Pub Date : 2021-07-21DOI: 10.7196/ajhpe.2021.v13i2.1257
Ronel D Maart, R. Adam, J. Frantz
Background. In response to the adoption of the African Medical Education Directives for Specialists (AfriMEDS) competency framework by the Health Professions Council of South Africa, all dental schools in the country were required to incorporate and implement the core competencies described in AfriMEDS in the undergraduate curricula. Objectives. 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. All the module descriptors ( n =59) from the first to fifth year of study were included, and outcomes were mapped against the AfriMEDS competency framework. The presence of AfriMEDS core competencies (healthcare practitioner, communicator, collaborator, health advocate, leader and manager, scholar, professional) were located (if present) within the module learning outcomes. AfriMEDS core competencies were quantified and illustrated in the form of a curriculum map. Results. Healthcare practitioner, health advocate and communicator were present across all 5 years of the undergraduate dental curriculum, while healthcare practitioner was present in 46 modules, health advocate in 8 modules and communicator in 13 modules. Competencies related to collaborator were present in the first, third and fifth year in 7 modules. Leader and manager competencies were present in the fifth year in 1 module. Professional competencies were present in the second and fifth year in 3 modules. Competencies related to scholar were present in the first, third, fourth and fifth year in 8 modules. Conclusions. From the results, it was highlighted that all AfriMEDS competencies were present in the University of the Western Cape (UWC) dental programme. Curriculum mapping identified gaps in or areas of development for the AfriMEDS competencies in the UWC dental curriculum. Curriculum mapping can be recommended as a valuable tool for curriculum development.
{"title":"Curriculum mapping: A tool to align competencies in a dental curriculum","authors":"Ronel D Maart, R. Adam, J. Frantz","doi":"10.7196/ajhpe.2021.v13i2.1257","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i2.1257","url":null,"abstract":"Background. In response to the adoption of the African Medical Education Directives for Specialists (AfriMEDS) competency framework by the Health Professions Council of South Africa, all dental schools in the country were required to incorporate and implement the core competencies described in AfriMEDS in the undergraduate curricula. Objectives. 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. All the module descriptors ( n =59) from the first to fifth year of study were included, and outcomes were mapped against the AfriMEDS competency framework. The presence of AfriMEDS core competencies (healthcare practitioner, communicator, collaborator, health advocate, leader and manager, scholar, professional) were located (if present) within the module learning outcomes. AfriMEDS core competencies were quantified and illustrated in the form of a curriculum map. Results. Healthcare practitioner, health advocate and communicator were present across all 5 years of the undergraduate dental curriculum, while healthcare practitioner was present in 46 modules, health advocate in 8 modules and communicator in 13 modules. Competencies related to collaborator were present in the first, third and fifth year in 7 modules. Leader and manager competencies were present in the fifth year in 1 module. Professional competencies were present in the second and fifth year in 3 modules. Competencies related to scholar were present in the first, third, fourth and fifth year in 8 modules. Conclusions. From the results, it was highlighted that all AfriMEDS competencies were present in the University of the Western Cape (UWC) dental programme. Curriculum mapping identified gaps in or areas of development for the AfriMEDS competencies in the UWC dental curriculum. Curriculum mapping can be recommended as a valuable tool for curriculum development.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49242505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.7196/ajhpe.2021.v13i2.1247
S. Adam, I. Lubbe, M. V. Rooyen
Background. Medical education empowers students to transform theoretical knowledge into practice. Assessment of knowledge, skills and attitudes determines students’ competency to practice. Assessment methods have been adapted, but not evaluated, to accommodate educational challenges. Objectives. To evaluate whether assessment criteria align with obstetrics learning outcomes. Methods. We conducted a collaborative action research study, in which we reviewed and analysed learning outcomes and assessments according to Bigg’s model of constructive alignment. Data were analysed as per levels of Bloom’s taxonomy. Results. Final-year students have two 3-week modules in obstetrics, with 75% overlap in learning outcomes and assessments. Ninety-five percent of learning outcomes were poorly defined, and 11 - 22% were inappropriately assessed. Summative assessments were comprehensive, but continuous assessments were rudimentary without clear educational benefit. There is a deficiency in assessment of clinical skills and competencies, as assessments have been adapted to accommodate patient confidentiality and increasing student numbers. The lack of good assessment practice compromises the validity of assessments, resulting in assessments that do not focus on higher levels of thinking. Conclusion. There was poor alignment between assessment and outcomes. Combining the obstetrics modules, and reviewing learning outcomes and assessments as a single entity, will improve the authenticity of assessments.
{"title":"Do we assess what we set out to teach in obstetrics: An action research study","authors":"S. Adam, I. Lubbe, M. V. Rooyen","doi":"10.7196/ajhpe.2021.v13i2.1247","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i2.1247","url":null,"abstract":"Background. Medical education empowers students to transform theoretical knowledge into practice. Assessment of knowledge, skills and attitudes determines students’ competency to practice. Assessment methods have been adapted, but not evaluated, to accommodate educational challenges. Objectives. To evaluate whether assessment criteria align with obstetrics learning outcomes. Methods. We conducted a collaborative action research study, in which we reviewed and analysed learning outcomes and assessments according to Bigg’s model of constructive alignment. Data were analysed as per levels of Bloom’s taxonomy. Results. Final-year students have two 3-week modules in obstetrics, with 75% overlap in learning outcomes and assessments. Ninety-five percent of learning outcomes were poorly defined, and 11 - 22% were inappropriately assessed. Summative assessments were comprehensive, but continuous assessments were rudimentary without clear educational benefit. There is a deficiency in assessment of clinical skills and competencies, as assessments have been adapted to accommodate patient confidentiality and increasing student numbers. The lack of good assessment practice compromises the validity of assessments, resulting in assessments that do not focus on higher levels of thinking. Conclusion. There was poor alignment between assessment and outcomes. Combining the obstetrics modules, and reviewing learning outcomes and assessments as a single entity, will improve the authenticity of assessments.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43392146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.7196/ajhpe.2021.v13i2.1563
P. Van der Bijl
{"title":"Contents","authors":"P. Van der Bijl","doi":"10.7196/ajhpe.2021.v13i2.1563","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i2.1563","url":null,"abstract":"","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47499260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.7196/ajhpe.2021.v13i2.878
M. Eksteen, G. Reitsma, E. Fourie
Background. The benefit of deep learning compared with surface learning is the ability to retrieve, apply and integrate previously learnt knowledge rather than simply memorising course content most likely to be evaluated during assessments. Team-based learning (TBL) is an educational strategy that echoes the purpose of deeper learning. Objectives. To identify whether TBL as a teaching strategy increases pharmacy students’ understanding of theoretical work. Method. Fourth-year pharmacy students completed a questionnaire consisting of biographical data (gender, age and ethnicity) and 16 questions on their understanding of course content. A total of 183 students (91.5%) participated after giving informed consent that their data may be included in the study. Results. The results indicated that, due to the implementation of TBL in the course, students perceived that they learnt more and made more effort, experienced increased understanding of content, perceived higher knowledge retention, performed better during assessments in the module where TBL was implemented and felt that course outcomes were achieved more easily. Conclusion. TBL as a teaching strategy could potentially promote deeper learning of course content.
{"title":"Promoting deeper learning in pharmacy education using team-based learning","authors":"M. Eksteen, G. Reitsma, E. Fourie","doi":"10.7196/ajhpe.2021.v13i2.878","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i2.878","url":null,"abstract":"Background. The benefit of deep learning compared with surface learning is the ability to retrieve, apply and integrate previously learnt knowledge rather than simply memorising course content most likely to be evaluated during assessments. Team-based learning (TBL) is an educational strategy that echoes the purpose of deeper learning. Objectives. To identify whether TBL as a teaching strategy increases pharmacy students’ understanding of theoretical work. Method. Fourth-year pharmacy students completed a questionnaire consisting of biographical data (gender, age and ethnicity) and 16 questions on their understanding of course content. A total of 183 students (91.5%) participated after giving informed consent that their data may be included in the study. Results. The results indicated that, due to the implementation of TBL in the course, students perceived that they learnt more and made more effort, experienced increased understanding of content, perceived higher knowledge retention, performed better during assessments in the module where TBL was implemented and felt that course outcomes were achieved more easily. Conclusion. TBL as a teaching strategy could potentially promote deeper learning of course content.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47091307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.7196/ajhpe.2021.v13i2.1268
R. Krause, J. Parkes, N. Hartman, David Anderson, L. Gwyther
Background. Following a World Health Assembly call in 2014 to strengthen palliative care, the South African (SA) Department of Health approved this strategy as part of the SA National Policy Framework and Strategy on Palliative Care. In 2016, the University of Cape Town, together with the College of Radiation Oncology of SA, identified the need to integrate palliative care (PC) into the oncology curriculum. In collaboration with the Cancer Association of SA, a research project was developed to introduce a 12-module curriculum at five teaching hospitals. The aim of this research was to evaluate the impact of a 1-year PC course within the training programme for specialist oncologists in SA. Objective. To determine the reaction of oncology registrars and their supervisors to the course to determine changes in knowledge and skills, and to determine the application in oncology practice. Methods. This study was a mixed-method prospective evaluation of an educational intervention. The educational programme used a blended learning method to train and support registrars ( n =32) and facilitators ( n =5) across five universities from August 2017 to September 2018. Evaluation feedback was electronically collected to determine the registrars’ reactions to the course materials. Pre and post multiple-choice questions (MCQs) were used to review their knowledge. Focus group discussions (FGDs) were used to explore reactions, change in knowledge and skills and how registrars integrated PC into their daily work. Results. There was an overwhelmingly positive reaction to the PC course by the oncology registrars and their supervisors. The training was found to be feasible, and the topics addressed appropriate. Concerns previously raised by the College of Radiation Oncology of SA regarding the feasibility and appropriateness of the course and material were found to be unsubstantiated. The poor MCQ results can be ascribed to poor sequencing of the execution of the question. However, the MCQs in modules 7 and 8 (symptom management) demonstrated the most significant change in knowledge and skills (symptom management). The FGDs demonstrated a perceived change in knowledge and skills, especially for communication skills and pain and symptom management. The FGDs also indicated that the registrars’ approach to PC changed in that they were able to integrate the principles of PC into practice, and now saw PC as an essential component of oncology. Lastly, registrars and their supervisors felt that the course addressed topics that formed part of their daily clinical work. Conclusion. This research supports the view that PC training is an essential component of oncology training in the SA setting. PC forms part of the daily practice of oncologists, and a structured curriculum prepares clinicians to be able to integrate evidence-based PC into the practice of oncology if they receive appropriate training. Supervisors of the oncology training programme and registrars are confident th
{"title":"Evaluating palliative care training in the oncology registrar programme in South Africa","authors":"R. Krause, J. Parkes, N. Hartman, David Anderson, L. Gwyther","doi":"10.7196/ajhpe.2021.v13i2.1268","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i2.1268","url":null,"abstract":"Background. Following a World Health Assembly call in 2014 to strengthen palliative care, the South African (SA) Department of Health approved this strategy as part of the SA National Policy Framework and Strategy on Palliative Care. In 2016, the University of Cape Town, together with the College of Radiation Oncology of SA, identified the need to integrate palliative care (PC) into the oncology curriculum. In collaboration with the Cancer Association of SA, a research project was developed to introduce a 12-module curriculum at five teaching hospitals. The aim of this research was to evaluate the impact of a 1-year PC course within the training programme for specialist oncologists in SA. Objective. To determine the reaction of oncology registrars and their supervisors to the course to determine changes in knowledge and skills, and to determine the application in oncology practice. Methods. This study was a mixed-method prospective evaluation of an educational intervention. The educational programme used a blended learning method to train and support registrars ( n =32) and facilitators ( n =5) across five universities from August 2017 to September 2018. Evaluation feedback was electronically collected to determine the registrars’ reactions to the course materials. Pre and post multiple-choice questions (MCQs) were used to review their knowledge. Focus group discussions (FGDs) were used to explore reactions, change in knowledge and skills and how registrars integrated PC into their daily work. Results. There was an overwhelmingly positive reaction to the PC course by the oncology registrars and their supervisors. The training was found to be feasible, and the topics addressed appropriate. Concerns previously raised by the College of Radiation Oncology of SA regarding the feasibility and appropriateness of the course and material were found to be unsubstantiated. The poor MCQ results can be ascribed to poor sequencing of the execution of the question. However, the MCQs in modules 7 and 8 (symptom management) demonstrated the most significant change in knowledge and skills (symptom management). The FGDs demonstrated a perceived change in knowledge and skills, especially for communication skills and pain and symptom management. The FGDs also indicated that the registrars’ approach to PC changed in that they were able to integrate the principles of PC into practice, and now saw PC as an essential component of oncology. Lastly, registrars and their supervisors felt that the course addressed topics that formed part of their daily clinical work. Conclusion. This research supports the view that PC training is an essential component of oncology training in the SA setting. PC forms part of the daily practice of oncologists, and a structured curriculum prepares clinicians to be able to integrate evidence-based PC into the practice of oncology if they receive appropriate training. Supervisors of the oncology training programme and registrars are confident th","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41782902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.7196/ajhpe.2021.v13i2.1354
T. Mthembu, A. Rhoda
Background. A case study is a teaching strategy that is used in other professions, such as nursing and medicine; however, there are no studies that focus on the experiences of occupational therapy (OT) students regarding the use of a case study to learn about spirituality. Objectives. To explore undergraduate OT students’ experiences of using a case study as a teaching strategy to learn about spirituality. Methods. Exploratory-descriptive qualitative research was conducted, using purposive sampling to select and recruit second-year OT students ( N =25) who consented to participate in the study. Transcribed data from three focus group discussions were thematically analysed through a credible process. Results. Two major themes were identified. Theme 1, the importance of a case study as a teaching method, deals with students’ learning experiences of using a case study. Theme 2, skills learnt through a case study, highlights profession-specific and academic skills that students managed to acquire and apply by using a case study as a learning strategy. Conclusion. This study provided insight into the OT students’ experiences of using a case study. The findings are consistent with previous research that focuses on the use of a case study as a teaching strategy, which enabled students to apply their knowledge in a real-life situation by recognising and solving problems through engaging in critical reflection and using various skills. This work contributes to existing knowledge of health sciences education by providing teaching and learning strategies that educators may use to facilitate students’ engagement in collaborative learning.
{"title":"Exploring experiences of using a case study as a teaching strategy to learn about spirituality in occupational therapy education","authors":"T. Mthembu, A. Rhoda","doi":"10.7196/ajhpe.2021.v13i2.1354","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i2.1354","url":null,"abstract":"Background. A case study is a teaching strategy that is used in other professions, such as nursing and medicine; however, there are no studies that focus on the experiences of occupational therapy (OT) students regarding the use of a case study to learn about spirituality. Objectives. To explore undergraduate OT students’ experiences of using a case study as a teaching strategy to learn about spirituality. Methods. Exploratory-descriptive qualitative research was conducted, using purposive sampling to select and recruit second-year OT students ( N =25) who consented to participate in the study. Transcribed data from three focus group discussions were thematically analysed through a credible process. Results. Two major themes were identified. Theme 1, the importance of a case study as a teaching method, deals with students’ learning experiences of using a case study. Theme 2, skills learnt through a case study, highlights profession-specific and academic skills that students managed to acquire and apply by using a case study as a learning strategy. Conclusion. This study provided insight into the OT students’ experiences of using a case study. The findings are consistent with previous research that focuses on the use of a case study as a teaching strategy, which enabled students to apply their knowledge in a real-life situation by recognising and solving problems through engaging in critical reflection and using various skills. This work contributes to existing knowledge of health sciences education by providing teaching and learning strategies that educators may use to facilitate students’ engagement in collaborative learning.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45817641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.7196/ajhpe.2021.v13i2.1267
C. Theron, T. V. Zyl, A. Joubert, B. Kleynhans, P. V. D. Walt, M. Hattingh, G. Joubert
Background. Sleep deprivation is a problem for medical students and practitioners due to long and late working hours, which may result in a decline in their performance in practising medicine. Objectives. To investigate whether educational practices require altering with regard to the time at which simulation classes are presented, or identify any other possible suggestions for improving the preparation of students for shift work in their profession as medical doctors as a potential solution to reduce sleep-deprivation-related adverse outcomes. Methods. In this quantitative cross-sectional study, an anonymous questionnaire was distributed to 111 fourth-year and 141 fifth-year medical students at the Faculty of Health Sciences, University of the Free State (UFS), Bloemfontein, South Africa, during the second half of 2018. The researchers interpreted the responses and the Department of Biostatistics, UFS, analysed the data. Results. The majority of the fourth-year (88.6%) and fifth-year (90.4%) student groups responded that late-night simulation classes between 01h00 and 04h00 would not be beneficial to their preparation for shift work. The motivation for negative responses was that it might worsen sleep deprivation due to time constraints in an already demanding course. The fourth-year (61.4%) and fifth-year (80.5%) student groups did not regard simulation as realistic and felt that late-night simulation training sessions would not prepare them better for future shift work. However, both groups believed ‘practice makes perfect’ and, as such, their confidence with procedures would improve as they practise more during simulation. Conclusion. The majority of students were negative towards the idea of late-night simulation classes, because of the effect it would have on their already full programme. Students are familiar with the effects of sleep deprivation and felt that late-night simulation classes would add pressure to their busy lives and worsen their sleep deprivation. Further investigation and practical testing would be required to conclude the impact of late-night simulation classes in preparation for shift work of medical doctors and the resultant effect on clinical performance.
{"title":"Late-night simulation: Opinions of fourth- and fifth-year medical students at the University of the Free State, Bloemfontein, South Africa","authors":"C. Theron, T. V. Zyl, A. Joubert, B. Kleynhans, P. V. D. Walt, M. Hattingh, G. Joubert","doi":"10.7196/ajhpe.2021.v13i2.1267","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i2.1267","url":null,"abstract":"Background. Sleep deprivation is a problem for medical students and practitioners due to long and late working hours, which may result in a decline in their performance in practising medicine. Objectives. To investigate whether educational practices require altering with regard to the time at which simulation classes are presented, or identify any other possible suggestions for improving the preparation of students for shift work in their profession as medical doctors as a potential solution to reduce sleep-deprivation-related adverse outcomes. Methods. In this quantitative cross-sectional study, an anonymous questionnaire was distributed to 111 fourth-year and 141 fifth-year medical students at the Faculty of Health Sciences, University of the Free State (UFS), Bloemfontein, South Africa, during the second half of 2018. The researchers interpreted the responses and the Department of Biostatistics, UFS, analysed the data. Results. The majority of the fourth-year (88.6%) and fifth-year (90.4%) student groups responded that late-night simulation classes between 01h00 and 04h00 would not be beneficial to their preparation for shift work. The motivation for negative responses was that it might worsen sleep deprivation due to time constraints in an already demanding course. The fourth-year (61.4%) and fifth-year (80.5%) student groups did not regard simulation as realistic and felt that late-night simulation training sessions would not prepare them better for future shift work. However, both groups believed ‘practice makes perfect’ and, as such, their confidence with procedures would improve as they practise more during simulation. Conclusion. The majority of students were negative towards the idea of late-night simulation classes, because of the effect it would have on their already full programme. Students are familiar with the effects of sleep deprivation and felt that late-night simulation classes would add pressure to their busy lives and worsen their sleep deprivation. Further investigation and practical testing would be required to conclude the impact of late-night simulation classes in preparation for shift work of medical doctors and the resultant effect on clinical performance.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45455211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.7196/ajhpe.2021.v13i2.1332
A. Dreyer, M. Mlambo, N. Mapukata
Background. Reflection and reflective practice are identified as a core competency for graduates in health professions education. Students are expected to be in a position to process experiences in a variety of ways through reflective learning. In doing so, they can explore the understanding of their actions and experiences, and the impact of these on themselves and others. Objectives. To draw on 5-weekly reflections by final-year medical students during the integrated primary care block placement. These reflections explore the learning that occurred during the rotation and the change in experiences during this period, and illustrate the use of reflection as a tool to support the development of professional practice. Methods. This descriptive qualitative study analysed students’ 55-word reflective stories during a 6-week preceptorship in either a rural or urban primary healthcare centre. The writing technique of short 55-word reflective stories was used to record student experiences. Inductive thematic analysis was conducted using MAXQDA software. This involved identifying the most commonly used words for each week through a word cloud, highlighting each week’s most notable focus for learning to generate themes and sub-themes. Results. Analysis of 127 logbook entries generated 464 stories on a range of experiences that had a significant impact on learning. Students’ reflections in the first 2 weeks were linked to personal experiences and views about the block. In subsequent weeks, reflections focused on the individual responses of students to the learning experiences regarding the curriculum, patient care, ethics, professionalism and the health system. Conclusions. The reflections highlighted the key learning experiences of the medical students and illustrated how meaning is constructed from these experiences. The 55-word stories as a reflection tool have potential to support reflection for students, and provide valuable insight into medical students’ learning journey during their clinical training.
{"title":"Medical students using the technique of 55-word stories to reflect on a 6-week rotation during the integrated primary care block","authors":"A. Dreyer, M. Mlambo, N. Mapukata","doi":"10.7196/ajhpe.2021.v13i2.1332","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i2.1332","url":null,"abstract":"Background. Reflection and reflective practice are identified as a core competency for graduates in health professions education. Students are expected to be in a position to process experiences in a variety of ways through reflective learning. In doing so, they can explore the understanding of their actions and experiences, and the impact of these on themselves and others. Objectives. To draw on 5-weekly reflections by final-year medical students during the integrated primary care block placement. These reflections explore the learning that occurred during the rotation and the change in experiences during this period, and illustrate the use of reflection as a tool to support the development of professional practice. Methods. This descriptive qualitative study analysed students’ 55-word reflective stories during a 6-week preceptorship in either a rural or urban primary healthcare centre. The writing technique of short 55-word reflective stories was used to record student experiences. Inductive thematic analysis was conducted using MAXQDA software. This involved identifying the most commonly used words for each week through a word cloud, highlighting each week’s most notable focus for learning to generate themes and sub-themes. Results. Analysis of 127 logbook entries generated 464 stories on a range of experiences that had a significant impact on learning. Students’ reflections in the first 2 weeks were linked to personal experiences and views about the block. In subsequent weeks, reflections focused on the individual responses of students to the learning experiences regarding the curriculum, patient care, ethics, professionalism and the health system. Conclusions. The reflections highlighted the key learning experiences of the medical students and illustrated how meaning is constructed from these experiences. The 55-word stories as a reflection tool have potential to support reflection for students, and provide valuable insight into medical students’ learning journey during their clinical training.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45132476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.7196/ajhpe.2021.v13i2.1300
M. Engelbrecht, M. Wilke
Background. Nursing students face dual stress from a combination of academic and clinical demands, which may affect their emotional wellbeing. Poor emotional wellbeing may prevent them from gaining the necessary knowledge and skills to care for patients. Objectives. To describe and compare levels of emotional exhaustion, personal accomplishment, compassion satisfaction, compassion fatigue and perceived stress of undergraduate and postgraduate nursing students, and to determine the influence of compassion fatigue, perceived stress and disengaged coping on emotional exhaustion. Methods. This study was a cross-sectional descriptive survey at a purposively selected South African university. There were 685 students, of whom 471 (68.8%) completed the questionnaire, which comprised a biographical section, as well as standardised and validated scales. Results. The respondents obtained a moderate score for perceived stress and were at average risk for emotional exhaustion and compassion fatigue. There were statistically significant differences between undergraduates and postgraduates on all scales, with undergraduates faring the worst. Stress from assignments and workload, lack of professional knowledge and skills, teachers and nursing staff and compassion fatigue made a statistically significant contribution to the prediction of emotional exhaustion in undergraduates. Compassion fatigue and stress from assignments and workload made a statistically significant contribution to the prediction of emotional exhaustion in postgraduates. Conclusion. Nursing students had moderate stress scores and were at average risk for emotional exhaustion and compassion fatigue, with undergraduate students faring the worst. Schools of nursing should prioritise the emotional wellbeing of their students, particularly that of undergraduates.
{"title":"Factors associated with emotional exhaustion in undergraduate and postgraduate nursing students","authors":"M. Engelbrecht, M. Wilke","doi":"10.7196/ajhpe.2021.v13i2.1300","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i2.1300","url":null,"abstract":"Background. Nursing students face dual stress from a combination of academic and clinical demands, which may affect their emotional wellbeing. Poor emotional wellbeing may prevent them from gaining the necessary knowledge and skills to care for patients. Objectives. To describe and compare levels of emotional exhaustion, personal accomplishment, compassion satisfaction, compassion fatigue and perceived stress of undergraduate and postgraduate nursing students, and to determine the influence of compassion fatigue, perceived stress and disengaged coping on emotional exhaustion. Methods. This study was a cross-sectional descriptive survey at a purposively selected South African university. There were 685 students, of whom 471 (68.8%) completed the questionnaire, which comprised a biographical section, as well as standardised and validated scales. Results. The respondents obtained a moderate score for perceived stress and were at average risk for emotional exhaustion and compassion fatigue. There were statistically significant differences between undergraduates and postgraduates on all scales, with undergraduates faring the worst. Stress from assignments and workload, lack of professional knowledge and skills, teachers and nursing staff and compassion fatigue made a statistically significant contribution to the prediction of emotional exhaustion in undergraduates. Compassion fatigue and stress from assignments and workload made a statistically significant contribution to the prediction of emotional exhaustion in postgraduates. Conclusion. Nursing students had moderate stress scores and were at average risk for emotional exhaustion and compassion fatigue, with undergraduate students faring the worst. Schools of nursing should prioritise the emotional wellbeing of their students, particularly that of undergraduates.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47438844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-21DOI: 10.7196/ajhpe.2021.v13i2.1191
M. Kagawa, S. Kiguli, W. J. Steinberg, M. Jama
Background. One of the most effective ways of translating medical theory into clinical practice is through workplace learning, because practice is learnt by practising. Undergraduate medical students at Makerere University College of Health Sciences, Kampala, Uganda, have workplace rotations at Mulago National Referral and Teaching Hospital (MNRTH), Kampala, for the purpose of learning clinical medicine. Objectives. To explore undergraduate medical students’ perceptions and experiences regarding the suitability of MNRTH as a learning environment to produce competent health professionals who are ready to meet the demands of contemporary medical practice, research and training. Methods. This was a cross-sectional study with a mixed-methods approach. Students’ perceptions and experiences were assessed using the Dundee Ready Educational Environment Measure (DREEM), as well as focus group discussions (FGDs). Data from DREEM were analysed as frequencies and means of scores of perceptions of the learning environment. FGD data were analysed using thematic analysis. Results. The majority of students perceived the learning environment as having more positives than negatives. Among the positive aspects were unrestricted access to large numbers of patients and a wide case mix. Negative aspects included overcrowding due to too many students, and inadequate workplace affordances. Conclusions. The large numbers of patients, unrestricted access to patients and the wide case mix created authentic learning opportunities for students – they were exposed to a range of conditions that they are likely to encounter often once they qualify. The areas of concern identified in the study need to be addressed to optimise learning at the workplace for undergraduate medical students
{"title":"The workplace as a learning environment: Perceptions and experiences of undergraduate medical students at a contemporary medical training university in Uganda","authors":"M. Kagawa, S. Kiguli, W. J. Steinberg, M. Jama","doi":"10.7196/ajhpe.2021.v13i2.1191","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i2.1191","url":null,"abstract":"Background. One of the most effective ways of translating medical theory into clinical practice is through workplace learning, because practice is learnt by practising. Undergraduate medical students at Makerere University College of Health Sciences, Kampala, Uganda, have workplace rotations at Mulago National Referral and Teaching Hospital (MNRTH), Kampala, for the purpose of learning clinical medicine. Objectives. To explore undergraduate medical students’ perceptions and experiences regarding the suitability of MNRTH as a learning environment to produce competent health professionals who are ready to meet the demands of contemporary medical practice, research and training. Methods. This was a cross-sectional study with a mixed-methods approach. Students’ perceptions and experiences were assessed using the Dundee Ready Educational Environment Measure (DREEM), as well as focus group discussions (FGDs). Data from DREEM were analysed as frequencies and means of scores of perceptions of the learning environment. FGD data were analysed using thematic analysis. Results. The majority of students perceived the learning environment as having more positives than negatives. Among the positive aspects were unrestricted access to large numbers of patients and a wide case mix. Negative aspects included overcrowding due to too many students, and inadequate workplace affordances. Conclusions. The large numbers of patients, unrestricted access to patients and the wide case mix created authentic learning opportunities for students – they were exposed to a range of conditions that they are likely to encounter often once they qualify. The areas of concern identified in the study need to be addressed to optimise learning at the workplace for undergraduate medical students","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46370631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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