Health services in a country are affected by many factors, one of which is the human resources that render those services. One of the dimensions of human resources that will impact on the effectiveness of the health services is their competence. There are three phases of health education, namely basic health professions education; postgraduate health professions education; and continuous professional development. This study will focus on the third phase of continuous professional development of health professionals. The purpose of continuous professional development is defined in this study as high quality patient care and the outcomes to improve, maintain and further develop competencies regarding skills, knowledge and attitude in order to meet the changing needs of both patients and the health care delivery system. Globally there is more emphasis on the role of higher education institutions in continuous professional development. It was evident from the literature that higher education institutions should have a strategy as continuous professional development providers in order to be effective and efficient in contributing to attaining the outcomes of continuous professional development. The question that has arisen was, âHow should the model to manage continuous professional development for alumni of a private higher education institution (PHEI) be composed in order to be conducive to the outcomes of continuous professional development, which are improved competencies of health professionals?â Given the situation the problem that was addressed was that there was no model to be implemented by the Foundation for Professional Development [a Provisionally Accredited Private Higher Education Institution in terms of section 54(3) of Act No. 101 of 1997 (RSA 1997)] focusing in the health sector to enable it to take accountability to plan, organise, lead and control continuous professional development for its alumni which will support attainment of the purpose of continuous professional development. The aim of this study was to develop a model to manage continuous professional development for alumni of private higher education institutions in an effective and efficient manner. In the attempt to attain the aim the objectives pursued were a literature study to develop a framework of the model to manage continuous professional development inclusive of the most effective and efficient components of continuous professional development, while a questionnaire survey followed to identify the most preferred components of a model to manage continuous professional development for alumni of a PHEI to ensure effective implementation of the model. This was done by means of a custom designed questionnaire. The final objective in attainment of the aim was the triangulation of the information from the literature study, the results of the questionnaire survey, and conclusions to develop a model to manage continuous professional development. An empirical, non-experimental research design was followed in this quantitative study. A cross-sectional survey was employed because the respondents were approached only once to complete questionnaires and it was possible to make comparisons between subgroups and look at relationships between variables. Descriptive and inferential statistics were calculated and used to answer the research questions. The custom designed self-administered questionnaires collected information on respondentsâ personal profiles, professional profiles, employment backgrounds, geographical profiles, communication preferences in an alumni network, alumni network interaction preferences, accreditation preferences by an alumni network, educational product needs in an alumni network, areas of expertise and interest, alumni network membership needs, and the alumni patient profile. The sample population for the current study was defined as: âLearners at the Foundation for Professional Development during August 2006 to November 2006â. On completion of their training these learners would become alumni of the Foundation for Professional Development and would become eligible for inclusion in a continuous development alumni programme. This population were therefore best positioned to test certain assumptions about a continuous professional development alumni network and start the building of a model to manage continuous professional development. A total number of 1968 learners attended workshops during this period and the entire population were presented with an opportunity to participate in the study. No sampling technique was therefore required. The objective of the literature review was to gather information to develop a framework for the model to manage continuous professional development. Continuous professional development with specific attention to the origin and the purpose of continuous professional development was reviewed. Then the purpose was defined, the process was reviewed and subsequently the trend of regulation of continuous professional development globally. The concept of credentialling was reviewed in relation to continuous professional development and integrated to assessment in continuous professional development. To gain a global perspective a review on international and South African trends in providers of continuous professional development and coordination of the function was provided. It was also necessary to review adultsâ learning preferences, needs assessment, and continuous professional development learning methods as part of identifying best practices in composing the framework for managing continuous professional development for alumni of a PHEI. For the same reason learning networks, mentoring and personal continuous professional development plans were reviewed. The model to manage continuous professional development for the alumni of a PHEI is a triangulation of the literature study, the research results and conclusions. Application of the model will ensure fulfilment of the continuous professional development functions of a PHEI in their responsibility towards their alumni in a planned and coordinated manner. It is supportive of continuous professional development in a cyclic and continuous manner, applying the principles of adult learning and credentialling. Assessment is an integral part of the quality assurance on the various levels. It is based on a network principle in that it utilises existing infrastructure and expertise in a decentralised manner to make continuous professional development convenient and relevant to learners. Integrated in the model is managed communication with alumni based on the research results. Information to plan, organise, implement and evaluate continuous professional development is another integral component of the model. According to the level of assessment alumni will be accredited in the network on five levels with associated benefits to promote continuous professional development and nurture a culture of lifelong learning with an emphasis on planned learning and improvement of practice. The researcher is of the opinion that PHEIs shall be capacitated by the model developed and through implementation of the model to manage continuous professional development for alumni of a PHEI, the overall goal, aim and objectives of the study to facilitate continuous professional development in South Africa will contribute to the optimisation of health care in South Africa. The researcher did not imply that this model should be implemented in its original form, but that the intention is that each HEI should customise the model according to its own unique situation and alumni needs and expectations. However, the process followed and components of the model could be repeated without reinventing the wheel. The implementation plan could therefore be utilised as a useful guideline. The researcher is of the opinion that components of this contribution could also facilitate the management of continuous professional development in public HEIs in South Africa. Furthermore the researcher is also of the opinion that components of the contribution could be implemented internationally by HEIs. Therefore the overall goal, aim and objectives of the study were reached.

The changing of the evaluation systems used for Grade 12 scholars in South African schools and the transformation principles of the Department of Education, compelled the University of the Free State (UFS) to start looking into alternative criteria for the selection process of medical students. One of the alternative criteria explored is the Health Science Placement Tests (HSPTs). The overall aim of this study was to assess the relationship between the HSPTs, school performance and other factors and academic performance during the first two years of study at the UFS. The specific objectives of the study were to conceptualise and contextualise the problem of selection of medical students at the UFS and to identify factors in different regions of the world that play a role in the selection of medical students by means of a thorough literature survey, but also to assess the influence of the current selection criteria and additional criteria on the performance of first and second year medical students at the UFS. A quantitative research approach was followed. The study population comprised of the first year medical students of 2004 and 2005 and second year medical students during 2005 and 2006 at the UFS. The demographic information of the students, their HSPTs results, school performance and academic performance results during first two years of study were statistically analysed to detect associations. Data for the study was obtained from the several databases of the University of the Free State and was collated by the researcher. The data management and analysis in this study was conducted by the staff of Statistical Consulting Service, Department of Statistical Sciences, University of Cape Town, using a variety of available statistical techniques. The correlation between all the numeric and categorical variables and the outcome variable were checked. These results showed the degree to which the variables changed together and allowed the researcher to indicate those with a predictive relationship. Strong to moderate correlations were found to be present between the averages of the first two years of study and English, Mathematics, Science and Biology of the Grade 12 marks, the PTEEP, MACH, MCOM and SRT of the HSPTs and the M-score. A weak negative correlation was found between the age of the student and whether or not they had any tertiary education and both the first and second year averages. By using the simple linear regression technique of analysis, the researcher evaluated the effect that each of the individual variables had on the first and second year averages. The following variables had a significant influence on the first two yearâs average marks: English, Mathematics, Science and Biology average mark, School Poverty Quintile Index, M-score and the HSPTs average. By using a multiple regression analysis, the predictors of dependent variables upon the outcome variable were tested, while the independent variables were held fixed. After following a step-wise regression analysis, the best fit model was the model evaluating the relationship between the first and second year average marks independently and the age of the student, the English, Mathematics, Science and Biology scores of Grade 12 and the PTEEP, MACH, MCOM and SRT tests of the HSPTs and the School Poverty Quintile Index. This model explained 50% variance of score in the first year and 70% variation of score in the second year as a result of the combination of these variables. Although some of the variables were not statistically significant, they were still of conceptual significance. From this analysis it was clear that the more variables that were included, the more reliable or predictive the model was to determine how a student would perform academically at the end of the first two years of study. The conclusion of this study was that the application of different statistical approaches presents a case for the complimentarity of data for use in selection models and approaches. Through the exploration of different models of regression and association, a particular model was found acceptable as an indicator for good performance during the first two years of study. This choice was based on the fact that the multiple regression model was able to predict the effect that a variable would have on the outcome and the size of the effect. It was able to explain 50% variance of score in the first year and 70% variation of score in the second year and also took into account the effects of other confounding variables. This study and similar future studies will identify reliable and valid selection criteria for medical students who will perform well academically within the M.B.,Ch.B. tertiary education programme.

In this research, play was used to address negative perceptions about medical microbiology in the MBChB course. The Infections module is part of the second academic year in the MBChB curriculum at the University of the Free State (UFS), Bloemfontein, South Africa. Students' negative perception of medical microbiology and infectious diseases was identified by the researcher, who had been a lecturer in the module for many years. In an attempt to address students' complaints and dissatisfaction regarding the huge volume of work dealt with in the module, exposure to new terminology, and the complicated classification and nomenclature of microorganisms, the researcher resorted to investigating enjoyable forms of learning as a potential solution. Play is regarded by developmental and educational psychologists as an inherent part of human nature, which is employed in various settings and circumstances in the process of acquiring knowledge, information and skills necessary for social adaptation, integration and survival. The benefits of play are not limited to childhood â play can be enjoyed by individuals of any age, throughout their lives. Educational games are recognised as meaningful and effective teaching and learning instruments â also in higher education and medical training. Incorporating a fun component and positive affect into the learning process is known to promote intrinsic motivation, enhance quality of learning, and lead to better retention of knowledge. The researcher developed a quiz-style board game, Med Micro Fun With Facts (MMFWF), based on the principles of Trivial Pursuitâ¢. MMFWF can be used as a supplementary group work activity to expose students to the factual content of the vast discipline of microbiology in a non-threatening, healthy competitive environment. The game contains 700 colour-coded questions and answers divided into seven corresponding colour-coded categories, each containing 100 questions and answers. Six categories cover microbiological topics (bacteriology, virology, mycology, parasitology, and the diagnosis and treatment of infectious diseases), while a category on general medicine was included to prevent the potential risk of feeling overwhelmed or becoming bored by the numerous medical microbiology facts. The MMFWF board game was introduced to medical students shortly after they had successfully completed the Infections module. The game was evaluated by students by means of a self-administered, anonymous questionnaire and semi-structured focus group interviews, and by academic members of staff by means of direct observation of the play process and nominal group interviews. The overall feedback showed that both students and staff had a highly positive experience of MMFWF, and regarded it as a meaningful approach to mastering the factual content of medical microbiology. The students indicated that playing the game had a positive influence on their perception of and attitude towards the subject. The MMFWF board game was also converted into a multiple-choice web-based application (e-MMFWF), which was implemented as a compulsory directed learning activity in the Infections module. The students played e-MMFWF as part of their preparation for the forthcoming second semester test. The class average increased by 22% from Test I to Test II, and many students who were facing the possibility of failing an academic year due to poor performance in the Infections module were able to successfully complete their studies at their expected level of accomplishment. Eighty-five percent of the students who played e-MMFWF in preparation for semester Test II indicated their conviction that the directed learning activity contributed positively to the improvement in their test marks. The positive feedback on the MMFWF board game as a learning tool in medical microbiology, and students' improved marks after playing e-MMFWF, show that MMFWF can be used with good results as a supplementary learning modality in the Infections module of the undergraduate medical training programme.

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This study originated from a need to provide staff development resources to health professions educators. The need for content to be delivered effectively at a time and place that suit staff best is a challenge that Faculties of Health Professions Education must meet. In this research project, an in-depth study was done by the researcher with a view to utilising video as primary content delivery medium for staff development of health professions educators. The problem that was addressed is how content can be delivered to health professions educators at a time that will suit them best and in a medium that can be consumed effectively. The aim of the study was to determine the value of the use of online video as primary medium for content delivery for staff development of health professions educators. The methods that were used and which formed the basis of the study comprised a literature review, and â as the empirical study - the development of an online video course. On completion of the course, a questionnaire survey to determine the value of the utilisation of video as primary content delivery medium for staff development of health professions educators was conducted. In order to provide a scientific basis, the researcher created on online course which was presented to health professions educators. These participants completed the course as well as the survey to supply the researcher with the necessary data as to their experiences while taking part in the course. The resulting data that was retrieved indicated to the researcher that the positive aspects of video as primary content delivery medium in health profession education, far outweighed the negative aspects and that it was also overwhelmingly embraced by the participants. The ability of staff to access content on demand, played a major role in the success of content delivery through video. From the literature study it is also clear that video as primary content delivery medium in Higher Education, as well as Health Professions Education has many advantages. It is clear to the researcher from the literature study and the feedback provided by participants, that using video as primary content delivery medium should be greatly considered and implemented in faculties of health professions. Recommendations in this regard were made. The sound research approach and methodology ensured the quality, reliability and validity of this study. This completed research study can form the basis for a subsequent research study.

An in-depth study was carried out with a view t compile recommendations for the use of clinical simulation as enhancement of undergraduate medical education and training at the University of the Free State. Clinical simulation plays an important role in the development of clinical skills and competence, and in creating a safe environment where students can learn without harm to patients while improving clinical reasoning and multidisciplinary training. Clinical simulation must be fully integrated with the curriculum, so that students can move between theory, simulation- and clinical training continuously. Assessment of skills and competence is a key component in clinical simulation-enhanced teaching and learning. In this study, the potential of clinical simulation was investigated as enhancement of undergraduate medical education and training. The extent to which clinical simulation could address the problems related to a decreasing clinical training platform, change in case mix and the demand for more health care professionals was investigated. Clinical simulation was considered as a complementary asset to enhance teaching and learning at the School of Medicine, UFS. The research methods comprised literature reviews, semi-structured interviews, focus group interviews, and observations during international visits. The literature review provided a background for a conceptual framework and contextualised the problem against related theory and research. Data were collected by means of semi-structured interviews with international experts to gain expert opinions on the use of simulation as teaching and learning tool, simulation-based assessment and the establishment of a simulation centre. Focus group interviews with lecturers and heads of departments at the UFS were conducted with the intent to evaluate the personal opinions and attitudes of the participants on these issues. The compilation of recommendations for the use of clinical simulation to enhance undergraduate medical education and training at the UFS and the planning and implementation of a simulation centre was achieved with the aid of the data collected. The premises, points of departure and role players were examined in order to make recommendations in this regard. The study originated from the recognition that a gap exists in the use of clinical simulation in the education and training of medical students at the UFS, but also in South Africa and the rest of Africa. To bridge the gap, the researcher compiled educational recommendations for the integration of clinical simulation as a required component and enhancement of the current curriculum. The development and implementation of a new simulation centre for the UFS School of Medicine was discussed in order to reach the goal of clinical simulation teaching and learning. A valuable contribution to knowledge was made by providing recommendations for developing and implementing a simulation centre for the School of Medicine, UFS. By developing the strategy, the identified gap is bridged, in that it can aid in integrating clinical simulation with current curricula, show how skills development and competence of medical students can improve and provide pointers for simulation-based assessment of medical students. Recommendations in this regard were made. The sound research approach and methodology ensured quality, reliability and validity. The completed research can form the basis for a further research undertaking.

Family Medicine became a speciality in South Africa in 2007. Postgraduate studies in Family Medicine changed from part-time MFamMed to a full-time MMed(Fam) degree with changes in curriculum and assessment criteria. The overall goal of this study was to evaluate the current assessment tool for extensive mini-dissertations in the postgraduate programme for Family Medicine, UFS and, if necessary to produce a valid and reliable assessment tool that is user-friendly. An Action Research approach was used in this study, using mixed methods. In the first phase, the current assessment tool was evaluated and the data analysed quantitatively. In phase two, the quantitative results of phase one was discussed during a focus group interview and data were analysed qualitatively. Phase three was the production of a new, improved assessment tool. The evaluation of the new assessment tool did not form part of this study. In phase one, 11 internal and four external assessors evaluated four extensive mini-dissertations with the current assessment tool. In phase two, the internal assessors took part in a focus group interview and evaluated the current tool for validity regarding regulations of the assessment bodies as well as reasons for the differences in marks allocated to specific assessment categories (reliability). The current assessment tool complied with all the regulations of the assessment bodies. In four out of the possible 12 assessment categories the median scores allocated to specific categories varied more than 15%. During the focus group interview, reasons for this were identified and the assessment tool was adapted accordingly. A lack of training and experience in the assessment of extensive mini-dissertations was also identified as a contributing factor. The existing assessment tool currently still in use is valid, but not reliable for all assessment categories. The new assessment tool addresses these areas and will be implemented after training of assessors in 2012.

The need to comply with the requirements of the SAQA Act necessitated a review of emergency care education and training in South Africa. The review and restructuring led to the creation of a formal two-year, 240-credit NQF level 5 Emergency Medical Care Technician (ECT) Qualification. The NDoH views the ECT programme as the âMid-Level Workerâ equivalent for the Emergency Care Profession. At the Higher Education level, the existing three-year National Diploma and one-year B Tech Programmes were collapsed to form a single four-year, 480-credit, NQF level 8 Professional Bachelor of Health Sciences Degree in Emergency Medical Care (B EMC). After the establishment of the two-year ECT and four-year B EMC programmes, the next challenge faced by the HPCSA, educators and educational providers within the emergency care field became that of facilitating articulation between the two qualifications. This study aimed to critically analyse and compare the two-year ECT qualification with the four-year professional B EMC degree in order to design a framework and bridging programme that may support and guide articulation between the two qualifications. An expository, retrospective analysis of existing documentation was followed by a focus group discussion with educators in the field in order to identify and explore potential obstacles and challenges with regard to articulation between the ECT and the B EMC qualifications. Finally, a detailed Delphi Questionnaire was sent to selected expert panel members. The study highlights a strong desire for articulation and academic progression within the emergency care profession. Similarities and substantial differences were identified in the scope, level and depth of knowledge of the ECT and B EMC qualifications. A framework was designed that includes a bridging programme to provide ECT graduates with the necessary knowledge, skills and insights required to enter directly into the third year of the Emergency Medical Care Degree.

In this research project, an in-depth study was done by the researcher with a view to formulating an educational approach for the distinct generation profile of undergraduate students in the Faculty of Health Sciences (FoHS), University of the Free State (UFS). This research was initiated in response to the identification of a gap in the knowledge regarding the so-called Generation Y (born 1981-2000), forming the current cohort of undergraduate students at the UFS. According to both scholarly and popular literature, Generation Y possesses unique characteristics that impact on the teaching and learning environment. Their distinctive values and behaviours, communication styles, skills and needs, learning styles and needs, as well as the prevailing environment and the shaping events of their position in history influence their attitudes and actions as students. In addition, the perceived differences between these students and the academic staff lecturing them, who generally belong to older generational cohorts, may lead to conflict and misunderstanding that impairs the successful attainment of outcomes in Health Sciences Education. Both education and health care face tremendous challenges in the 21st century. For example, the current Information-Communication Technology revolution has exerted compelling effects on social interaction as well as the current teaching and learning and health care environments. However, the demands on education and health care stretch further than just emerging technologies and their aftermath. Issues such as globalisation, socio-political and economic instability, inadequate and unequal access, as well as sustainability should also be addressed. The aim of this study was to formulate an educational approach for the generation profile of undergraduate students at the FoHS, UFS. This was attained by means of the following objectives, namely, obtaining data as to whether the characteristics of Generation Y as described in the literature are applicable and relevant to undergraduate students in the FoHS, UFS; identifying discrepancies in awareness and understanding of perceptions regarding the characteristics of Generation Y between undergraduate students and academic staff lecturing them; and finally, formulating an educational approach (including recommendations) for the generation profile of undergraduate students in the FoHS, UFS, incorporating the characteristics of undergraduate students as well as discrepancies in perceptions between undergraduate students and academic staff lecturing these students that could affect the teaching and learning environment. This study made use of a mixed-methods research design in two phases. In the first phase, concurrent triangulation, quantitative and qualitative data were gathered simultaneously by means of closed and open questions in a questionnaire survey for undergraduate students and academic staff members respectively. In the second phase, sequential explanatory design, the results from the first phase were used to inform the formulation of an agenda for a focus group interview held with academic staff members, yielding qualitative data. Quantitative data were analysed statistically, while thematic analysis of qualitative data were done. The final steps in the second phase included making use of the literature survey as well as the results of the questionnaire survey and focus group interview respectively to inform the formulation of the educational approach as indicated in the aim of the study. From the results of the questionnaire survey it emerged that although many of the characteristics typically ascribed to Generation Y in the literature are similar to those perceived by both undergraduate students and academic staff members regarding the cohort of undergraduate students in the FoHS, UFS, there were distinct differences between these perceptions and those described in the literature, indicating that Generation Y students in the FoHS possess a unique generational profile. In addition, academic staff members indicated significant differences in their perceptions from those of undergraduate students, with subsequent implications for the teaching and learning environment. Major themes identified from the focus group interview indicated that three important aspects were vital in the development of an educational approach, namely the nature of the teaching and learning environment, the personal qualities and attributes of the lecturer and the characteristics and role of the student.These findings were incorporated in the formulation of guidelines and recommendations for the educational approach proposed by the researcher. The conceptual framework guiding this approach alluded to the realisation that in order to stay relevant, educational approaches need to move away from traditional and somewhat archaic teacher-centred to innovative student-centred approaches intent on actively engaging students in transformative knowledge construction, as well as providing for mentoring by motivational role-models. Furthermore, emerging technology must be incorporated in a rational and balanced way without losing vital human interaction to ensure that an optimal teaching and learning environment is created. The training of skilled health professionals who are equipped to deal with the challenges of the future should ultimately lie at the heart of the educational approach in Health Sciences Education. This research project generated comprehensive knowledge of the profile of the so-called Generation Y undergraduate students in the Faculty of Health Sciences, University of the Free State, which informed the formulation of an educational approach that is both thoroughly grounded in theory as well as applicable in practice. This research study offers a novel contribution to the field of Health Sciences Education by providing evidence-based data incorporated into an educational approach that takes into consideration key elements for successful pedagogy in Health Sciences Education. These include the a) teaching and learning environment, b) approaches to teaching and learning as well as the role-players in this context, namely the c) participants (students) and d) practitioners (academic staff). The approach is built on the four key elements, and forms an integrated background to a central nexus alluding to concepts including structure and support, a student-centred viewpoint, technology, relationships, student characteristics, mentoring, engagement and supervision. Both the survey instrument developed for the purpose of data collection in this study, as well as the educational approach that was formulated, may be used to facilitate the creation of optimal teaching and learning environments in Health Sciences Education, both locally and further afield.

<p> This descriptive, cross-sectional study was used to collect and analyze data provided from a pencil and paper survey mailed to a randomly selected group of North Carolina restaurants and bars. The topic of the study was North Carolina's smoke-free restaurants and bars law. The two purposes of this study were: 1) to assess whether, after five years of implementation of the N.C. smoke-free law, restaurant and bar owners and managers receive complaints about the law, and whether they are experiencing the benefits promised when the law was first passed and 2) to explore their actions and interest related to policies that go beyond what is covered in the state law, specifically prohibiting the use of electronic cigarettes indoors and/or providing smoke-free seating areas for customers outside. </p><p> A 20-question survey was mailed to 663 restaurant and bar owners/managers. The overall response rate was 20.3% (23% for restaurants and 17% for bars). The total number of surveys analyzed was 135 (86 from restaurants and 49 from bars). All participants acknowledged knowing about the smoke-free law, and the two most frequently selected benefits for restaurants and bars were customers breathing less tobacco smoke (65.2%) and fewer complaints about secondhand smoke (58.5%). Another frequently selected benefit of the law was reduced maintenance and cleaning costs (45.9%). A total of 79.1% of restaurants and 73.5% of bars reported at least one benefit from the smoke-free law. </p><p> Further analysis showed that while restaurant and bar owners/managers receive few complaints about secondhand smoke, more than half of bars reported receiving complaints during the last 12 months from smoking customers and employees about not having a place indoors to smoke. Qualitative analysis of comments responding to an open-ended question showed that bar owners and managers tend to be less happy with the smoke-free law than restaurant owners and managers. Bar owners and managers also shared specific problems with the law and recommended solutions to those problems. </p><p> Restaurants were found to be significantly more likely than bars to restrict the use of electronic cigarettes inside their businesses, with more than two-thirds of restaurant participants either banning their use inside or limiting their use to designated areas. Restaurants and bars did not show a statistically significant difference in smoke-free outdoor customer areas, with 29% of all participants reporting some smoke-free policy for outdoor customer areas. </p><p> A moderate number of participants said they are interested in more information about restricting electronic cigarette use (14.3%) and more information about creating smoke-free outdoor customer areas (18.6%). Trends and interest in both of these policy areas create an opportunity for public health to respond with programs and policy efforts. &#8195;</p>