Authors:F Haffejee, J van Wyk, V Hira Abstract: Background. Role-play can enhance students’ learning, improve communication and serve as an effective tool for team building. When combined with community engagement projects (CEPs), it can enhance empathy in challenges relating to the community. The benefits of role-play in medical education have been reported, but the impact of the strategy is unknown in the allied health sciences at universities of technology, where there is a need to improve pass rates.Objective. To ascertain the benefits of role-play and CEPs in the context of understanding parasitic diseases by students enrolled for programmes in the allied health professions.Method. Role-play and CEPs were used to facilitate students’ learning of parasitic diseases. Students’ perceptions of the influence of these strategies on their learning were determined through the use of a semi-structured questionnaire. Test scores of the students before and after the assignment were compared.Results. The majority of students reported becoming more enthusiastic about their studies. They indicated that role-play with regard to the clinical features of the parasitic diseases added to their improved understanding of the disorders. Role-play also made the learning entertaining and informative, and enhanced class camaraderie. An improvement in the students’ test marks and pass rates relating to this section was also observed. Students valued the opportunity to teach people in the community, which linked their learning to a community engagement initiative.Conclusion. Learning through role-play and using a CEP to teach about parasites enhanced the quality of student learning in the allied health sciences. PubDate: 2017-07-06 Issue No:Vol. 9, No. 2 (2017)
Authors:H Myezwa, D Maleka, P McInerney, J Potterton, B Watt Abstract: Background. The Department of Physiotherapy at the University of the Witwatersrand, Johannesburg, South Africa has a programme that allows 4th-year physiotherapy students to experience learning about public health in a rural setting. This experience is assessed using a portfolio. To date, the portfolios have only been assessed in terms of the students achieving the learning objectives. The process has not been evaluated for its effectiveness in promoting a reflective learner. A reflective learner is considered as one who will develop critical thinking and better accountability for their own learning.Objective. To analyse the level of reflective practice attained by the students.Methods. A qualitative approach was used to analyse evidence of reflective practice in student reflective diaries. Guided content analysis, using a framework compiled from the literature, was used to code the data. The coding framework outlined the levels of reflective practice – from the lowest level, identifying learning outcomes, to the highest level, i.e. abstract concept formation.Results. Forty-eight portfolios with reflective diaries were available for analysis. Data saturation was obtained after eight reflective diaries were analysed. The majority of the student diaries (6 of 8) reflected a low level of reflective practice, with only a few attaining a high level.Conclusion. This study showed that physiotherapy students who experienced learning in a rural setting achieved low levels of reflective practice. A minority of students were able to progress in their reflection to reveal elements of critical thought, reflective thinking and, further still, abstract concept formation. PubDate: 2017-07-06 Issue No:Vol. 9, No. 2 (2017)
Authors:A Bosman, J.E. Wolvaardt Abstract: Background. Although abstract-driven scientific conferences are expensive, little has been written about their benefits and whether attendance influences delegates’ actions.Objective. To explore possible benefits of conference attendance among 97 scholarship recipients at the International Conference on AIDS and Sexually Transmitted Infections in Africa (ICASA) 2013.Methods. A cross-sectional study was conducted. Data were collected via an online survey before the start and on the last day of the conference, and 5 months after the conference.Results. Scholarship recipients represented 27 countries and were between 20 and >60 years of age. The majority of respondents were between 26 and 40 years old, were male, and were researchers/scientists or advocates/activists. Respondents reported that they attended ICASA 2013 to learn more about tuberculosis/HIV/AIDS/sexually transmitted infections and networking opportunities. The majority reported that they gained professionally from attending ICASA 2013 and made ‘new contacts and opportunities for partnership and collaboration’ and ‘new ideas/directions for new project(s)’. Respondents identified ways in which they intended to use what they had learnt at the conference. Five months later respondents reported that they, their colleagues, managers and/or partners were motivated with regard to their HIV work and had shared information, best practices and/or skills gained. The majority had implemented best practices or innovations and retained professional contact with someone they met at ICASA 2013.Conclusion. Conference scholarship programmes provide opportunities for learning and networking and may translate into partnerships or joint ventures, which may result in the implementation of innovations and best practices. Such programmes may also lead to skills transfer, which could strengthen workforce capacity and health systems. PubDate: 2017-07-06 Issue No:Vol. 9, No. 2 (2017)
Authors:C.A. Kridiotis, S Swart Abstract: Background. Students who fail the first semester in an undergraduate medical programme at the University of the Free State may join a Learning Development Programme (LDP) in the second semester. A new generic skills module, Lifelong Learning Skills (LLLS), was added to the curriculum in 2013.Objective. To ascertain whether the LLLS module helped to improve the generic learning skills of LDP students.Methods. Student reflections and a self-administered questionnaire with open-ended questions were used to obtain feedback.Results. Students believed that the LLLS module enhanced their generic skills, and that it was beneficial to them. Aspects such as motivation, time management and critical thinking improved. Furthermore, they indicated that the skills mastered during the module continued to be useful in the subsequent academic year.Conclusion. The students’ reflections made a valuable contribution to understanding ways in which they can be supported. Through student insights, future presentation of the LLLS module can be enhanced. PubDate: 2017-07-06 Issue No:Vol. 9, No. 2 (2017)
Authors:P.M. van Zyl, G Joubert, E Bowen, F du Plooy, C Francis, S Jadhunandan, F Fredericks, L Metz Abstract: Background. The mental health of medical students is a global concern, and medical training has been described by some as being detrimental to the health of medical students, affecting both their student experience and professional life.Objectives. To determine the prevalence of depression, anxiety, stress and substance use among preclinical students in a 5-year outcomes-based medical curriculum. The study also investigated the association of selected demographic factors with these outcomes.Methods. All University of the Free State medical students in semesters 3 (n=164) and 5 (n=131) during 2015 were included in this cross-sectional study. Depression, anxiety and stress levels were measured by means of the Depression Anxiety Stress Scales (DASS-21). Demographic questions were included in an anonymous self-administered questionnaire. Lifetime and past month substance use were determined.Results. A prevalence of 26.5% for moderate to extremely severe depression, 26.5% for moderate to extremely severe anxiety, and 29.5% for moderate to extremely severe stress was recorded. Female students had significantly higher stress levels, but not increased anxiety. Relationship status and accommodation were not associated with these outcomes. Lifetime use of methylphenidate, lifetime use of alcohol, and past month use of alcohol were associated with depression.Conclusion. The study revealed high levels of depression, anxiety and stress in 2nd- and 3rd-year medical students compared with the general population, but the levels were comparable to those of medical students elsewhere in the world. Past month substance use of alcohol and cannabis was lower than in international studies, but nicotine use was higher. PubDate: 2017-07-06 Issue No:Vol. 9, No. 2 (2017)
Authors:M van Rooyen, A Reinbrech-Schütte, J.F.M. Hugo, T.S. Marcus Abstract: Background. The Longitudinal Community Attachment programme for Students (L-CAS) is an activity by means of which each student is exposed to primary healthcare learning and practice in communities. Capability has been described as ‘an integration of knowledge, skills, personal qualities and understanding used appropriately and effectively … but in response to new and changing circumstances’. Within this paradigm, peer-assisted learning (PAL) has been used to support the development of student capability during L-CAS activities.Objective. To evaluate the impact of PAL sessions on student and community health worker (CHW) capability development.Methods. Study participants comprised 4th-year medical students and CHWs. Student data were drawn from the rotation reflective reports (RRRs) and CHW data from semi-structured interviews.Results. The main themes that emerged from the RRRs and interviews were the impact on the personal and professional development of participants; the creation of awareness and understanding of the context of the communities; relationship building; and the impact of peer learning activities on the knowledge, skills and attitudes of participants.Conclusion. In the process of addressing the challenge of preparing capable professionals, PAL was found to be a very effective way of positioning peers in relation to each other as resources. PAL activities enhanced the abilities of students and CHWs to learn from experience and to achieve the goals of critical reflection and experiential learning. PubDate: 2017-07-06 Issue No:Vol. 9, No. 2 (2017)
Authors:H Pandya, W Slemming, H Saloojee Abstract: Background. Portfolios are increasingly used across a range of disciplines in health professional education to support reflective practice and to help assess students’ academic and professional development. However, their value in postgraduate education is uncertain.Objectives. To identify the role of portfolios in the development and assessment of professional competencies in postgraduate maternal and child public health education.Methods. A qualitative retrospective review of 35 student portfolios was conducted. Thematic content analysis of portfolios was done, identifying emerging themes and analysing patterns.Results. Two major themes were explored – the benefit of the portfolio to the student and to faculty. For students, portfolios promoted reflective abilities and critical thinking and assisted them in planning learning needs. For faculty, the portfolios assisted in monitoring students’ growth over time, identified learning gaps, helped to establish if expected learning outcomes were being attained and provided feedback on students’ application of academic learning to professional practice. Portfolios also offered students an opportunity to provide critical feedback on curricula content and course pedagogic activities.Conclusion. Portfolios are an under-utilised assessment and self-development tool in postgraduate training. They allow students to self-assess their attainment of personal learning needs, professional growth and competency achievement and provide faculty with useful feedback on curriculum content, educational activities and competency attainment. PubDate: 2017-07-06 Issue No:Vol. 9, No. 2 (2017)
Authors:S Singh, S Pottapinjara Abstract: Background. Dental students are seen as role-models for promoting good oral health behaviour, yet there is little published evidence in South Africa (SA) that describes student knowledge and attitudes towards their own oral healthcare.Objective. To investigate undergraduate dental therapy and oral hygiene students’ knowledge and attitudes towards their self-care practices and the perceived influence of the dental curriculum on these practices.Methods. This was a descriptive survey of 64 undergraduate dental students at the University of KwaZulu-Natal, Durban, SA. A self-administered questionnaire was used for data collection.Results. Fifty-two respondents returned the completed questionnaires, yielding an 81% response rate. Almost all respondents (n=30; 96.8% (2nd-year students), and n=21; 100% (3rd-year students)) indicated the use of toothpaste and toothbrush to clean their teeth. Most respondents reported cleaning their teeth from 1 to 5 minutes, with 52% (n=27) reporting 1 - 2 minutes and 42% (n=22) 3 - 5 minutes. Only three respondents reported cleaning their teeth for >5 minutes (n=3; 6%). Other practices included the use of toothpicks (n=12; 23%), dental floss (n=42; 81%), and interdental brushes (n=5; 10%). Almost all respondents (n=50; 96%) indicated the use of commercially available mouth rinses. All 2nd-year students (n=30) and 90% of 3rd-year students (n=18) agreed that exposure to clinical training increased their awareness of self-care practices.Conclusion. Respondents reported good knowledge and practice of oral health self-care, but there were inconsistencies in these practices. Respondents also agreed that the dental undergraduate curriculum did influence their knowledge and oral health self-care practices. PubDate: 2017-07-06 Issue No:Vol. 9, No. 2 (2017)
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