Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1996 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 3)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access   (Followers: 1)
21st Century Pedagogy     Open Access   (Followers: 5)
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access  
About Campus     Hybrid Journal   (Followers: 7)
Academic Medicine     Hybrid Journal   (Followers: 74)
Academic Psychiatry     Full-text available via subscription   (Followers: 27)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 57)
Acción y Reflexión Educativa     Open Access   (Followers: 8)
Accounting & Finance     Hybrid Journal   (Followers: 33)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 15)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 9)
Acta Científica : Ciências Humanas     Open Access  
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Paedagogica Vilnensia     Open Access  
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 63)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 44)
Action Research     Hybrid Journal   (Followers: 45)
Active Learning in Higher Education     Hybrid Journal   (Followers: 191)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 13)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 16)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 151)
Adult Education Quarterly     Hybrid Journal   (Followers: 90)
Advanced Education     Open Access   (Followers: 13)
Advances in Arts, Social Sciences and Education Research     Open Access   (Followers: 16)
Advances in Building Education     Open Access   (Followers: 5)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 33)
Advances in High Energy Physics     Open Access   (Followers: 23)
Advances in School Mental Health Promotion     Partially Free   (Followers: 7)
AERA Open     Open Access   (Followers: 8)
Africa Education Review     Hybrid Journal   (Followers: 26)
African Journal of Chemical Education     Open Access   (Followers: 5)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 7)
African Journal of Health Professions Education     Open Access   (Followers: 5)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 11)
African Journal of Teacher Education     Open Access   (Followers: 4)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access   (Followers: 1)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 8)
Ainedidaktiikka     Open Access  
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access  
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Al-Mudarris : Journal of Education     Open Access   (Followers: 2)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 2)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 12)
Alteridad     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
AMC Journal     Open Access   (Followers: 1)
American Annals of the Deaf     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 153)
American Journal of Business Education     Open Access   (Followers: 14)
American Journal of Distance Education     Hybrid Journal   (Followers: 30)
American Journal of Education     Full-text available via subscription   (Followers: 157)
American Journal of Educational Research     Open Access   (Followers: 57)
American Journal of Health Education     Hybrid Journal   (Followers: 35)
American Journal of Physics     Full-text available via subscription   (Followers: 58)
American String Teacher     Full-text available via subscription   (Followers: 1)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access  
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 5)
Antistasis : An Open Educational Journal     Open Access   (Followers: 1)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 1)
Ápice : Revista de Educación Científica     Open Access  
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 16)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban     Open Access  
Arabiyatuna : Jurnal Bahasa Arab     Open Access   (Followers: 1)
Archivos de Ciencias de la Educación     Open Access   (Followers: 1)
Arrancada     Open Access  
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 22)
Art Education     Hybrid Journal  
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 36)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 18)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 20)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 15)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 27)
Asia-Pacific Science Education     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Asian Journal of Education and Social Studies     Open Access   (Followers: 1)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 16)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 3)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 6)
ASp     Open Access  
Assessing Writing     Hybrid Journal   (Followers: 16)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 126)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 44)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 3)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access  
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Aula Abierta     Open Access  
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 15)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 3)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 5)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational Researcher     Hybrid Journal   (Followers: 28)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 13)
Australian Journal of Career Development     Hybrid Journal   (Followers: 5)
Australian Journal of Dyslexia and Other Learning Difficulties     Full-text available via subscription   (Followers: 7)
Australian Journal of Education     Hybrid Journal   (Followers: 44)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 10)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 14)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 8)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 7)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 214)
Australian Journal of Teacher Education     Open Access   (Followers: 29)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 157)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 3)
Baltic Journal of Career Education and Management     Open Access  
Barn : Forskning om barn og barndom i Norden     Open Access  
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access  
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access  
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 1)
Beijing International Review of Education     Full-text available via subscription  
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 8)
Berkeley Review of Education     Open Access   (Followers: 10)
Beyond Behavior     Hybrid Journal   (Followers: 1)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access  
Bioeduscience     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biomedical Engineering Education     Hybrid Journal  
Biosaintifika : Journal of Biology & Biology Education     Open Access  
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access  
Biuletyn Historii Wychowania     Open Access  
BMC Journal of Scientific Research     Open Access   (Followers: 2)
BMC Medical Education     Open Access   (Followers: 47)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access  
British (Jurnal Bahasa dan Sastra Inggris)     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 160)
British Journal of Educational Studies     Hybrid Journal   (Followers: 123)
British Journal of Educational Technology     Hybrid Journal   (Followers: 93)
British Journal of Music Education     Hybrid Journal   (Followers: 18)
British Journal of Religious Education     Hybrid Journal   (Followers: 7)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 59)
British Journal of Special Education     Hybrid Journal   (Followers: 43)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 11)
Brock Education : A Journal of Educational Research and Practice     Open Access   (Followers: 1)
Brookings Trade Forum     Full-text available via subscription   (Followers: 4)
Buckingham Journal of Education     Open Access   (Followers: 1)
Bulletin De L' Association Thaïlandaise Des Professeurs de Français     Open Access  
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno de Educação     Open Access  
Caderno Intersaberes     Open Access  
Cadernos de Educação     Open Access  
Cadernos de Estudos e Pesquisa na Educação Básica     Open Access  
Cadernos de Pesquisa em Educação     Open Access  
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 3)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
African Journal of Health Professions Education
Number of Followers: 5  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2078-5127
Published by African Journals Online Homepage  [261 journals]
  • DRILL: An innovative programme to develop health research leadership in
           KwaZulu-Natal, South Africa

    • Authors: F. Suleman, D . Wassenaar, N. Nadesanreddy, P. Brysiewicz
      Pages: 10 - 11
      Abstract: No Abstract.
      PubDate: 2021-07-21
      Issue No: Vol. 13, No. 1 (2021)
       
  • Creating a space for interprofessional engagement in a clinical setting

    • Authors: L. Jaffer, L . Africa, F. Waggie
      Pages: 12 - 13
      Abstract: No Abstract.
      PubDate: 2021-07-21
      Issue No: Vol. 13, No. 1 (2021)
       
  • Legal and ethical requirements for developing a medical MOOC: Lessons
           learnt from the Paediatric Physical Examination Skills MOOC

    • Authors: A. George, D. Wooldridge, J. King, A.G. Giovanelli, S.G. Naidoo, M.A. Mabeba, S. Morar, S.G. Lala, Z. Dangor
      Pages: 14 - 17
      Abstract: Massive open online courses (MOOCs) are increasingly being integrated into medical education. The production of a MOOC demonstrating physical examinations of children raised the issue of legal and ethical consent for the use of images and video-recordings of children. The present article shares the valuable lessons we learned around the legal and ethical consent required, and the operational issues that will be essential to comply with these legal and ethical considerations. This information may be valuable to other educators, especially those in similar resource-constrained settings,who are planning to create medical MOOCs.
      PubDate: 2021-07-21
      Issue No: Vol. 13, No. 1 (2021)
       
  • A blended learning and teaching model to improve bedside undergraduate
           paediatric clinical training during and beyond the COVID-19 pandemic

    • Authors: S.G. Lala, A.Z. George, D. Wooldridge, G. Wissing, S. Naidoo, A. Giovanelli, J. King, M. Mabeba, Z. Dangor
      Pages: 18 - 22
      Abstract: The 2020 COVID-19 pandemic has severely disrupted paediatric undergraduate bedside clinical training. Facing an uncertain future, we need to be able to adapt to the variable effects of the pandemic on bedside training. During severe conditions, no bedside training is possible, while limited bedside training is possible during less severe conditions. We propose a learning and teaching model for undergraduate  paediatric clinical training during and beyond the COVID-19 pandemic to facilitate bedside clinical training in order to maximise students’ acquisition of clinical competencies.
      PubDate: 2021-07-21
      Issue No: Vol. 13, No. 1 (2021)
       
  • Facilitators of and barriers to clinical supervision of speech-language
           pathology students in South Africa: A pilot study

    • Authors: A. Mupawose, S. Adams, S. Moonsamy
      Pages: 23 - 28
      Abstract: Background. Clinical supervision plays a fundamental role in maintaining professional standards when training students of professional degrees at a university undergraduate level.
      Objective. To describe the perceptions of clinical educators regarding the facilitators of and barriers to learning when training  undergraduate speechlanguage pathology students in underserved and under-resourced clinical contexts in Gauteng, South Africa.
      Methods. A qualitative approach, using a focus group discussion, was employed. Data were gathered from 8 clinical educators regarding their experiences of supervision of students. Themes were identified and analysed using thematic analysis.
      Results. Themes generated revealed that there were barriers in supervision due to attitudes of student clinicians, clinical educators’ preparedness and infrastructure at clinical sites. Facilitators of the supervisory process were identified as feedback from student clinicians and support given by the department to clinical educators.
      Conclusion. These findings suggested that clinical educators require additional time, support and training to assist them with clinical supervision. As clinical supervision is fundamental to the speech-language pathology curriculum and student experience, its value should not be underestimated. These findings contribute to the process of transforming the effectiveness of clinical supervision.
      PubDate: 2021-07-21
      Issue No: Vol. 13, No. 1 (2021)
       
  • Simulation in plastic surgery: Features and uses that lead to effective
           learning

    • Authors: C.P.G. Nel, G.J. van Zyl, M.J. Labuschagne,
      Pages: 29 - 35
      Abstract: Background. Increased competition for surgical exposure and practice, smaller teaching platforms and shorter training times have an impact on the quality of training and competence of plastic surgery registrars. Demands for accountability and minimising patient risks are the driving forces for incorporating simulation in healthcare education. We addressed the problem of whether the features and uses of simulation would enhance postgraduate plastic surgery education and training and ensure more effective learning.
      Objective. To identify and describe: (i) how simulation impacts on student learning; therefore, how the effectiveness of learning may be enhanced in postgraduate and/or plastic surgery education and training; and (ii) which features and uses of simulation have the potential to enhance learning in plastic surgery.
      Methods. A descriptive design was used for the study. Data were collected by means of semi-structured interviews with 8 national and international role players in simulation.
      Results. The results indicated a positive outcome of simulation, as it provides, e.g. a non-threatening environment for learning and improves clinical competency, ensuring an increase in patient safety. The features and uses of simulation render it an excellent method to enhance learning effectiveness at different cognitive levels and to fulfil a specific role in integrated and holistic training, while providing opportunities to practise specific skills. The lack of clinical opportunities can be addressed, and more clinical exposure and practice will result in fewer medical errors.
      Conclusion. Simulation-based education in postgraduate plastic surgery education and training proved to be an effective teaching- learning method, which provides solutions to current deficiencies, hindrances and gaps in health professions education. The research question was answered and the use of simulation is recommended to enhance plastic surgery education and training and promote safe patient care.
      PubDate: 2021-07-21
      Issue No: Vol. 13, No. 1 (2021)
       
  • Significance of relationships in the cognitive apprenticeship of medical
           specialty training

    • Authors: A.A. Khine, N. Hartman
      Pages: 36 - 40
      Abstract: Background. The cognitive apprenticeship model is universally recommended for medical specialty training and has been introduced in some clinical disciplines by consultant specialists through the personal coaching of students and participation in the community of practice. In post-apartheid South Africa (SA), transformative initiatives gave rise to significant numbers of students from disadvantaged backgrounds in higher education that led to racial and sociocultural diversity among students and their consultants. Most notably, this occurred in medical specialties, where the number of students is much smaller than in undergraduate medicine. This stimulated interest in how this landscape may influence the cognitive apprenticeship model. Objectives. To explore how former students of a medical specialty discipline conceived the nature of racial and sociocultural diversity in their learning environment and if/how this influenced their relationships with peers and consultants. Methods. A qualitative enquiry was conducted with 9 formal postgraduate students (registrars) from 6 universities in SA. Data collection was through in-depth individual interviews with open, semi-structured questions. Data were analysed, recognising sub-themes and themes, and interpretation was done in a social constructionist approach of epistemology, where the participants and researcher co-construct the concepts. Results. Participants conceived the sociocultural diversity as personal differences and related their experience of not receiving one-on-one mediation or mentoring to a lack of relationship with the consultants, which was believed to be underpinned by sociocultural differences. Power-plays in departmental culture also inhibited the legitimate access and participation of postgraduate registrars in the community of practice, inhibiting their growth of professional expertise. Conclusions. Cognitive apprenticeship in medical specialty training has specific challenges in the context where postgraduate students and consultants are from societies previously divided by inequalities. Common acknowledgement was that learning in collaboration begins  with learning to know each other and by forming relationships. Students faced challenges seeking professional mentorship, which was conceived as a principal contributing factor in their failure to learn.
      PubDate: 2021-07-21
      Issue No: Vol. 13, No. 1 (2021)
       
  • Cognitive load theory in simulations to facilitate critical thinking in
           radiography students

    • Authors: A. Louw
      Pages: 41 - 46
      Abstract: Background. Problem solving and critical thinking are top future skills. High-fidelity simulations improve critical thinking, but also increase students’ cognitive load, possibly limiting their learning. Educators should therefore consider learning outcomes, problems that require critical thinking, the relationship between working and long-term memory, and intrinsic and extraneous cognitive loads when developing simulation scenarios. Objective. To report on the application of cognitive load theory (CLT) and students’ responses in terms of problem solving and new  insights during and after a simulation experience. Methods. A high-fidelity simulation, targeting multilevel communication, teamwork and prioritisation of learning outcomes, was designed according to CLT. Eighty students participated in presimulation knowledge, skills and attitudes acquisition and 10 participated in the  simulation. A qualitative descriptive design was followed and data were collected through video/audio recordings of the simulation and  reflection session, supported by educator and critical observer notes. Qualitative content analysis allowed comprehensive summarisation  of students’ problem-solving abilities and emerging new insights. Results. Eighty second-year radiography students formed the target population, with 10 simulation participants comprising the sample.  Communication with health professionals was good, but lacking towards patients. Intraprofessional team collaboration was suboptimal,  but interprofessional team collaboration was good. Students were mostly unfamiliar with the prioritisation responsibility. Upon reflection,  students came to new insights regarding teamwork and prioritisation. Conclusion. After application of CLT, critical thinking to facilitate problem solving during simulation was suggested and post-simulation reflection facilitated new insights. The exposure of large groups to the benefits of simulation validates further investigation.
      PubDate: 2021-07-21
      Issue No: Vol. 13, No. 1 (2021)
       
  • Factors influencing radiography lecturers’ perceptions and understanding
           of reflective practice in a newly implemented curriculum

    • Authors: H. Thomas, M. Volschenk
      Pages: 47 - 51
      Abstract: Background. Reflective practice has become an integral component of the new Bachelor of Science (BSc) radiography programme in South Africa (SA). As a result, lecturers on the programme are required to facilitate reflective learning, and are assumed to be skilled in this. However, relevant literature indicates that health professions educators may not necessarily possess the requisite competence or experience in facilitating reflective learning. Moreover, there is a paucity in the literature on lecturers’ perceptions and understanding of reflective practice in the context of undergraduate radiography curricula, particularly in sub-Saharan Africa.
      Objective. To gain insight into BSc radiography lecturers’ perceptions and understanding of reflective practice at a selected university of technology in SA.
      Methods. This was a qualitative exploratory study in which individual semi-structured interviews were conducted with lecturers teaching on the new BSc Radiography programme. The purposively selected sample consisted of 11 participants. Interviews were audio-recorded, transcribed and thematically analysed.
      Results. Analysis of the data revealed three themes, namely diverse understandings of reflective practice among lecturers, factors  influencing optimal facilitation of reflective learning and strategies to improve reflective practice.
      Conclusion. The findings of this study indicated that lecturers felt unprepared to facilitate reflective practice in the new BSc radiography curriculum. The need for faculty development initiatives, such as an introduction to reflective tools and educational strategies to support lecturers in facilitating reflective practice, was highlighted. Furthermore, it was found that if objectives were clearly outlined and facilitator guides available, a desired reflective practice could be established
      PubDate: 2021-07-21
      Issue No: Vol. 13, No. 1 (2021)
       
  • Research competencies for undergraduate rehabilitation students: A scoping
           review

    • Authors: M.Y. Charumbira, K. Berner, Q.A. Louw
      Pages: 52 - 58
      Abstract: Background. Research training is important for all health science professions and interlinks with evidence-based practice (EBP). Previous studies that investigated research competencies for undergraduates predominantly focused on medical and nursing professions.  However, specific competencies may be more relevant to certain professions than others. A set of minimum core research competencies has not been defined for research methods (RM) training in the undergraduate rehabilitation curriculum.
      Objectives. To review available evidence and identify a set of research competencies for undergraduate rehabilitation students.
      Method. A scoping review was done of studies published between January 2009 and December 2018. Five databases were searched  (November - December 2018). Articles were included if they contained statements referring to knowledge, skills, attitudes and tasks  related to research or researchrelated EBP for rehabilitation undergraduates. Competencies were categorised into 6 research domains using thematic analysis.
      Results. Forty-five competencies were identified from research-related statements in 26 studies. No studies explicitly investigated the most important research competencies for rehabilitation. Research competencies were often derived directly from the EBP framework (n=19 studies), resulting in poor representation of competencies related to conducting research. Overall, domains related to research  methodology and inquiry were best represented, while soft skills, dissemination, professional attitudes and ethics were poorly represented.
      Conclusion. We identified a set of research competencies that may be important for rehabilitation undergraduates. It remains unclear which of these should be prioritised in the rehabilitation curriculum. However, this preliminary set may guide future consensus statements and allow educators to identify and address gaps in current curricula.
      PubDate: 2021-07-21
      Issue No: Vol. 13, No. 1 (2021)
       
  • Learner engagement as social justice practice in undergraduate emergency
           care education: An exploration of expectations, impediments and enablers
           for academic success

    • Authors: N. Naidoo, R. Matthews
      Pages: 59 - 64
      Abstract: Background. It is uncertain how descriptions of learner experiences and expectations can influence learner engagement in prehospital emergency care education in South Africa (SA). Improved access to higher education may imply a greater diversity of life experiences and academic needs. However, neither this diversity nor the consequent disengagement-engagement differential has been documented for the emergency care student body in SA.
      Objectives. To explore the expectations of, impediments to and enablers for success in undergraduate emergency care education.
      Methods. A concurrent (embedded) mixed-methods design was employed. Through a prospective online survey, 115 of 249 emergency care learners who were registered in 2014 - 2018 were sampled. Qualitative responses were thematically analysed from a process of mind mapping and dyadic contrasting of codes.
      Results. Three propositions emerged: (i) the paradox of programme motivation and subject hindrance suggests that participants were intrinsically and extrinsically motivated for programme completion, but experienced hindrances at the subject level; (ii) there was a  perception of insufficient academic interaction and engagement; and (iii) while there were divergent experiences and expectations, coercive contexts for premature attrition in emergency care education prevail.
      Conclusions. Sacrifices made by respondents to overcome challenges were identified as a profound loss of time, money and relationships. Extrinsic factors affecting learner success included competing demands, institutional structure/processes, teaching quality and online teaching and learning. A learner-centred approach is therefore posited, given expression through learner engagement. If engagement is to become a meaningful social justice practice, then monoculture ideation in emergency care education must be challenged.
      PubDate: 2021-07-21
      Issue No: Vol. 13, No. 1 (2021)
       
  • A capability approach analysis of student perspectives of a medical
           consultation quality-improvement process

    • Authors: J.M. Louw, T.S. Marcus, J.F.M. Hugo
      Pages: 65 - 71
      Abstract: Background. Research shows that person-centredness declines during medical education. This study examines the underlying  assumptions and effects of clinical associate training interventions on person-centred practice.
      Objectives. To understand student experiences of a medical consultation quality-improvement (QI) process in terms of a capability  approach to learning and the effects of this process on their person-centredness.
      Methods. In a randomised controlled trial students from 8 clinical learning centres (CLCs) participated in a qualitative, medical  consultation QI process. Qualitative data (focus group discussions and reflective reports) were analysed using a capability approach to the learning framework.
      Results. Learning was triggered by disruptions to students’ abilities, knowledge, identity and relationships. Through facilitated review-read-reflectre/action scaffolded by feedback and practical assessment tools they learnt new person-centred consultation skills. The QI process functioned as a learning cycle in which students reviewed disruptions, identified areas for improvement and developed  improvement plans. Through it, awareness of themselves developed more deeply, their relationships with peers and patients grew and they improved their knowledge and consultation skills.
      Conclusions. Students demonstrated learning through their understanding of the skills and competencies required for person-centred practice. The study found students to be at different points along the directed/self-directed learning continuum, with most of them  developing abilities to learn independently, work in groups, give and receive feedback and apply learning across different contexts.  Facilitation is particularly important, given the uneven development of the ‘dimensions of a person’ at an individual level. Lastly, the capability approach is useful as an analytical framework and as a way of ‘doing learning’.
      PubDate: 2021-07-21
      Issue No: Vol. 13, No. 1 (2021)
       
  • Validation of a questionnaire evaluating the effect of a preparatory year
           on qualifying students for studying at health professions education
           faculties

    • Authors: Mohammed Al-Rabia, Lana Al Shawwa, Enas Gouda, Ahmed Aldarmahi, Hani Asfour, Hani Atwa
      Pages: 72 - 76
      Abstract: Background. The preparatory year or first-year experience in higher education aims to consistently meet the needs of students,  institutions and broader society. It aims to help students transition from high school to university, acquaint them with the various academic disciplines at university and introduce them to the university environment.
      Objectives. To validate a newly developed instrument that evaluates the effect of the preparatory year on preparing students for studying in health professions education faculties.
      Methods. A descriptive cross-sectional study was conducted at King Abdulaziz University, Saudi Arabia, on a comprehensive sample of male and female second- and third-year students who completed their preparatory year and started studying at health professions  education faculties. Data were collected through a questionnaire newly developed by the authors. Descriptive statistics were used and statistical significance was set at p<0.05.
      Results. The study showed high internal consistency of the questionnaire. Cronbach’s alpha coefficient value for the total scale was 0.94. Among the 5 dimensions of the questionnaire, the students were highly satisfied with ‘university conduct’, but less so with the ‘perception of teachers, teaching and assessment’.
      Conclusion. There was good validity and reliability of the newly developed questionnaire. From a student’s perspective, the preparatory-year programme needs to be revisited.
      PubDate: 2021-07-21
      Issue No: Vol. 13, No. 1 (2021)
       
  • Development of a baseline assessment tool to establish students’
           foundational knowledge of life sciences at entry to university

    • Authors: L. Pienaar, R. Prince, A. Abrahams
      Pages: 77 - 82
      Abstract: Background. Universities in South Africa use the Grade 12 school-leaving examinations to measure whether students have the knowledge and skills needed to enter tertiary-level education. However, there is much discussion on the effectiveness of these assessments to measure the preparedness of students for their first year at university. To facilitate the appropriate teaching and learning of anatomy and physiology, there is a need to assess students’ baseline knowledge of life sciences at entry to their first year at university.
      Objectives. To develop and refine an anatomy and physiology foundational knowledge assessment (A&P foundational knowledge  assessment), which looks back to the content of the Grade 12 life sciences curriculum and forward to the first-year anatomy and  physiology curricula.
      Methods. Three hundred and seventy-one first-year students (occupational therapy, physiotherapy and MB ChB) wrote the A&P  foundational knowledge assessment. Classic item and test analysis was done using Iteman 4.3 software (Assessment Systems Corp., USA).
      Results. The Kuder-Richardson formula 20 (KR-20) reliability score, which ranges from 0 to 1, was 0.64 for all the students. For MB ChB  students, the KR-20 value was lower (0.57) compared with that for occupational therapy and physiotherapy students (0.66). The KR-20 scores for the 21 physiology and 16 anatomy items were 0.48 and 0.57, respectively. A KR-20 score of >0.50 is considered acceptable. The mean difficulty index (range 0 - 1) for physiology was 0.60, and the mean discrimination index was 0.15. For anatomy, the mean item difficulty index was 0.57 and mean discrimination index was 0.21.
      Conclusion. Based on the acceptable reliability value, the assessment was shown to be an effective instrument to measure students’ foundational knowledge in human anatomy and physiology, which is part of life sciences.
      PubDate: 2021-07-21
      Issue No: Vol. 13, No. 1 (2021)
       
  • How well do we teach the primary healthcare approach' A case study of
           health sciences course documents, educators and students at the University
           of Cape Town Faculty of Health Sciences

    • Authors: J. Irlam, M.I. Datay, S. Reid, M. Alperstein, N. Hartman, M. Namane, S. Singh, F. Walters
      Pages: 83 - 92
      Abstract: Background. The comprehensive primary healthcare (PHC) approach has been a lead theme in the University of Cape Town Faculty of Health Sciences(FHS) since 1994. A 2014 institutional academic review recommended that indicators be developed for monitoring and evaluating the PHC theme.
      Objective. To evaluate PHC teaching and learning of final-year health and rehabilitation sciences and medical students at three community-based education (CBE) sites of the faculty, two in Cape Town and one in a distant and largely rural district.
      Methods. Course documents were analysed for evidence and alignment of nine indicators of the PHC approach in the documented  learning outcomes, activities and assessments of final-year health sciences students. Clinical educators and students were interviewed to identify factors that facilitate or impede PHC teaching and learning on site.
      Results. Final-year health sciences disciplines engage inconsistently with PHC principles at the CBE sites. Alignment appears to be  strongest between learning outcomes and teaching activities, but the available data are insufficient to judge whether there is also strong alignment between outcomes and teaching, and formal graded assessment. PHC teaching and learning at the CBE sites are facilitated by good multiprofessional teamwork, educator rolemodelling and good infrastructural and logistical support. Language barriers, staff shortages and high workloads are significant and prevalent barriers.
      Conclusion. Strong faculty leadership is required to promote the PHC lead theme and to achieve better departmental and  multiprofessional collaboration in teaching the PHC approach. This study provides evidence from well-established CBE sites to inform future work and participatory action research in promoting the PHC approach in teaching and learning in the FHS.
      PubDate: 2021-07-21
      Issue No: Vol. 13, No. 1 (2021)
       
 
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