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

          June 2017, Vol. 9, 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: MDB015/170/02/2017 (Clinical)

CPD questionnaire

June 2017

True (A) or false (B):

Use of role-play and community engagement to teach parasitic diseases
1.  Role-play, when combined with community engagement, can greatly 

enhance empathy in issues and challenges relating to the community. 
2.  There was no significant difference in mean test scores before and after 

the role-play intervention. 

‘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
3.  Reflective portfolios in physiotherapy have been used to a large extent in 

undergraduate training.
4.  The results of this study revealed that student entries demonstrated a low 

level of reflection, with very few students showing insight, self-awareness 
and recognition of own and others’ limitations. 

The health system benefits of attending an HIV/AIDS conference 
5.  Based on the respondent data collected 5 months after the conference, 

the scholarship programme appears to have made no contribution to the 
strengthening of health systems. 

6.  The three most cited reasons for attending the conference were practical 
(receiving a scholarship) or educational (acceptance of abstract and wanting 
to learn more about TB/HIV/AIDS/STIs). 

A learning development module to support academically unsuccessful 
1st-year medical students
7.  Research has shown that student success is ‘a complex phenomenon 

with many influencing factors’, which include cognitive, motivational, 
dispositional, sociocultural and economic variables. 

8.  Feedback by students of a large-scale study conducted in the USA showed 
that students regarded ‘being directed’ as less important than working 
towards a goal. 

9.  The following factors were said to play a role in students regaining their 
confidence after a failure in their first semester: (i) the small-group 
approach with supportive facilitators; (ii) interaction with peers; (iii) class 
discussions; and (iv) oral presentations within the small-group setting. 

Depression, anxiety, stress and substance use in medical students in a 
5-year curriculum
10.  Research has shown that medical school students are no more prone to 

depression, anxiety and stress than students in other faculties/departments. 
11.  There is a concerning association between stress and anxiety and 

substance abuse by medical students. 
12.  Rates of depression, anxiety and stress were found to be higher in the 

semester 5 students than their semester 3 counterparts. 

Developing capability through peer-assisted learning activities among 
4th-year medical students and community health workers in community 
settings
13.  The Longitudinal Community Attachment programme for Students 

(L-CAS) is an activity by means of which each student is exposed to 
primary healthcare learning and practice in communities. 

14.  Peer-assisted learning is known to contribute to a number of essential 
competencies, including communication, learning transfer, teamwork, 
self-confidence, and reciprocal and effective practice. 

15.  There is very little literature on capability as an approach to human 
economic and social development, including education. 

Reflective portfolios support learning, personal growth and competency 
achievement in postgraduate public health education
16.  According to the authors, portfolios are an under-utilised assessment 

and self-development tool in postgraduate training. 
17.  The authors report that there is strong evidence as to whether portfolios 

aid or hinder reflection in postgraduate education. 
18.  As this qualitative study is based on narratives reported in portfolios, it 

limits the generalisability of the results. 

Dental undergraduate students’ knowledge, attitudes and practices in 
oral health self-care: A survey from a South African university 
19.  At the institution where this study was based, 2nd-year students are less 

involved in preventive care than those in their 3rd year. 
20.  The implications of the findings in this study suggest that students need 

sustained exposure to preventive care in their undergraduate training to 
maximise greater awareness of positive self-care practices.