A maximum of 3 CEUs will be awarded per correctly completed test.

          June 2020, Vol. 12, No. 2  AJHPE

The CPD programme for AJHPE is administered by Medical Practice Consulting.
CPD questionnaires must be completed online at www.mpconsulting.co.za

After submission you can check the answers  and print your certificate.
Questions may be answered up to 6 months after publication of each issue.

Accreditation number: MDB015/006/01/2020 (Clinical)

CPD questionnaire

June 2020

Postgraduate medical specialty training for Botswana: A successful 
innovative partnership with South Africa
1.   The following challenges were encountered in the first years of speciality 

training:
A. One of the postgraduate programmes collapsed. 
B.  University of Botswana MMed students had left most of the training 

programmes. 
C. Most programmes decided to decrease or not have yearly intakes. 
D.  Medical registration with the Health Professions Council of South Africa 

(HPCSA) was lengthier than expected. 

Content analysis of the South African MMed mini-dissertation
2.  Which of the following statements are true:
A. The vast majority of studies were qualitative. 
B.  Non-compliant and unconfirmed ethical clearance declined dramatically 

from pre-2011 to 2011 - 2014. 
C. The majority of MMed dissertations were in monograph format. 
D.  More than half of the quantitative studies used statistics to compare 

variables or test hypotheses. 

Burnout and associated factors in undergraduate medical students at a 
South African university
3.   Between 15% and 20% of physicians experience mental health problems 

in their working lifetime. True or false? 

Enhancement of plastic surgery training by including simulation in 
education and training programmes
4.   The American College of Surgeons introduces simulation in training and 

education for general surgery in three phases:
A.  Phase 1 – skills, phase 2 – procedures, phase 3 – competencies in teamwork. 
B.  Phase 1 – procedures, phase 2 – skills, phase 3 – competencies in teamwork.
C.  Phase 1 – competencies in teamwork, phase 2 – skills, phase 3 – procedures.
D.  Phase 1 – competencies in teamwork, phase 2 – procedures, phase 3 – skills.

Simulation as an educational strategy to deliver interprofessional 
education
5.   Scott et al. identified clinical outcomes for the interprofessional team, as 

well as competencies, such as:
A. Communication, teamwork and professionalism. 
B. Communication, professionalism and collaboration.
C. Communication, teamwork and leadership.
D. Teamwork, leadership and professionalism. 

The benefits of experiential learning during a service-learning engagement in 
child psychiatric nursing education 
6.  Which of the following statements related to developing students’ 

reflective skills are true:
A.  Critical reflection deepens students’ understanding of their professional 

roles in the community. 
B.  Reflective writing is fundamental to improving critical thinking skills 

of students. 
C.  Experiential learning raises the awareness of students’ level of their own 

competencies. 
D.  Experiential learning allows them to move beyond the surface of 

learning or observing, and engage with the content on a higher level. 

Readiness of allied health students towards interprofessional education 
at a university in Ghana
7.   The results of this study showed that:
A. There is a significant difference between readiness and programme of study. 
B.  Students generally value sharing of experiences with other healthcare 

disciplines. 
C. There is a relatively high level of readiness towards interprofessional   education. 
D. Students struggled with understanding their roles within the team.