Pub Date : 2022-10-20DOI: 10.7196/ajhpe.2022.v14i3.1426
L. Keiller, PhD A Alblas, MSc BSc Hons, PhD J R Foiret, A. V. Keiller
Background. As a core component of any health professions curriculum, basic medical science modules facilitate learning of biology, anatomy, histology and physiology content. To redress the challenges of class size and poor tertiary education readiness, interactive learning objects could facilitate learning and enhance engagement between lecturers and students.Objective. To determine whether the use of learning objects in a basic medical science first-year module is an effective tool for enhancing the student learning experience. Methods. A case study research design with mixed methods of data collection was used. Participants provided informed consent for this study. Learning objects were incorporated into a basic medical sciences first-year module in the Faculty of Medicine and Health Sciences, Stellenbosch University, South Africa. A correlation analysis between usage statistics and assessment results was used to determine the academic effectiveness of this intervention. A thematic network analysis identified the barriers and enablers of the intervention. Results. Student attempts at learning objects correlated with a higher assessment outcome for two of the three tutorials. Technical difficulties, timing and assessment format were barriers to learning with the use of learning objects. Enablers to learning included student enjoyment, facilitating understanding of core concepts, adaptation to new ways of learning and formative assessment. The module team received valuable feedback on the constructed learning environment through the qualitative data collected from students within this study. Conclusion. Interactive learning objects are useful and effective tools for facilitating learning in the context of large, diverse first-year health professions education classes.
{"title":"Interactive learning objects as a solution to challenges in basic medical science teaching","authors":"L. Keiller, PhD A Alblas, MSc BSc Hons, PhD J R Foiret, A. V. Keiller","doi":"10.7196/ajhpe.2022.v14i3.1426","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i3.1426","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000Background. As a core component of any health professions curriculum, basic medical science modules facilitate learning of biology, anatomy, histology and physiology content. To redress the challenges of class size and poor tertiary education readiness, interactive learning objects could facilitate learning and enhance engagement between lecturers and students.Objective. To determine whether the use of learning objects in a basic medical science first-year module is an effective tool for enhancing the student learning experience. \u0000Methods. A case study research design with mixed methods of data collection was used. Participants provided informed consent for this study. Learning objects were incorporated into a basic medical sciences first-year module in the Faculty of Medicine and Health Sciences, Stellenbosch University, South Africa. A correlation analysis between usage statistics and assessment results was used to determine the academic effectiveness of this intervention. A thematic network analysis identified the barriers and enablers of the intervention. \u0000Results. Student attempts at learning objects correlated with a higher assessment outcome for two of the three tutorials. Technical difficulties, timing and assessment format were barriers to learning with the use of learning objects. Enablers to learning included student enjoyment, facilitating understanding of core concepts, adaptation to new ways of learning and formative assessment. The module team received valuable feedback on the constructed learning environment through the qualitative data collected from students within this study. \u0000Conclusion. Interactive learning objects are useful and effective tools for facilitating learning in the context of large, diverse first-year health professions education classes. \u0000 \u0000 \u0000 \u0000","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46121233","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 : 2022-10-20DOI: 10.7196/ajhpe.2022.v14i3.1360
Karl-Henry Merbold, MSc T C Postma BChD, T. C. Postma
Background. Universities are obliged to ensure that dental graduates possess the necessary skills to render safe and effective treatment. Empirical evidence regarding the development of safe and effective independent practice at undergraduate level is unfortunately lacking.Objectives. To measure final-year students’ abilities to correctly perform exodontia (tooth removal/extraction) skills independently, based on the applied postgraduate progressive independence theory. Methods. Fourteen clinical teachers systematically assessed 13 263 tooth extractions completed by final-year dental students (2014 - 2016). An independence ratio (extractions performed without assistance/total number of extractions) was used as the key performance indicator to provide feedback on the ability to complete procedures independently over time. A customised index was used for controlling the level of difficulty.Results. Final-year students (n=146) achieved independence ratios ranging between 90% and 94% (standard deviation 3.3%) by the end of their clinical training. Logical gradients of increased independence were illustrated with time, as well as variable performance among students. The level of difficulty index scores remained similar within cohorts per year of study. Acceptable assessment differences existed between clinical teachers, which could largely be explained by complex operational circumstances. Conclusions. As far as we are aware, this is the first study that quantified progressive independence in exodontia for undergraduate students. The measure was sensitive enough to show logical independence gradients and variance among students. Final-year students demonstrated that they could remove >8/10 teeth independently by the time of their graduation. The measure shows promise as a proxy of competence for skills that are often practised. It is recommended that factors that influence these measurements be examined in more detail.
{"title":"Measuring final-year dental students’ ability to remove teeth independently using independence ratios","authors":"Karl-Henry Merbold, MSc T C Postma BChD, T. C. Postma","doi":"10.7196/ajhpe.2022.v14i3.1360","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i3.1360","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000Background. Universities are obliged to ensure that dental graduates possess the necessary skills to render safe and effective treatment. Empirical evidence regarding the development of safe and effective independent practice at undergraduate level is unfortunately lacking.Objectives. To measure final-year students’ abilities to correctly perform exodontia (tooth removal/extraction) skills independently, based on the applied postgraduate progressive independence theory. \u0000Methods. Fourteen clinical teachers systematically assessed 13 263 tooth extractions completed by final-year dental students (2014 - 2016). An independence ratio (extractions performed without assistance/total number of extractions) was used as the key performance indicator to provide feedback on the ability to complete procedures independently over time. A customised index was used for controlling the level of difficulty.Results. Final-year students (n=146) achieved independence ratios ranging between 90% and 94% (standard deviation 3.3%) by the end of their clinical training. Logical gradients of increased independence were illustrated with time, as well as variable performance among students. The level of difficulty index scores remained similar within cohorts per year of study. Acceptable assessment differences existed between clinical teachers, which could largely be explained by complex operational circumstances. \u0000Conclusions. As far as we are aware, this is the first study that quantified progressive independence in exodontia for undergraduate students. The measure was sensitive enough to show logical independence gradients and variance among students. Final-year students demonstrated that they could remove >8/10 teeth independently by the time of their graduation. The measure shows promise as a proxy of competence for skills that are often practised. It is recommended that factors that influence these measurements be examined in more detail. \u0000 \u0000 \u0000 \u0000","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44818687","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 : 2022-10-20DOI: 10.7196/ajhpe.2022.v14i3.1530
A. van der Merwe, R. Y. Barnes, M. Labuschagne
Background. Careful consideration of an increasingly underprepared tertiary student population, the limited use of simulation in South African (SA) healthcare education and a changing healthcare education milieu is required from SA educators when implementing, evaluating and revising simulation integration.Objectives. To develop a conceptual framework for the integration of simulation in the SA undergraduate physiotherapy programme.Methods. A non-experimental descriptive research design was used. A purposive sample of 15 healthcare educationalists from SA and abroad were approached to participate in a modified Delphi survey, informed by the results obtained from a systematic review identifying simulation integration framework elements. Data were analysed as percentages, with feedback provided to panel members following each round.Results. Data saturation was achieved after round 3, with a response rate of 73.3% (n=11). The main findings suggested that student preparation prior to simulation-based learning experiences (SBLEs) should include orientation to SBLE logistics and expectations (73%), and could include informal assessment of theory (64%). Inclusion of the feedback/debriefing process (82%), methods (100%) and timing (85%) as part of student and educator preparation were also deemed essential. Panel members agreed that programme evaluation in line with stakeholder feedback (92%) is vital for guiding adjustments to the programme that is integrating simulation.Conclusion. The developed conceptual framework indicates the necessity of student and educator preparation to ensure optimal SBLE participation and outcome achievement. Programme sustainability should be ensured through programme evaluation and adjustment, in line with stakeholder feedback, best practice and accrediting professional body guidelines.
{"title":"From implementation to revising simulation integration into undergraduate physiotherapy training","authors":"A. van der Merwe, R. Y. Barnes, M. Labuschagne","doi":"10.7196/ajhpe.2022.v14i3.1530","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i3.1530","url":null,"abstract":"Background. Careful consideration of an increasingly underprepared tertiary student population, the limited use of simulation in South African (SA) healthcare education and a changing healthcare education milieu is required from SA educators when implementing, evaluating and revising simulation integration.Objectives. To develop a conceptual framework for the integration of simulation in the SA undergraduate physiotherapy programme.Methods. A non-experimental descriptive research design was used. A purposive sample of 15 healthcare educationalists from SA and abroad were approached to participate in a modified Delphi survey, informed by the results obtained from a systematic review identifying simulation integration framework elements. Data were analysed as percentages, with feedback provided to panel members following each round.Results. Data saturation was achieved after round 3, with a response rate of 73.3% (n=11). The main findings suggested that student preparation prior to simulation-based learning experiences (SBLEs) should include orientation to SBLE logistics and expectations (73%), and could include informal assessment of theory (64%). Inclusion of the feedback/debriefing process (82%), methods (100%) and timing (85%) as part of student and educator preparation were also deemed essential. Panel members agreed that programme evaluation in line with stakeholder feedback (92%) is vital for guiding adjustments to the programme that is integrating simulation.Conclusion. The developed conceptual framework indicates the necessity of student and educator preparation to ensure optimal SBLE participation and outcome achievement. Programme sustainability should be ensured through programme evaluation and adjustment, in line with stakeholder feedback, best practice and accrediting professional body guidelines.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45804828","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 : 2022-10-20DOI: 10.7196/ajhpe.2022.v14i3.1588
G. Joubert, MSc W J Ba, Steinberg, L. J. V. D. Merwe
Background. Research projects frequently include students, a potentially vulnerable population, as participants.Objectives. To determine University of the Free State (UFS) medical students’ experiences as research participants. Response rates to and preferences for hard copy and electronic questionnaires were also investigated.Methods. All 804 UFS undergraduate medical students in 2020 were approached to participate in this cross-sectional survey. Fourth- and fifth-year students and one-half of the third-year class were approached in person to complete anonymous hard copy questionnaires in a class setting. First- and second-year students and the other half of the third-year class were contacted electronically to complete anonymous electronic questionnaires.Results. Response rates to hard copy questionnaires were at least ~45% of the entire year group (and >70% of those to whom the questionnaire was distributed in class) compared with approximately a third of those contacted electronically. Students who responded to electronic questionnaires preferred electronic completion, whereas those who responded to hard copy questionnaires preferred the hard copy format, except fifth-year students. The majority of students (except those in their first year) had previously been approached to participate in research projects. Between a fifth and a third of all year groups indicated that they had refused participation at least once. More than a third of fifth-year students experienced insufficient time to decide on participation. Up to a quarter of third- to fifth-year groups had felt pressurised to participate.Conclusion. Hard copy questionnaires in class, the preferred data collection method for many students, produced better response rates but placed potential pressure on students to participate.
{"title":"Medical students as research participants: Student experiences, questionnaire response rates and preferred modes","authors":"G. Joubert, MSc W J Ba, Steinberg, L. J. V. D. Merwe","doi":"10.7196/ajhpe.2022.v14i3.1588","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i3.1588","url":null,"abstract":"Background. Research projects frequently include students, a potentially vulnerable population, as participants.Objectives. To determine University of the Free State (UFS) medical students’ experiences as research participants. Response rates to and preferences for hard copy and electronic questionnaires were also investigated.Methods. All 804 UFS undergraduate medical students in 2020 were approached to participate in this cross-sectional survey. Fourth- and fifth-year students and one-half of the third-year class were approached in person to complete anonymous hard copy questionnaires in a class setting. First- and second-year students and the other half of the third-year class were contacted electronically to complete anonymous electronic questionnaires.Results. Response rates to hard copy questionnaires were at least ~45% of the entire year group (and >70% of those to whom the questionnaire was distributed in class) compared with approximately a third of those contacted electronically. Students who responded to electronic questionnaires preferred electronic completion, whereas those who responded to hard copy questionnaires preferred the hard copy format, except fifth-year students. The majority of students (except those in their first year) had previously been approached to participate in research projects. Between a fifth and a third of all year groups indicated that they had refused participation at least once. More than a third of fifth-year students experienced insufficient time to decide on participation. Up to a quarter of third- to fifth-year groups had felt pressurised to participate.Conclusion. Hard copy questionnaires in class, the preferred data collection method for many students, produced better response rates but placed potential pressure on students to participate.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48905786","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 : 2022-10-20DOI: 10.7196/ajhpe.2022.v14i3.1584
P. Moabi, N. Mtshali
Background. Simulation has taken centre stage in health sciences education in the context of the increasing adoption of a competency-based curriculum. Simulation replicates facets of the real world in an interactive manner that allows students to learn clinical skills and develop clinical reasoning skills in a safe learning environment. Facilitators have a responsibility to provide adequate instructional and psychological support to the students, while facilitating active and self-directed learning in the simulation environment.Objective. To explore and describe students’ perceptions of support and active learning regarding simulation-based education (SBE) in Lesotho.Methods. A quantitative descriptive exploratory study was conducted using a validated questionnaire. A total of 275 nursing students participated in the study. A stratified systematic random sampling method was used and data were analysed using SPSS version 27.Results. The majority of participants (87.9%) had a positive perception of support that was offered prior, during and after simulation, which they appreciated. Active learning was also perceived positively, as most of the participants indicated that they actively participated in, and not merely observed, simulation. The results showed significant associations between an opportunity given to students to discuss simulation objectives with the teacher and various institutions (p<0.05 (p=0.01)). Institutions with trained simulation facilitators provided students the opportunity to discuss simulation objectives with their teacher.Conclusion. The study showed that student support and active learning are essential when conducting SBE. Supporting students and actively involving them in the learning process lead to effective learning.
{"title":"Nursing students’ perceptions of support and active learning regarding simulation-based education in Lesotho: A quantitative study","authors":"P. Moabi, N. Mtshali","doi":"10.7196/ajhpe.2022.v14i3.1584","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i3.1584","url":null,"abstract":"Background. Simulation has taken centre stage in health sciences education in the context of the increasing adoption of a competency-based curriculum. Simulation replicates facets of the real world in an interactive manner that allows students to learn clinical skills and develop clinical reasoning skills in a safe learning environment. Facilitators have a responsibility to provide adequate instructional and psychological support to the students, while facilitating active and self-directed learning in the simulation environment.Objective. To explore and describe students’ perceptions of support and active learning regarding simulation-based education (SBE) in Lesotho.Methods. A quantitative descriptive exploratory study was conducted using a validated questionnaire. A total of 275 nursing students participated in the study. A stratified systematic random sampling method was used and data were analysed using SPSS version 27.Results. The majority of participants (87.9%) had a positive perception of support that was offered prior, during and after simulation, which they appreciated. Active learning was also perceived positively, as most of the participants indicated that they actively participated in, and not merely observed, simulation. The results showed significant associations between an opportunity given to students to discuss simulation objectives with the teacher and various institutions (p<0.05 (p=0.01)). Institutions with trained simulation facilitators provided students the opportunity to discuss simulation objectives with their teacher.Conclusion. The study showed that student support and active learning are essential when conducting SBE. Supporting students and actively involving them in the learning process lead to effective learning.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43782660","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 : 2022-10-20DOI: 10.7196/ajhpe.2022.v14i3.1570
D. Swinfen, Mhpe MB ChB, M. Labuschagne, PhD G Joubert
Background. Barriers to the training of doctor-patient communication in the South African (SA) context have been well explored through qualitative research at several SA medical schools. However, this aspect of training has not been reviewed in a systematic way by a large number of students. A student review of doctor-patient communication skills training in the undergraduate medical programme of a medical school in SA was obtained to improve training and identify further research needs.Objective. To investigate doctor-patient communication skills training in the undergraduate programme of a medical school in SA to identify shortcomings and further research needs.Methods. A descriptive, cross-sectional design was used. Data were collected through an anonymous questionnaire based on Harden’s extended vision of the curriculum. Printed anonymous questionnaires, distributed to all the fourth- and fifth-year undergraduate medical students, were analysed quantitatively. Open-ended questions were analysed qualitatively using grounded theory.Results. The sample comprised 106/132 fifth-year students (response rate 80.3%) and 65/120 fourth-year students (response rate 54.2%). Frequent training in history-taking was reported by >75% of students, while >60% reported infrequent training in breaking bad news. More than 50% of participants indicated that senior doctors seldom or never modelled patient-centred communication in the clinical teaching milieu. Students preferred experiential learning to didactic methods.Conclusion. Medical students want to see patient-centred communication unequivocally modelled in the clinical setting. A greater emphasis on practical training in context-specific communication skills is required. Positive role-modelling is needed in the clinical environment.
{"title":"Student review of doctor-patient communication skills training in a South African undergraduate medical programme","authors":"D. Swinfen, Mhpe MB ChB, M. Labuschagne, PhD G Joubert","doi":"10.7196/ajhpe.2022.v14i3.1570","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i3.1570","url":null,"abstract":"Background. Barriers to the training of doctor-patient communication in the South African (SA) context have been well explored through qualitative research at several SA medical schools. However, this aspect of training has not been reviewed in a systematic way by a large number of students. A student review of doctor-patient communication skills training in the undergraduate medical programme of a medical school in SA was obtained to improve training and identify further research needs.Objective. To investigate doctor-patient communication skills training in the undergraduate programme of a medical school in SA to identify shortcomings and further research needs.Methods. A descriptive, cross-sectional design was used. Data were collected through an anonymous questionnaire based on Harden’s extended vision of the curriculum. Printed anonymous questionnaires, distributed to all the fourth- and fifth-year undergraduate medical students, were analysed quantitatively. Open-ended questions were analysed qualitatively using grounded theory.Results. The sample comprised 106/132 fifth-year students (response rate 80.3%) and 65/120 fourth-year students (response rate 54.2%). Frequent training in history-taking was reported by >75% of students, while >60% reported infrequent training in breaking bad news. More than 50% of participants indicated that senior doctors seldom or never modelled patient-centred communication in the clinical teaching milieu. Students preferred experiential learning to didactic methods.Conclusion. Medical students want to see patient-centred communication unequivocally modelled in the clinical setting. A greater emphasis on practical training in context-specific communication skills is required. Positive role-modelling is needed in the clinical environment.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46124145","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 : 2022-10-20DOI: 10.7196/ajhpe.2022.v14i3.1309
D. B. A. Afrifa, BSc J Quartey, PhD S Kwakye, J. Quartey
Background. Learning style is the manner by which one learns. Every student has a different and unique learning style. However, the educational implication of learning style preferences has been a source of controversy among researchers and educators.Objectives. To determine the learning style preferences of clinical year physiotherapy students.Methods. This cross-sectional study was conducted in 82 undergraduate physiotherapy students from two universities in Ghana. A data-capturing form was used to obtain participants’ sociodemographic information, while the Kolb learning style questionnaire was used to determine the learning style preferences of the students. The χ2 statistic was used to determine the association between gender and learning style preferences, as well as between level of study and learning style preferences. Results. The participants comprised 43 (52.4%) male students and 39 (47.6%) female students. Eight (9.8%) students preferred the accommodating learning style, 46 (56.0%) preferred the diverging learning style, 15 (18.3%) preferred the assimilating learning style and 13 (15.9%) preferred the converging learning style. There was a significant association between gender and preferred learning style (p=0.027), but no significant association between level of study and preferred learning style (p=0.179). Conclusion. This study revealed that the diverging learning style was the most preferred style, followed by the assimilating learning style. However, there was no association between gender and learning style preferences, as well as level of study and learning style preferences. Further research should be conducted to find the association between the learning environments and the learning style preferences.
{"title":"Learning style preferences among clinical year physiotherapy students in Ghana","authors":"D. B. A. Afrifa, BSc J Quartey, PhD S Kwakye, J. Quartey","doi":"10.7196/ajhpe.2022.v14i3.1309","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i3.1309","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000Background. Learning style is the manner by which one learns. Every student has a different and unique learning style. However, the educational implication of learning style preferences has been a source of controversy among researchers and educators.Objectives. To determine the learning style preferences of clinical year physiotherapy students.Methods. This cross-sectional study was conducted in 82 undergraduate physiotherapy students from two universities in Ghana. A data-capturing form was used to obtain participants’ sociodemographic information, while the Kolb learning style questionnaire was used to determine the learning style preferences of the students. The χ2 statistic was used to determine the association between gender and learning style preferences, as well as between level of study and learning style preferences. \u0000Results. The participants comprised 43 (52.4%) male students and 39 (47.6%) female students. Eight (9.8%) students preferred the accommodating learning style, 46 (56.0%) preferred the diverging learning style, 15 (18.3%) preferred the assimilating learning style and 13 (15.9%) preferred the converging learning style. There was a significant association between gender and preferred learning style (p=0.027), but no significant association between level of study and preferred learning style (p=0.179). \u0000Conclusion. This study revealed that the diverging learning style was the most preferred style, followed by the assimilating learning style. However, there was no association between gender and learning style preferences, as well as level of study and learning style preferences. Further research should be conducted to find the association between the learning environments and the learning style preferences. \u0000 \u0000 \u0000 \u0000","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49519405","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 : 2022-10-20DOI: 10.7196/ajhpe.2022.v14i3.1554
PhD V Mathews
Background. In the context of a curriculum embedded in social perspectives linked to validated Master of Public Health (MPH) competencies, blended learning is used for learning and teaching. However, in a changing technological environment and embarking on the Fourth Industrial Revolution, it becomes imperative to understand the target audience using blended learning as a postgraduate learning environment. Curriculum restructuring and redesign have to take into account changing patterns in the context, environment and target audience for postgraduate programmes in public health.Objectives. To determine the demographic profile of master’s-level postgraduate public health students and their motivation for enrolling into a postgraduate programme.Methods. The study is a retrospective quantitative descriptive research design using secondary data from the application forms of all registered MPH postgraduate students enrolled for the degree from 2015 to 2019. Secondary data analysis was performed using descriptive analysis to calculate frequency, percentages, means and ranking order.Results. One hundred and eighty-four student records were analysed over the study period, with a 55% female and 45% male gender representation. South African students comprised 38% of the total number of students enrolled during the study period. The motivation to enrol in the MPH programme was to improve public health practice, specifically in the field of promotive and preventive aspects of public health. Further research into the motivation to enrol in a distance-learning postgraduate programme is required.Conclusion. The MPH programme attracts regional and international students from multidisciplinary fields, thereby improving public health practice by moving beyond clinical practice.
{"title":"Motivation to enrol in a Master of Public Health postgraduate programme at a South African university","authors":"PhD V Mathews","doi":"10.7196/ajhpe.2022.v14i3.1554","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i3.1554","url":null,"abstract":"Background. In the context of a curriculum embedded in social perspectives linked to validated Master of Public Health (MPH) competencies, blended learning is used for learning and teaching. However, in a changing technological environment and embarking on the Fourth Industrial Revolution, it becomes imperative to understand the target audience using blended learning as a postgraduate learning environment. Curriculum restructuring and redesign have to take into account changing patterns in the context, environment and target audience for postgraduate programmes in public health.Objectives. To determine the demographic profile of master’s-level postgraduate public health students and their motivation for enrolling into a postgraduate programme.Methods. The study is a retrospective quantitative descriptive research design using secondary data from the application forms of all registered MPH postgraduate students enrolled for the degree from 2015 to 2019. Secondary data analysis was performed using descriptive analysis to calculate frequency, percentages, means and ranking order.Results. One hundred and eighty-four student records were analysed over the study period, with a 55% female and 45% male gender representation. South African students comprised 38% of the total number of students enrolled during the study period. The motivation to enrol in the MPH programme was to improve public health practice, specifically in the field of promotive and preventive aspects of public health. Further research into the motivation to enrol in a distance-learning postgraduate programme is required.Conclusion. The MPH programme attracts regional and international students from multidisciplinary fields, thereby improving public health practice by moving beyond clinical practice.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42063350","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 : 2022-07-18DOI: 10.7196/ajhpe.2022.v14i2.1418
K. Moxley
To equip physicians with the competencies that support evidence-based healthcare, curriculum frameworks for medical education often promote scholarly activity as an essential component of training. Many medical schools worldwide expect medical trainees to participate in some form of research during their undergraduate and postgraduate training. This requirement is especially important in Africa, where there is also much need to develop clinical research capacity and an evidence base that is contextualised to the specific healthcare challenges on the continent. In South Africa, the requirement for specialist trainees to complete a research project (as part of a Master of Medicine, MMed) was made mandatory from 2011 and has introduced several difficulties for many training centres. There is concern that institutions are failing to develop medical specialists who are competent in their role as scholars, particularly in their ability to conduct research. In this article, I review the South African literature that discusses the research component of medical specialist registration. In addition to summarising the challenges associated with MMed projects and recent efforts to address them, I interrogate whether the current status of MMed research education is likely to be contributing to the successful development of research competence among this unique group of postgraduates. By consolidating the current debate, I hope to encourage a point of departure between criticising the challenges and adopting proactive strategies to address them. There is a great need for medical educators to design innovative and learner-centred research education strategies that can better develop research competence among African healthcare professionals.
{"title":"The development of research competence among specialist registrars in South Africa: Challenges and opportunities for research education and capacity development","authors":"K. Moxley","doi":"10.7196/ajhpe.2022.v14i2.1418","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i2.1418","url":null,"abstract":"To equip physicians with the competencies that support evidence-based healthcare, curriculum frameworks for medical education often promote scholarly activity as an essential component of training. Many medical schools worldwide expect medical trainees to participate in some form of research during their undergraduate and postgraduate training. This requirement is especially important in Africa, where there is also much need to develop clinical research capacity and an evidence base that is contextualised to the specific healthcare challenges on the continent. In South Africa, the requirement for specialist trainees to complete a research project (as part of a Master of Medicine, MMed) was made mandatory from 2011 and has introduced several difficulties for many training centres. There is concern that institutions are failing to develop medical specialists who are competent in their role as scholars, particularly in their ability to conduct research. In this article, I review the South African literature that discusses the research component of medical specialist registration. In addition to summarising the challenges associated with MMed projects and recent efforts to address them, I interrogate whether the current status of MMed research education is likely to be contributing to the successful development of research competence among this unique group of postgraduates. By consolidating the current debate, I hope to encourage a point of departure between criticising the challenges and adopting proactive strategies to address them. There is a great need for medical educators to design innovative and learner-centred research education strategies that can better develop research competence among African healthcare professionals.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"56 9","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41267139","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 : 2022-07-18DOI: 10.7196/ajhpe.2022.v14i2.1423
A. Hendricks, N. Hartman, L. Olckers
Background. Student engagement in curricular transformation is topical at the University of Cape Town (UCT), including in its Faculty of Health Sciences (FHS). Teamwork, which is essential to contemporary interprofessional healthcare, is an objective of transformative health sciences education. This study offers a contemporary contribution from the perspective of students to earlier work on shared learning at UCT FHS. Objectives. There is a paucity of research literature on this study’s target population. Therefore, a qualitative design was used to explore first-year health sciences students’ perceptions and experiences of teamwork within an undergraduate shared learning programme. Methods. The primary data collection method was focus group discussion. Two additional qualitative methods, free-listing and pile-sorting, were used to expand upon data collected in the focus groups. Results were analysed thematically. Results. The study sample (N=32) included first-year audiology, medical, occupational therapy, physiotherapy, and speech and language pathology students. The findings revealed that although their experiences of teamwork varied, students had a comprehensive perception of what teamwork entailed in their educational context. Therefore, the findings were used to generate a heuristic for teamwork learning for undergraduate health sciences students. Conclusion. The study positions students to contribute tangibly to the curricular transformation process at their university. Students’ perspectives of teamwork may be useful in the future design and delivery of entry-level interprofessional courses aiming to instil teamwork skills.
{"title":"A journey through interprofessional education: Students’ perspectives of teamwork in a transforming curriculum","authors":"A. Hendricks, N. Hartman, L. Olckers","doi":"10.7196/ajhpe.2022.v14i2.1423","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i2.1423","url":null,"abstract":"Background. Student engagement in curricular transformation is topical at the University of Cape Town (UCT), including in its Faculty of Health Sciences (FHS). Teamwork, which is essential to contemporary interprofessional healthcare, is an objective of transformative health sciences education. This study offers a contemporary contribution from the perspective of students to earlier work on shared learning at UCT FHS. \u0000Objectives. There is a paucity of research literature on this study’s target population. Therefore, a qualitative design was used to explore first-year health sciences students’ perceptions and experiences of teamwork within an undergraduate shared learning programme. \u0000Methods. The primary data collection method was focus group discussion. Two additional qualitative methods, free-listing and pile-sorting, were used to expand upon data collected in the focus groups. Results were analysed thematically. \u0000Results. The study sample (N=32) included first-year audiology, medical, occupational therapy, physiotherapy, and speech and language pathology students. The findings revealed that although their experiences of teamwork varied, students had a comprehensive perception of what teamwork entailed in their educational context. Therefore, the findings were used to generate a heuristic for teamwork learning for undergraduate health sciences students. \u0000Conclusion. The study positions students to contribute tangibly to the curricular transformation process at their university. Students’ perspectives of teamwork may be useful in the future design and delivery of entry-level interprofessional courses aiming to instil teamwork skills.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45938568","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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