Table of Contents
Cover
Cover | |
Contents
Contents | |
116 |
Editorial
Does simulation-based training have a future in Africa? | PDF HTML |
Vanessa Celeste Burch | 117 |
Articles
Building on Tinto’s model of engagement and persistence: Experiences from the Umthombo Youth Development Foundation Scholarship Scheme | PDF HTML |
Andrew Ross | 119 |
Integrating research into teaching and learning: Needs assessment for staff development | |
Jo-Celene De Jongh, Jose M Frantz, Anthea J Rhoda | 124 |
Factors that influence MSc (Med) Pharmacy completion rates at the Medunsa Campus of the University of Limpopo, South Africa | |
Beverley Summers, Dolane Isaac Mpanda | 129 |
Access, pass, throughput and dropout rates: Review of a problem-based learning BPharm curriculum at a previously disadvantaged university in South Africa | |
L A Mabope, J C Meyer | 133 |
Recommendations for the establishment of a clinical simulation unit to train South African medical students | |
Mathys J Labuschagne, Marietjie M Nel, Pieter P C Nel, Gert J van Zyl | 138 |
Assessment of the education environment of senior medical students at the University of the Free State, Bloemfontein, South Africa | |
Scarpa Schoeman, Raphuting Raphuting, Sebakeng Phate, Lefokase Khasoane, Cecilia Ntsere | 143 |
Making use of an existing questionnaire to measure patient-centred attitudes in undergraduate medical students: A case study | |
E Archer, J Bezuidenhout, M Kidd, B B van Heerden | 150 |
Medical students' clerkship experiences and self-perceived competence in clinical skills | |
Patricia Katowa-Mukwato, Ben Andrews, Margaret Maimbolwa, Shabir Lakhi, Charles Michelo, Yakub Mulla, S S Banda | 155 |
An educational programme for error awareness in acute trauma for junior doctors | |
Colleen Michelle Aldous, Ruth Searle, Damian Luiz Clarke | 161 |
A qualitative survey of top-achieving undergraduate medical students’ perspectives of medical education: An Iranian exploration | |
Paria Khashayar, Patricia Khashayar | 165 |
Building a research agenda in health professions education at a Faculty of Medicine and Health Sciences: Current research profile and future considerations | |
Juanita Bezuidenhout, Susan van Schalkwyk, Ben van Heerden, Marietjie de Villiers | 169 |
Book reviews
Principles of Medicine in Africa | |
Bridget Farham | 174 |
Curriculum renewal in the health sciences
Contents | |
Paula Van der Bijl | 177 |
Mapping of a curriculum renewal journey: Lessons learned | |
Susan Hanekom | 178 |
Deriving criteria by which to determine core curriculum content: A high engagement process | |
Susan D Hanekom, Marianne Unger, Francois Cilliers | 180 |
Does a problem-based learning approach benefit students as they enter their clinical training years? Lecturers’ and students’ perceptions | |
Sue B Statham, Gakeemah Inglis-Jassiem, Susan D Hanekom | 185 |
What does an enquiry-based approach offer undergraduate physiotherapy students in their final year of study? | |
Gakeemah Inglis-Jassiem, Sue B Statham, Susan D Hanekom | 192 |
Integrating evidence-based principles into the undergraduate physiotherapy research methodology curriculum: Reflections on a new approach | |
Marlette Burger, Quinette Abegail Louw | 198 |
Teaching my peers: Perceptions of tutors in physiotherapy practical skills training | |
Marianne Unger, Lianne Keiller, Gakeemah Inglis-Jassiem, Susan D Hanekom | 203 |
Evaluation of clinical sites used for training undergraduate physiotherapy students: Factors that may impact on learning | |
L G Williams, D V Ernstzen, S B Statham, S D Hanekom | 207 |
Learning experiences of physiotherapy students during primary healthcare clinical placements | |
Dawn Verna Ernstzen, Susan B Statham, S D Hanekom | 211 |
Physiotherapy students’ perceptions about the learning opportunities included in an introductory clinical module | |
Dawn Verna Ernstzen, B Statham, S D Hanekom | 217 |
Benefits of curriculum renewal: The Stellenbosch University physiotherapy experience | |
Marianne Unger, Susan D Hanekom | 222 |
CPD
CPD questions | |
176 |