Pub Date : 2021-12-31DOI: 10.7196/ajhpe.2021.v13i4.1442
R. Spies, H. Lee, I. Esack, R. Hollamby, C. Viljoen
Background. Near-peer teaching (NPT) programmes may benefit both student learners (SLs) and near-peer tutors (NTs). However, data evaluating NPT programmes in developing countries such as South Africa are lacking. Objectives. To evaluate the efficacy of an NPT programme in improving the knowledge and confidence of SLs and NTs, and to evaluate student perceptions of the NPT programme. Methods. An NPT programme in which clinical year students provided tutorials to pre-clinical year students was developed. Participants completed a knowledge-assessing multiple-choice questionnaire (MCQ) and a confidence-assessing questionnaire at commencement and conclusion of the programme. Participants also completed an evaluation at the end of the programme. Results. For 38 SLs, the median MCQ score improved from 58.9% at baseline to 78.6% at completion of the programme (p<0.001; d=1.3). The mean overall confidence score improved from 2.6/5 at baseline to 3.6/5 at completion (p<0.001; d=1.3). All SLs agreed that the NPT programme was a useful addition to the standard curriculum and that they would recommend the programme to other students at developmental level. The effect of the NPT programme was less pronounced for the 16 NTs, with median MCQ scores of 87.5% and 89.3% at baseline and completion of the programme, respectively (p=0.179; d=0.4). The mean overall confidence score improved from 3.8/5 at baseline to 4.2/5 at completion (p=0.004; d=1). Ninety-four percent of NTs agreed that their role as NTs reinforced their existing knowledge. Conclusion. NPT programmes may improve the knowledge and confidence of SLs, while consolidating the knowledge of NTs. The NTP programme was well received by medical students. In resource-limited settings, the effectiveness and acceptability of NPT make it an attractive adjunct to traditional teaching.
{"title":"Learn-teach-learn: Evaluating a South African near-peer teaching programme","authors":"R. Spies, H. Lee, I. Esack, R. Hollamby, C. Viljoen","doi":"10.7196/ajhpe.2021.v13i4.1442","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i4.1442","url":null,"abstract":"Background. Near-peer teaching (NPT) programmes may benefit both student learners (SLs) and near-peer tutors (NTs). However, data evaluating NPT programmes in developing countries such as South Africa are lacking. Objectives. To evaluate the efficacy of an NPT programme in improving the knowledge and confidence of SLs and NTs, and to evaluate student perceptions of the NPT programme. Methods. An NPT programme in which clinical year students provided tutorials to pre-clinical year students was developed. Participants completed a knowledge-assessing multiple-choice questionnaire (MCQ) and a confidence-assessing questionnaire at commencement and conclusion of the programme. Participants also completed an evaluation at the end of the programme. Results. For 38 SLs, the median MCQ score improved from 58.9% at baseline to 78.6% at completion of the programme (p<0.001; d=1.3). The mean overall confidence score improved from 2.6/5 at baseline to 3.6/5 at completion (p<0.001; d=1.3). All SLs agreed that the NPT programme was a useful addition to the standard curriculum and that they would recommend the programme to other students at developmental level. The effect of the NPT programme was less pronounced for the 16 NTs, with median MCQ scores of 87.5% and 89.3% at baseline and completion of the programme, respectively (p=0.179; d=0.4). The mean overall confidence score improved from 3.8/5 at baseline to 4.2/5 at completion (p=0.004; d=1). Ninety-four percent of NTs agreed that their role as NTs reinforced their existing knowledge. Conclusion. NPT programmes may improve the knowledge and confidence of SLs, while consolidating the knowledge of NTs. The NTP programme was well received by medical students. In resource-limited settings, the effectiveness and acceptability of NPT make it an attractive adjunct to traditional teaching.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42091336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.7196/ajhpe.2021.v13i4.1276
W. Ericksen-Pereira, Nicolette V Roman, R. Swart
Background. Naturopathy has been taught at tertiary level in South Africa (SA) for 18 years. This research paper examines the naturopathic curriculum to determine whether it is benchmarked to international standards and meets the needs of graduates in practice. It is the first research paper that critically reviews the curriculum of a complementary alternative medicine profession taught at a higher education institution (HEI) in SA. Objective. To critically review the naturopathy curriculum taught at an SA HEI. Methods. This research used a sequential two-stage qualitative methodology. In stage one, a comparative document analysis was conducted using the curriculum recommended by the World Health Organization (WHO), the World Naturopathic Federation (WNF) and the University of the Western Cape. Stage two consisted of a graduate review of the curriculum. Eighteen graduates participated in the review by providing input on all the subjects in the curriculum via email. The responses were summarised and thematically analysed. Results. It was found that the SA curriculum is aligned to international curricula. Graduate inputs suggest a restructuring of the curriculum so that subjects which are core to naturopathic training can be taught in greater depth over a longer period of time. Conclusion. The subjects offered in the SA naturopathic curriculum are on par with international standards. Concerns raised by graduates suggest a need for a restructuring of the curriculum to develop a deeper understanding of the curriculum to ensure that graduates are competent to meet the changing healthcare needs of the population.
{"title":"A comparative analysis and evaluation of the naturopathic curriculum in South Africa","authors":"W. Ericksen-Pereira, Nicolette V Roman, R. Swart","doi":"10.7196/ajhpe.2021.v13i4.1276","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i4.1276","url":null,"abstract":"Background. Naturopathy has been taught at tertiary level in South Africa (SA) for 18 years. This research paper examines the naturopathic curriculum to determine whether it is benchmarked to international standards and meets the needs of graduates in practice. It is the first research paper that critically reviews the curriculum of a complementary alternative medicine profession taught at a higher education institution (HEI) in SA. Objective. To critically review the naturopathy curriculum taught at an SA HEI. Methods. This research used a sequential two-stage qualitative methodology. In stage one, a comparative document analysis was conducted using the curriculum recommended by the World Health Organization (WHO), the World Naturopathic Federation (WNF) and the University of the Western Cape. Stage two consisted of a graduate review of the curriculum. Eighteen graduates participated in the review by providing input on all the subjects in the curriculum via email. The responses were summarised and thematically analysed. Results. It was found that the SA curriculum is aligned to international curricula. Graduate inputs suggest a restructuring of the curriculum so that subjects which are core to naturopathic training can be taught in greater depth over a longer period of time. Conclusion. The subjects offered in the SA naturopathic curriculum are on par with international standards. Concerns raised by graduates suggest a need for a restructuring of the curriculum to develop a deeper understanding of the curriculum to ensure that graduates are competent to meet the changing healthcare needs of the population.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46519121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.7196/ajhpe.2021.v13i4.1424
N. Khan, T. Erasmus, N. Jali, P. Mthiyane, S. Ronne
Background. The COVID-19 pandemic has forced higher education institutions to rethink delivery of education. Blended learning (BL), particularly online/eLearning, has become the life support for continued education. BL is a pedagogical approach that combines online asynchronous and/or synchronous and face-to-face (F2F) interaction between lecturers and students, enabling learning to occur independently of time or place. Perceptions and attitudes of students towards BL are important predictors of success. Objective. To determine the attitudes and perceptions of audiology and speech-language pathology students towards BL at the University of KwaZulu- Natal (UKZN), Durban, South Africa. Methods. A descriptive survey design with quantitative methods of analysis was used. Eighty-six participants completed an online questionnaire through Google forms. The tool demonstrated good internal consistency, with a Cronbach α score of 0.82. Results. Most participants agreed that combining traditional and eLearning – BL – improves learning skills and enables more student involvement in learning. Comparisons between attitudes and year of study yielded a statistically significant association, with senior students having a more positive attitude towards BL than second-year students (p=0.003). Attitudes between male and female participants were generally similar; however, females felt that BL helped them to understand lecture material better and to increase interaction (statistically significant; p=0.021). While 93% perceived the online platform, Moodle, which is used by UKZN, as being useful, only 51% indicated that it improved efficiency of learning to a great extent. Conclusion. Despite the challenges around connectivity, computer illiteracy, system and technical problems, students concluded that BL enhanced the learning experience and fostered a student-centred approach to teaching and learning.
{"title":"Is blended learning the way forward? Students’ perceptions and attitudes at a South African university","authors":"N. Khan, T. Erasmus, N. Jali, P. Mthiyane, S. Ronne","doi":"10.7196/ajhpe.2021.v13i4.1424","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i4.1424","url":null,"abstract":"Background. The COVID-19 pandemic has forced higher education institutions to rethink delivery of education. Blended learning (BL), particularly online/eLearning, has become the life support for continued education. BL is a pedagogical approach that combines online asynchronous and/or synchronous and face-to-face (F2F) interaction between lecturers and students, enabling learning to occur independently of time or place. Perceptions and attitudes of students towards BL are important predictors of success. Objective. To determine the attitudes and perceptions of audiology and speech-language pathology students towards BL at the University of KwaZulu- Natal (UKZN), Durban, South Africa. Methods. A descriptive survey design with quantitative methods of analysis was used. Eighty-six participants completed an online questionnaire through Google forms. The tool demonstrated good internal consistency, with a Cronbach α score of 0.82. Results. Most participants agreed that combining traditional and eLearning – BL – improves learning skills and enables more student involvement in learning. Comparisons between attitudes and year of study yielded a statistically significant association, with senior students having a more positive attitude towards BL than second-year students (p=0.003). Attitudes between male and female participants were generally similar; however, females felt that BL helped them to understand lecture material better and to increase interaction (statistically significant; p=0.021). While 93% perceived the online platform, Moodle, which is used by UKZN, as being useful, only 51% indicated that it improved efficiency of learning to a great extent. Conclusion. Despite the challenges around connectivity, computer illiteracy, system and technical problems, students concluded that BL enhanced the learning experience and fostered a student-centred approach to teaching and learning.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43845387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.7196/ajhpe.2021.v13i4.1453
M. C. Ramifikeng
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{"title":"Features of the research proposal genre made easy for undergraduate occupational therapy students","authors":"M. C. Ramifikeng","doi":"10.7196/ajhpe.2021.v13i4.1453","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i4.1453","url":null,"abstract":"<jats:p>-</jats:p>","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49555830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.7196/ajhpe.2021.v13i4.1490
L. Govender, J. Geitner, N. Tyam, F. Botha, J. Yeats
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{"title":"Pathology Lexicon A-Z: A multilingual glossary app","authors":"L. Govender, J. Geitner, N. Tyam, F. Botha, J. Yeats","doi":"10.7196/ajhpe.2021.v13i4.1490","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i4.1490","url":null,"abstract":"<jats:p>-</jats:p>","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46974486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.7196/ajhpe.2021.v13i4.1111
L. Rathobei, M. Dube
Background. There is global awareness of investment in higher education to ensure quality learning. Provision of quality feedback is perceived as a key benchmark of effective learning and a vital requirement in meeting students’ expectations. Nevertheless, increased students’ demands and expectations regarding quality feedback compete with increased pressure on academic resources, which may result in student dissatisfaction. Despite the high priority that higher education institutions (HEIs) place on quality of feedback, insufficient research studies have been conducted of student nurses’ perceptions of such feedback. Objectives. To describe nursing students’ perceptions of feedback received from educators in a selected HEI. Method. A non-experimental, exploratory descriptive design was used to guide the research process. The non-probability convenience sampling method was used, with 75 nursing students as respondents. A descriptive statistics procedure was used to present the findings of the study. Results. Most respondents (82.7%) reported that they received understandable, timely, personalised, criteria-referenced, positive clear feedback after assessment. Conversely, 17.3% of respondents indicated that they received delayed, non-understandable feedback, as well as unclear and negatively written feedback. The findings of the study suggest that quality feedback mechanisms in the selected HEI were used for effective learning and to meet nursing students’ requirements and expectations. Conclusion. The findings of the research indicate that nursing students receive quality feedback after assessment. However, there is a need for the HEI to develop a clear organisational structure with an operational guideline to aid the feedback process and ensure that all students receive quality feedback, improving their performance and meeting their needs. The feedback process should be made transparent and communicated to educators and students.
{"title":"Nursing students’ perceptions regarding feedback from their educators in a selected higher education institution in KwaZulu-Natal province, South Africa","authors":"L. Rathobei, M. Dube","doi":"10.7196/ajhpe.2021.v13i4.1111","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i4.1111","url":null,"abstract":"Background. There is global awareness of investment in higher education to ensure quality learning. Provision of quality feedback is perceived as a key benchmark of effective learning and a vital requirement in meeting students’ expectations. Nevertheless, increased students’ demands and expectations regarding quality feedback compete with increased pressure on academic resources, which may result in student dissatisfaction. Despite the high priority that higher education institutions (HEIs) place on quality of feedback, insufficient research studies have been conducted of student nurses’ perceptions of such feedback. Objectives. To describe nursing students’ perceptions of feedback received from educators in a selected HEI. Method. A non-experimental, exploratory descriptive design was used to guide the research process. The non-probability convenience sampling method was used, with 75 nursing students as respondents. A descriptive statistics procedure was used to present the findings of the study. Results. Most respondents (82.7%) reported that they received understandable, timely, personalised, criteria-referenced, positive clear feedback after assessment. Conversely, 17.3% of respondents indicated that they received delayed, non-understandable feedback, as well as unclear and negatively written feedback. The findings of the study suggest that quality feedback mechanisms in the selected HEI were used for effective learning and to meet nursing students’ requirements and expectations. Conclusion. The findings of the research indicate that nursing students receive quality feedback after assessment. However, there is a need for the HEI to develop a clear organisational structure with an operational guideline to aid the feedback process and ensure that all students receive quality feedback, improving their performance and meeting their needs. The feedback process should be made transparent and communicated to educators and students.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49380820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.7196/ajhpe.2021.v13i4.1331
K. Naidoo, J. V. Van Wyk
Background. South African (SA) studies indicate that elderly patients receive poor-quality and inadequate medical care at primary care level. Medical schools must be responsive to the needs of the communities they serve. This article reviews medical students’ knowledge of and attitudes towards caring for older patients to identify areas to enhance their learning. Objective. To evaluate the knowledge and attitudes of final-year medical students regarding the care of older patients at the University of KwaZulu-Natal (UKZN), Durban, SA. Methods. All final-year medical students were invited to complete a self-administered questionnaire that evaluated their geriatric knowledge and attitudes. Geriatric knowledge was assessed with a modified Palmore’s Facts on Aging Quiz, and the UCLA geriatric attitudes scale was used to assess their attitudes. Ethical approval was obtained from the UKZN Biomedical Research Ethics Committee and data were collected from September to November 2019. Results. There was a 79% (n=173) response rate. The average age of participants was 24 (interquartile range (IQR) 23 - 24) years. The mean geriatric knowledge score was 56.8% (standard deviation 10.4). The mean attitude score was 3.67 out of 5, indicating mildly positive attitudes towards caring for older patients. The majority of students expressed difficulties in communicating with older patients. Conclusion. The poor knowledge and mildly positive attitudes of students necessitate educational interventions to stimulate student interest in geriatrics and improve learning in this field, including increased attention to communication skills training relevant to the care of older patients.
背景。南非(SA)的研究表明，老年患者在初级保健一级得到的医疗服务质量差且不足。医学院必须对它们所服务的社区的需要作出反应。本文回顾医学生对照顾老年病人的知识和态度，以确定他们学习的领域。目标。评估南非德班夸祖鲁-纳塔尔大学(UKZN)医学生对老年患者护理的知识和态度。方法。所有的大四医学生被邀请完成一份自我管理的问卷，评估他们的老年知识和态度。采用改良的Palmore 's Facts on Aging Quiz对老年人的认知进行评估，并采用UCLA老年态度量表对老年人的态度进行评估。获得UKZN生物医学研究伦理委员会的伦理批准，数据收集于2019年9月至11月。结果。有效率为79% (n=173)。参与者的平均年龄为24岁(四分位间距23 - 24岁)。平均老年知识得分为56.8%(标准差10.4)。平均态度得分为3.67分(满分5分)，表明对照顾老年患者的态度较为积极。大多数学生表示与老年患者沟通有困难。结论。学生的知识贫乏和温和的积极态度需要教育干预来激发学生对老年病学的兴趣并改善这一领域的学习，包括增加对与老年患者护理相关的沟通技巧培训的关注。
{"title":"The knowledge and attitudes of final-year medical students regarding care of older patients","authors":"K. Naidoo, J. V. Van Wyk","doi":"10.7196/ajhpe.2021.v13i4.1331","DOIUrl":"https://doi.org/10.7196/ajhpe.2021.v13i4.1331","url":null,"abstract":"Background. South African (SA) studies indicate that elderly patients receive poor-quality and inadequate medical care at primary care level. Medical schools must be responsive to the needs of the communities they serve. This article reviews medical students’ knowledge of and attitudes towards caring for older patients to identify areas to enhance their learning. Objective. To evaluate the knowledge and attitudes of final-year medical students regarding the care of older patients at the University of KwaZulu-Natal (UKZN), Durban, SA. Methods. All final-year medical students were invited to complete a self-administered questionnaire that evaluated their geriatric knowledge and attitudes. Geriatric knowledge was assessed with a modified Palmore’s Facts on Aging Quiz, and the UCLA geriatric attitudes scale was used to assess their attitudes. Ethical approval was obtained from the UKZN Biomedical Research Ethics Committee and data were collected from September to November 2019. Results. There was a 79% (n=173) response rate. The average age of participants was 24 (interquartile range (IQR) 23 - 24) years. The mean geriatric knowledge score was 56.8% (standard deviation 10.4). The mean attitude score was 3.67 out of 5, indicating mildly positive attitudes towards caring for older patients. The majority of students expressed difficulties in communicating with older patients. Conclusion. The poor knowledge and mildly positive attitudes of students necessitate educational interventions to stimulate student interest in geriatrics and improve learning in this field, including increased attention to communication skills training relevant to the care of older patients.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47670487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-07DOI: 10.7196/AJHPE.2021.v13i3.1517
Y. Botma, T. Heyns, C. Filmalter, C. Nyoni
Students in emergency nursing had already commenced their postbasic training at universities when the Higher Education Institutions were compelled to discontinue face-to-face contact with students and switched to various online modes of delivering content and facilitating learning in response to the government’s hard lockdown rules. Health services assumed students reverted to fulltime staff, while students envisaged completing the postbasic programme. In addition to the stressors all frontline workers encounter, these students had academic-related stressors. This short report aims to describe the use of WhatsApp™ as a support strategy for emergency nursing students during the COVID-19 pandemic. The lecturer initiated a WhatsApp™ group, including all students and the clinical facilitators from various healthcare facilities. The communication stream from 1 March to December 2020 was exported in a Portable Document Format, followed by thematic analysis to identify the support provided. Support for emergency nursing students during the COVID-19 was multifaceted and included system, academic and emotional support. WhatsApp™ as a strategy to provide support to students during the COVID-19 pandemic served its purpose but could add to additional workload for the lecturer at odd or inconvenient hours.
{"title":"WhatsApp as a support strategy for emergency nursing students during the COVID-19 pandemic","authors":"Y. Botma, T. Heyns, C. Filmalter, C. Nyoni","doi":"10.7196/AJHPE.2021.v13i3.1517","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.v13i3.1517","url":null,"abstract":"Students in emergency nursing had already commenced their postbasic training at universities when the Higher Education Institutions were compelled to discontinue face-to-face contact with students and switched to various online modes of delivering content and facilitating learning in response to the government’s hard lockdown rules. Health services assumed students reverted to fulltime staff, while students envisaged completing the postbasic programme. In addition to the stressors all frontline workers encounter, these students had academic-related stressors. This short report aims to describe the use of WhatsApp™ as a support strategy for emergency nursing students during the COVID-19 pandemic. The lecturer initiated a WhatsApp™ group, including all students and the clinical facilitators from various healthcare facilities. The communication stream from 1 March to December 2020 was exported in a Portable Document Format, followed by thematic analysis to identify the support provided. Support for emergency nursing students during the COVID-19 was multifaceted and included system, academic and emotional support. WhatsApp™ as a strategy to provide support to students during the COVID-19 pandemic served its purpose but could add to additional workload for the lecturer at odd or inconvenient hours.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"176-178"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49612687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-07DOI: 10.7196/AJHPE.2021.V13I3.1513
H. Essop, I. Lubbe, M. Kekana
Background: Teaching important, but ‘outdated’ technology (analogue) in a digital age is challenging as resources are rapidly phasing out. Combining that challenge with COVID-19 regulations and movement restrictions, educators needed to create meaningful and conducive learning experiences in the virtual classroom. To address this, lecturers in the Radiography department, created an animated video on automatic film processing (AFP) concepts, one with narration and one without. Students were then asked to engage with the animations to provide a description of the events they depicted in the form of an essay. Objectives: To explore and describe students experiences of the online automatic film processing (AFP) animations as a learning tool. Methods: A qualitative, descriptive exploratory design was adopted. A focus group interview was conducted with second year radiography students enrolled for the radiographic sciences module. Content analysis was used to analyse the data. Results: Findings emerged from three themes, namely: AFP animation without narration can serve as an effective learning and assessment tool, animation with narration is a passive learning tool and recommendations to improve AFP concepts. Conclusion: The animation without narration enabled the students to gain from inquiry based, experiential learning. However, the animation with narration and captions appeared to have a high cognitive load, hindering its effectiveness. The lessons learnt from this study is that although animations are deemed as an effective adjunct to teaching, active engagement is necessary for deep learning occur. Therefore, care must be taken when designing multimedia resources to ensure that effective learning takes place.
{"title":"Bringing literature to life: A digital animation to teach analogue concepts in radiographic imaging during a pandemic - Lessons learnt","authors":"H. Essop, I. Lubbe, M. Kekana","doi":"10.7196/AJHPE.2021.V13I3.1513","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.V13I3.1513","url":null,"abstract":"Background: Teaching important, but ‘outdated’ technology (analogue) in a digital age is challenging as resources are rapidly phasing out. Combining that challenge with COVID-19 regulations and movement restrictions, educators needed to create meaningful and conducive learning experiences in the virtual classroom. To address this, lecturers in the Radiography department, created an animated video on automatic film processing (AFP) concepts, one with narration and one without. Students were then asked to engage with the animations to provide a description of the events they depicted in the form of an essay. Objectives: To explore and describe students experiences of the online automatic film processing (AFP) animations as a learning tool. Methods: A qualitative, descriptive exploratory design was adopted. A focus group interview was conducted with second year radiography students enrolled for the radiographic sciences module. Content analysis was used to analyse the data. Results: Findings emerged from three themes, namely: AFP animation without narration can serve as an effective learning and assessment tool, animation with narration is a passive learning tool and recommendations to improve AFP concepts. Conclusion: The animation without narration enabled the students to gain from inquiry based, experiential learning. However, the animation with narration and captions appeared to have a high cognitive load, hindering its effectiveness. The lessons learnt from this study is that although animations are deemed as an effective adjunct to teaching, active engagement is necessary for deep learning occur. Therefore, care must be taken when designing multimedia resources to ensure that effective learning takes place.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"186-188"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48212379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-07DOI: 10.7196/AJHPE.2021.V13I3.1521
C. Gordon
This short report describes innovations that were created for the purposes of Emergency Remote Teaching in the discipline of obstetrics & gynaecology at the University of Cape Town, when students were not allowed onto the clinical platform during the COVID-19 lockdown. T he author set about creating a bank of novel videos, s eeking to motivate students and provide an enjoyable learning experience, as well as give them a semblance of clinical exposure. The videos covered basic foundational content, as well as a series of simulated patients that were primarily acted out by the author herself. Students responded very positively to the video content, resulting an an entire redesign of the curriculum and its delivery going forward.
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