematology and Oncology Division, Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, USA; Danso, K A; School of Medical Sciences, College of Health Sciences, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana; Johnson, T R B; Department of Obstetrics and Gynaecology, University of Michigan Medical School, Ann Arbor, USA; Kolars, J; Departments of Learning Health Sciences and Obstetrics and Gynaecology, University of Michigan Medical School, Ann Arbor, USA; Global REACH, University of Michigan Medical School, Ann Arbor, USA; Moyer, C A; Departments of Learning Health Sciences and Obstetrics and Gynaecology, University of Michigan Medical School, Ann Arbor, USA; Global REACH, University of Michigan Medical School, Ann Arbor, USA title: Clinical electives at the University of Michigan from the perspective of Ghanaian medical students: A qualitative study date: 2017-12-06 words: 4706 flesch: 45 summary: (25-year-old female, KNUST-SMS) Research December 2017, Vol. 9, No. 4 AJHPE 205 One of the most common observations made by visiting trainees related to the differences between how medical students and faculty interacted in USA and Ghana. Perceptions of Ghanaian medical students completing a clinical elective at the University of Michigan Medical School. keywords: acad; ajhpe; analysis; ann; arbor; aspects; care; clinical; coding; countries; december; department; differences; electives; exchange; experience; face; female; ghana; ghanaian; global; gynaecology; health; home; host; income; international; interviews; investigators; knust; learning; low; manuscript; medical; medicine; michigan; new; obstetrics; old; participants; patients; potential; practice; programme; providers; qualitative; research; respondents; rotations; school; sciences; smhs; sms; students; study; trainees; training; uds; ugms; umms; university; usa; vol; women; year cache: ajhpe-944.pdf plain text: ajhpe-944.txt item: #517 of 573 id: ajhpe-945 author: Mwandri, M; Department of Surgery, School of Medicine, University of Botswana, Gaborone, Botswana; Walsh, M; Department of Surgery, School of Medicine, University of Botswana, Gaborone, Botswana; Frantz, J; Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa; Delport, R; Skills Laboratory, Faculty of Health Sciences, University of Pretoria, South Africa title: The use of low-cost simulation in a resource-constrained teaching environment date: 2017-12-06 words: 2268 flesch: 47 summary: Pre- and post-test assessment scores differed significantly (median (range) 11.3 (4.5 - 21.0) and 19.5 (15.5 - 23.0), respectively (p<0.001)). There were 39 partici- pants in the pre-test assessment and training; 14 completed all three sessions, i.e. the pre-test assessment, training and post-test assessment. keywords: acceptability; assessment; botswana; checklist; chest; content; cost; data; design; drain; insertion; knowledge; levels; low; management; medical; model; module; participants; post; pre; preand; proficiency; psychomotor; scores; simulation; skills; students; study; surgical; task; test; trainers; training; trauma; university; use cache: ajhpe-945.pdf plain text: ajhpe-945.txt item: #518 of 573 id: ajhpe-946 author: Joubert, S; Department of Internal Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Louw, V J; Department of Internal Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Clinical undergraduate medical student training at Kimberley Hospital, Northern Cape, South Africa: ‘A test of fire’ date: 2017-12-06 words: 4195 flesch: 44 summary: The availability of the required range of clinical departments within potential healthcare facilities, and the aptitude and willingness to accommodate medical students in each of the required clinical domains, are equally important.[4] Expansion of the training platform also expects clinicians to perform the additional task of clinical student teaching over and above their health service delivery responsibilities.[5] To profile the clinicians at Kimberley Hospital Complex in terms of their knowledge of, skills in and perspectives on the added responsibility of clinical undergraduate medical student training prior to the launch of the proposed undergraduate student rotations. keywords: academic; africa; assessment; cape; challenge; clinical; clinicians; clinics; complex; delivery; department; doctors; experience; feedback; foreign; free; good; group; health; healthcare; hospital; institution; interviewees; kimberley; kimberley hospital; knowledge; medical; medicine; new; northern; number; patients; perspectives; professionals; profile; programme; province; public; qualifications; quality; research; responsibility; rural; satellite; schools; service; skills; south; specialists; state; students; study; teachers; teaching; terms; time; training; undergraduate; university cache: ajhpe-946.pdf plain text: ajhpe-946.txt item: #519 of 573 id: ajhpe-947 author: Witthuhn, J; Programme Leader – Public Health, Faculty of Social and Health Sciences, Monash South Africa, Roodepoort, South Africa; le Roux, C S; Department of Educational Foundations, College of Education, University of South Africa, Pretoria, South Africa title: Factors that enable and constrain the internationalisation and Africanisation of Master of Public Health programmes in South African higher-education institutions date: 2017-12-06 words: 3768 flesch: 31 summary: Generally, academics acknowledged that they have access to African educational resources relevant to MPHPs, which would support Africanisation processes. Research Globalisation and internationalisation are unquestionably processes that are part of the twenty-first century. keywords: academics; africanisation; africanising; approach; conferences; context; course; current; curricula; data; education; enabling; factors; general; globalisation; health; heis; higher; institutions; internationalisation; internationalised; interviews; lack; lecturers; mphps; need; ordinators; participants; policy; processes; programmes; public; purpose; relevant; required; research; respondents; south; staff; students; study; teaching cache: ajhpe-947.pdf plain text: ajhpe-947.txt item: #520 of 573 id: ajhpe-948 author: van Schalkwyk, S; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Scholarship for Africa: Are we taking it seriously enough? date: 2017-12-06 words: 1274 flesch: 49 summary: Afr J Health Professions Educ 2017;9(4):180-184. Afr J Health Professions Educ 2017;9(4):189-193. keywords: afr; afr j; africa; ajhpe; approaches; care; edition; editorial; education; elective; evidence; health; health professions; j health; journal; leadership; medical; professions; scholarship; south; students; teaching; training; work cache: ajhpe-948.pdf plain text: ajhpe-948.txt item: #521 of 573 id: ajhpe-949 author: Naidu, Claudia; Health and Medical Publishing Group, Cape Town, South Africa title: CPD questionnaire date: 2017-12-06 words: 691 flesch: 40 summary: Clinical undergraduate medical student training at Kimberley Hospital, Northern Cape, South Africa: ‘A test of fire’ 7. Expansion of the clinical training programme has no impact on clinicians’ health service delivery responsibilities. Experiences of South African student midwives in following up on the care of a pregnant woman from pregnancy until 6 weeks after delivery 13. keywords: clinical; cpd; education; knowledge; leadership; learning; medical; method; resource; self; simulation; south; students; study; teaching; test; training cache: ajhpe-949.pdf plain text: ajhpe-949.txt item: #522 of 573 id: ajhpe-950 author: Maree, C; Department of Nursing Science, School of Health Care Sciences, Faculty of Health Sciences, University of Pretoria, South Africa; Bresser, P; Department of Radiography, School of Health Care Sciences, Faculty of Health Sciences, University of Pretoria, South Africa; Yazbek, M; Department of Nursing Science, School of Health Care Sciences, Faculty of Health Sciences, University of Pretoria, South Africa; Engelbrecht, L; Department of Occupational Therapy, School of Health Care Sciences, Faculty of Health Sciences, University of Pretoria, South Africa; Mostert, K; Department of Physiotherapy, School of Health Care Sciences, Faculty of Health Sciences, University of Pretoria, South Africa; Viviers, C; Department of Human Nutrition, School of Health Care Sciences, Faculty of Health Sciences, University of Pretoria, South Africa; Kekana, M; Department of Radiography, School of Health Care Sciences, Faculty of Health Sciences, University of Pretoria, South Africa title: Designing interprofessional modules for undergraduate healthcare learners date: 2017-12-06 words: 3155 flesch: 34 summary: Although various models of interprofessional education in the community have been reported, this article focuses on the application of a structured framework to describe the process followed in the development of interprofessional healthcare modules at undergraduate level. The emerging need for interprofessional healthcare education was identified as a gap in the undergraduate education programme. keywords: academic; action; africa; committee; common; community; context; curricula; department; development; education; faculty; health; healthcare; implementation; implementing; integrated; interprofessional; knowledge; leadership; learning; level; local; members; modules; need; outcomes; phase; planning; potential; practice; pretoria; process; professions; research; respective; review; school; sciences; south; table; task; team; teamwork; undergraduate; uniprofessional; university; year cache: ajhpe-950.pdf plain text: ajhpe-950.txt item: #523 of 573 id: ajhpe-951 author: Caldwell, R I; School of Clinical Medicine, University of KwaZulu-Natal, Pietermaritzburg, South Africa; Inglis, A C; School of Clinical Medicine, University of KwaZulu-Natal, Pietermaritzburg; and KwaZulu-Natal Department of Health, Edendale Hospital, Pietermaritzburg, South Africa; Morgan, M; School of Clinical Medicine, University of KwaZulu-Natal, Pietermaritzburg; and KwaZulu-Natal Department of Health, Grey’s Hospital, Pietermaritzburg, South Africa; Rasmussen, K; School of Clinical Medicine, University of KwaZulu-Natal, Pietermaritzburg; and KwaZulu-Natal Department of Health, Grey’s Hospital, Pietermaritzburg, South Africa; Aldous, C; School of Clinical Medicine, University of KwaZulu-Natal, Pietermaritzburg, South Africa title: The medical elective: A unique educational opportunity date: 2017-12-06 words: 1346 flesch: 44 summary: https://doi.org/10.1046/j.1365-2929.2004.01849.x 2. O’Donnell P, McAuliffe E, O’Donovan D. Unchallenged good intentions: A qualitative study of the experiences of medical students on international health electives to developing countries. 4. Jeffrey J, Dumont RA, Kim GY, Kuo T. Effects of international health elec tives on medical student learning and career choice: Results of a systematic literature review. keywords: acceptance; africa; akl; authors; clinical; community; department; different; dip; educ; elective; emss; experience; foreign; funding; health; hpcsa; ihe; ihes; international; medical; medicine; programmes; recipient; school; service; south; students; university cache: ajhpe-951.pdf plain text: ajhpe-951.txt item: #524 of 573 id: ajhpe-952 author: van der Bijl, Paula; HMPG, Cape Town, South Africa title: Contents date: 2017-12-06 words: 552 flesch: -4 summary: Tel. 021 532 1281 Please submit letters and articles for publication online at www.ajhpe.org.za EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Anthea Rhoda University of the Western Cape Michael Rowe University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria HMPG CEO and PUBLISHER Hannah Kikaya Email: hannahk@hmpg.co.za EXECUTIVE EDITOR Bridget Farham MANAGING EDITORS Claudia Naidu Naadia van der Bergh TECHNICAL EDITORS Emma Buchanan Kirsten Morreira Paula van der Bijl PRODUCTION MANAGER Emma Jane Couzens DTP & DESIGN Clinton Griffin Travis Arendse CHIEF OPERATING OFFICER Diane Smith I Tel. 012 481 2069 Email: dianes@hmpg.co.za ONLINE SUPPORT Gertrude Fani Email: publishing@hmpg.co.za FINANCE Tshepiso Mokoena HMPG BOARD OF DIRECTORS Prof. M Lukhele (Chair), Dr M R Abbas, Mrs H Kikaya, Dr M Mbokota, Dr G Wolvaardt ISSN 2078-5127 keywords: african; cape; editorial; editors; education; email; frantz; health; medical; office; pretoria; research; schalkwyk; south; students; tel; university; van; western cache: ajhpe-952.pdf plain text: ajhpe-952.txt item: #525 of 573 id: ajhpe-953 author: Ndlovu, T; Department of Rehabilitation, College of Health Sciences, University of Zimbabwe, Harare, Zimbabwe; Chikwanha, T M; Department of Rehabilitation, College of Health Sciences, University of Zimbabwe, Harare, Zimbabwe; Munambah, N; Department of Rehabilitation, College of Health Sciences, University of Zimbabwe, Harare, Zimbabwe title: Learning outcomes of occupational therapy and physiotherapy students during their community-based education attachment date: 2017-12-06 words: 4258 flesch: 42 summary: Other beneficial aspects of CBE include early contact with the community, improved teamwork of trainees, and improved interpersonal relationships and communication skills.[6] The physiotherapy and occupational therapy students at the University of Zimbabwe, Harare, have been part of CBE attachments since the inception of the programmes in 1987. Proposed strategies for promoting learning Strategies that were proposed to improve the students’ learning outcomes during CBE attachments included revising the objectives (94%), increasing faculty involvement (97%), providing of transport by the university throughout the attachment period (97%), improving the state of the accommodation facilities (60%) and introducing funds directed towards the CBE activities (19%). keywords: ability; activities; attachment; barriers; cbe; cbe attachment; college; communities; community; data; department; district; education; effective; engagement; experience; growth; health; lack; learning; objectives; occupational; opportunity; outcomes; overall; participants; personal; physiotherapy; possible; professional; programmes; questionnaire; questions; rehabilitation; research; sciences; score; self; services; sites; skills; students; study; team; transport; understanding; university; zimbabwe cache: ajhpe-953.pdf plain text: ajhpe-953.txt item: #526 of 573 id: ajhpe-954 author: Fani, Gertrude; HMPG title: Cover date: 2017-12-08 words: 40 flesch: 45 summary: Scholarship of Africa for Africa June 2017, Vol. 9 No. 2 ISSN 2078 - 5127 African Journal of Health Professions Education Scholarship of Africa for Africa December 2017, Vol. 9, No. 4 ISSN 2078 - 5127 African Journal of Health Professions Education keywords: africa cache: ajhpe-954.pdf plain text: ajhpe-954.txt item: #527 of 573 id: ajhpe-955 author: Rhoda, A; Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa title: Clinical education and training: Have we sufficiently shifted our paradigm? date: 2018-04-09 words: 967 flesch: 46 summary: The inclusion of studies related to interns by Naidoo et al.[9,10] indicates that research in the field of health professions education extends beyond undergraduate programmes. Health education on diabetes at a South African national science festival. keywords: afr; afr j; african; ajhpe; century; clinical; competencies; education; health; interprofessional; learning; needs; population; practice; professions; south; students; training; university cache: ajhpe-955.pdf plain text: ajhpe-955.txt item: #528 of 573 id: ajhpe-956 author: Naidu, C; Health and Medical Publishing Group, Cape Town, South Africa title: CPD questionnaire date: 2018-04-09 words: 682 flesch: 44 summary: The perspectives of South African academics within the disciplines of health sciences regarding telehealth and its potential inclusion in student training 11. Medical education units: A necessity for quality assurance in health professions education in Nigeria 2. keywords: academics; african; assessment; clinical; cpd; education; health; interns; interprofessional; medical; practice; south; students; study; telehealth; training cache: ajhpe-956.pdf plain text: ajhpe-956.txt item: #529 of 573 id: ajhpe-957 author: van der Bijl, P; Health and Medical Publishing Group, Cape Town, South Africa title: Contents date: 2018-04-09 words: 573 flesch: -29 summary: I Moodley, S Singh 26 Health education on diabetes at a South African national science festival M Mhlongo, P Marara, K Bradshaw, S C Srinivas 31 Engagement of dietetic students and students with hearing loss: Experiences and perceptions of both groups Y Smit, M Marais, L Philips, H Donald, E Joubert 38 The perspectives of South African academics within the disciplines of health sciences regarding telehealth and its potential inclusion in student training S M Govender, M Mars 44 Comparing international and South African work-based assessment of medical interns’ practice K L Naidoo, J van Wyk, M Adhikari 50 ‘Sense of belonging’: The influence of individual factors in the learning environment of South African interns K L Naidoo, J van Wyk, M Adhikari 56 Tel. 021 532 1281 Please submit letters and articles for publication online at www.ajhpe.org.za EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Anthea Rhoda University of the Western Cape Michael Rowe University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria HMPG CEO and PUBLISHER keywords: african; cape; chetty; editorial; editors; education; email; health; kwazulu; medical; naidoo; natal; practice; pretoria; south; students; training; university; van; western; wyk cache: ajhpe-957.pdf plain text: ajhpe-957.txt item: #530 of 573 id: ajhpe-958 author: Schweickerdt, L; Skills Centre, School of Medicine, Sefako Makgatho Health Sciences University, Pretoria, South Africa title: Adopting a role: A performance art in the practice of medicine date: 2018-04-09 words: 1626 flesch: 58 summary: Students of medicine could benefit if they are given the tools to adopt a role as HCP instead of attempting to immerse themselves in the medical identity of a HCP.[3,4] Incorporating some non-assuming facets of the art of performance into the training of medical students could assist them with the ability to step in and out of the role of HCP, which could afford them the opportunity to reflect on their actions to gain new insights into the strengths and weaknesses of their own practices.[6] Medical students might learn to adapt to the setting in a hospital or consultation room in a similar manner: a setting reminding them that they are surrounded by an environ- ment that offers certain prerequisites for them to take on the role of a HCP. keywords: actor; ancient; art; clinical; connection; emotional; empathy; greece; hcp; healthcare; labour; medical; medicine; method; performance; practice; role; setting; students; tools; training; treatment cache: ajhpe-958.pdf plain text: ajhpe-958.txt item: #531 of 573 id: ajhpe-959 author: Naidoo, K L; King Edward VIII Hospital, KwaZulu-Natal Department of Health, Durban; and Department of Paediatrics and Child Health, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa; van Wyk, J; Department of Clinical and Professional Practice, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa; Adhikari, M; Department of Paediatrics and Child Health, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa title: ‘Sense of belonging’: The influence of individual factors in the learning environment of South African interns date: 2018-04-09 words: 5103 flesch: 47 summary: With rapid changes in the demographic profiles of junior doctors, SA intern trainers need to enable a ‘sense of belonging’ in LEs. The effect of the LE appears to be mediated by the trainees’ own perceptions thereof, and this has been shown to be an important determinant of attitude, satisfaction and achievements.[3,4] An optimally functioning clinical LE, where medical interns perceive it as such, is important for successful training in any platform to develop competent physicians.[5] keywords: africa; association; characteristics; clinical; context; data; demographic; doctors; educational; environment; ethnicity; factors; fee; findings; gender; government; health; high; home; hospital; important; individual; influence; instrument; interns; internship; kwazulu; kzn; learning; level; local; mean; measure; med; medical; natal; non; organisational; origin; overall; paediatric; perceptions; pheem; postgraduate; previous; province; research; rural; sampled; school; scores; second; significant; social; sociocultural; south; status; study; subscale; table; teaching; training; ukzn; university; urban; variables; work; year cache: ajhpe-959.pdf plain text: ajhpe-959.txt item: #532 of 573 id: ajhpe-96 author: Levin, Michael Eliad; University of Cape Town title: Language and cultural competency training in South Africa: Effects on quality of care and Health Care Worker satisfaction date: 2011-06-17 words: 3375 flesch: 51 summary: To determine whether teaching Xhosa language skills and cul- tural understanding to HCWs affects patient satisfaction, HCWs’ ability to communicate effectively with Xhosa-speaking patients and HCWs’ job satisfaction levels. Discussion A 10-week basic Xhosa language and cultural competency course im- proved outcomes significantly, from both the HCWs’ and the patients’ perspectives. keywords: ability; african; barriers; basic; better; cape; care; communication; course; cultural; effect; english; fig; hcws; health; hospital; improvements; interpreter; intervention; job; language; levels; medical; non; patients; percentage; post; pre; preand; public; quality; questionnaires; questions; satisfaction; significant; skills; south; speaking; staff; statements; studies; study; teaching; western; xhosa cache: ajhpe-96.pdf plain text: ajhpe-96.txt item: #533 of 573 id: ajhpe-960 author: Naidoo, K L; King Edward VIII Hospital, KwaZulu-Natal Department of Health, Durban; and Department of Paediatrics and Child Health, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa; van Wyk, J; Department of Clinical and Professional Practice, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa; Adhikari, M; Department of Paediatrics and Child Health, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa title: Comparing international and South African work-based assessment of medical interns’ practice date: 2018-04-09 words: 5080 flesch: 44 summary: SA intern assessment is largely focused on core clinical competency, and this occurs without using competency-based frameworks. The emphasis on procedural skills in acute emergencies possibly reflects the narrow interpretation of the role SA interns are expected to play within institutional hierarchical systems, and disregard for assessing their competence in knowledge, attitudes and non-clinical functions. keywords: africa; ajhpe; analysis; analytical; articles; assessment; author; clinical; codes; competencies; competency; context; countries; criteria; data; descriptive; direct; doctors; educ; education; environment; feedback; focus; focused; framework; health; high; income; inductive; international; interns; internship; junior; lack; learning; literature; lmics; major; march; med; medical; methods; multiple; non; number; observed; patient; performance; postgraduate; practice; primary; procedural; procedural skills; process; qualitative; quality; research; review; self; skills; sources; south; studies; study; supervision; systematic; terms; themes; tools; training; undergraduate; use; vol; wba; year cache: ajhpe-960.pdf plain text: ajhpe-960.txt item: #534 of 573 id: ajhpe-961 author: Govender, S M; Department of TeleHealth, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa; Mars, M; Department of TeleHealth, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa title: The perspectives of South African academics within the disciplines of health sciences regarding telehealth and its potential inclusion in student training date: 2018-04-09 words: 6192 flesch: 46 summary: There is sufficient evidence supporting the use of telehealth services to improve patient care across many disciplines of health, including medicine, physiotherapy, nursing, audiology and speech-language pathology.[6,14-19] However, there is a paucity of literature pertaining to the training and education of students in using and implementing telehealth services. Most attributed their reasoning to meeting the needs of communities through the use of telehealth services, and 35 (53%) participants stated that students need to have knowledge, exposure and competence in this area so that it is sustainable. keywords: academics; access; africa; ajhpe; area; attitudes; audiology; clinical; content; correlation; current; curriculum; data; delivery; development; disciplines; education; ethical; experience; exposure; face; government; guidelines; healthcare; hearing; important; inclusion; information; institutions; issues; key; knowledge; lack; language; learning; limitations; literature; majority; management; march; methods; module; national; need; negative; nursing; participants; patient; perspectives; practice; professionals; programmes; questionnaire; questions; relevant; research; respondents; responses; review; rural; sciences; services; significant; south; speech; standards; students; study; support; survey; sustainable; system; teaching; technology; telecare; telehealth; telemed; telemedicine; telepractice; training; undergraduate; understanding; universities; use; vol; years cache: ajhpe-961.pdf plain text: ajhpe-961.txt item: #535 of 573 id: ajhpe-962 author: Reid, S; Primary Health Care Directorate, Faculty of Health Sciences, University of Cape Town, South Africa; Conradie, H; Ukwanda Centre for Rural Health, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Daniels-Felix, D; Ukwanda Centre for Rural Health, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: The effect of undergraduate students on district health services delivery in the Western Cape Province, South Africa date: 2018-04-09 words: 4966 flesch: 55 summary: Overall, it would appear that the balance was marginally in favour of the benefit of student service delivery. Conclusion. A descriptive study, using qualitative methods, was undertaken in two rural sites where undergraduate health science students had been recently introduced. keywords: attitudes; balance; benefit; burden; cape; care; clinical; community; data; delivery; different; district; education; effect; environment; extra; factors; family; favour; general; groups; health; hospital; impact; involvement; issues; learning; long; major; manager; medical; number; patients; physician; primary; qualitative; quality; research; respondents; rotations; rural; sciences; service; service delivery; site; students; study; teaching; team; themes; time; undergraduate; university; work cache: ajhpe-962.pdf plain text: ajhpe-962.txt item: #536 of 573 id: ajhpe-963 author: Adefuye, A O; Division of Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Adeola, H A; Department of Oral and Maxillofacial Pathology, Faculty of Dentistry, University of the Western Cape, Cape Town, and Tygerberg Hospital, Cape Town, South Africa; and Division of Dermatology, Department of Medicine, Faculty of Health Sciences, University of Cape Town, and Groote Schuur Hospital, South Africa; Bezuidenhout, J; Division of Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Medical education units: A necessity for quality assurance in health professions education in Nigeria date: 2018-04-09 words: 4770 flesch: 37 summary: The failure of these committees/meetings therefore necessitates a new approach to improving the quality of medical education in Nigeria. There is an urgent need to pay particular attention to matters of medical education and educator training. keywords: academic; accredited; africa; ajhpe; approach; assessment; bodies; cape; clinical; colleges; competency; council; course; curriculum; dental; department; design; development; division; doctors; education; educators; evaluation; faculty; financial; forum; health; individual; knowledge; lack; learning; march; mdcn; medical; medical education; medical schools; medicine; members; methods; meus; minimum; modern; needs; nigeria; nuc; pedagogical; practical; present; professionals; quality; research; resources; review; role; schools; sciences; skills; south; staff; standards; students; support; system; teaching; traditional; training; undergraduate; units; university; use; vol; years cache: ajhpe-963.pdf plain text: ajhpe-963.txt item: #537 of 573 id: ajhpe-964 author: Moodley, I; Discipline of Dentistry, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Singh, S; Discipline of Dentistry, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Creating opportunities for interprofessional, community-based education for the undergraduate dental therapy degree in the School of Health Sciences, University of KwaZulu-Natal, South Africa: Academics’ perspectives date: 2018-04-09 words: 6618 flesch: 42 summary: The experience of working together with other student health professionals while in training will prepare them for more effective collaborative practice in response to health needs when they graduate. Using the settings approach, the Discipline of Dentistry undergraduates, in collaboration with other student health professionals, can conduct health-promotion interventions that are contextualised for specific communities, depending on their needs and the available resources, in school, primary healthcare and other community-based settings. keywords: academics; activities; ajhpe; approach; barriers; benefits; cbe; clinical; collaboration; common; community; data; dental; dental therapy; dentistry; disciplines; discussions; diseases; drivers; education; findings; focus; general; group; health; health professionals; health sciences; healthcare; implementation; initiatives; interprofessional; interventions; interview; ipe; learning; march; need; opportunities; oral; oral health; participants; participation; patients; practice; primary; professionals; programmes; promotion; research; respondents; risk; school; sciences; settings; skills; stroke; students; study; table; teaching; team; theme; therapists; therapy; therapy students; time; training; ukzn; university; vol; work; world cache: ajhpe-964.pdf plain text: ajhpe-964.txt item: #538 of 573 id: ajhpe-965 author: Rose, A; Department of Community Health, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Rae, W I D; Department of Medical Physics, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: A survey of radiation safety training among South African interventionalists date: 2018-04-09 words: 2504 flesch: 45 summary: A CRP creates awareness of the risks of radiation injury to patients and operators and facilitates improved compliance with PPE use.[7] This culture can be stimulated by including radiation safety training in the formal curriculum of all interventionalists.[9] The objective of this article is to present the findings of the perceptions of South African (SA) interventionalists on the radiation safety training they received and to offer insights into the importance of developing and promoting such training programmes for all interventionalists in SA. Radiation safety training is key to optimising medical practice. keywords: africa; cardiology; crp; culture; curriculum; data; dose; effects; equipment; exposure; free; health; important; interventionalists; levels; medical; methods; occupational; participants; patients; perceptions; procedures; programmes; protection; quality; radiation; radiation safety; radiologists; range; report; research; risk; safety; safety training; south; state; study; survey; training cache: ajhpe-965.pdf plain text: ajhpe-965.txt item: #539 of 573 id: ajhpe-966 author: Chetty, V; Discipline of Physiotherapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Maddocks, S; Discipline of Physiotherapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Cobbing, S; Discipline of Physiotherapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Pefile, N; Discipline of Physiotherapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Govender, T; Discipline of Physiotherapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Shah, S; Discipline of Physiotherapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Kaja, H; Discipline of Physiotherapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Chetty, R; Discipline of Physiotherapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Naidoo, M; Discipline of Physiotherapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Mabika, S; Discipline of Physiotherapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Mnguni, N; Discipline of Physiotherapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Ngubane, T; Discipline of Physiotherapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Mthethwa, F; Discipline of Physiotherapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Physiotherapy clinical education at a South African university date: 2018-04-09 words: 5426 flesch: 37 summary: To explore the perceptions of physiotherapy students, community-service physiotherapists and physiotherapy clinical supervisors regarding the clinical education framework at a tertiary institution in South Africa in order to understand preparedness of students for practice. Five themes emerged from triangulation of data from the three groups: preparedness for professional practice, institutional barriers, curriculum disputes, personal factors and recommendations for physiotherapy clinical education. keywords: afr; africa; ajhpe; approach; article; barriers; blocks; bphysio; case; chetty; clinical; clinical education; clinical supervisors; collaboration; communication; community; competencies; current; curriculum; data; design; discussions; education; educators; experience; final; framework; groups; health; healthcare; improved; institutional; lack; learning; level; march; model; need; participants; patients; perceptions; personal; physiotherapists; physiotherapy; placement; practice; preparedness; professions; programme; qualitative; reflection; rehabilitation; research; review; science; service; settings; south; staff; stakeholders; students; study; sub; supervision; supervisors; teaching; themes; time; training; undergraduate; university; vol; year cache: ajhpe-966.pdf plain text: ajhpe-966.txt item: #540 of 573 id: ajhpe-967 author: Chetty, S; Discipline of Pharmaceutical Sciences, School of Health Sciences, Westville Campus, University of KwaZulu-Natal, Durban, South Africa; Bangalee, V; Discipline of Pharmaceutical Sciences, School of Health Sciences, Westville Campus, University of KwaZulu-Natal, Durban, South Africa; Oosthuizen, F; Discipline of Pharmaceutical Sciences, School of Health Sciences, Westville Campus, University of KwaZulu-Natal, Durban, South Africa title: A new way of teaching an old subject: Pharmacy Law and Ethics date: 2018-04-09 words: 4872 flesch: 49 summary: Experience in teaching the module has revealed that the language or legalese in which pharmacy law policy is written is unfamiliar to pharmacy students, and is more suitable to law students. Teaching methods have a strong impact on student learning, making it essential to determine how learning is influenced when changing pedagogy. keywords: activity; addition; ajhpe; application; approach; aspects; case; cbl; communication; concepts; content; course; critical; data; didactic; different; education; effectiveness; enjoyable; ethical; ethics; experience; group; health; individual; interactive; knowledge; law; learning; lecture; life; march; method; new; nih; open; perceptions; pharmacy; pharmacy law; practice; problem; questions; real; research; responses; section; situations; skills; south; students; study; teaching; type; ukzn; understanding; use; vol; way; work cache: ajhpe-967.pdf plain text: ajhpe-967.txt item: #541 of 573 id: ajhpe-968 author: Mhlongo, M; Faculty of Pharmacy, Rhodes University, Grahamstown, South Africa; Marara, P; Faculty of Pharmacy, Rhodes University, Grahamstown, South Africa; Bradshaw, K; Department of Computer Science, Rhodes University, Grahamstown, South Africa; Srinivas, S C; Faculty of Pharmacy, Rhodes University, Grahamstown, South Africa title: Health education on diabetes at a South African national science festival date: 2018-04-09 words: 4744 flesch: 56 summary: Discussion The computer-based quiz was used for health education and as a mechanism for raising awareness and encouraging healthier lifestyle decisions, particularly among the young attendees at the NSF. Moreover, as a significant improvement on the post- intervention results was only observable for Question 3 for the junior school quiz, with no significant improvement with regard to other questions, it shows the need for more community engagement from pharmacy students as an intervention to promote health education and learning. keywords: africa; age; analysis; burden; cause; community; computer; correct; data; development; diabetes; difference; diseases; education; exhibit; female; following; global; government; groups; health; improvement; independent; information; interactive; intervention; junior; knowledge; learners; learning; level; literacy; march; mean; national; ncds; overall; participants; percentage; pharmacy; post; pre; preand; prevention; project; public; questions; quiz; research; results; school; science; scores; senior; service; significant; south; students; study; table; uncontrolled; understanding; university; world; years cache: ajhpe-968.pdf plain text: ajhpe-968.txt item: #542 of 573 id: ajhpe-969 author: Bvumbwe, T; Department of Nursing and Midwifery, Faculty of Health Sciences, Mzuzu University, Luwinga, Malawi; Mtshali, N; School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa title: Transition-to-practice guidelines: Enhancing the quality of nursing education date: 2018-04-09 words: 4249 flesch: 43 summary: The guidelines complement the existing standards in guiding nursing education practice. Evidence shows that, despite the increasing complexity of nursing practice, there is a wide gap between theory and practice.[1] Clinical education remains central to the nursing curriculum and forms the foundation for bridging the gap between theory and practice. keywords: academic; ajhpe; care; challenges; clinical; collaboration; complex; concepts; conference; consensus; core; critical; development; discussion; draft; education; educators; effective; environment; evidence; feedback; gap; graduates; guidelines; healthcare; institutions; knowledge; learning; malawi; march; midwifery; n=8; new; nurses; nursing; nursing education; performance; practice; practitioners; preceptors; process; programmes; quality; reports; research; review; settings; skills; students; study; support; system; table; teaching; theory; training; transition; use; vol cache: ajhpe-969.pdf plain text: ajhpe-969.txt item: #543 of 573 id: ajhpe-97 author: Frantz, Jose Merle; University of the Western Cape; Himalowa, Simon; University of the Western Cape; Karaguti, Wallace; University of the Western Cape; Kumurenzi, Anne; University of the Western Cape; Sakala, Mary; University of the Western Cape; Mulenga, Davie; University of the Western Cape title: Challenges and opportunities related to postgraduate evidence based practice module using blended learning date: 2011-06-17 words: 3587 flesch: 51 summary: Though blended learning has been proved to be appropriate in higher learning institutions, it comes with challenges and opportunities. The participants reported to have experi- enced some challenges pertaining to blended learning. keywords: analysis; article; blended; blog; challenges; comments; countries; course; data; ebp; education; evidence; experience; face; facilitator; health; higher; information; instruction; knowledge; learners; learning; medical; methods; model; module; opportunities; opportunity; participants; postgraduate; practice; process; professions; research; role; self; skills; students; study; teaching; technology; time; tools; use cache: ajhpe-97.pdf plain text: ajhpe-97.txt item: #544 of 573 id: ajhpe-970 author: Smit, Y; Division of Human Nutrition, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Marais, M; Division of Human Nutrition, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Philips, L; Division of Human Nutrition, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Donald, H; Division of Human Nutrition, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Joubert, E; Division of Human Nutrition, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Engagement of dietetic students and students with hearing loss: Experiences and perceptions of both groups date: 2018-04-09 words: 6794 flesch: 46 summary: SU students (N=23) reflected on experiences before and after providing training to NID students. This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0. 32 March 2018, Vol. 10, No. 1 AJHPE Research from that of hearing learners and may possibly affect learning, language comprehension and literacy.[1,2,5,11,12] Contact with NID students provides an opportunity to raise awareness among SU students of the unique needs of the D/HL.[2,11] Currently, the literature on the experience of HCPs providing services to D/HL relates to medical, nursing, occupational therapy and speech therapy professionals or students.[14] keywords: able; ajhpe; analysis; approach; assignment; attitudes; barriers; better; bsc; communication; community; content; culture; data; deaf; deaf students; dietetic; dietetic students; different; disabilities; discussions; education; emotions; experience; feelings; future; group; hcps; health; healthcare; hearing; individuals; information; insight; interpreter; knowledge; language; learning; level; literature; loss; march; need; new; nid; nid students; nutrition; opportunity; participants; people; perceptions; persons; positive; practical; professional; rcs; reflections; research; role; rural; sasl; sessions; sign; skills; stellenbosch; students; study; su students; time; training; training sessions; uncertainty; understanding; university; voice; vol cache: ajhpe-970.pdf plain text: ajhpe-970.txt item: #545 of 573 id: ajhpe-971 author: Fani, G; Health and Medical Publishing Group, Cape Town, South Africa title: Cover date: 2018-04-10 words: 40 flesch: 47 summary: Scholarship of Africa for Africa June 2017, Vol. 9 No. 2 ISSN 2078 - 5127 African Journal of Health Professions Education Scholarship of Africa for Africa March 2018, Vol. 10, No. 1 ISSN 2078 - 5127 African Journal of Health Professions Education keywords: africa cache: ajhpe-971.pdf plain text: ajhpe-971.txt item: #546 of 573 id: ajhpe-972 author: Naidu, C; Health and Medical Publishing Group, Cape Town, South Africa title: Cover date: 2018-07-06 words: 40 flesch: 47 summary: Scholarship of Africa for Africa June 2017, Vol. 9 No. 2 ISSN 2078 - 5127 African Journal of Health Professions Education Scholarship of Africa for Africa June 2018, Vol. 10, No. 2 ISSN 2078 - 5127 African Journal of Health Professions Education keywords: africa cache: ajhpe-972.pdf plain text: ajhpe-972.txt item: #547 of 573 id: ajhpe-973 author: Moodley, R; Discipline of Dentistry, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Naidoo, S; Discipline of Public Health Medicine, School of Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa; van Wyk, J; Discipline of Clinical and Professional Practice, School of Clinical Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: ‘Pain and stress are part of my profession’: Using dental practitioners’ views of occupation-related factors to inform dental training date: 2018-07-06 words: 4617 flesch: 61 summary: A study conducted among dental students in Malaysia found a 100% prevalence of stress.[1] Dental students’ stress relates to their expectations of high academic achievements and excellence based on their previous academic records at school. This high level of stress in dental students calls for the implementation of stress management programmes in dental education.[2] Dental education should serve as the starting point for the establishment of a healthy workplace that is free of stress. keywords: burnout; care; causes; clinical; curriculum; dental; dental practitioners; dentistry; dentists; discussions; disorders; education; experiences; extractions; focus; focus group; group; health; high; impact; job; june; kwazulu; kzn; lack; management; musculoskeletal; natal; occupational; oral; pain; participant; patient; posture; practice; practitioners; prevention; problem; professional; public; quality; reported; research; resources; school; sector; self; skills; south; staff; strategies; stress; stressors; students; study; teamwork; themes; therapists; training; vol; work; working cache: ajhpe-973.pdf plain text: ajhpe-973.txt item: #548 of 573 id: ajhpe-974 author: Osaigbovo, I I; Department of Medical Microbiology, School of Medicine, College of Medical Sciences, University of Benin, and Department of Medical Microbiology, University of Benin Teaching Hospital, Nigeria; Iwegim, C F; Department of Medical Microbiology, University of Benin Teaching Hospital, Nigeria title: Instagram: A niche for microlearning of undergraduate medical microbiology date: 2018-07-06 words: 705 flesch: 43 summary: First, the success of social media interventions is dependent on the students being positively motivated to use the selected platform. These problems can potentially be tackled by social media.[2] Scholars in Europe and the USA have described the innovative use of social media in medical education, but little documented evidence exists to suggest that African educators are up to date with this trend. keywords: benin; content; education; facebook; instagram; intervention; media; medical; microbiology; microlearning; mobile; posts; social; students; university cache: ajhpe-974.pdf plain text: ajhpe-974.txt item: #549 of 573 id: ajhpe-975 author: McInerney, T; Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa title: Reflecting on our society? date: 2018-07-06 words: 982 flesch: 48 summary: Afr J Health Professions Educ 2018;10(2):90-95. Afr J Health Professions Educ 2018;10(2):96-100. keywords: afr; afr j; curriculum; factors; health; j health; media; medical; professions; proficiency; research; social; south; stress; students; study; teaching; undergraduate; university; use; van cache: ajhpe-975.pdf plain text: ajhpe-975.txt item: #550 of 573 id: ajhpe-976 author: van der Bijl, P; Health and Medical Publishing Group, Cape Town, South Africa title: Contents date: 2018-07-06 words: 580 flesch: 7 summary: Tel. 021 532 1281 Please submit letters and articles for publication online at www.ajhpe.org.za EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Anthea Rhoda University of the Western Cape Michael Rowe University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria HMPG CEO and PUBLISHER A proof-of-concept study to evaluate a mnemonic-based approach to clinical reasoning in the emergency medical care educational setting A Makkink, C Vincent-Lambert RESEARCH 79 Association between personality factors and consulting specialty of practice of doctors at an academic hospital in Bloemfontein, South Africa R van Aswegen, A Ravgee, G Connellan, C Strydom, J T Kuzhivelil, G Joubert, W J Steinberg 85 Optometry students’ attitudes towards research at undergraduate level L Coetzee, S B Kruger 90 Factors causing stress among first-year students attending a nursing college in KwaZulu-Natal, South Africa E M Langtree, A Razak, F Haffejee 96 ‘Pain and stress are part of my profession’: Using dental practitioners’ views of occupation-related factors to inform dental training R Moodley, S Naidoo, J van Wyk 101 Occupational therapy students’ use of social media for professional practice D Naidoo, P Govender, M Stead, U Mohangi, F Zulu, M Mbele 106 Establishing consensus among inter-professional faculty on a gender-based violence curriculum in medical schools in Nigeria: A Delphi study O keywords: africa; cape; editorial; editors; email; factors; govender; kwazulu; medical; natal; pretoria; research; south; students; study; tel; university; van; western; wyk cache: ajhpe-976.pdf plain text: ajhpe-976.txt item: #551 of 573 id: ajhpe-977 author: Naidu, C; Health and Medical Publishing Group, Cape Town, South Africa title: CPD questionnaire date: 2018-07-06 words: 728 flesch: 45 summary: Research has shown that students experiencing academic difficulties in their first year at medical school report problems with information handling, problem-solving, critical thinking and time management. 14. The respondents in this study found the mnemonic useful in guiding students through the critical thinking and decision-making processes. keywords: africa; clinical; cpd; dental; education; factors; health; learning; medical; research; self; south; stress; students; study; training; university; year cache: ajhpe-977.pdf plain text: ajhpe-977.txt item: #552 of 573 id: ajhpe-978 author: Moodley, I; Discipline of Dentistry, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Singh, S; Discipline of Dentistry, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Strengths and challenges of community-based clinical training as viewed by academics at the University of KwaZulu-Natal, Durban, South Africa date: 2018-07-06 words: 6152 flesch: 52 summary: Essack S. Draft business plan: Community based training in primary health care model in School of Health Science. Therefore, to foster these competencies, UKZN creates learning opportunities for health professions students to engage in activities that can enable them to acquire these skills and values in community-based settings. keywords: academics; analysis; benefits; better; business; cbe; challenges; chs; clinical; clinical training; college; communities; community; competencies; current; data; department; disciplines; discussions; doh; education; engagement; experienced; focus; graduate; group; health; health sciences; health system; healthcare; implementation; institution; interviews; june; learning; level; medicine; needs; participants; plan; practice; primary; professionals; programmes; quotes; research; rural; school; sciences; service; skills; south; staff; students; study; support; system; table; teaching; training; ukzn; university; vol; work cache: ajhpe-978.pdf plain text: ajhpe-978.txt item: #553 of 573 id: ajhpe-979 author: Pillay, J D; Department of Basic Medical Sciences, Faculty of Health Sciences, Durban University of Technology, Durban, South Africa; Govender, N; Department of Basic Medical Sciences, Faculty of Health Sciences, Durban University of Technology, Durban, South Africa; Lachman, N; Department of Anatomy, Faculty of Health Sciences, Mayo Clinic, Rochester, MN, USA title: Integrating critical cross-field outcomes in an anatomy course at a university of technology: A reflective perspective date: 2018-07-06 words: 4139 flesch: 34 summary: The different modes of teaching strategies implemented included assignments and projects, integrated theory and practical sessions and team teaching through dissection projects. Teaching strategies applied to integrate the critical cross-field outcomes Critical cross-field outcome Modified teaching strategies Assignment Integrated theory/ practical sessions Team teaching through dissection projects 1. keywords: academic; active; anatomical; anatomy; application; approach; article; assessment; assignments; attributes; ccfos; clinical; course; critical; cross; dissection; education; engagement; experience; field; graduate; health; higher; human; information; integrated; integration; knowledge; learning; lectures; medical; methods; model; modified; organising; outcomes; peer; practical; practice; projects; qualifications; reflective; required; research; sci; sessions; skills; solving; south; specific; strategies; strategy; students; studies; study; teaching; team; technology; theory; thinking; use cache: ajhpe-979.pdf plain text: ajhpe-979.txt item: #554 of 573 id: ajhpe-980 author: Wium, A-M; Department of Speech-Language Pathology and Audiology, School of Health Sciences, Sefako Makgatho Health Sciences University, Ga-Rankuwa, South Africa; de Jongh, M; Department of Speech-Language Pathology and Audiology, School of Health Sciences, Sefako Makgatho Health Sciences University, Ga-Rankuwa, South Africa title: A support programme for registered nurses in the early identification of autism spectrum disorders in primary healthcare clinics: A pilot study date: 2018-07-06 words: 4106 flesch: 50 summary: The intention of the present research was to develop a support programme that would allow registered nurses in primary healthcare (PHC) to identify the characteristics of children with ASDs and to recognise possible risk factors. PHC is the first level of contact between the general population and the health system.[2] Patients are referred to healthcare services at secondary and tertiary hospitals.[3] Nurses in PHC often have to consult with the families of children with disabilities.[4] As registered nurses interact with mothers about the welfare of their children, and become aware of their concerns, they require unique knowledge, competencies and skills.[3] It is therefore important that nurses in PHC are made aware of the characteristics and risk factors associated with ASDs (e.g. social, communicative and behavioural problems, and learning characteristics) in order for them to refer children as soon as possible.[5] Early diagnosis provides an opportunity for early intervention, which improves the prognosis of the child in terms of linguistic, cognitive, social and motor abilities.[6] keywords: ajhpe; asds; associated; autism; autism spectrum; characteristics; children; clinics; concerns; context; correct; department; design; development; diagnosis; disorders; early; education; factors; gauteng; health; healthcare; identification; increase; information; intervention; june; knowledge; language; limited; n=10; needs; nurses; parents; participants; phc; post; presentations; primary; prior; problems; programme; questionnaires; questions; registered; research; results; risk; social; spectrum; study; support; symptoms; table; test; training; understanding; vol; workshops cache: ajhpe-980.pdf plain text: ajhpe-980.txt item: #555 of 573 id: ajhpe-981 author: Burch, V C; Department of Medicine, Faculty of Health Sciences, University of Cape Town, South Africa; Sikakana, C N T; Division of Medical Biochemistry, Faculty of Health Sciences, University of Cape Town, South Africa; Gunston, G D; Department of Human Biology, Faculty of Health Sciences, University of Cape Town, South Africa; Murdoch-Eaton, D; Medical School, Faculty of Medicine, Dentistry and Health, University of Sheffield, UK title: Self-reported generic learning skills proficiency: Another measure of medical school preparedness date: 2018-07-06 words: 8468 flesch: 52 summary: Students experiencing academic difficulties in their first year at medical school report problems with information handling, problem solving, critical thinking and time management.[11] Academically at-risk medical students have been shown to have less practice, and confidence, in generic learning skills when compared with their peers on admission to university.[12] An academic support programme, purposefully designed to incorporate generic skills development, was found to close this ‘skills gap’ over a period of 12 months. What is unknown, however, is whether self-assessment of generic learning skills, which are not discipline-specific, is subject to the same major limitations. keywords: academic; admission; ajhpe; analysis; aptitude; assessment; bands; benchmark; category; chemistry; comparison; computer; confidence; correction; data; discipline; domain; education; effect; effect size; end; entry; examination; frequency; generic; generic learning; handling; health; higher; hub1006f; information; intermediate; june; large; learning; learning skills; literacy; mathematics; mean; medical; medium; national; nbt; numeracy; organisational; outcomes; performance; placement; practice; presentation; professional; proficiency; quantitative; rating; relation; research; results; school; sciences; score; self; semester; significant; size; skills; skills category; small; specific; students; study; support; table; technical; test; unequal; university; value; variance; vol; welch; ≥0.45; ≥0.75 cache: ajhpe-981.pdf plain text: ajhpe-981.txt item: #556 of 573 id: ajhpe-982 author: Naidoo, D; Discipline of Occupational Therapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Govender, P; Discipline of Occupational Therapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Stead, M; Discipline of Occupational Therapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Mohangi, U; Discipline of Occupational Therapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Zulu, F; Discipline of Occupational Therapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Mbele, M; Discipline of Occupational Therapy, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Occupational therapy students’ use of social media for professional practice date: 2018-07-06 words: 4408 flesch: 51 summary: General v. professional social media use When comparing various social media sites, it appears that students use these more often for general than professional purposes, with Facebook, Instagram and Snapchat showing the greatest difference between general and professional use (Fig. 3). systematic review highlighted that blended learning (face-to- face and e-learning) has a positive effect on learning in higher education.[22] The participants noted that fulfilling university requirements, developing skills and knowledge and improving clinical practice were the main reasons for professional social media use. keywords: 1st; 2nd; 3rd; 4th; academic; ajhpe; awareness; benefits; blogs; clinical; considerations; daily; data; discussion; education; ethical; ethics; facebook; fig; frequency; general; groups; guidelines; health; healthcare; information; internet; june; knowledge; learning; level; media; media use; mobile; n=106; need; occupational; online; patients; pinterest; position; potential; practice; professional; professional purposes; professional use; purposes; research; sites; skills; social; social media; south; students; study; survey; therapy; tool; ukzn; university; usage; use; vol; whatsapp; year; year students; youtube cache: ajhpe-982.pdf plain text: ajhpe-982.txt item: #557 of 573 id: ajhpe-983 author: Fawole, O I; Department of Epidemiology and Medical Statistics, Faculty of Public Health, College of Medicine, University of Ibadan, Nigeria; van Wyk, J; Department of Clinical and Professional Practice, Nelson R Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa; Adejimi, A A; Department of Community Medicine, College of Medicine, Ladoke Akintola University of Technology, Osogbo, Nigeria; Akinsola, O J; Department of Community Medicine and Primary Health Care, College of Medicine, University of Lagos, Nigeria; Balogun, O; Department of Community Medicine, College of Medicine, University of Ibadan, Nigeria title: Establishing consensus among interprofessional faculty on a genderbased violence curriculum in medical schools in Nigeria: A Delphi study date: 2018-07-06 words: 6532 flesch: 52 summary: Ranking of categories for the training curriculum by participants Categories Responses received Mean (SD) Reasons why GBV should be taught       Awareness of GBV 4.56 (0.63)   Prevention and control 4.44 (0.81)   Support or counsel victims 4.44 (0.81)   Refer to where to seek help 4.44 (0.81)   Identify/screen GBV cases 4.19 (1.05)   Preparedness to treat GBV cases 4.13 (1.09) Content of GBV training for the students     Prevention and safety 4.44 (0.51)   Complications 4.44 ( 0.63) Medical/legal aspect of violence 4.38 ( 0.60) Reasons for GBV issues to be taught at medical schools Area of concern Quote Participant characteristics Students ‘To prepare them to recognise and handle GBV cases.’ keywords: best; case; categories; clinical; community; consensus; consultant; contact; content; curriculum; data; department; didactic; education; emergency; experts; faculty; family; female; gbv; gender; gynaecology; health; hours; ibadan; information; intimate; issues; june; lagos; lecturer; mean; medical; medicine; methods; need; nigeria; obstetrics; osogbo; participants; partner; practitioners; preferred; professionals; public; questionnaire; reasons; research; responses; results; schools; senior; social; stakeholders; strategies; students; studies; study; table; teaching; training; university; victims; violence; vol; women; years; ywe cache: ajhpe-983.pdf plain text: ajhpe-983.txt item: #558 of 573 id: ajhpe-984 author: Langtree, E M; Department of Nursing, Faculty of Health Sciences, Durban University of Technology, and Port Shepstone Campus, KwaZulu-Natal College of Nursing, South Africa; Razak, A; Department of Nursing, Faculty of Health Sciences, Durban University of Technology, South Africa; Haffejee, F; Department of Basic Medical Sciences, Faculty of Health Sciences, Durban University of Technology, South Africa title: Factors causing stress among first-year students attending a nursing college in KwaZulu-Natal, South Africa date: 2018-07-06 words: 5143 flesch: 59 summary: The nursing programme also contains both intensive coursework and practical components at hospitals, which may become overwhelming and stressful with regard to a student’s ability to cope with examinations.[12] Attrition rates among nursing students remain high, irrespective of attempts by institutions to provide strategies such as selection in line with quality of students, and implementing student mentoring and tutoring. The increased stress of nursing students is due to the simultaneous learning in both academic and clinical areas. keywords: academic; africa; ajhpe; cell; college; course; data; different; education; environment; factors; family; friends; generation; group; health; higher; home; illness; institutions; june; kwazulu; levels; mean; mechanisms; methods; n=246; natal; necessities; nurse; nursing; participants; poor; programme; questionnaire; questions; rate; research; respondents; results; school; social; south; stress; stressful; stressors; students; studies; study; success; support; table; technology; tertiary; time; university; use; vol; work; year cache: ajhpe-984.pdf plain text: ajhpe-984.txt item: #559 of 573 id: ajhpe-985 author: van Aswegen, R; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Ravgee, A; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Connellan, G; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Strydom, C; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Kuzhivelil, J T; School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Joubert, G; Department of Biostatistics, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Steinberg, W J; Department of Family Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Association between personality factors and consulting specialty of practice of doctors at an academic hospital in Bloemfontein, South Africa date: 2018-07-06 words: 4453 flesch: 49 summary: Overall, 58 consultants and senior registrars from the departments of Family Medicine, Paediatrics and Internal Medicine (response rate 71.6%) and 70 consult - ants and senior registrars from surgical specialties (response rate 60.3%) participated. Results. It showed that those interested in surgical specialties had higher than average scores for impulsive sensation-seeking and aggression- hostility factors, and lower scores in the neuroticism-anxiety scale. keywords: academic; activity; age; aggression; anxiety; bloemfontein; career; consulting; consulting group; data; different; doctors; factors; family; family medicine; fig; general; group; higher; highest; hospital; hostility; impulsive; individuals; internal; intolerance; isolation; lower; lowest; median; medical; medicine; neuroticism; overall; paediatrics; personalities; personality; practice; questionnaire; research; results; scores; seeking; sensation; sociability; south; specialists; specialties; specialty; students; study; subscale; surgical; surgical group; work; years; zkpq; zuckerman cache: ajhpe-985.pdf plain text: ajhpe-985.txt item: #560 of 573 id: ajhpe-986 author: Makkink, A; Department of Emergency Medical Care, Faculty of Health Sciences, University of Johannesburg, Doornfontein Campus, South Africa; Vincent-Lambert, C; Department of Emergency Medical Care, Faculty of Health Sciences, University of Johannesburg, Doornfontein Campus, South Africa title: AIMED AT ITCHEDD: A proof-of-concept study to evaluate a mnemonic-based approach to clinical reasoning in the emergency medical care educational setting date: 2018-07-06 words: 2196 flesch: 47 summary: Its length reflects the difference from simple process mnemonics, as it encompasses multiple components of the entire patient management process. AIMED AT ITCHEDD requires envisaging a chief complaint as an ‘itch’ that needs to be alleviated. keywords: analysis; appropriate; assessment; care; clinical; complaint; critical; data; decision­making; educators; emergency; health; information; intervention; itchedd; length; logical; management; medical; mnemonic; n=21; patient; potential; practice; process; processes; questions; reasoning; research; respondents; responses; students; study; thinking; time cache: ajhpe-986.pdf plain text: ajhpe-986.txt item: #561 of 573 id: ajhpe-987 author: Coetzee, L; Department of Optometry, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Kruger, S B; Division Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Optometry students’ attitudes towards research at undergraduate level date: 2018-07-06 words: 3486 flesch: 46 summary: Among the positive statement categories, the following emerged: benefits of research, research process, reflection, group work, gaining information, skills development, participants, supervision and emotion. Seymour E, Hunter AB, Laursen SL, DeAntoni T. Establishing the benefits of research experiences of undergraduates in the sciences: First findings in a three year study. keywords: administrative; ajhpe; aspects; attitude; benefits; categories; data; department; development; different; education; emotions; experiences; factors; final; free; group; guidelines; health; iii; important; information; june; knowledge; negative; ngt; nominal; optometry; participants; positive; process; project; questions; research; resources; skills; south; statements; step; students; study; supervision; table; technique; time; undergraduate; university; vol; work; year cache: ajhpe-987.pdf plain text: ajhpe-987.txt item: #562 of 573 id: ajhpe-988 author: Smith, P J W; Department of Clinical Surgery, College of Medicine and Veterinary Medicine, University of Edinburgh, UK; Garden, O J; Department of Clinical Surgery, College of Medicine and Veterinary Medicine, University of Edinburgh, UK; Wigmore, S J; Department of Clinical Surgery, College of Medicine and Veterinary Medicine, University of Edinburgh, UK; Borgstein, E; Department of Surgery, Queen Elizabeth Central Hospital, Blantyre, Malawi; Dewhurst, D; Learning Technology Section, College of Medicine and Veterinary Medicine, University of Edinburgh, UK title: The effectiveness of an online, distance-learning Master’s in Surgical Sciences programme in Malawi date: 2018-10-03 words: 5978 flesch: 45 summary: Students’ perspectives regarding the MSc were explored by questionnaires, and Malawian student performance was measured using a variety of metrics and compared with that of other students in their year. Methods To evaluate the perceived educational effectiveness of the online MSc for Malawian students, a web-based anonymous survey (Appendices*) was issued to current students and graduates of the programme (distributed by PJWS), as well as training programme supervisors working in teaching hospitals in Malawi (distributed by EB). keywords: 2010; academic; access; africa; ajhpe; assessment; boards; case; clinical; cohort; college; content; countries; country; course; current; development; discussion; edinburgh; education; effectiveness; feedback; fig; global; graduates; health; healthcare; international; internet; knowledge; learning; lmics; malawi; malawian; malawian students; master; mean; medicine; msc; msc programme; number; online; p<0.01; patient; peers; performance; pjws; positive; postgraduate; professional; programme; questions; research; respondents; responses; scenarios; scholarship; sciences; september; skills; students; study; supervisors; surgeons; surgery; surgical; surgical sciences; survey; teaching; test; time; trainees; training; tutors; university; virtual; vol; workforce; world; year cache: ajhpe-988.pdf plain text: ajhpe-988.txt item: #563 of 573 id: ajhpe-989 author: Mabizela, S E; Centre for Health Science Education, University of the Witwatersrand, Johannesburg, South Africa title: Peer helpers’ construction of their role in an open distance-learning institution date: 2018-10-03 words: 5327 flesch: 49 summary: Because of UNISA’s elasticity and institutional character, the UNISA Peer Help Volunteer Programme (UPHVP) was developed to expand the range of support to students, to render career- guidance services to schools and the surrounding communities and to create a conducive environment for peer helpers to generate personal and professional growth (Van Schoor and Mill – unpublished information, 1998). In brief, peer helpers are trained to expand the network of support for UNISA’s student population, to broaden the range of guidance services to the school and the community and to empower peer helpers to acquire valuable personal and employment skills and abilities (Van Schoor and Mill – unpublished information, 1998). keywords: ajhpe; application; aware; career; character; communities; community; constructions; counselling; critical; different; distance; educational; environment; experience; exposure; fellow; field; findings; guidance; health; helpers; helping; information; knowledge; learning; level; mill; need; open; opportunities; opportunity; participants; peer; peer helpers; personal; postgraduate; practical; practice; professional; programmes; psychological; psychology; range; research; role; school; self; sense; september; services; skills; south; students; study; support; theme; theoretical; training; undergraduate; unisa; university; unpublished; uphvp; van; vol cache: ajhpe-989.pdf plain text: ajhpe-989.txt item: #564 of 573 id: ajhpe-990 author: Moodley, I; Discipline of Dentistry, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa; Singh, S; Discipline of Dentistry, School of Health Sciences, University of KwaZulu-Natal, Durban, South Africa title: Exploring community-based training opportunities for dental therapy students in non-governmental and private sectors in KwaZulu-Natal Province, South Africa date: 2018-10-03 words: 6486 flesch: 48 summary: These community-driven healthcare projects, undertaken by the private sector and NGOs, can also serve as a platform for active student learning by providing opportunities for experiential learning for health professional students. Karim[8] noted positive clinical, behavioural and attitudinal outcomes when health professional students participated in such projects. keywords: africa; ajhpe; analysis; barriers; clinic; clinical; communities; community; current; data; delivery; dental; different; education; experiences; experiential; extractions; eye; good; health; healthcare; hospital; initiatives; interprofessional; interviews; kzn; learning; like; medical; mobile; need; ngos; non; opportunities; optometry; oral; organisations; participants; participation; patients; people; private; professional; programmes; projects; province; public; real; research; responses; responsibility; role; rural; school; sector; september; services; skills; social; south; students; study; support; system; table; therapy; tooth; training; transport; treatment; use; vol; work; world cache: ajhpe-990.pdf plain text: ajhpe-990.txt item: #565 of 573 id: ajhpe-991 author: Archer, E; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; Meyer, I; Centre for Health Professions Education, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa title: Interventions aimed towards the development of patient-centredness in undergraduate medical curricula: A scoping review date: 2018-10-03 words: 5235 flesch: 45 summary: International research over the last decade has shown that medical students tend to become more cynical and less patient-centred and empathetic towards patients during their training.[9-12] It is important to acknowledge that the development of patient-centredness in medical students is more than just a set of communication skills. keywords: acad; ajhpe; approach; archer; articles; aspects; attitudes; authors; care; caring; categories; centredness; clinical; communication; compassion; constructs; criteria; curriculum; decision; development; didactic; discussions; doctor; drama; educ; education; effective; empathy; experience; fig; group; health; https://doi; important; inclusion; interventions; knowledge; learning; literature; making; medical; medical students; medicine; methods; mindfulness; modelling; opportunities; patient; patientcentredness; peer; physicians; play; practice; professions; reflection; research; results; review; reviewers; role; self; simulated; situations; skills; small; storytelling; strategy; students; studies; study; surrogate; systematic; teaching; training; undergraduate; undergraduate medical; university; use; van; vol cache: ajhpe-991.pdf plain text: ajhpe-991.txt item: #566 of 573 id: ajhpe-992 author: Mophosho, M; Department of Speech Pathology and Audiology, Faculty of Humanities, University of the Witwatersrand, Johannesburg, South Africa title: Speech-language therapy consultation practices in multilingual and multicultural healthcare contexts: Current training in South Africa date: 2018-10-03 words: 2662 flesch: 38 summary: ’[3] However, numerous local studies have shown that despite this regulation, many SLTs employed in the public and private sectors still do not have culturally and contextually relevant intervention tools.[4-8] Some authors found that SLTs not competent in African languages assess non-English- speaking adults and children in English or Afrikaans. Fortunately, with increasing numbers of graduates who speak African languages, the majority of whom are trained by one institution, service delivery to the multilingual and multicultural population might be improved. keywords: africa; audiology; caregivers; challenges; children; clients; clinical; communication; context; cultural; culture; curricula; department; disord; diverse; diversity; health; healthcare; human; important; interpretation; interpreters; intervention; language; limited; linguistic; multicultural; multilingual; national; needs; patients; practice; professional; public; research; rights; service; slts; south; speech; therapists; training; understanding; work cache: ajhpe-992.pdf plain text: ajhpe-992.txt item: #567 of 573 id: ajhpe-993 author: Naude, J M; Department of Medicine, Faculty of Health Sciences, University of Cape Town, South Africa; Burch, V C; Department of Medicine, Faculty of Health Sciences, University of Cape Town, South Africa title: Checklist of cognitive contributions to diagnostic errors: A tool for clinician-educators date: 2018-10-03 words: 5143 flesch: 44 summary: September 2018, Vol. 10, No. 3 AJHPE 153 Research Up to 5 - 15% of clinical encounters lead to diagnostic errors, i.e. delayed, incorrect or missed diagnoses.[1] The mortality, morbidity and cost of these errors are considerable;[2-5] despite 40 years of technological advances they remain largely unchanged.[6] Strategies to address this major cause of patient harm must identify healthcare professionals at increased risk of making errors, characterise the errors they make and provide targeted, evidence- based intervention.[1] Taxonomies of the ‘root’ causes of diagnostic errors have been developed with a view to error reduction and remediation.[1,7,8] keywords: ajhpe; bedside; better; candidates; case; causes; ccdes; checklist; clinical; clinician; cognitive; common; contributions; data; diagnoses; diagnostic; diagnostic errors; difficulties; discipline; disease; document; educational; educators; encounters; errors; examination; examiners; failure; features; feedback; findings; gathering; guide; history; illness; intern; interpretation; key; knowledge; limited; med; medical; medicine; patient; physical; primary; proportion; reasoning; remediation; research; residents; september; skills; specialist; studies; study; survey; synthesis; table; teaching; trainees; training; unable; unsuccessful; use; vol cache: ajhpe-993.pdf plain text: ajhpe-993.txt item: #568 of 573 id: ajhpe-994 author: van der Bijl, P; Health and Medical Publishing group, Cape Town, South Africa title: Contents date: 2018-10-03 words: 454 flesch: 6 summary: Tel. 021 532 1281 Please submit letters and articles for publication online at www.ajhpe.org.za EDITORIAL BOARD EDITOR-IN-CHIEF Vanessa Burch University of Cape Town INTERNATIONAL ADVISORS Michelle McLean Bond University, QL, Australia Deborah Murdoch-Eaton Sheffield University, UK DEPUTY EDITORS Jose Frantz University of the Western Cape Jacqueline van Wyk University of KwaZulu-Natal ASSOCIATE EDITORS Francois Cilliers University of Cape Town Rhena Delport University of Pretoria Patricia McInerney University of the Witwatersrand Ntombifikile Mtshali University of KwaZulu-Natal Anthea Rhoda University of the Western Cape Michael Rowe University of the Western Cape Marietjie van Rooyen University of Pretoria Susan van Schalkwyk Stellenbosch University Elizabeth Wolvaardt University of Pretoria HMPG ACTING CEO Dr Manivasan Thandrayen EXECUTIVE EDITOR Bridget Farham MANAGING EDITORS Claudia Naidu Naadia van der Bergh TECHNICAL EDITORS Emma Buchanan Kirsten Morreira Paula van der Bijl PRODUCTION MANAGER Emma Jane Couzens SENIOR DESIGNER Clinton Griffin CHIEF OPERATING OFFICER Diane Smith I Tel. 012 Current training in South Africa M Mophosho RESEARCH 148 Interprofessional knowledge and perceptions of selected South African healthcare practitioners towards each other T J Ellapen, M Swanepoel, B T Qumbu, G L Strydom, Y Paul 153 Checklist of cognitive contributions to diagnostic errors: A tool for clinician-educators J M Naude, V C Burch 159 The effectiveness of an online, distance-learning Master’s in Surgical Sciences programme in Malawi P J W Smith, O J Garden, S J Wigmore, E Borgstein, D Dewhurst 166 Peer helpers’ construction of their role in an open distance-learning institution S E Mabizela 171 Interventions aimed towards the development of patient-centredness in undergraduate medical curricula: keywords: africa; cape; distance; editorial; editors; healthcare; medical; natal; online; pretoria; south; tel; therapy; time; training; university; van; western cache: ajhpe-994.pdf plain text: ajhpe-994.txt item: #569 of 573 id: ajhpe-995 author: Naidu, C; Health and Medical Publishing Group, Cape Town, South Africa title: CPD questionnaire date: 2018-10-03 words: 415 flesch: 42 summary: Perspectives of advanced life support paramedics on clinical simulation for summative assessment in South Africa: Is it time for change? 9. No fault, system, and personal are the three types of cognitive errors identified by Graber et al., mentioned in this study. keywords: africa; assessment; cognitive; cpd; errors; healthcare; online; simulation; south; study; training cache: ajhpe-995.pdf plain text: ajhpe-995.txt item: #570 of 573 id: ajhpe-996 author: Ntusi, N; Department of Medicine, Groote Schuur Hospital and Faculty of Health Sciences, University of Cape Town, South Africa title: Professor Bongani Mayosi: A legend in our time date: 2018-10-03 words: 1991 flesch: 55 summary: For him, that portfolio included research on the epidemiology and genetics of heart muscle disease; heart failure; pathophysiology, clinical outcomes and genetics of rheumatic heart disease; tuberculous infections of the heart; HIV infection as it involves the heart; rare genetic disorders among Africans; and strengthening of health systems in South Africa and on the African continent. He established an internationally renowned laboratory at UCT, which at the time of his death was leading unique studies of the genetics of rheumatic heart disease and congenital heart disease in Africa. keywords: absolute; academic; africa; africans; cape; cardiomyopathy; cardiovascular; clinical; continent; contributions; department; disease; faculty; genetics; gsh; health; heart; hospital; important; knowledge; love; mayosi; medical; medicine; national; pericarditis; prof; research; rheumatic; south; students; tuberculous; uct; university; work; world cache: ajhpe-996.pdf plain text: ajhpe-996.txt item: #571 of 573 id: ajhpe-997 author: Ellapen, T J; PhASRec, Faculty of Health Sciences, North-West University, Potchefstroom campus, South Africa; Swanepoel, M; PhASRec, Faculty of Health Sciences, North-West University, Potchefstroom campus, South Africa; Qumbu, B T; PhASRec, Faculty of Health Sciences, North-West University, Potchefstroom campus, South Africa; Strydom, G L; PhASRec, Faculty of Health Sciences, North-West University, Potchefstroom campus, South Africa; Paul, Y; Department of Sport, Rehabilitation and Dental Science, Faculty of Science, Tshwane University of Technology, South Africa title: Interprofessional knowledge and perceptions of selected South African healthcare practitioners towards each other date: 2018-10-03 words: 5365 flesch: 46 summary: There is literature- based evidence that interprofessional healthcare collaboration provides the best level of healthcare, which should encourage SA healthcare practitioners to put aside their differences to collaboratively strive for improvement of healthcare.[13,14] It is recommended that the HPCSA – the national statu- tory body for healthcare – institute quarterly roadshows and workshops to encourage interprofessional healthcare collaboration among all healthcare professions and practitioners. The initial findings identified the visible paucity of literature-based evidence regarding interprofessional SoP knowledge, perceptions and collaboration among SA healthcare practitioners, which warrants further research. keywords: afr; africa; ap y; appraisal; articles; biokineticists; black; chiropractic; chiropractors; collaboration; criteria; dieticians; doctors; downs; durban; education; evidence; healthcare; hearing; ic al; individual; individualism; international; interprofessional; interprofessional collaboration; knowledge; literature; medical; modified; multidisciplinary; n=1; naidoo; non; nurses; nursing; occupational; patient; perceptions; physiotherapists; physiotherapy; practitioners; professions; quality; randomised; records; rehabilitation; research; review; rowe; science; social; sop; south; speech; students; studies; study; systematic; table; team; therapists; therapy; university; van; vol cache: ajhpe-997.pdf plain text: ajhpe-997.txt item: #572 of 573 id: ajhpe-998 author: Campbell, R G; Division of Health Sciences Education, Office of the Dean: Health Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Labuschagne, M J; Clinical Simulation and Skills Unit, Support School of Medicine, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa; Bezuidenhout, J; Division of Health Sciences Education, Office of the Dean: Health Sciences, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa title: Perspectives of advanced life support paramedics on clinical simulation for summative assessment in South Africa: Is it time for change? date: 2018-10-03 words: 5680 flesch: 34 summary: Student success in simulation assessment may result from students adapting to this artificial context by developing skills to cope with stress and navigate fictional aspects of the simulation event. The PBEC advocates integrated clinical simulation, using a full-body mannequin, as a summative assessment instrument for all registered emergency care qualifications.[1] keywords: africa; als; analysis; applied; assessment; authentic; care; case; clinical; clinical practice; clinical simulation; competence; conditions; context; criteria; critical; design; education; elements; emc; emergencies; emergency; emergency care; experience; factors; focus; group; guidelines; health; instrument; integrated; interviews; learning; life; medical; paramedic; participants; patient; pbec; performance; perspectives; practice; professional; programmes; qualifications; qualitative; range; real; reality; representation; research; responses; results; saqa; simulation; south; student; study; summative; summative assessment; support; table; technology; time; training; university; use; validity cache: ajhpe-998.pdf plain text: ajhpe-998.txt item: #573 of 573 id: ajhpe-999 author: Fani, Gertrude; HMPG title: Cover date: 2018-10-04 words: 40 flesch: 45 summary: Scholarship of Africa for Africa June 2017, Vol. 9 No. 2 ISSN 2078 - 5127 African Journal of Health Professions Education Scholarship of Africa for Africa September 2018, Vol. 10, No. 3 ISSN 2078 - 5127 African Journal of Health Professions Education keywords: africa cache: ajhpe-999.pdf plain text: ajhpe-999.txt