Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Since the SPICES (S: student centred; P: problem-based learning; I: integration; C: community based/hospital based; E: electives; and S: systematic apprenticeship based) model of medical curriculum was proposed by Harden, most medical schools worldwide have introduced curriculum changes toward a paradigm shift in teaching and learning. Walter Sisulu University (WSU) introduced such changes in 1992 when problem-based learning (PBL) was implemented in the medical school. This research assignment examines the level of horizontal integration within the WSU Bachelor of Medicine and Bachelor of Surgery (MBChB III) programme. The purpose of the study was to determine the students’ and tutors’ perceptions of integration in the curriculum. A cross-sectional descriptive survey was designed and piloted in 2009 and the questionnaire was then administered to MBChB III students who agreed to form part of the study. The tutors’ opinions on integration were also explored. A questionnaire on integration using a five-point Likert scale, was administered to both the students (12 questions) and the tutors (six questions). Six open-ended questions on integration were added to the students’ instrument and one to the tutors’ instrument, for qualitative analysis and to assist in triangulation. In addition, semi-structured interviews were conducted with the tutors individually. As a result of the survey, it seemed that all the students were “satisfied” or “very satisfied” with the level of integration of content and learning. All the tutors were aware of the need for integration, but some were not familiar with how the learning environment could be modified to enhance students’ approach to integration. MBChB III students at WSU highly valued the integration of learning and teaching during tutorials. Thirty-three per cent of the tutors, though, believed that integration increased their workload. All the tutors thought that integration facilitated students’ learning skills and promoted student engagement, learning and interaction with faculty. / AFRIKAANSE OPSOMMING: Sedert Harden die SPICES-model as mediese kurrikulum voorgestel het, het die meeste mediese skole in die wêreld kurrikulumveranderings ingevoer as ʼn paradigmaskuif in onderrig en leer. (S – studentgesentreerde; P – problemgebaseerde leer; I – integrasie; C – gemeenskaps-/hospitaalgebaseer; E– keusevakke; en S – gebaseer op sistematiese vakleerlingskap.) Die Walter Sisulu-universiteit (WSU) het in 1992 sulke veranderings aangebring toe probleemgebaseerde leer (PBL) in die mediese skool geïmplementeer is. Hierdie navorsingswerkstuk ondersoek die mate van integrasie in die Baccalaureus in Geneeskunde-program en Baccalaureus in Chirurgie-program (MBChB III) aan die WSU verder as die PBL-tutoriale kan vorder. Die doel van die studie was om te bepaal wat studente en studieleiers se persepsies oor die integrasie van die kurrikulum is. ʼn Beskrywende deursnee-opname is in 2009 opgestel en ’n loodsstudie is gedoen. Die opname is weer gebruik met MBChB III-studente wat ingestem het om aan die studie deel te neem. Studieleiers se menings oor integrasie is ook ondersoek. ʼn Vraelys oor integrasie volgens 'n vyfpunt Likert-skaal, is aan die studente (12 vrae) sowel as die studieleiers (ses vrae) gestel. Ses oop vrae oor integrasie is by die studente se instrument gevoeg en een by die vraelys vir die studieleiers ter wille van kwalitatiewe ontleding en triangulasie. Daarbenewens is ʼn semigestruktureerde onderhoud met elke studieleier individueel gevoer. Na afloop van die toepassing en ontleding van die opname was al die studente “tevrede” of “baie tevrede” met die vlak van integrasie van leer, met begrip en met die vlak van integrasie van inhoud. Al die studieleiers was bewus van die behoefte aan integrasie, maar sommige was nie vertroud met hoe die leeromgewing aangepas kan word om die studente se benadering tot integrasie te bevorder nie. MBChB III-studente aan die WSU het 'n hoë waarde geheg aan die integrasie van leer en onderrig tydens tutoriale. Drie-en-dertig persent van die studieleiers het egter geglo dat integrasie hulle werkslading verhoog. Al die studieleiers was van mening dat integrasie die studente se leervaardighede fasiliteer en die studente se deelname, leer en interaksie met akademiese personeel bevorder.

Thesis (MPhil)--Stellenbosch University, 2012. / Background: Preceptorship refers to a teaching and learning approach through which a well experienced clinician is contracted to provide clinical teaching, supervision, role‐modeling of professional and clinical practice skills and assessment of students in a clinical setting. This approach often involves three groups of people, namely: faculty, students, and clinicians (preceptors). The preceptor in this study refers to a registered nurse who supervises and conducts clinical assessment of students in a clinical area, while at the same time is responsible for patient care. The focus of this study was to explore preceptors’ opinions regarding the implementation of preceptorship in the diploma in the nursing curriculum diploma in the nursing curriculum in Botswana. Emphasis was placed on seeking information on how preceptorship is implemented, the strengths and challenges regarding its implementation and suggestions as to how it should be strengthened to contribute positively towards teaching and learning of students. Methodology: A mixed cross‐sectional descriptive design, using a survey was used. . The design was adopted because of its ability to provide a broad understanding of the concept under study by allowing participants to share their experiences and opinions about a specified situation. Both the qualitative and quantitative data were collected simultaneously. A standardized self‐developed structured questionnaire using both closed ended and few open ended questions and consisting of scaled self‐report items and checklists was used to collect data from forty‐four (44) preceptors and three (3) third year level coordinators from the three (3) health training institutions. Quantitative data were analyzed using SPSS, while the qualitative data were analyzed for frequency of common themes. Descriptive statistics in the form of frequency tables and charts, as well as measures of central tendencies, were used in the analysis of quantitative data. Results: The findings revealed that preceptorship program was not well coordinated as there were no preceptorship manuals to guide the implementation of preceptorship program. On the positive side, however, preceptors felt comfortable and competent to supervise and assess students, despite the fact that most of them had not received preceptorship training or orientation. With regard to preceptor support, it was evident that there was need for major support in regard to improved communication between preceptor and faculty, improved support by the health facility manager and the need for strengthening preceptor training and orientation. The majority of the respondents have recommended for preceptorship orientation /training targeted at addressing some of the following topics: Student and preceptor roles, curriculum requirements, clinical teaching and assessment skills, leadership skills and how to access resources from the health training institutions. A significant number of preceptors felt that it was important to receive feedback about students’ progress from faculty and to receive feedback from students regarding their experiences in the clinical internship sites. Lastly, preceptors also felt that there was need for introducing incentives into the preceptorship program Conclusion The key areas that emerged from the study indicated an uncoordinated and unstructured preceptorship program in the diploma nursing curriculum. Preceptor support is limited as evidenced by report of lack of training or orientation of preceptors to their preceptorship role. To ensure sustainability of preceptorship program there is need to improve the following areas: preceptorship training and orientation, and preceptorship support by both the health training institution and the health facility managers. Key words: Preceptors, preceptorship, orientation, socialization, student assessment, and faculty support, clinical teaching, mentor, clinical supervisor.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Worldwide the stigma attached to psychiatric patients, psychiatric disorders, psychiatrists and the field of Psychiatry is of great concern. The stigmatising perceptions of medical practitioners and medical students towards psychiatric patients have a negative impact on effective treatment, considering the increasing burden psychiatric disorders are placing on communities and health systems. Numerous efforts were attempted and recommendations made for destigmatising medical students' perceptions towards psychiatric patients. It was found that perception usually improved after a clinical rotation in Psychiatry, but the stigmatising perceptions mostly returned a year later. The first clinical exposure to Psychiatry for medical students at the Faculty of Medicine and Health Sciences, Stellenbosch University, is during the fourth or fifth year of study. This rotation was revised in 2010 and a service-learning component added. The research question which consequently developed, is: What is the influence of a service-learning approach on destigmatising students' perceptions towards psychiatric patients? The research followed a phenomenological school of thought in an interpretative paradigm with a qualitative-inductive approach. On the last day of a rotation students handed in their written reflections and an in-depth focus group interview was conducted. The focus group interviews were repeated a year later. Students' reflections and the transcribed texts were analysed. This served as the basis for conclusions from which recommendations were made. It was found that students had stigmatising perceptions towards psychiatric patients before their first clinical rotation in Psychiatry. Directly after that students' perceptions were destigmatised to a greater extend. A year later non-stigmatising perceptions of understanding, acceptance, comfortableness, compassion, respect and responsibility were still present, although a few students experienced the limited return of stigmatising perceptions. Students attributed the positive changes to their service-learning experience in combination with the clinical placement at a psychiatric hospital with a friendly atmosphere and where they were exposed to patients not suffering from complex and extreme psychiatric disorders. The non-stigmatising perceptions a year after a clinical rotation in Psychiatry demonstrates the transformative value of service-learning. Service-learning is where meaningful and relevant service is rendered with and in the community, social responsiveness is purposefully emphasised and structured reflections are done to enhance academic learning. As a result of this study medical schools worldwide can take cognisance that a service-learning approach made a significant contribution to the stained destigmatisation of medical students' perceptions towards psychiatric patients. / AFRIKAANSE OPSOMMING: Stigma teenoor psigiatriese pasiënte, psigiatriese steurings, psigiaters en Psigiatrie as vakgebied is wêreldwyd ʼn groot bron van kommer. Medici en mediese studente se stigmatiserende persep-sies teenoor psigiatriese pasiënte het ʼn negatiewe impak op effektiewe behandeling, veral gesien in die lig van die groterwordende las wat die toename in psigiatriese steurings op gemeenskappe en gesondheidsisteme plaas. Heelwat pogings is aangewend en aanbevelings gemaak om mediese studente se persepsies teenoor psigiatriese pasiënte te destigmatiseer. Daar is bevind dat persepsies gewoonlik verbeter direk na ʼn kliniese rotasie in Psigiatrie, maar dat stigmatiserende persepsies meestal binne ʼn jaar terugkeer. Mediese studente aan die Fakulteit Geneeskunde en Gesondheidswetenskappe, Universiteit Stellenbosch, se eerste kliniese blootstelling aan Psigiatrie is tydens die vierde of vyfde studiejaar. In 2010 is dié rotasie hersien en ʼn diensleerkomponent bygevoeg. Die navorsingsvraag wat hieruit ontwikkel is, is: Wat is die invloed van ʼn diensleerbenadering op die destigmatisering van mediese studente se persepsies teenoor psigiatriese pasiënte? Die navorsing het ʼn fenomenologiese denkrigting gevolg in ʼn interpretatiewe paradigma met ʼn kwalitatief-induktiewe benadering. Studente het skriftelike refleksies op die laaste dag van ʼn rotasie ingehandig en ʼn in-diepte fokusgroeponderhoud is gevoer. ʼn Jaar later is die fokus-groeponderhoude herhaal. ʼn Ontleding van studente se refleksies en die getranskribeerde tekste en gedoen. Dit het gedien het as basis vir die gevolgtrekkings waaruit aanbevelings gemaak is. Daar is gevind dat studente voor hulle eerste kliniese rotasie in Psigiatrie, stigmatiserende persepsies teenoor psigiatriese pasiënte gehad het. Direk daarna was studente se persepsies grotendeels gedestigmatiseer. Na ʼn jaar was nie-stigmatiserende persepsies van begrip, aanvaar-ding, gemaklikheid, deernis, respek en verantwoordelikheid steeds teenwoordig, alhoewel stigma-tiserende persepsies tot ʼn mate by sommige teruggekeer het. Studente het die positiewe verande-ring toegeskryf aan die diensleerervaring in kombinasie met 'n kliniese plasing in die psigiatriese hospitaal waar ʼn vriendelike atmosfeer geheers het en waar daar blootstelling was aan pasiënte wat nie aan komplekse en ekstreme psigiatriese steurings gely het nie. Die nie-stigmatiserende persepsies ʼn jaar na ʼn kliniese rotasie in Psigiatrie toon die transformatiewe waarde van diensleer. Met diensleer word sinvolle en relevante diens met en in die gemeenskap gelewer, doelbewuste klem word op sosiale verantwoordbaarheid gelê en ge-struktureerde refleksie word gedoen om beter akademiese leer te laat plaasvind. Na aanleiding van hierdie studie kan mediese skole wêreldwyd kennis neem dat ʼn diensleer-benadering ʼn betekenisvolle bydrae gelewer het tot die volhoubare destigmatisering van mediese studente se persepsies teenoor psigiatriese pasiënte.

This scoping review examines the available evidence supporting accommodation use in the assessment of health professionals with disabilities in licensing contexts. While test accommodations are a protected right under antidiscrimination legislation, the peer-reviewed evidence informing their use is contested and widely dispersed. Furthermore, the ramifications of accommodation misuse are significant, including human rights violations and increased risks to patients. As such, this study addressed two research questions: 1) What is the current state of literature on accommodation use in the assessment of health professionals? and 2) What programs of research would address stakeholders’ concerns about the use of accommodations in the assessment of those professionals? Systematic searches of five prominent databases identified 15 articles for analysis. Several major themes emerged from that analysis: interpreting legislation, administration and process, relationships between education and licensure, and psychometrics and test development. Stakeholder consultation revealed that stakeholders face challenges managing accommodation requests and defining reasonable accommodations. While there is a paucity of literature on the topic overall, especially of an empirical nature, this study mapped the available evidence and laid the foundation for future studies by delineating the gaps in the scholarly literature as defined by stakeholders’ needs.

Indiana University-Purdue University Indianapolis (IUPUI) / Anatomy Academy (AA) is a service-learning program in which pre- and current health professional students (Mentors) work in pairs to teach anatomy, physiology, and nutrition to children in the community. The purpose of this study was to investigate the short- and long-term Mentor outcomes in personal, social, civic, academic, and professional domains. Former Mentors were invited to complete a survey of Likert-style and free response questions evaluating the perceived impact of their AA experience on: teaching skills, personal and interpersonal development, civic engagement, and academic and professional development. Follow-up interviews with a subset of survey respondents were performed. The survey was completed by 219 Mentors and 17 survey respondents were interviewed. Over 50% of former Mentors reported moderate or major impact of AA participation on elements of personal and interpersonal development (e.g., selfesteem [57.6%], altruism [67.9%], communication skills [60.1%], and ability to work with others [72.6%]) and community service participation (54.2%) that endures in the years after the program. Mentors who worked with low-income or Special needs populations reported unique impacts in personal, interpersonal, and civic domains. A majority of former Mentors agreed that AA participation helped them learn practical skills (76.3%) and factual knowledge (65.4%) relevant to the their careers, with several current health professionals reported that they regularly employ teaching and interpersonal skills learned while Mentors in their roles as physicians, nurses, or physician’s assistants. A majority of former Mentors reported that AA validated their choice to either pursue a healthcare career or not (59.7%), increased their confidence in performing professional tasks (64.7%), and helped shape their professional identity (58.9%). These results indicate that a health education-based service-learning program offers undergraduate, graduate, and professional students interested in or actively pursuing a healthcare career benefits across personal, interpersonal, civic, and professional domains that support their academic progress and preparation for professional practice. This study contributes much-needed evidence of the long-term student outcomes of service-learning to the literature, with a particular focus on how the pedagogy can supplement the education and professional development of pre- and current health professional students.

There is strong evidence that certain neurophysiological processes link action and observation (Higuchi et al., 2012), which supports the idea that learning a motor skill is enhanced via skill observation (Hayes et al., 2010). Skill learning through observation is optimized when the observation includes a combination of expert and novice models (Rohbanfard and Proteau, 2011). The purported advantage lies in the two types of models’ dissimilar ability (Andrieux & Proteau, 2013). The novice model is characterized by larger margins of error that manifest as variable attempts. Increased variability has been shown to be beneficial in physical practice (Moxley, 1979). The purpose of the first study was to examine the observation of novice variability effect to explore whether it is Schmidt’s (1975) generalized motor programs or schema parameterization representations that is acquired when observing modeled performances. Participants engaged in an observational period in which they observed a criterion model with no variability, a model demonstrating absolute timing variability, a model demonstrating relative timing variability, or a model demonstrating variability in both relative and absolute timing. The results indicate that variability in relative timing information contributes to observational learning, which suggests that generalized motor programs are acquired through observation but not schematic parameterizations. The purpose of the second study was to apply the Rohbanfard and Proteau (2011) paradigm in the medical education context by exploring the impact of video-based observational practice on the clinical learning. First year medical students learned a common surgical skill by observing expert demonstrations of the skill, novice demonstrations, or demonstrations by both an expert and novice model. The study demonstrated a robust effect of observational learning in that all groups improved over time regardless of the type of model they observed. Both studies highlight that an expert model may be the most beneficial when engaging in observational practice. / Thesis / Master of Science (MSc)

Thesis (MPhil)-- Stellenbosch University, 2013. / Introduction: The close interrelation between the processes of learning, assessment and feedback has been recognized and supported extensively in the educational field for many decades. The benefits of the feedback as a strong tool for facilitating learning have been corroborated by learning theories and educational research. The introduction of Problem- Based Learning (PBL) approaches to higher education programmes, especially in medical training, is a worldwide trend. The PBL approach to learning brings new perspectives to the specific characteristics and values of feedback on learning and the quality of learning and thus, more especially to the role of the tutor as learning facilitator. Purpose: To explore the medical students’ perception of the role and utility of the verbal feedback provided by the tutor to students during the PBL tutorial sessions; and the students’ perceptions on how to improve the effectiveness of the feedback. Methodology: This study used a qualitative and interpretive methodological approach. The qualitative data collection tool used was the focus group discussion. The study was conducted at the Walter Sisulu University in the Eastern Cape province of South Africa, where the faculty of Health Sciences has implemented the PBL approach for training. The research targeted the students in the third year of the MBChB program. Results: Students’ perceptions on the role of the tutorial feedback suggested that they strongly acknowledge its value: they see it as a tool for improving their learning skills and also as an enhancer of their learning motivation and regulation. The students also perceived it as instrumental in the modelling of programme-specific professional skills which would be required in their future medical practice. Students’ expectations from PBL-tutors feedback are quite high and comprehensive regarding both the kind and the nature of the feedback. Students perceived that the imperfections in the feedback received during tutorial sessions were a source of emotional discomfort and a hindrance to their learning success. The students’ need for clear, timely and regular provision of feedback, based on specific learning outcomes, was also highlighted. The participants’ recommendations for improving the efficient use of feedback included the regularization of the feedback practices across the different tutors and an increase in the allotted time for self-directed learning in their schedule. Conclusions: The results of this study support the need for a socio-constructive learning environment to ensure successful learning in PBL. Among other conditions, the harmonious provision of balanced, supportive and motivating feedback is a complement for the establishment of a learning environment conducive to learning. Similarly, students highlighted the need for highly skilled PBL-trained tutors, to enable them to self-monitor and self-regulate their learning, and ensure learning success via the facilitation and feedback. Higher Education Institutions using PBL training must identify and address factors limiting the effectiveness of the feedback and the overall quality of learning such as increased staff workload, increased demand for resources and modularization of courses. Recommendations: Higher education institutions using PBL training should address the need for training of tutors in the different aspects and practices of the feedback in the specific settings of the small group tutorial. External factors interfering with the effective use of tutors’ feedback should also be considered to minimize their negative impact on students’ learning. A regular process of curriculum enquiry is required to ensure the constructivist alignment of the different curricular components and overall design as a condition for the successful implementation of PBL.

Thesis (MPhil)-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: At the core of clinical education, within the allied health professions, is the teaching-learning relationship between the clinical educator and the student which is reinforced by and grounded in the explanatory theories of socio-constructivism, experiential learning and positioning. A good teaching-learning relationship is fundamental to the success of the students’ learning in the clinical environment. Clinical educators fulfil a dual role as mentors and assessors to students. The purpose of this study is to explore the students’ and clinical educators’ perceptions of the dual role of a clinical educator of students in the physiotherapy clinical environment, and how the perceptions of both parties influence the teaching-learning relationship. By following a phenomenological qualitative research approach with an interpretivist paradigm the researcher obtained data from focus groups and individual interviews. Data analysis involved a contextualised interpretive content analysis paradigm. The perceptions of the participants in the teaching-learning relationship, their particular expectations, challenges and preferences, reflect their experiences and are presented in the findings of the study. The findings of this study are comprehensively discussed and recommendations are made to transform the teaching-learning relationship by repositioning the participants (both students and clinical educators) in order to enhance the quality of the clinical learning experience within the physiotherapy clinical environment. / AFRIKAANSE OPSOMMING: Die onderrig-leerproses-verhouding tussen die kliniese dosent en die student vorm die kern van kliniese onderrig, ondersteun deur en op grond van die verduidelikende teorieë van sosiale konstruktivisme, leerervaring en posisionering, vir verwante gesondheidsberoepe. Die onderrigleerproses- verhouding word daarom beskou as die grondslag vir die sukses van leergeleenthede, aangesien die kwalitiet van die verhouding deurslagggewend is om studente se leerproses in die kliniese omgewing te ondersteun. Kliniese dosente speel ‘n dubbele rol as mentors en assessore vir studente. Die doel van die studie is om studente en kliniese dosente se sienings van die dubbele rol van ‘n kliniese dosent van studente binne die kliniese onderrigveld van fisioterapie in die kliniese omgewing te ondersoek, asook hoe die persepsies van albei partye die onderigleerproses- verhouding beinvloed. Die data word verkry van fokusgroepe en individuele onderhoude deur ‘n fenomenologiese kwalitatiewe navorsingsbenadering met ‘n interpreterende paradigma te volg. Die data is ontleed volgens ‘n kontekstuele interpreterende inhoudsontledingsproses. Die persepsies van die deelnemers aan die onderrig-leerprosesverhouding, hul spesifieke verwagtinge, uitdagings en voorkeure as drie breë temas van hierdie tesis, weerspieël hul ervarings en word weergegee in die bevindings van die studie. Die navorsing bespreek hierdie bevindings en doen regstellende aanbevelings oor die bevindings. Hierdeur kan die onderrig-leerproses-verhouding, deur herposisionering van albei partye (studente sowel as kliniese dosente), getransformeer word en die gehalte van die kliniese leerervaring in die fisioterapeutiese kliniese omgewing verbeter word.

MSc. Thesis / Introduction: In 2018, the College of Midwives of Ontario expanded the scope of practice for registered midwives to include performing point of care ultrasound (POCUS) to aid their obstetrical clinical assessments. This project evaluated learner sonography knowledge, skill acquisitions, and integration of this technology following an innovative POCUS curriculum developed for midwives to understand the impacts of this training. Methods: Concurrent triangulation with mixed methods was used in this study through surveys and interviews. First, the surveys were used to collect data across four time points including before and after the intervention. Five- and seven-point Likert scale questions were analyzed through descriptive statistics. Open-ended questions were qualitatively analyzed using thematic analyses. Second, the semi-structured interviews were conducted to better understand participants’ attitudes and clinical behaviours. Interviews were coded and analyzed using a combination of Corbin and Strauss as well as Charmaz approaches to grounded theory. Results: The findings demonstrated how there was a positive growth in learner comfort with POCUS and a desire to continue using it during clinical practice. The frequency of POCUS use within antenatal care increased with common applications including fetal presentation and assessment of pregnancy viability. The interviews highlighted five themes: facilitating learning, improving care, refining the role of the midwife, serving community, and maintaining competency. Access to clinical placements and the cost of a device were identified as barriers to promoting POCUS skill sets. Participants who had access to a device and completed the clinical practicum are continuing to use sonography within their clinics to provide more comprehensive client care. Conclusions: This project demonstrates how POCUS training can positively impact midwives particularly with aiding clinical decision making such as those regarding fetal viability and presentation. However, the challenges with obtaining a clinical practicum to ensure competency and the cost and access to a device, are significant barriers that unless they are addressed, may result in minimal integration within community practices. / Thesis / Master of Health Sciences (MSc) / The ability to conduct ultrasounds has recently been included in Ontario midwives’ scope of practice. This project evaluated a newly developed Point of Care Ultrasound (POCUS) curriculum for practicing midwives to understand how midwives can learn and apply POCUS into their clinical work. Learners completed surveys at four time points from pre-course to one-year post-course to share their experiences of knowledge and skill acquisition and applying this training to their clinical work. Five midwives also participated in an interview to share their perspectives about the course more in-depth. It was found that Ontario midwives were very interested to learn POCUS to improve client care. Unfortunately, they struggled finding time and opportunities to refine their sonography skills such as securing a clinical practicum or the funds to purchase a device. However overall, POCUS in midwifery was well received, this technology and its respective education should continue to be supported in Ontario.

Thesis (MPhil)--Stellenbosch University, 2012. / Background: Formative feedback is an important process in facilitating student learning as it helps students identify learning gaps early enough and devise means of covering those gaps. Most health professional educators spend most of the time designing summative assessment tools and pay little emphasis to giving qualitative feedback to students throughout the learning process. This problem has been identified at Makerere University College of Health Sciences (MaKCHS) and forms the basis of this study. Objectives: To investigate prior understanding of students and lecturers about formative feedback. The study also aimed at exploring experiences of students and lecturers regarding implementation of feedback in a resource-constrained context. Methods: This was an action research study using a participatory approach. Results: Initially, lecturers had some prior knowledge of feedback, however, students had misconceptions of what feedback could mean. After introducing a written feedback form, all participants expressed satisfaction with the feedback process. Key themes that emerged included: enhancing motivation, enhancing learning, promoting reflection and clarifying understanding. Conclusion: Students` motivation to learn can be greatly enhanced through formative qualitative feedback. A simple structured form is one way of providing qualitative formative feedback to students in resource-limited settings. Key words: formative feedback, structured form, action research.