Table of Contents
Cover
Cover | |
Contents
Contents | |
126 - 127 |
Editorial
The future of education in complex systems | |
M Rowe | 128 |
Short Communication
Cuban medical collaborations: Contextual and clinical challenges | |
M Motala, J M van Wyk | 129 |
Short Research Report
Remembering old partnerships: Networking as new medical schools within BoLeSwa countries | |
L Badlangana, K Matlhagela, N Tlale | 130 -131 |
Tracking Master of Public Health graduates: Linking higher education and the labour market | |
T Dlungwane, S Knight | 132 - 134 |
Research
Research supervision: Perceptions of postgraduate nursing students at a higher education institution in KwaZulu-Natal, South Africa | |
C Muraraneza, F Mtshali, S Z Mthembu | 135 - 139 |
The electrocardiogram made (really) easy: Using small-group tutorials to teach electrocardiogram interpretation to final-year medical students | |
M P Jama, J A Coetser | 140 -143 |
Effect of bedside teaching activities on patients’ experiences at an Ethiopian hospital | |
F A Gebrekirkos, J M van Wyk | 144 - 147 |
Student feedback on an adapted appraisal model in resource-limited settings | |
L Arnold | 148 - 151 |
The NOMA track module on nutrition, human rights and governance: Part 1. Perceptions held by Master's students | |
M L Marais, M H McLachlan, W B Eide | 152 - 159 |
Professional nurses’ perception of their clinical teaching role at a rural hospital in Lesotho | |
C N Nyoni, A J Barnard | 166 - 168 |
Allied health professional rural education: Stellenbosch University learners’ experiences | |
M Pillay, J Bester, R Blaauw, A Harper, A Msindwana, J Muller, L Philips | 169 - 173 |
The usefulness of a tool to assess reflection in a service-learning experience | |
A-M Wium, S du Plessis | 178 - 183 |
Multidisciplinary leadership training for undergraduate health science students may improve Ugandan healthcare | |
J N Najjuma, G Ruzaaza, S Groves, S Maling, G Mugyenyi | 184 - 188 |
Exploring occupational therapy graduates’ conceptualisations of occupational justice in practice: Curriculum implications | |
L A Hess-April, J Smith, J de Jongh | 189 - 192 |
Burnout among paramedic students at a university in Johannesburg, South Africa | |
C Stein, T Sibanda | 193 - 195 |
Registrars teaching undergraduate medical students: A pilot study at the University of Pretoria, South Africa | |
L du Toit-Prinsloo, N K Morris, M Lee, G Pickworth | 196 - 199 |
Developing social accountability in 1st-year medical students: A case study from the Nelson R Mandela School of Medicine, Durban, South Africa | |
J M van Wyk, S E Knight, T Dlungwane, S Glajchen | 203 - 207 |
Beyond the lecture: Teaching for professional development | |
M Rowe | 208 - 210 |
CPD
CPD questionnaire | |
211 |
Supplement: Interprofessional Education, Practice and Research
Contents | |
S Nye | 212 |
Introducing interprofessional education, practice and research in a higher education setting | |
A Rhoda | 213 |
Using operative models (ICF and CBR) within an interprofessional context to address community needs | |
A J Rhoda, F Waggie, G Filies, J Frantz | 214-216 |
Collaborative competency in physiotherapy students: Implications for interprofessional education | |
J Manilall, M Rowe | 217-221 |
Academics’ knowledge and experiences of interprofessional education and practice | |
H Julie, L Hess-April, W Cassiem, J Wilkenson, A J Rhoda | 222-224 |
Facilitating community-based interprofessional education and collaborative practice in a health sciences faculty: Student perceptions and experiences | |
A Rhoda, N Laattoe, G Smithdorf, N Roman, J M Frantz | 225-228 |
Students’ views of learning about an interprofessional world café method | |
G C Filies, Z Yassin, J M Frantz | 229-233 |
Reflection on an interprofessional community-based participatory research project | |
J Frantz, G Filies, K Jooste, M Keim, N Mlenzana, N Laattoe, N Roman, C Schenck, F Waggie, A Rhoda | 234-237 |