Background. Currently, there is a limited perception of how undergraduate students deal with day-to-day conflict. Previous research focusedon conflict resolution strategies, but there is a significant need to understand the nature of conflict as it relates to personality styles. The studyformed part of the teaching of transferable and communication skills combined with a conflict resolution intervention in third-year radiographystudents.Objectives. To promote self-awareness among students and help them to develop conflict management skills to prepare them for their future team-basedprofessional roles.Methods. The study adopted a mixed-method design, focusing on the qualitative results during the reflection period. The third-year radiographystudents were invited to participate in the study. Those who volunteered were provided with an information leaflet and informed consent document.Results. The results indicated two main personality types among the 14 participants, where 30.8% reported as ESFJ (extroverted, sensing, feelingand judging) and 30.8% as ISFJ (introverted, sensing, feeling and judging). The qualitative results indicated that students experienced an increasedawareness of their own and their co-students’ personality types and consequently approached conflict management differently. Reference to socioculturaldifferences also surfaced.Conclusion. The assessment process provided valuable insights into differences and cultural norms associated with personality traits. Results alsohighlighted the need for faculty awareness and focus relating to variations in personality, emotional needs and intrapersonal reflection.
{"title":"Promoting self-awareness and conflict management skills in a multicultural setting","authors":"K. Malherbe, BSc BRad Diagnostic, Hons Neuroanatomy, MRad Diagnostic, PhD Cert Mammography, Clinical Anatomy","doi":"10.7196/ajhpe.2023.v15i2.1641","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i2.1641","url":null,"abstract":"Background. Currently, there is a limited perception of how undergraduate students deal with day-to-day conflict. Previous research focusedon conflict resolution strategies, but there is a significant need to understand the nature of conflict as it relates to personality styles. The studyformed part of the teaching of transferable and communication skills combined with a conflict resolution intervention in third-year radiographystudents.Objectives. To promote self-awareness among students and help them to develop conflict management skills to prepare them for their future team-basedprofessional roles.Methods. The study adopted a mixed-method design, focusing on the qualitative results during the reflection period. The third-year radiographystudents were invited to participate in the study. Those who volunteered were provided with an information leaflet and informed consent document.Results. The results indicated two main personality types among the 14 participants, where 30.8% reported as ESFJ (extroverted, sensing, feelingand judging) and 30.8% as ISFJ (introverted, sensing, feeling and judging). The qualitative results indicated that students experienced an increasedawareness of their own and their co-students’ personality types and consequently approached conflict management differently. Reference to socioculturaldifferences also surfaced.Conclusion. The assessment process provided valuable insights into differences and cultural norms associated with personality traits. Results alsohighlighted the need for faculty awareness and focus relating to variations in personality, emotional needs and intrapersonal reflection.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47798163","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 : 2023-05-18DOI: 10.7196/ajhpe.2023.v15i2.1690
MA Kandingo, Q. Wessels, Lnn Shipingana, Okh Katali
Background. The integration of undergraduate research (UR) in biomedical curricula has gained much interest.Objective. To investigate the research focus of compulsory UR in the medical curriculum of the University of Namibia’s School of Medicine.Methods. A retrospective mixed-methods document review was performed on 42 research projects using the 5C framework that assessed students’ abilityto Cite, Compare, Contrast, Critique and Connect in their research reports.Results. Students’ research projects focused on internal medicine (29%; n=12), paediatrics (26%; n=11), obstetrics and gynaecology (19%; n=8), surgery(10%; n=4), psychiatry (5%; n=2) and oncology (2%; n=1). A final category is other, which included health professions education and anatomy (10%; n=4).Students’ reports had aims, objectives or goals that were correctly done. Students’ review of the literature reflected their ability to cite relevant scholarlyworks and to compare these by highlighting agreements or disagreements. Contrasting and critiquing research findings proved to be challenging.Conclusion. Findings from the current study indicate variability in the degree of students’ research competence. It appears that the elements of criticalthinking and appraisal require further strengthening within the existing curriculum
{"title":"The approach to undergraduate research projects at Namibia’s first School of Medicine","authors":"MA Kandingo, Q. Wessels, Lnn Shipingana, Okh Katali","doi":"10.7196/ajhpe.2023.v15i2.1690","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i2.1690","url":null,"abstract":"Background. The integration of undergraduate research (UR) in biomedical curricula has gained much interest.Objective. To investigate the research focus of compulsory UR in the medical curriculum of the University of Namibia’s School of Medicine.Methods. A retrospective mixed-methods document review was performed on 42 research projects using the 5C framework that assessed students’ abilityto Cite, Compare, Contrast, Critique and Connect in their research reports.Results. Students’ research projects focused on internal medicine (29%; n=12), paediatrics (26%; n=11), obstetrics and gynaecology (19%; n=8), surgery(10%; n=4), psychiatry (5%; n=2) and oncology (2%; n=1). A final category is other, which included health professions education and anatomy (10%; n=4).Students’ reports had aims, objectives or goals that were correctly done. Students’ review of the literature reflected their ability to cite relevant scholarlyworks and to compare these by highlighting agreements or disagreements. Contrasting and critiquing research findings proved to be challenging.Conclusion. Findings from the current study indicate variability in the degree of students’ research competence. It appears that the elements of criticalthinking and appraisal require further strengthening within the existing curriculum","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43149112","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 : 2023-05-18DOI: 10.7196/ajhpe.2023.v15i2.1683
R. van Wyk, M. Labuschagne, G. Joubert
Background. Research has been published on the application of high-technology clinical simulation as a training tool in South Africa (SA). However, littlehas been published on the operational approach taken and challenges faced when establishing and running a high-technology clinical simulation facility.Objective. To ascertain the current operational approach taken and challenges faced regarding high-technology clinical simulation by SA simulation facilities.Methods. A quantitative descriptive study with an online questionnaire survey was conducted with representatives of simulation facilities at SA publichealth professions training institutions where high-technology simulation is used. The questionnaire consisted of sections dealing with the characteristics ofand challenges faced by the facilities and the following operational aspects: management, funding, staffing and staff development, curriculum integration,physical environment and research.Results. Forty-two institutions were approached and 23 (54.8%) participated. Simulation was used at 16 (69.6%) of these institutions, representing17 facilities, with 14 (82.4%) using high-technology simulation. Nine (64.3%) of the 14 simulation facilities were custom built. Four (28.6%) facilitieshad dedicated technical staff. The participating simulation facilities acquired their funding mainly through institutional budget allocations (78.6%) andgovernment education grants (78.6%). The number of students using high-technology simulation facilities was the highest among the fifth-year (median195) and sixth-year (median 21) students.Conclusion. Large student groups and a lack of trained simulation staff are some of the challenges being faced by high-technology simulation facilities in SA.Recommendations and guidelines should be established to ensure effective integration and alleviation of all operational aspects and challenges
{"title":"The operational approach to and challenges of high-technology clinical simulation in South Africa","authors":"R. van Wyk, M. Labuschagne, G. Joubert","doi":"10.7196/ajhpe.2023.v15i2.1683","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i2.1683","url":null,"abstract":"Background. Research has been published on the application of high-technology clinical simulation as a training tool in South Africa (SA). However, littlehas been published on the operational approach taken and challenges faced when establishing and running a high-technology clinical simulation facility.Objective. To ascertain the current operational approach taken and challenges faced regarding high-technology clinical simulation by SA simulation facilities.Methods. A quantitative descriptive study with an online questionnaire survey was conducted with representatives of simulation facilities at SA publichealth professions training institutions where high-technology simulation is used. The questionnaire consisted of sections dealing with the characteristics ofand challenges faced by the facilities and the following operational aspects: management, funding, staffing and staff development, curriculum integration,physical environment and research.Results. Forty-two institutions were approached and 23 (54.8%) participated. Simulation was used at 16 (69.6%) of these institutions, representing17 facilities, with 14 (82.4%) using high-technology simulation. Nine (64.3%) of the 14 simulation facilities were custom built. Four (28.6%) facilitieshad dedicated technical staff. The participating simulation facilities acquired their funding mainly through institutional budget allocations (78.6%) andgovernment education grants (78.6%). The number of students using high-technology simulation facilities was the highest among the fifth-year (median195) and sixth-year (median 21) students.Conclusion. Large student groups and a lack of trained simulation staff are some of the challenges being faced by high-technology simulation facilities in SA.Recommendations and guidelines should be established to ensure effective integration and alleviation of all operational aspects and challenges","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46109804","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 : 2023-05-18DOI: 10.7196/ajhpe.2023.v15i2.1574
V. De Beer, J. Nel, FP Pieterse, A. Snyman, G. Joubert, M. Labuschagne
Background. An objective structured clinical examination (OSCE) is a performance-based examination used to assess health sciences students and is awell-recognised tool to assess clinical skills with or without using real patients.Objectives. To determine the inter-rater reliability of experienced and novice assessors from different clinical backgrounds on the final mark allocationsduring assessment of third-year medical students’ final OSCE at the University of the Free State.Methods. This cross-sectional analytical study included 24 assessors and 145 students. After training and written instructions, two assessors per station(urology history taking, respiratory examination and gynaecology skills assessment) each independently assessed the same student for the same skill bycompleting their individual checklists. At each station, assessors could also give a global rating mark (from 1 to 5) as an overall impression.Results. The urology history-taking station had the lowest mean score (53.4%) and the gynaecology skills station the highest (71.1%). Seven (58.3%) ofthe 12 assessor pairs differed by >5% regarding the final mark, with differences ranging from 5.2% to 12.2%. For two pairs the entire confidence interval(CI) was within the 5% range, whereas for five pairs the entire CI was outside the 5% range. Only one pair achieved substantial agreement (weightedkappa statistic 0.74 ‒ urology history taking). There was no consistency within or across stations regarding whether the experienced or novice assessorgave higher marks. For the respiratory examination and gynaecology skills stations, all pairs differed for the majority of students regarding the globalrating mark. Weighted kappa statistics indicated that no pair achieved substantial agreement regarding this mark.Conclusion. Despite previous experience, written instructions and training in the use of the checklists, differences between assessors were found inmost cases.
{"title":"An evaluation of the inter-rater reliability in a clinical skills objective structured clinical examination","authors":"V. De Beer, J. Nel, FP Pieterse, A. Snyman, G. Joubert, M. Labuschagne","doi":"10.7196/ajhpe.2023.v15i2.1574","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i2.1574","url":null,"abstract":"Background. An objective structured clinical examination (OSCE) is a performance-based examination used to assess health sciences students and is awell-recognised tool to assess clinical skills with or without using real patients.Objectives. To determine the inter-rater reliability of experienced and novice assessors from different clinical backgrounds on the final mark allocationsduring assessment of third-year medical students’ final OSCE at the University of the Free State.Methods. This cross-sectional analytical study included 24 assessors and 145 students. After training and written instructions, two assessors per station(urology history taking, respiratory examination and gynaecology skills assessment) each independently assessed the same student for the same skill bycompleting their individual checklists. At each station, assessors could also give a global rating mark (from 1 to 5) as an overall impression.Results. The urology history-taking station had the lowest mean score (53.4%) and the gynaecology skills station the highest (71.1%). Seven (58.3%) ofthe 12 assessor pairs differed by >5% regarding the final mark, with differences ranging from 5.2% to 12.2%. For two pairs the entire confidence interval(CI) was within the 5% range, whereas for five pairs the entire CI was outside the 5% range. Only one pair achieved substantial agreement (weightedkappa statistic 0.74 ‒ urology history taking). There was no consistency within or across stations regarding whether the experienced or novice assessorgave higher marks. For the respiratory examination and gynaecology skills stations, all pairs differed for the majority of students regarding the globalrating mark. Weighted kappa statistics indicated that no pair achieved substantial agreement regarding this mark.Conclusion. Despite previous experience, written instructions and training in the use of the checklists, differences between assessors were found inmost cases.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48230514","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 : 2023-05-18DOI: 10.7196/ajhpe.2023.v15i2.1638
K. Coutts, N. Barber
Background. Given the current challenges of decreased clinical resources and the impact of COVID-19 restrictions on clinical training at sites, a shift inteaching models for practical placements for speech-language pathology (SLP) students in South Africa (SA) was required. The peer learning model thathas been trialled in the physiotherapy and nursing professions was piloted for this cohort of students to combat these restrictions.Objectives. To determine whether the peer learning model is an optimal supervision framework for final-year SLP students in the SA context for theadult neurology practical.Methods. This was a qualitative study that used a cohort of final-year SLP students. Once ethical clearance was obtained, data collection commencedusing various instruments, including self-reflection tools, questionnaires and pre- and post-interviews. Data were analysed using a top-down approachwhereby themes were generated and then further analysed.Results. Four themes emerged: power dynamics, theoretical skills, clinical skills and professionalism. Power dynamics was a novel finding of this studyand showed how a shift in power dynamics can facilitate the development of clinical skills. Peer learning appeared to improve clinical integration andclinical skills, including clinical writing and self-reflection.Conclusions. The piloting of the peer learning model appeared to be a success for final-year SLP students in an outpatient adult neurology setting. Thefindings from this study can assist in furthering studies in this context
{"title":"Peer learning model in speech-language pathology student practicals in South Africa: A pilot study","authors":"K. Coutts, N. Barber","doi":"10.7196/ajhpe.2023.v15i2.1638","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i2.1638","url":null,"abstract":"Background. Given the current challenges of decreased clinical resources and the impact of COVID-19 restrictions on clinical training at sites, a shift inteaching models for practical placements for speech-language pathology (SLP) students in South Africa (SA) was required. The peer learning model thathas been trialled in the physiotherapy and nursing professions was piloted for this cohort of students to combat these restrictions.Objectives. To determine whether the peer learning model is an optimal supervision framework for final-year SLP students in the SA context for theadult neurology practical.Methods. This was a qualitative study that used a cohort of final-year SLP students. Once ethical clearance was obtained, data collection commencedusing various instruments, including self-reflection tools, questionnaires and pre- and post-interviews. Data were analysed using a top-down approachwhereby themes were generated and then further analysed.Results. Four themes emerged: power dynamics, theoretical skills, clinical skills and professionalism. Power dynamics was a novel finding of this studyand showed how a shift in power dynamics can facilitate the development of clinical skills. Peer learning appeared to improve clinical integration andclinical skills, including clinical writing and self-reflection.Conclusions. The piloting of the peer learning model appeared to be a success for final-year SLP students in an outpatient adult neurology setting. Thefindings from this study can assist in furthering studies in this context","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46087078","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 : 2023-03-15DOI: 10.7196/ajhpe.2023.v15i1.1657
D. Sims, F. Cilliers
As I traverse my (post) doctoral journey, reworking my thesis into publications, I was immersed again in a debate around the utility of the concept of data saturation. I believe this debate to be emblematic of the process of unlearning and relearning that unfolded during my doctoral journey, coming from a biomedical sciences background into qualitative educational research.
{"title":"Qualitatively speaking: Deciding how much data and analysis is enough","authors":"D. Sims, F. Cilliers","doi":"10.7196/ajhpe.2023.v15i1.1657","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i1.1657","url":null,"abstract":"As I traverse my (post) doctoral journey, reworking my thesis into publications, I was immersed again in a debate around the utility of the concept of data saturation. I believe this debate to be emblematic of the process of unlearning and relearning that unfolded during my doctoral journey, coming from a biomedical sciences background into qualitative educational research.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46483771","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 : 2023-03-15DOI: 10.7196/ajhpe.2023.v15i1.1573
D. Hagemeister, M. J. Labuschagne
Background. The management of clinical emergencies is an essential skill for medical practitioners; therefore, proper training in these skills is crucial. This is a review of emergency care training by recent graduates of a medical programme to provide feedback on the usefulness of their training experience for entry into clinical practice. Academic clinicians working in the clinical environment, who provide the training, and academic managers who manage the training programme, could provide valuable inputs into reviewing the emergency care training programme contextualised for the uniquely South African challenges.Objectives. To obtain and prioritise experience-based and relevant suggestions for improving the current teaching and to invite comment on the suggestions from the relevant managers.Methods. Research was conducted in three phases using a nominal group technique to review an undergraduate medical programme. In the first phase, recent graduates from the existing programme identified its strengths and weaknesses. In the second phase, academic clinicians and technical experts provided suggestions for addressing these challenges. In the third phase, data obtained were discussed with academic managers responsible for the undergraduate medical programme.Results. Findings were grouped into thematic categories: skills and short courses, module structure and content, experiential learning opportunities, health professions educational practice and interprofessional education. Opportunities to gain experience in emergencies in different clinical fields and as a multi-professional team, both in simulation and real-life practice, were among the highlights of the findings.Conclusion. Many of the suggested improvements, such as a dedicated emergency care module, and more simulated and small-group case-based teaching, are achievable with the given resources. Additionally, with recent changes due to the COVID‑19 pandemic and lockdown, an environment for change that benefits online content delivery was created. The creation of longitudinal themes will be an enhancement of the current programme.
{"title":"A nominal group technique to review undergraduate medical students’ training in emergency care","authors":"D. Hagemeister, M. J. Labuschagne","doi":"10.7196/ajhpe.2023.v15i1.1573","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i1.1573","url":null,"abstract":"Background. The management of clinical emergencies is an essential skill for medical practitioners; therefore, proper training in these skills is crucial. This is a review of emergency care training by recent graduates of a medical programme to provide feedback on the usefulness of their training experience for entry into clinical practice. Academic clinicians working in the clinical environment, who provide the training, and academic managers who manage the training programme, could provide valuable inputs into reviewing the emergency care training programme contextualised for the uniquely South African challenges.Objectives. To obtain and prioritise experience-based and relevant suggestions for improving the current teaching and to invite comment on the suggestions from the relevant managers.Methods. Research was conducted in three phases using a nominal group technique to review an undergraduate medical programme. In the first phase, recent graduates from the existing programme identified its strengths and weaknesses. In the second phase, academic clinicians and technical experts provided suggestions for addressing these challenges. In the third phase, data obtained were discussed with academic managers responsible for the undergraduate medical programme.Results. Findings were grouped into thematic categories: skills and short courses, module structure and content, experiential learning opportunities, health professions educational practice and interprofessional education. Opportunities to gain experience in emergencies in different clinical fields and as a multi-professional team, both in simulation and real-life practice, were among the highlights of the findings.Conclusion. Many of the suggested improvements, such as a dedicated emergency care module, and more simulated and small-group case-based teaching, are achievable with the given resources. Additionally, with recent changes due to the COVID‑19 pandemic and lockdown, an environment for change that benefits online content delivery was created. The creation of longitudinal themes will be an enhancement of the current programme.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45545800","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 : 2023-02-21DOI: 10.7196/ajhpe.2023.v15i1.1630
RM Abraham
Background. When feedback is provided in a formative context, it must be used effectively by learners. Many barriers prevent medical students from meaningfully engaging with feedback in the clinical learning environment.Objective. To explore how medical students engage with feedback in preclinical skills training.Methods. Using an exploratory qualitative methodology, data from five focus groups, including 25 purposively selected third-year medical students, were iteratively analysed and identified and key themes were clarified.Results. The data revealed barriers that inhibit the use of feedback, ranging from students’ difficulties with decoding feedback, to their unwillingness to expend effort. Thematic analysis revealed four major themes related to the barriers to feedback receptivity and utilisation.Conclusion. Without collaboration, neither clinical educators nor students are empowered to fully remove the abovementioned barriers. Promoting a student’s learning is often framed as predominantly the task of their clinical educators. With a move towards constructivism, competency-based medical education claims that effective learning requires students to complement and significantly share in their educator’s responsibilities for their academic growth. Developing a responsibility-sharing culture in the giving and receiving of feedback ensures that students benefit fully from the feedback received through proactive engagement, leading to effective and sustainable clinical educator’s feedback practices. With minimal discussion on the concept ofresponsibility-sharing in the context of assessment feedback in medical education, it is necessary to further analyse and discuss this critical issue by considering certain expectations that should reinforce such a culture, along with the practicalities of creating this cultural shift within the preclinical skills setting.
{"title":"Balancing responsibility-sharing in the simulated clinical skills setting: A strategy to remove barriers to feedback engagement as a new concept to promote a growth-enhancing process","authors":"RM Abraham","doi":"10.7196/ajhpe.2023.v15i1.1630","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i1.1630","url":null,"abstract":"Background. When feedback is provided in a formative context, it must be used effectively by learners. Many barriers prevent medical students from meaningfully engaging with feedback in the clinical learning environment.Objective. To explore how medical students engage with feedback in preclinical skills training.Methods. Using an exploratory qualitative methodology, data from five focus groups, including 25 purposively selected third-year medical students, were iteratively analysed and identified and key themes were clarified.Results. The data revealed barriers that inhibit the use of feedback, ranging from students’ difficulties with decoding feedback, to their unwillingness to expend effort. Thematic analysis revealed four major themes related to the barriers to feedback receptivity and utilisation.Conclusion. Without collaboration, neither clinical educators nor students are empowered to fully remove the abovementioned barriers. Promoting a student’s learning is often framed as predominantly the task of their clinical educators. With a move towards constructivism, competency-based medical education claims that effective learning requires students to complement and significantly share in their educator’s responsibilities for their academic growth. Developing a responsibility-sharing culture in the giving and receiving of feedback ensures that students benefit fully from the feedback received through proactive engagement, leading to effective and sustainable clinical educator’s feedback practices. With minimal discussion on the concept ofresponsibility-sharing in the context of assessment feedback in medical education, it is necessary to further analyse and discuss this critical issue by considering certain expectations that should reinforce such a culture, along with the practicalities of creating this cultural shift within the preclinical skills setting.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48768310","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 : 2023-02-21DOI: 10.7196/ajhpe.2023.v15i1.1602
Background. The Faculty of Health Sciences (FHS), University of Cape Town (UCT) adopted the primary healthcare (PHC) approach as its lead theme for teaching, research and clinical service in 1994. A PHC working group was set up in 2017 to build consensus on indicators to monitor and evaluate the PHC approach in health sciences education in the FHS, UCT.Objective. To develop a set of indicators through a Delphi technique for monitoring and evaluating the PHC approach in health sciences curricula in the FHS, UCT. Methods. A national multidisciplinary Delphi panel was presented with 61 indicators of social accountability from the international Training for Health Equity Network (THEnet) for scoring in round 1. Nineteen PHC indicators, derived from a mnemonic used in the FHS, UCT for teaching core PHC principles, were added in round 2 to the 20 highest ranked THEnet indicators from round 1, on recommendation of the panel. Scoring criteria used were relevance (in both rounds), feasibility/measurability (round 1 only) and application of the PHC indicators to undergraduate and postgraduate teaching and assessment (round 2 only). Results. Of the 39 indicators presented in the second round, 11 had an overall relevance score >85% based on the responses of 16 of 20 panellists (80% response rate). These 11 indicators have been grouped by learner needs (safety of learners – 88%, teaching is appropriate to learners’ needs and context – 86%); healthcare user needs (continuity of care – 94%, holistic understanding of healthcare – 88%, respecting human rights – 88%, providing accessible care to all – 88%, providing care that is acceptable to users and their families – 87%, providing evidence-based care – 87%); and community needs (promoting health through health education – 88%, education programme reflects communities’ needs – 86%, teaching embodies social accountability – 86%). Conclusion. The selected indicators reflect priorities relevant to the FHS, UCT and are measurable and applicable to undergraduate and postgraduate curricula. They provided the basis for a case study of teaching the PHC approach to our undergraduate students.
{"title":"Developing indicators for monitoring and evaluating the primary healthcare approach in health sciences education at the University of Cape Town, South Africa, using a Delphi technique","authors":"","doi":"10.7196/ajhpe.2023.v15i1.1602","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i1.1602","url":null,"abstract":"\u0000\u0000\u0000\u0000Background. The Faculty of Health Sciences (FHS), University of Cape Town (UCT) adopted the primary healthcare (PHC) approach as its lead theme for teaching, research and clinical service in 1994. A PHC working group was set up in 2017 to build consensus on indicators to monitor and evaluate the PHC approach in health sciences education in the FHS, UCT.Objective. To develop a set of indicators through a Delphi technique for monitoring and evaluating the PHC approach in health sciences curricula in the FHS, UCT.\u0000Methods. A national multidisciplinary Delphi panel was presented with 61 indicators of social accountability from the international Training for Health Equity Network (THEnet) for scoring in round 1. Nineteen PHC indicators, derived from a mnemonic used in the FHS, UCT for teaching core PHC principles, were added in round 2 to the 20 highest ranked THEnet indicators from round 1, on recommendation of the panel. Scoring criteria used were relevance (in both rounds), feasibility/measurability (round 1 only) and application of the PHC indicators to undergraduate and postgraduate teaching and assessment (round 2 only).\u0000Results. Of the 39 indicators presented in the second round, 11 had an overall relevance score >85% based on the responses of 16 of 20 panellists (80% response rate). These 11 indicators have been grouped by learner needs (safety of learners – 88%, teaching is appropriate to learners’ needs and context – 86%); healthcare user needs (continuity of care – 94%, holistic understanding of healthcare – 88%, respecting human rights – 88%, providing accessible care to all – 88%, providing care that is acceptable to users and their families – 87%, providing evidence-based care – 87%); and community needs (promoting health through health education – 88%, education programme reflects communities’ needs – 86%, teaching embodies social accountability – 86%).\u0000Conclusion. The selected indicators reflect priorities relevant to the FHS, UCT and are measurable and applicable to undergraduate and postgraduate curricula. They provided the basis for a case study of teaching the PHC approach to our undergraduate students.\u0000\u0000\u0000\u0000","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42587153","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 : 2023-02-21DOI: 10.7196/ajhpe.2023.v15i1.1629
H. Gamieldien, N. Kruger, R. Dey
Background. With the onset of the COVID-19 pandemic and the subsequent country-wide lockdown, South African (SA) universities were forced to quickly adapt to teaching that minimised or eliminated in-person contact. The pandemic period necessitated rapid changes to the way in which learning occurs and resulted in significant shifts in the academic environment. There is limited evidence in the literature to support e-learning in undergraduate orthopaedic training. This is the first study of its kind evaluating e-learning in orthopaedic surgery in a middle-to-low-income country.Objectives. To identify the University of Cape Town fifth-year MB ChB cohort’s attitudes towards the e-learning component of blended learning during the COVID-19 pandemic. It also aimed to investigate whether e-learning facilitates comparable levels of confidence and results among students and face-to-face methods.Methods. Multi-year cross-sectional survey analysis was completed by retrospectively analysing the students’ end-of-block evaluations and end-of-block marks. Responses from the cohorts between 2016 and 2020 were compared.Results. Regarding course definition, workload, course organisation, intended preparation and course presentation, the 2020 cohort’s responses were similar to those of previous years. The 2020 cohort agreed that the e-learning material was relevant; this response was higher than in previous years. They also agreed that the online practical sessions were useful and that the course stimulated more interest. Significantly, they also strongly agreed that the online course was easier to attend and participate in than in previous years. The 2020 cohort perceived the end-of-block assessment to be somewhat unreasonable; however, this cohort yielded similar grades compared with previous cohorts. Subjectively, the students’ responses to e-learning were positive, as many of them welcomed the usefulness and stimulation of online media as a study tool. Students felt that more time should be made available to work through online material and that there was incongruity between the content taught and the content of the end-of-block assessments.Conclusion. Subjectively, the students’ responses to e-learning were positive, as many of them welcomed the usefulness and stimulation of online media. With comparable outcomes in terms of student confidence and final marks (compared with traditional teaching only), it further encouraged a move towards formulating a novel blended learning curriculum. With these positive findings, we were able to explore the possibilities of developing an e-learning course curriculum incorporating international blended learning practices, using locally sourced SA evidence-based literature to provide orthopaedic teaching relevant to our unique setting.
{"title":"MB ChB fifth-year student response to e-learning in orthopaedic surgery during COVID-19","authors":"H. Gamieldien, N. Kruger, R. Dey","doi":"10.7196/ajhpe.2023.v15i1.1629","DOIUrl":"https://doi.org/10.7196/ajhpe.2023.v15i1.1629","url":null,"abstract":"Background. With the onset of the COVID-19 pandemic and the subsequent country-wide lockdown, South African (SA) universities were forced to quickly adapt to teaching that minimised or eliminated in-person contact. The pandemic period necessitated rapid changes to the way in which learning occurs and resulted in significant shifts in the academic environment. There is limited evidence in the literature to support e-learning in undergraduate orthopaedic training. This is the first study of its kind evaluating e-learning in orthopaedic surgery in a middle-to-low-income country.Objectives. To identify the University of Cape Town fifth-year MB ChB cohort’s attitudes towards the e-learning component of blended learning during the COVID-19 pandemic. It also aimed to investigate whether e-learning facilitates comparable levels of confidence and results among students and face-to-face methods.Methods. Multi-year cross-sectional survey analysis was completed by retrospectively analysing the students’ end-of-block evaluations and end-of-block marks. Responses from the cohorts between 2016 and 2020 were compared.Results. Regarding course definition, workload, course organisation, intended preparation and course presentation, the 2020 cohort’s responses were similar to those of previous years. The 2020 cohort agreed that the e-learning material was relevant; this response was higher than in previous years. They also agreed that the online practical sessions were useful and that the course stimulated more interest. Significantly, they also strongly agreed that the online course was easier to attend and participate in than in previous years. The 2020 cohort perceived the end-of-block assessment to be somewhat unreasonable; however, this cohort yielded similar grades compared with previous cohorts. Subjectively, the students’ responses to e-learning were positive, as many of them welcomed the usefulness and stimulation of online media as a study tool. Students felt that more time should be made available to work through online material and that there was incongruity between the content taught and the content of the end-of-block assessments.Conclusion. Subjectively, the students’ responses to e-learning were positive, as many of them welcomed the usefulness and stimulation of online media. With comparable outcomes in terms of student confidence and final marks (compared with traditional teaching only), it further encouraged a move towards formulating a novel blended learning curriculum. With these positive findings, we were able to explore the possibilities of developing an e-learning course curriculum incorporating international blended learning practices, using locally sourced SA evidence-based literature to provide orthopaedic teaching relevant to our unique setting.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45010977","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：