Pub Date : 2021-10-07DOI: 10.7196/AJHPE.2021.V13I3.1525
VA Perumal-Pillay, F. Walters
none required for short report submission for special issue: Innovations in HPE during the COVID-19 era
特刊无需提交简短报告：新冠肺炎时代HPE的创新
{"title":"Synchronous online pharmacy skills group work: A breakout room toolbox for teaching","authors":"VA Perumal-Pillay, F. Walters","doi":"10.7196/AJHPE.2021.V13I3.1525","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.V13I3.1525","url":null,"abstract":"none required for short report submission for special issue: Innovations in HPE during the COVID-19 era","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"167-169"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44116451","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.v13i3.1505
R. V. Wyk, E. Turton
Due to COVID-19 restrictions in the clinical practice areas and theatres of the Academic hospitals in Bloemfontein (South Africa), 4 th and 5th-year medical students of the University of the Free State had limited access to routine clinical and emergency cases. As part of their Anaesthesia rotation, students needed access and exposure to these clinical and emergency cases to fulfil the minimum training requirements set out in their curriculum. These included ultrasound techniques, administration and management of patients for general anaesthesia and administration of spinal anaesthesia, airway management and Cardiopulmonary Resuscitation (CPR).
{"title":"Anaesthesia skills and simulation training during the COVID-19 pandemic","authors":"R. V. Wyk, E. Turton","doi":"10.7196/AJHPE.2021.v13i3.1505","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.v13i3.1505","url":null,"abstract":"Due to COVID-19 restrictions in the clinical practice areas and theatres of the Academic hospitals in Bloemfontein (South Africa), 4 th and 5th-year medical students of the University of the Free State had limited access to routine clinical and emergency cases. As part of their Anaesthesia rotation, students needed access and exposure to these clinical and emergency cases to fulfil the minimum training requirements set out in their curriculum. These included ultrasound techniques, administration and management of patients for general anaesthesia and administration of spinal anaesthesia, airway management and Cardiopulmonary Resuscitation (CPR).","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"195-196"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44152475","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.V13I3.1519
V. Singaram, K. Naidoo, N. Dlova
Not required as per guidelines for short report : “Innovations in Health Professions Education during the COVID-19 era”
《2019冠状病毒病时代卫生职业教育创新》短报告指南不要求
{"title":"Innovative mentorship: Implementation of an online mentorship programme for South African medical internship and junior doctors in KwaZulu-Natal, South Africa","authors":"V. Singaram, K. Naidoo, N. Dlova","doi":"10.7196/AJHPE.2021.V13I3.1519","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.V13I3.1519","url":null,"abstract":"Not required as per guidelines for short report : “Innovations in Health Professions Education during the COVID-19 era”","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"172-173"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42798953","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.V13I3.1498
M. Viljoen, R. Coetzee, N. Hoffman, J. McCartney, E. Upton, M. V. Huyssteen
Background. The COVID-19 pandemic resulted in innovative and creative changes to educational practices in order to produce pharmacy graduates amidst a global crisis. Experiential learning was unable to take place during the highest levels of lockdown in South Africa with access to health care facilities restricted to essential staff only.
{"title":"Reflection on remote teaching and learning of a final-year BPharm clinical training module during a pandemic","authors":"M. Viljoen, R. Coetzee, N. Hoffman, J. McCartney, E. Upton, M. V. Huyssteen","doi":"10.7196/AJHPE.2021.V13I3.1498","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.V13I3.1498","url":null,"abstract":"Background. The COVID-19 pandemic resulted in innovative and creative changes to educational practices in order to produce pharmacy graduates amidst a global crisis. Experiential learning was unable to take place during the highest levels of lockdown in South Africa with access to health care facilities restricted to essential staff only.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"203-204"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45282074","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.V13I3.1502
W. Cordier, I. Lubbe
The COVID-19 pandemic necessitated transition of teaching and learning in pharmacology to a fully online space. Not only did this require consideration of the discipline and student complement, but also the tumultuous schedule of the lecturer himself. Given fears of passive and decontextualised learning in the online space, scenario-based and socio-constructivist learning activities were
{"title":"Teaching pharmacology online: Not just another narration","authors":"W. Cordier, I. Lubbe","doi":"10.7196/AJHPE.2021.V13I3.1502","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.V13I3.1502","url":null,"abstract":"The COVID-19 pandemic necessitated transition of teaching and learning in pharmacology to a fully online space. Not only did this require consideration of the discipline and student complement, but also the tumultuous schedule of the lecturer himself. Given fears of passive and decontextualised learning in the online space, scenario-based and socio-constructivist learning activities were","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"201-202"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43373641","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.V13I3.1514
Ss Mlambo
To encourage critical thinking and appropriate application of pharmacological concepts, especially in the face of limited contact sessions brought about by the COVID-19 pandemic, students were tasked to generate and answer one another’s case reports. Additionally, each student had to provide feedback on their peers’ attempts to answer their case report questions, under the guidance and moderation of the lecturer.
{"title":"Stimulating students’ critical thinking skills in pharmacology using case report generation","authors":"Ss Mlambo","doi":"10.7196/AJHPE.2021.V13I3.1514","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.V13I3.1514","url":null,"abstract":"To encourage critical thinking and appropriate application of pharmacological concepts, especially in the face of limited contact sessions brought about by the COVID-19 pandemic, students were tasked to generate and answer one another’s case reports. Additionally, each student had to provide feedback on their peers’ attempts to answer their case report questions, under the guidance and moderation of the lecturer.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"184-185"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42026603","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.V13I3.1527
H. Roos, I. Lubbe
What does a new campus orientation, class representative election, meeting the Deanery and lessons learnt by senior students have in common? Nothing, except for 300 first year medical students and a one-week first year compulsory course that had to be converted to an online experience. This was the challenge that presented itself to the lecturer. The module “ Introduction to the Study of Medicine” is a one-week course that was re-designed to do just that.
{"title":"Pedagogy to probity","authors":"H. Roos, I. Lubbe","doi":"10.7196/AJHPE.2021.V13I3.1527","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.V13I3.1527","url":null,"abstract":"What does a new campus orientation, class representative election, meeting the Deanery and lessons learnt by senior students have in common? Nothing, except for 300 first year medical students and a one-week first year compulsory course that had to be converted to an online experience. This was the challenge that presented itself to the lecturer. The module “ Introduction to the Study of Medicine” is a one-week course that was re-designed to do just that.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"161-162"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47587592","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.v13i3.1504
A. Fortuin, J. V. D. Heever, T. Postma
This paper describes the transformation of pre-Covid 19 educational practices in Fixed Prosthodontics at the School of Dentistry, University of Pretoria. The sudden need for social distancing limited access to the main preclinical skills laboratory, which was overcome by 3D-printed phantom heads that were rapidly produced by the Central University of Technology. This allowed preclinical training to continue in clinical spaces. The educational philosophy also had to be adjusted because contact time became limited. The traditional lecturer-centered approach followed (lectures, notes, demonstrations, practicals and log books) was transformed to a student-centered approach through the production of high quality audio-visual material that allowed students to prepare for practicals in advance. These materials provided learner support at chairside on computer screens and mobile devices and facilitated self-directed learning. Students were formatively assessed using a chairside computer system with the aim of developing competence. This short communication also discusses the lessons learnt from this innovative project and the change in educational philosophy.
{"title":"Outsmarting COVID-19 through rapid 3D printing and flipped learning in fixed prosthodontics","authors":"A. Fortuin, J. V. D. Heever, T. Postma","doi":"10.7196/AJHPE.2021.v13i3.1504","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.v13i3.1504","url":null,"abstract":"This paper describes the transformation of pre-Covid 19 educational practices in Fixed Prosthodontics at the School of Dentistry, University of Pretoria. The sudden need for social distancing limited access to the main preclinical skills laboratory, which was overcome by 3D-printed phantom heads that were rapidly produced by the Central University of Technology. This allowed preclinical training to continue in clinical spaces. The educational philosophy also had to be adjusted because contact time became limited. The traditional lecturer-centered approach followed (lectures, notes, demonstrations, practicals and log books) was transformed to a student-centered approach through the production of high quality audio-visual material that allowed students to prepare for practicals in advance. These materials provided learner support at chairside on computer screens and mobile devices and facilitated self-directed learning. Students were formatively assessed using a chairside computer system with the aim of developing competence. This short communication also discusses the lessons learnt from this innovative project and the change in educational philosophy.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"197-198"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42917681","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.v13i3.1507
B. Botha, M. Mulder
The advent of COVID-19 precipitated challenges most of Africa were not ready to deal with, especially within higher education institutions, and severely impacted health professionals’ education (HPE) due to the extensive clinical component involved in HPE.
{"title":"Planning and facilitating remote objective structured clinical examinations (OSCEs) for wound care students in South Africa during the COVID-19 pandemic","authors":"B. Botha, M. Mulder","doi":"10.7196/AJHPE.2021.v13i3.1507","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.v13i3.1507","url":null,"abstract":"The advent of COVID-19 precipitated challenges most of Africa were not ready to deal with, especially within higher education institutions, and severely impacted health professionals’ education (HPE) due to the extensive clinical component involved in HPE.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"193-194"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49358370","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.V13I3.1469
Q. Wessels, A. D. Plessis, K. V. Niekerk
Namibia’s State of Emergency was announced on 27 March 2020. Institutional attempts to introduce blended learning and formal online learning during the COVID-19 pandemic prior to the students leaving campus came too late. We subsequently did not have the luxury of time to plan and prepare formal online material. Emergency remote teaching (ERT) was started whilst our students were on recess with many stuck at home in rural off-grid settings. They were subsequently faced with erratic internet connectivity and limited data. This limitation necessitated a small file size alternative that addressed the educational needs of our students whilst permitting constructive alignment with the intended learning objectives. Furthermore, it was also found that students prefer communication through WhatsApp. Here the authors report on a novel and content-specific approach to ERT through to-the-point anatomy video tutorials that are data friendly – i.e., Goldilocks Anatomy.
{"title":"‘Goldilocks anatomy’ – data-conserving anatomy video tutorials during emergency remote teaching","authors":"Q. Wessels, A. D. Plessis, K. V. Niekerk","doi":"10.7196/AJHPE.2021.V13I3.1469","DOIUrl":"https://doi.org/10.7196/AJHPE.2021.V13I3.1469","url":null,"abstract":"Namibia’s State of Emergency was announced on 27 March 2020. Institutional attempts to introduce blended learning and formal online learning during the COVID-19 pandemic prior to the students leaving campus came too late. We subsequently did not have the luxury of time to plan and prepare formal online material. Emergency remote teaching (ERT) was started whilst our students were on recess with many stuck at home in rural off-grid settings. They were subsequently faced with erratic internet connectivity and limited data. This limitation necessitated a small file size alternative that addressed the educational needs of our students whilst permitting constructive alignment with the intended learning objectives. Furthermore, it was also found that students prefer communication through WhatsApp. Here the authors report on a novel and content-specific approach to ERT through to-the-point anatomy video tutorials that are data friendly – i.e., Goldilocks Anatomy.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"182-183"},"PeriodicalIF":0.3,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45309261","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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