Table of Contents
Contents
Contents | |
Editorial
We survived | |
W Cordier, C Nyoni | 155 |
Short Research Report
Plotting through the pandemic | |
J Marcus, B Nkuna, J Andras | 157-158 |
From work-integrated learning to virtual case studies: Navigating an alternative to fieldwork in paediatric occupational therapy | |
K van Niekerk, K Uys, IJC Lubbe | 159-160 |
Pedagogy to probity | |
H Roos, IJC Lubbe | 161-162 |
An innovative, remote supported problem-based learning model in a South African medical curriculum during the COVID‑19 pandemic | |
J Jayakumar, F Amien, G Gunston, L de Paulo, S Crawford-Browne, G Doyle, K Bugarith | 163-166 |
Synchronous online pharmacy skills group work: A breakout room toolbox for teaching | |
VA Perumal-Pillay, F Walters | 167-169 |
How a global pandemic fuelled an all-time career high in emergency remote teaching at the Faculty of Health Sciences, University of Cape Town | |
C Gordon | 170-171 |
Innovative mentorship: Implementation of an online mentorship programme for South African medical internship and junior doctors in KwaZulu-Natal, South Africa | |
VS Singaram, KL Naidoo, NC Dlova | 172-173 |
Breaking the isolation: Online group assignments | |
S Adam, M Coetzee, IJC Lubbe | 174-175 |
WhatsApp as a support strategy for emergency nursing students during the COVID‑19 pandemic | |
Yvonne Botma, T Heyns, C Filmalter, Champion Nyoni | 176-178 |
‘Going virtual’: Innovative online faculty development during COVID‑19 | |
R Maart, A Rhoda, S Titus, D Manning | 179-181 |
‘Goldilocks anatomy’ – data-conserving anatomy video tutorials during emergency remote teaching | |
Q Wessels, A Du Plessis, K Van Niekerk | 182-183 |
Stimulating students’ critical thinking skills in pharmacology using case report generation | |
SS Mlambo | 184-185 |
Bringing literature to life: A digital animation to teach analogue concepts in radiographic imaging during a pandemic - Lessons learnt | |
H Essop, IJC Lubbe, M kekana | 186-188 |
A ray of sunshine in the COVID‑19 environment, with a virtual sunburst elective | |
A Turner, IJC Lubbe, W Ross | 189-190 |
Saving student interaction by saving the Starks | |
H Parkar | 191-192 |
Planning and facilitating remote objective structured clinical examinations (OSCEs) for wound care students in South Africa during the COVID-19 pandemic | |
BS Botha, M Mulder | 193-194 |
Anaesthesia skills and simulation training during the COVID-19 pandemic | |
R van Wyk, EW Turton | 195-196 |
Outsmarting COVID-19 through rapid 3D printing and flipped learning in fixed prosthodontics | |
A Fortuin, J H van den Heever, T C Postma | 197-198 |
The reality of virtual reality at a South African university during the COVID-19 pandemic | |
BS Botha, L Hugo-Van Dyk, CN Nyoni | 199-200 |
Teaching pharmacology online: Not just another narration | |
W Cordier, IJC Lubbe | 201-202 |
Reflection on remote teaching and learning of a final-year BPharm clinical training module during a pandemic | |
M Viljoen, R Coetzee, N Hoffman, J McCartney, E Upton, M van Huyssteen | 203-204 |
Learning during a pandemic: Evaluating University of Cape Town firstyear health sciences students’ experiences of emergency remote teaching | |
N O Mapukata, S K Toto | 205-207 |
Adapting an undergraduate dental objectively structured clinical examination (OSCE) during COVID‑19 | |
R Maart, S Khan, B Kathree, R Ahmed, R Mulder, N Layloo, W Asia-Michaels | 208-209 |
Moving fieldwork online: Innovations in an occupational therapy curriculum | |
L Hess-April, M Alexander, S Stirrup, A B Khan | 210 |
CPD
CPD questionnaire | |