Table of Contents
Contents
Contents | |
1-2 |
Forum
Navigating COVID-19: Preparing medical students in a time of pandemic | |
N Jacob, F Cilliers, K Begg, L Green-Thompson | 4-5 |
Feedback as a spectrum: The evolving conceptualisation of feedback for learning | |
L Govender, E Archer | 6-7 |
The strategic development and strengthening of the profession of biokinetics | |
B K Grobler, T J Ellapen, Y Paul, G L Strydom | 8-9 |
Short Communication
DRILL: An innovative programme to develop health research leadership in KwaZulu-Natal, South Africa | |
F Suleman, D Wassenaar, N Nadesanreddy, P Brysiewicz | 10-11 |
Creating a space for interprofessional engagement in a clinical setting | |
L Jaffer, L Africa, F Waggie | 12-13 |
Articles
Legal and ethical requirements for developing a medical MOOC: Lessons learnt from the Paediatric Physical Examination Skills MOOC | |
A George, D Wooldridge, J King, A G Giovanelli, S G Naidoo, M A Mabeba, S Morar, S G Lala, Z Dangor | 14-17 |
A blended learning and teaching model to improve bedside undergraduate paediatric clinical training during and beyond the COVID-19 pandemic | |
S G Lala, A Z George, D Wooldridge, G Wissing, S Naidoo, A Giovanelli, J King, M Mabeba, Z Dangor | 18-22 |
Short Research Report
Facilitators of and barriers to clinical supervision of speech-language pathology students in South Africa: A pilot study | |
A Mupawose, S Adams, S Moonsamy | 23-28 |
Research
Simulation in plastic surgery: Features and uses that lead to effective learning | |
C P G Nel, G J van Zyl, M J Labuschagne | 29-35 |
Significance of relationships in the cognitive apprenticeship of medical specialty training | |
A A Khine, N Hartman | 36-40 |
Cognitive load theory in simulations to facilitate critical thinking in radiography students | |
A Louw | 41-46 |
Factors influencing radiography lecturers’ perceptions and understanding of reflective practice in a newly implemented curriculum | |
H Thomas, M Volschenk | 47-51 |
Research competencies for undergraduate rehabilitation students: A scoping review | |
M Y Charumbira, K Berner, Q A Louw | 52-58 |
Learner engagement as social justice practice in undergraduate emergency care education: An exploration of expectations, impediments and enablers for academic success | |
N Naidoo, R Matthews | 59-64 |
A capability approach analysis of student perspectives of a medical consultation quality-improvement process | |
J M Louw, T S Marcus, J F M Hugo | 65-71 |
Validation of a questionnaire evaluating the effect of a preparatory year on qualifying students for studying at health professions education faculties | |
Mohammed Al-Rabia, Lana Al Shawwa, Enas Gouda, Ahmed Aldarmahi, Hani Asfour, Hani Atwa | 72-76 |
Development of a baseline assessment tool to establish students’ foundational knowledge of life sciences at entry to university | |
L Pienaar, R Prince, A Abrahams | 77-82 |
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 | |
J Irlam, M I Datay, S Reid, M Alperstein, N Hartman, M Namane, S Singh, F Walters | 83-92 |
CPD
CPD questionnaire | |