Pub Date : 2022-07-18DOI: 10.7196/ajhpe.2022.v14i2.1433
A. M. Ingratta, S. Mabizela, A. George, L. Green-Thompson
Background. Decentralised teaching has the potential to transform medical education but requires greater use of online learning to address some of the challenges of decentralised teaching in low- and middle-income countries. Given the digital divide that exists in South Africa (SA), it is necessary to establish the extent of student readiness for the broader implementation of online learning. Objectives. To determine medical students’ device ownership, usage and attitudes towards online learning at the University of the Witwatersrand, Johannesburg. Methods. A cross-sectional survey of first-, third- and sixth-year students was conducted in 2017. The questionnaire included open- and closed-ended questions. Quantitative data were analysed using frequency and custom tables and Kruskal-Wallis one-way analysis of variance (ANOVA) tests. Open-ended responses were analysed using content analysis. Results. The survey response rate was 48.5% (448/924). No significant differences in device usage and attitudes towards online learning were observed across the 3 years of study. Most respondents (99%) owned internet-capable devices, and >90% wanted some degree of online learning. The perceived barriers included poor internet connectivity on university campuses and the high cost of data in SA. Conclusion. The majority of respondents owned internet-capable devices and requested more online learning, but the socioeconomic disparities in the country raise concerns about students’ readiness. Wider online learning requires policy decisions to ensure not only access to devices and data but also the implementation of online learning in ways that avoid further disadvantaging already disadvantaged students. Institutional barriers must be addressed before an expanded online learning environment can be considered.
{"title":"Undergraduate medical students’ readiness for online learning at a South African university: Implications for decentralised training","authors":"A. M. Ingratta, S. Mabizela, A. George, L. Green-Thompson","doi":"10.7196/ajhpe.2022.v14i2.1433","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i2.1433","url":null,"abstract":"\u0000Background. Decentralised teaching has the potential to transform medical education but requires greater use of online learning to address some of the challenges of decentralised teaching in low- and middle-income countries. Given the digital divide that exists in South Africa (SA), it is necessary to establish the extent of student readiness for the broader implementation of online learning. \u0000Objectives. To determine medical students’ device ownership, usage and attitudes towards online learning at the University of the Witwatersrand, Johannesburg. \u0000Methods. A cross-sectional survey of first-, third- and sixth-year students was conducted in 2017. The questionnaire included open- and closed-ended questions. Quantitative data were analysed using frequency and custom tables and Kruskal-Wallis one-way analysis of variance (ANOVA) tests. Open-ended responses were analysed using content analysis. \u0000Results. The survey response rate was 48.5% (448/924). No significant differences in device usage and attitudes towards online learning were observed across the 3 years of study. Most respondents (99%) owned internet-capable devices, and >90% wanted some degree of online learning. The perceived barriers included poor internet connectivity on university campuses and the high cost of data in SA. \u0000Conclusion. The majority of respondents owned internet-capable devices and requested more online learning, but the socioeconomic disparities in the country raise concerns about students’ readiness. Wider online learning requires policy decisions to ensure not only access to devices and data but also the implementation of online learning in ways that avoid further disadvantaging already disadvantaged students. Institutional barriers must be addressed before an expanded online learning environment can be considered. \u0000","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":"43406611","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.v14i2.1163
N. Mtshali, A. Harerimana, V. N. Mdunge, S. Mthembu, South Africa University of KwaZulu-Natal
Background. Learning management systems (LMS) are indispensable teaching and learning tools in nursing education, and in recent years, LMS have become a cornerstone to support online learning, particularly during the COVID-19 pandemic. The South African (SA) e-education policy requires every teacher and learner in the education and training sector to be information and communication technology (ICT)-capable, and able to use ICTs confidently and creatively to help develop the skills and knowledge they need as lifelong learners to achieve their personal goals and be full participants in their global communities. Objective. To investigate postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal Province, SA. Method. An exploratory, descriptive research design was used, and the whole population of 16 postgraduate nursing education students who were exposed to Moodle as a learning management system participated in the study. Qualitative data were collected through semi-structured interviews, followed by focus group discussions, with thematic analysis used to analyse data. Results. This was the first time that most participants had been exposed to an online learning course, and the experience made them feel empowered as it provided enabled reflection and deep learning. Participants indicated that the range of interactions and level of engagement determined the eventual level of knowledge constructed. The online facilitator played a central role in guiding and supporting students, and ensuring that they achieved the learning outcomes. The online learning benefits included increased socialisation, convenience and flexibility, asynchronicity and accessibility of learning material. The challenges were the lack of real-time response, financial cost and technical issues. Conclusion. An intense ICT orientation for students is recommended to ensure that they are informed of the requirements before starting the online course. The online facilitators must be more visible in the online space, participate more often in discussions and stimulate constructive dialogue.
{"title":"Postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal Province","authors":"N. Mtshali, A. Harerimana, V. N. Mdunge, S. Mthembu, South Africa University of KwaZulu-Natal","doi":"10.7196/ajhpe.2022.v14i2.1163","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i2.1163","url":null,"abstract":"\u0000Background. Learning management systems (LMS) are indispensable teaching and learning tools in nursing education, and in recent years, LMS have become a cornerstone to support online learning, particularly during the COVID-19 pandemic. The South African (SA) e-education policy requires every teacher and learner in the education and training sector to be information and communication technology (ICT)-capable, and able to use ICTs confidently and creatively to help develop the skills and knowledge they need as lifelong learners to achieve their personal goals and be full participants in their global communities. \u0000Objective. To investigate postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal Province, SA. \u0000Method. An exploratory, descriptive research design was used, and the whole population of 16 postgraduate nursing education students who were exposed to Moodle as a learning management system participated in the study. Qualitative data were collected through semi-structured interviews, followed by focus group discussions, with thematic analysis used to analyse data. \u0000Results. This was the first time that most participants had been exposed to an online learning course, and the experience made them feel empowered as it provided enabled reflection and deep learning. Participants indicated that the range of interactions and level of engagement determined the eventual level of knowledge constructed. The online facilitator played a central role in guiding and supporting students, and ensuring that they achieved the learning outcomes. The online learning benefits included increased socialisation, convenience and flexibility, asynchronicity and accessibility of learning material. The challenges were the lack of real-time response, financial cost and technical issues. \u0000Conclusion. An intense ICT orientation for students is recommended to ensure that they are informed of the requirements before starting the online course. The online facilitators must be more visible in the online space, participate more often in discussions and stimulate constructive dialogue. \u0000","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":"46774550","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.v14i2.1676
W. Cordier, A. Dreyer, L. Keiller, D. Manning, C. Nyoni, J. V. Van Wyk, J. Wolvaardt
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{"title":"The birth of an association: Creating African leaders in health professions education","authors":"W. Cordier, A. Dreyer, L. Keiller, D. Manning, C. Nyoni, J. V. Van Wyk, J. Wolvaardt","doi":"10.7196/ajhpe.2022.v14i2.1676","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i2.1676","url":null,"abstract":"<jats:p>-</jats:p>","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":"43606060","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.v14i2.1446
A. van der Merwe, R. Barnes, M. Labuschagne
Background. The benefits of simulation in healthcare education are undeniable, and in the current healthcare climate, a drastic change in delivering healthcare training is critical. Therefore, integration of simulation is essential, and necessitates detailed planning and well-trained educators. Objectives. To develop a conceptual framework for the integration of simulation in South African (SA) undergraduate physiotherapy programmes. Methods. A non-experimental descriptive research design using a modified Delphi survey was conducted. Results from a systematic review identifying simulation integration framework elements informed the Delphi survey. A purposive sample of 15 healthcare educationalists from SA and abroad were approached to participate. Data were analysed as percentages, and feedback was provided to panel members following each round. Results. A response rate of 73.3% (n=11) was achieved. Planning was explored as one of the themes. Both institutional- and discipline-specific needs analyses were identified as essential (93%), and societal needs were useful to consider (64%). Resource identification and sharing (84%) were regarded as vital, and expert collaboration in curriculum development (79%) with scaffolded skills integration (75%) was advised. The necessity for trained facilitators (93%) and educator role identification (71%) was evident. Statements related to mastery learning/deliberate practice and the use of simulation for assessment purposes yielded the least consensus. Conclusion. A constructively aligned curriculum based on both student and institutional needs and resource availability in guiding simulation integration was regarded as essential. Educator competency in both the development and delivery of the programme, especially debriefing methods, is vital for optimising student learning.
{"title":"How to plan for simulation integration into undergraduate physiotherapy training","authors":"A. van der Merwe, R. Barnes, M. Labuschagne","doi":"10.7196/ajhpe.2022.v14i2.1446","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i2.1446","url":null,"abstract":"Background. The benefits of simulation in healthcare education are undeniable, and in the current healthcare climate, a drastic change in delivering healthcare training is critical. Therefore, integration of simulation is essential, and necessitates detailed planning and well-trained educators. Objectives. To develop a conceptual framework for the integration of simulation in South African (SA) undergraduate physiotherapy programmes. Methods. A non-experimental descriptive research design using a modified Delphi survey was conducted. Results from a systematic review identifying simulation integration framework elements informed the Delphi survey. A purposive sample of 15 healthcare educationalists from SA and abroad were approached to participate. Data were analysed as percentages, and feedback was provided to panel members following each round. \u0000Results. A response rate of 73.3% (n=11) was achieved. Planning was explored as one of the themes. Both institutional- and discipline-specific needs analyses were identified as essential (93%), and societal needs were useful to consider (64%). Resource identification and sharing (84%) were regarded as vital, and expert collaboration in curriculum development (79%) with scaffolded skills integration (75%) was advised. The necessity for trained facilitators (93%) and educator role identification (71%) was evident. Statements related to mastery learning/deliberate practice and the use of simulation for assessment purposes yielded the least consensus. \u0000Conclusion. A constructively aligned curriculum based on both student and institutional needs and resource availability in guiding simulation integration was regarded as essential. Educator competency in both the development and delivery of the programme, especially debriefing methods, is vital for optimising student learning.","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":"42924715","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.v14i2.1444
R. Steyn, U. Subramaney, E. Idemudia, J. Becker
Projectivised multisite research is gaining popularity, but is not without its pitfalls. Presented are eight possible challenges that could be encountered, and strategies to manage them. This article presents valuable information to scholars planning projectivised multisite research endeavours.
{"title":"Ethical dilemmas in projectivised multisite research","authors":"R. Steyn, U. Subramaney, E. Idemudia, J. Becker","doi":"10.7196/ajhpe.2022.v14i2.1444","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i2.1444","url":null,"abstract":"Projectivised multisite research is gaining popularity, but is not without its pitfalls. Presented are eight possible challenges that could be encountered, and strategies to manage them. This article presents valuable information to scholars planning projectivised multisite research endeavours.","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":"49588574","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.v14i2.1531
R. Botha, A. Joubert, H. Morgan, M. Wilmott
Background. A South African faculty of health sciences created a forum for the community to voice their relational experiences with interprofessional students through visual projections. No other studies that explore such experiences using the Mmogo method could be located. Objective. To gain an understanding of the relational experiences of community members participating in Lifestyle-groups as part of a rural health initiative with interprofessional student groups. Methods. The Mmogo method is a qualitative, structured, observation technique. Participants constructed visual projections representing specific relationships. Thereafter, during a group discussion, participants explained the meaning of their projections. The visual data were analysed according to their literal presentation and subjective, symbolic meaning. A thematic analysis was used for the transcribed data. Results. Thirteen of the 24 visual projections were of a quality that allowed visual analysis; all 24 members participated in the discussions. Light was identified as an overarching theme to represent the community-student interaction. Sub-themes and categories associated with light were healthier lifestyles (knowledge sharing, lifestyle transformation, improved health outcomes), solidarity (reciprocity, collaboration, person centredness, multidimensional approach) and affirmation (gratitude and acceptance). Conclusion. Though some statements by participants related to health education as opposed to health dialogue highlighted areas requiring improvement, the findings correlated with the outcomes prescribed for students by this rural health initiative. Emotional connections in relational experiences could facilitate higher levels of self-efficacy in communities. The question is whether a stronger emphasis on health dialogue can be a catalyst for improved self-efficacy.
{"title":"Relational experiences of community members participating in a rural health initiative with interprofessional students","authors":"R. Botha, A. Joubert, H. Morgan, M. Wilmott","doi":"10.7196/ajhpe.2022.v14i2.1531","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i2.1531","url":null,"abstract":"Background. A South African faculty of health sciences created a forum for the community to voice their relational experiences with interprofessional students through visual projections. No other studies that explore such experiences using the Mmogo method could be located. \u0000Objective. To gain an understanding of the relational experiences of community members participating in Lifestyle-groups as part of a rural health initiative with interprofessional student groups. \u0000Methods. The Mmogo method is a qualitative, structured, observation technique. Participants constructed visual projections representing specific relationships. Thereafter, during a group discussion, participants explained the meaning of their projections. The visual data were analysed according to their literal presentation and subjective, symbolic meaning. A thematic analysis was used for the transcribed data. \u0000Results. Thirteen of the 24 visual projections were of a quality that allowed visual analysis; all 24 members participated in the discussions. Light was identified as an overarching theme to represent the community-student interaction. Sub-themes and categories associated with light were healthier lifestyles (knowledge sharing, lifestyle transformation, improved health outcomes), solidarity (reciprocity, collaboration, person centredness, multidimensional approach) and affirmation (gratitude and acceptance). \u0000Conclusion. Though some statements by participants related to health education as opposed to health dialogue highlighted areas requiring improvement, the findings correlated with the outcomes prescribed for students by this rural health initiative. Emotional connections in relational experiences could facilitate higher levels of self-efficacy in communities. The question is whether a stronger emphasis on health dialogue can be a catalyst for improved self-efficacy.","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":"46602789","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 : 2022-03-18DOI: 10.7196/ajhpe.2022.v14i1.1481
M. Mogodi, D. Griffiths, M. Molwantwa, M. B. Kabaetse, M. Tarpley, D. Prozesky
Background. The COVID-19 pandemic necessitated drastic changes to undergraduate medical training at the University of Botswana (UB). To save the academic year when campus was locked down, the Department of Medical Education conducted a needs assessment to determine the readiness for emergency remote teaching (ERT) of the Faculty of Medicine, UB. Objectives. To report on the findings of needs assessment surveys to assess learner and teaching staff preparedness for fair and just ERT, as defined by philosopher John Rawls. Methods. Needs assessment surveys were conducted using Office 365 Forms distributed via WhatsApp, targeting medical students and teaching staff during the 5 undergraduate years. Data were analysed quantitatively and qualitatively. Results. Ninety-two percent (266/289) of students and 73.5% (62/84) of teaching staff responded. Surveys revealed a high penetration of smartphones among students, but poor internet accessibility and affordability in homes. Some teaching staff also reported internet and device insufficiencies. Only WhatsApp was accessible to students and teaching staff. Conclusions. For equitable access to ERT in the future, the surveys revealed infrastructural improvement needs, including wider, stronger, affordable WiFi coverage within Botswana and enhanced digital infrastructures in educational institutions, with increased support for students.
{"title":"Justice as fairness in preparing for emergency remote teaching: A case from Botswana","authors":"M. Mogodi, D. Griffiths, M. Molwantwa, M. B. Kabaetse, M. Tarpley, D. Prozesky","doi":"10.7196/ajhpe.2022.v14i1.1481","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i1.1481","url":null,"abstract":"Background. The COVID-19 pandemic necessitated drastic changes to undergraduate medical training at the University of Botswana (UB). To save the academic year when campus was locked down, the Department of Medical Education conducted a needs assessment to determine the readiness for emergency remote teaching (ERT) of the Faculty of Medicine, UB. Objectives. To report on the findings of needs assessment surveys to assess learner and teaching staff preparedness for fair and just ERT, as defined by philosopher John Rawls. Methods. Needs assessment surveys were conducted using Office 365 Forms distributed via WhatsApp, targeting medical students and teaching staff during the 5 undergraduate years. Data were analysed quantitatively and qualitatively. Results. Ninety-two percent (266/289) of students and 73.5% (62/84) of teaching staff responded. Surveys revealed a high penetration of smartphones among students, but poor internet accessibility and affordability in homes. Some teaching staff also reported internet and device insufficiencies. Only WhatsApp was accessible to students and teaching staff. Conclusions. For equitable access to ERT in the future, the surveys revealed infrastructural improvement needs, including wider, stronger, affordable WiFi coverage within Botswana and enhanced digital infrastructures in educational institutions, with increased support for students.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44671271","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 : 2022-03-18DOI: 10.7196/ajhpe.2022.v14i1.1635
P. A. McInerney
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{"title":"… And then there was COVID!","authors":"P. A. McInerney","doi":"10.7196/ajhpe.2022.v14i1.1635","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i1.1635","url":null,"abstract":"<jats:p>-</jats:p>","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44551247","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 : 2022-03-18DOI: 10.7196/ajhpe.2022.v14i1.1466
C. Meyer, C. Barrett, G. Joubert, N. Mofolo
Background. Shortly after the first case of SARS-CoV-2 infection (COVID-19) had been reported in South Africa, a national lockdown was declared. Subsequently, the University of the Free State (UFS) changed from a contact delivery mode to remote multimodal teaching, learning and assessment. Objectives. To determine the effect of the initial months of the COVID-19 lockdown on MMed training activities at the UFS, specifically the demographic and health profile of students, research progress, academic activities and the clinical training environment. Methods. A cross-sectional study using an anonymous self-administered questionnaire was used. All registered MMed students at the UFS were eligible to participate. Results. A response was obtained from 134 (51.9%) of 258 registrars, most of whom were included in the analysis (n=118; 45.7%). Significant associations between the effect of the COVID-19 lockdown on day-to-day clinical work and the ability to work on MMed research (p<0.01) and self-directed learning time (p<0.01) were noted. Changes in domestic circumstances affecting MMed research were reported by 26.9% of respondents. Worsening or new symptoms of stress were reported by 40.0% of respondents. Conclusion. The initial months of the COVID-19 lockdown might have far-reaching implications for registrars’ academic progress. Registrars experienced adverse psychosocial consequences that might impede their academic progress.
{"title":"The effect of the initial months of the COVID-19 national lockdown on MMed training activities at the University of the Free State, South Africa","authors":"C. Meyer, C. Barrett, G. Joubert, N. Mofolo","doi":"10.7196/ajhpe.2022.v14i1.1466","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i1.1466","url":null,"abstract":"Background. Shortly after the first case of SARS-CoV-2 infection (COVID-19) had been reported in South Africa, a national lockdown was declared. Subsequently, the University of the Free State (UFS) changed from a contact delivery mode to remote multimodal teaching, learning and assessment. Objectives. To determine the effect of the initial months of the COVID-19 lockdown on MMed training activities at the UFS, specifically the demographic and health profile of students, research progress, academic activities and the clinical training environment. Methods. A cross-sectional study using an anonymous self-administered questionnaire was used. All registered MMed students at the UFS were eligible to participate. Results. A response was obtained from 134 (51.9%) of 258 registrars, most of whom were included in the analysis (n=118; 45.7%). Significant associations between the effect of the COVID-19 lockdown on day-to-day clinical work and the ability to work on MMed research (p<0.01) and self-directed learning time (p<0.01) were noted. Changes in domestic circumstances affecting MMed research were reported by 26.9% of respondents. Worsening or new symptoms of stress were reported by 40.0% of respondents. Conclusion. The initial months of the COVID-19 lockdown might have far-reaching implications for registrars’ academic progress. Registrars experienced adverse psychosocial consequences that might impede their academic progress.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45540054","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 : 2022-03-18DOI: 10.7196/ajhpe.2022.v14i1.1506
M. Cupido, N. Gordon, N. Behardien
Background. The COVID-19 pandemic resulted in emergency remote teaching, with limited student contact time. For programmes with strong clinical and community-based requirements, such as the Bachelor of Oral Health, one had to be innovative to meet module outcomes. Objectives. To (i) evaluate the curriculum and pedagogy of two diverse modules in the second year; and (ii) explore contextual factors affecting teaching and learning. Methods. This evaluation study used a mixed-methods design. The sample comprised lecturers (n=3), clinical teachers (n=2), students (n=29) and documents for analysis. The modified concept-indicator method and the emergency remote teaching environment frameworks guided the data collection process. Tools included questionnaires, a focus group discussion and document analysis. Quantitative data were presented as frequencies and qualitative data were themed. Results. Student participation for the OHP213 module was 76% (n=19) and 68% for the LOS200 module (n=19). All the lecturers (n=3) participated. Overall, the content and teaching and learning specialists were satisfied with the modules, but made suggestions for improvement. Student experiences highlighted diversity in their learning styles and challenges, while lecturers articulated challenges and emphasised affordances during this period. Conclusions. The curricula were generally found to be aligned in terms of outcomes, content and assessment. Emergency remote teaching presented affordances from the perspective of students and lecturers, which could be explored further. If online teaching were to be a feature of university education, the affordances highlighted by students and staff may argue for a revised hybrid approach to delivering an oral health programme. However, such a system would require thorough research, with the necessary support built into the university as an ecosystem.
{"title":"Module evaluation for emergency remote teaching: An oral hygiene case study during the COVID-19 pandemic","authors":"M. Cupido, N. Gordon, N. Behardien","doi":"10.7196/ajhpe.2022.v14i1.1506","DOIUrl":"https://doi.org/10.7196/ajhpe.2022.v14i1.1506","url":null,"abstract":"Background. The COVID-19 pandemic resulted in emergency remote teaching, with limited student contact time. For programmes with strong clinical and community-based requirements, such as the Bachelor of Oral Health, one had to be innovative to meet module outcomes. Objectives. To (i) evaluate the curriculum and pedagogy of two diverse modules in the second year; and (ii) explore contextual factors affecting teaching and learning. Methods. This evaluation study used a mixed-methods design. The sample comprised lecturers (n=3), clinical teachers (n=2), students (n=29) and documents for analysis. The modified concept-indicator method and the emergency remote teaching environment frameworks guided the data collection process. Tools included questionnaires, a focus group discussion and document analysis. Quantitative data were presented as frequencies and qualitative data were themed. Results. Student participation for the OHP213 module was 76% (n=19) and 68% for the LOS200 module (n=19). All the lecturers (n=3) participated. Overall, the content and teaching and learning specialists were satisfied with the modules, but made suggestions for improvement. Student experiences highlighted diversity in their learning styles and challenges, while lecturers articulated challenges and emphasised affordances during this period. Conclusions. The curricula were generally found to be aligned in terms of outcomes, content and assessment. Emergency remote teaching presented affordances from the perspective of students and lecturers, which could be explored further. If online teaching were to be a feature of university education, the affordances highlighted by students and staff may argue for a revised hybrid approach to delivering an oral health programme. However, such a system would require thorough research, with the necessary support built into the university as an ecosystem.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46648052","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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