Authors:V Mathews Pages: 101 - 105 Abstract: Background. In the context of a curriculum embedded in social perspectives linked to validated Master of Public Health (MPH) competencies, blended learning is used for learning and teaching. However, in a changing technological environment and embarking on the Fourth Industrial Revolution, it becomes imperative to understand the target audience using blended learning as a postgraduate learning environment. Curriculum restructuring and redesign have to take into account changing patterns in the context, environment and target audience for postgraduate programmes in public health. Objectives. To determine the demographic profile of master’s-level postgraduate public health students and their motivation for enrolling into a postgraduate programme. Methods. The study is a retrospective quantitative descriptive research design using secondary data from the application forms of all registered MPH postgraduate students enrolled for the degree from 2015 to 2019. Secondary data analysis was performed using descriptive analysis to calculate frequency, percentages, means and ranking order. Results. One hundred and eighty-four student records were analysed over the study period, with a 55% female and 45% male gender representation. South African students comprised 38% of the total number of students enrolled during the study period. The motivation to enrol in the MPH programme was to improve public health practice, specifically in the field of promotive and preventive aspects of public health. Further research into the motivation to enrol in a distance-learning postgraduate programme is required. Conclusion. The MPH programme attracts regional and international students from multidisciplinary fields, thereby improving public health practice by moving beyond clinical practice. PubDate: 2022-11-01 Issue No:Vol. 14, No. 3 (2022)
Authors:G Joubert, W J Steinberg, L J van der Merwe Pages: 106 - 110 Abstract: Background. Research projects frequently include students, a potentially vulnerable population, as participants. Objectives. To determine University of the Free State (UFS) medical students’ experiences as research participants. Response rates to and preferences for hard copy and electronic questionnaires were also investigated. Methods. All 804 UFS undergraduate medical students in 2020 were approached to participate in this cross-sectional survey. Fourth- and fifth-year students and one-half of the third-year class were approached in person to complete anonymous hard copy questionnaires in a class setting. First- and second-year students and the other half of the third-year class were contacted electronically to complete anonymous electronic questionnaires. Results. Response rates to hard copy questionnaires were at least ~45% of the entire year group (and >70% of those to whom the questionnaire was distributed in class) compared with approximately a third of those contacted electronically. Students who responded to electronic questionnaires preferred electronic completion, whereas those who responded to hard copy questionnaires preferred the hard copy format, except fifth-year students. The majority of students (except those in their first year) had previously been approached to participate in research projects. Between a fifth and a third of all year groups indicated that they had refused participation at least once. More than a third of fifth-year students experienced insufficient time to decide on participation. Up to a quarter of third- to fifth-year groups had felt pressurised to participate. Conclusion. Hard copy questionnaires in class, the preferred data collection method for many students, produced better response rates but placed potential pressure on students to participate. PubDate: 2022-11-01 Issue No:Vol. 14, No. 3 (2022)
Authors:P S Moabi, N G Mtshali Pages: 111 - 114 Abstract: Background. Simulation has taken centre stage in health sciences education in the context of the increasing adoption of a competency-based curriculum. Simulation replicates facets of the real world in an interactive manner that allows students to learn clinical skills and develop clinical reasoning skills in a safe learning environment. Facilitators have a responsibility to provide adequate instructional and psychological support to the students, while facilitating active and self-directed learning in the simulation environment. Objective. To explore and describe students’ perceptions of support and active learning regarding simulation-based education (SBE) in Lesotho. Methods. A quantitative descriptive exploratory study was conducted using a validated questionnaire. A total of 275 nursing students participated in the study. A stratified systematic random sampling method was used and data were analysed using SPSS version 27. Results. The majority of participants (87.9%) had a positive perception of support that was offered prior, during and after simulation, which they appreciated. Active learning was also perceived positively, as most of the participants indicated that they actively participated in, and not merely observed, simulation. The results showed significant associations between an opportunity given to students to discuss simulation objectives with the teacher and various institutions (p<0.05 (p=0.01)). Institutions with trained simulation facilitators provided students the opportunity to discuss simulation objectives with their teacher. Conclusion. The study showed that student support and active learning are essential when conducting SBE. Supporting students and actively involving them in the learning process lead to effective learning. PubDate: 2022-11-01 Issue No:Vol. 14, No. 3 (2022)
Authors:D Swinfen, M Labuschagne, G Joubert Pages: 115 - 121 Abstract: Background. Barriers to the training of doctor-patient communication in the South African (SA) context have been well explored through qualitative research at several SA medical schools. However, this aspect of training has not been reviewed in a systematic way by a large number of students. A student review of doctor-patient communication skills training in the undergraduate medical programme of a medical school in SA was obtained to improve training and identify further research needs. Objective. To investigate doctor-patient communication skills training in the undergraduate programme of a medical school in SA to identify shortcomings and further research needs. Methods. A descriptive, cross-sectional design was used. Data were collected through an anonymous questionnaire based on Harden’s extended vision of the curriculum. Printed anonymous questionnaires, distributed to all the fourth- and fifth-year undergraduate medical students, were analysed quantitatively. Open-ended questions were analysed qualitatively using grounded theory. Results. The sample comprised 106/132 fifth-year students (response rate 80.3%) and 65/120 fourth-year students (response rate 54.2%). Frequent training in history-taking was reported by >75% of students, while >60% reported infrequent training in breaking bad news. More than 50% of participants indicated that senior doctors seldom or never modelled patient-centred communication in the clinical teaching milieu. Students preferred experiential learning to didactic methods. Conclusion. Medical students want to see patient-centred communication unequivocally modelled in the clinical setting. A greater emphasis on practical training in context-specific communication skills is required. Positive role-modelling is needed in the clinical environment. PubDate: 2022-11-01 Issue No:Vol. 14, No. 3 (2022)
Authors:A van der Merwe, R Y Barnes, M J Labuschagne Pages: 122 - 128 Abstract: Background. Careful consideration of an increasingly underprepared tertiary student population, the limited use of simulation in South African (SA) healthcare education and a changing healthcare education milieu is required from SA educators when implementing, evaluating and revising simulation integration. Objectives. To develop a conceptual framework for the integration of simulation in the SA undergraduate physiotherapy programme. Methods. A non-experimental descriptive research design was used. A purposive sample of 15 healthcare educationalists from SA and abroad were approached to participate in a modified Delphi survey, informed by the results obtained from a systematic review identifying simulation integration framework elements. Data were analysed as percentages, with feedback provided to panel members following each round. Results. Data saturation was achieved after round 3, with a response rate of 73.3% (n=11). The main findings suggested that student preparation prior to simulation-based learning experiences (SBLEs) should include orientation to SBLE logistics and expectations (73%), and could include informal assessment of theory (64%). Inclusion of the feedback/debriefing process (82%), methods (100%) and timing (85%) as part of student and educator preparation were also deemed essential. Panel members agreed that programme evaluation in line with stakeholder feedback (92%) is vital for guiding adjustments to the programme that is integrating simulation. Conclusion. The developed conceptual framework indicates the necessity of student and educator preparation to ensure optimal SBLE participation and outcome achievement. Programme sustainability should be ensured through programme evaluation and adjustment, in line with stakeholder feedback, best practice and accrediting professional body guidelines. PubDate: 2022-11-01 Issue No:Vol. 14, No. 3 (2022)
Authors:L Keiller, A Alblas, J R Foiret, A V Keiller Pages: 129 - 134 Abstract: Background. As a core component of any health professions curriculum, basic medical science modules facilitate learning of biology, anatomy, histology and physiology content. To redress the challenges of class size and poor tertiary education readiness, interactive learning objects could facilitate learning and enhance engagement between lecturers and students. Objective. To determine whether the use of learning objects in a basic medical science first-year module is an effective tool for enhancing the student learning experience. Methods. A case study research design with mixed methods of data collection was used. Participants provided informed consent for this study. Learning objects were incorporated into a basic medical sciences first-year module in the Faculty of Medicine and Health Sciences, Stellenbosch University, South Africa. A correlation analysis between usage statistics and assessment results was used to determine the academic effectiveness of this intervention. A thematic network analysis identified the barriers and enablers of the intervention. Results. Student attempts at learning objects correlated with a higher assessment outcome for two of the three tutorials. Technical difficulties, timing and assessment format were barriers to learning with the use of learning objects. Enablers to learning included student enjoyment, facilitating understanding of core concepts, adaptation to new ways of learning and formative assessment. The module team received valuable feedback on the constructed learning environment through the qualitative data collected from students within this study. Conclusion. Interactive learning objects are useful and effective tools for facilitating learning in the context of large, diverse first-year health professions education classes. PubDate: 2022-11-01 Issue No:Vol. 14, No. 3 (2022)
Authors:K-H Merbold, T C Postma Pages: 135 - 141 Abstract: Background. Universities are obliged to ensure that dental graduates possess the necessary skills to render safe and effective treatment. Empirical evidence regarding the development of safe and effective independent practice at undergraduate level is unfortunately lacking. Objectives. To measure final-year students’ abilities to correctly perform exodontia (tooth removal/extraction) skills independently, based on the applied postgraduate progressive independence theory. Methods. Fourteen clinical teachers systematically assessed 13 263 tooth extractions completed by final-year dental students (2014 - 2016). An independence ratio (extractions performed without assistance/total number of extractions) was used as the key performance indicator to provide feedback on the ability to complete procedures independently over time. A customised index was used for controlling the level of difficulty. Results. Final-year students (n=146) achieved independence ratios ranging between 90% and 94% (standard deviation 3.3%) by the end of their clinical training. Logical gradients of increased independence were illustrated with time, as well as variable performance among students. The level of difficulty index scores remained similar within cohorts per year of study. Acceptable assessment differences existed between clinical teachers, which could largely be explained by complex operational circumstances. Conclusions. As far as we are aware, this is the first study that quantified progressive independence in exodontia for undergraduate students. The measure was sensitive enough to show logical independence gradients and variance among students. Final-year students demonstrated that they could remove >8/10 teeth independently by the time of their graduation. The measure shows promise as a proxy of competence for skills that are often practised. It is recommended that factors that influence these measurements be examined in more detail. PubDate: 2022-11-01 Issue No:Vol. 14, No. 3 (2022)
Authors:D B A Afrifa, J Quartey, S Kwakye Pages: 142 - 145 Abstract: Background. Learning style is the manner by which one learns. Every student has a different and unique learning style. However, the educational implication of learning style preferences has been a source of controversy among researchers and educators. Objectives. To determine the learning style preferences of clinical year physiotherapy students. Methods. This cross-sectional study was conducted in 82 undergraduate physiotherapy students from two universities in Ghana. A data-capturing form was used to obtain participants’ sociodemographic information, while the Kolb learning style questionnaire was used to determine the learning style preferences of the students. The χ2 statistic was used to determine the association between gender and learning style preferences, as well as between level of study and learning style preferences. Results. The participants comprised 43 (52.4%) male students and 39 (47.6%) female students. Eight (9.8%) students preferred the accommodating learning style, 46 (56.0%) preferred the diverging learning style, 15 (18.3%) preferred the assimilating learning style and 13 (15.9%) preferred the converging learning style. There was a significant association between gender and preferred learning style (p=0.027), but no significant association between level of study and preferred learning style (p=0.179). Conclusion. This study revealed that the diverging learning style was the most preferred style, followed by the assimilating learning style. However, there was no association between gender and learning style preferences, as well as level of study and learning style preferences. Further research should be conducted to find the association between the learning environments and the learning style preferences. PubDate: 2022-11-01 Issue No:Vol. 14, No. 3 (2022)
Authors:I Moodley, S Singh Pages: 146 - 151 Abstract: Background. Preventing disease and promoting health call for interprofessional collaboration of health professionals working in a team, making it important for student health professionals to experience collaborative teamwork while in training, rather than learning and working in silos. Objectives. To describe the opinions of participating students and supervising staff in an intraprofessional community-based initiative involving the disciplines of physiotherapy and dentistry at the University of KwaZulu-Natal (UKZN), Durban, South Africa. Methods. This was a qualitative descriptive study demonstrating teamwork of students from two health sciences disciplines, giving a joint health education talk to patients at a local community health centre. Data were collected from focus group discussions. Three such discussions were held with purposively selected samples: (i) 5 physiotherapy students; (ii) 6 dental therapy students; and (iii) 6 staff members from both disciplines who supervised the students. These data were analysed using thematic analysis. Ethical approval was obtained from UKZN. Results. By working collaboratively, the students believed that they learnt more about the other health professionals and obtained a deeper understanding of their roles within the healthcare team. Staff believed that the collaborative project could break down professional barriers to work cohesively in the work environment. The main difficulties encountered were the language barrier and rigid timetables. Conclusion. This case study provides an example of intraprofessional collaboration and teamwork, capable of positively influencing participating students, emphasising the need for interprofessional learning opportunities for students across all health sciences disciplines while in training. PubDate: 2022-11-01 Issue No:Vol. 14, No. 3 (2022)
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