M.Tech. / Course evaluation and student feedback forms an important part of any quality assurance programme in education. Since the Master of Technology Degree in Homoeopathy (M Tech Hom) commenced at the Technikon Witwatersrand (TWR) in 1993, no formal evaluation process with regard to programme quality has been conducted. The aim of this study was to conduct a formative student evaluation of the individual courses constituting the Master of Technology Degree in Homoeopathy offered through the Department of Homeopathy at the University of Johannesburg. The sample group consisted of the 2006 homoeopathy students registered for the following subjects offered through the Department of Homoeopathy: First Year: The Philosophy of Homoeopathy; Third year: Diagnostics, Psychopathology, Materia Medica, General Pathology, Systemic Pathology, Radiographic Anatomy, Auxiliary Therapeutics; Fourth year (B Tech): Diagnostics, Clinical Homoeopathy, Homoeopharmaceutics, Materia Medica, Research Methods & Techniques; Fifth year (M Tech): Practice Management and Jurisprudence, Clinical Homoeopathy, Materia Medica This was a descriptive study with both qualitative and quantitative aspects. For each subject, a survey was conducted using a questionnaire. The research proved to be very useful in highlighting the problem areas within the subjects offered through the Department of Homoeopathy as part of the M Tech Hom Degree. Several general themes have emerged across all the years of the programme. These general themes were: a lack of helpful feedback from assessment tasks, inadequate learning guides, lack of well planned and organised practical sessions and a lack of co-ordination between lecturers offering various components of a subject .

M. Tech. / The aim of this study was two-fold: firstly, to investigate the general perceptions of practising graduates with regards to the strengths and weaknesses of the construction of the M.Tech:Hom Degree in facilitating the attainment of the exit level outcomes currently associated with the programme offered at the University of Johannesburg. Secondly, a Training Needs Analysis (TNA) was conducted to identify training needs for Continued Professional Development (CPD). This is done so as to ascertain whether or not the programme is meeting the needs of the profession and whether the institution is achieving the stated purpose of the programme. The sample group consisted of graduates from the last ten years and who have been in practice. Participants therefore included those from novice practitioners, intermediate practitioners and experienced practitioners. Participants were interviewed either telephonically or in person using a structured interview. The Strength and Weakness Questionnaire (Appendix D) was formulated from exit level outcomes as clearly stated in the SAQA registration document (Appendix F). These were open-ended, free-response questions where participants were offered the opportunity to give their opinion in regard to which skills they considered important (as practitioners) in attaining each Exit Level Outcome (ELO) and to identify strengths and weaknesses in the education that they received with regard to achieving the ELO. The Training Needs Analysis Questionnaire (Appendix E) was presented in the form of a list of possible training topics that the practitioner may be interested in attending. The results of the study clearly illustrate the perceptions of graduates of the current M.Tech:Hom programme with regard to skills that they feel are required to attain the published exit level outcomes of the programme. From the analysis of the results of the Strengths and Weaknesses questionnaire as well as the TNA it can be concluded that the M.Tech:Hom programme is comprised of courses which are required to fulfil the stated ELO’s. This does not rule out further development of the ELO’s to meet the requirements of a changing education and professional environment.The Training Needs Analysis further identified training modules applicable to the defined categories of “Refresher Training Module”, “Comprehensive Training Module” and “Full Training Module” which may assist in the development of Continuing Professional Development programmes and curriculum changes. In addition, the number and type of these courses appear to indicate a considerable need for the establishment of a Continuing Professional Development programme.

Mini dissertation submitted in partial compliance with the requirements of the Master's Degree in Technology: Homoeopathy, Durban Institute of Technology, 2006. / Technikon Natal introduced the first formal South African Homoeopathic education programme in 1989. Since its addition to the higher education degree choices offered by Technikon Natal, the course has produced some 10 years worth of homoeopathic graduates. In 2003, Technikon Natal merged with ML Sultan to become the Durban Institute of Technology, “A University of Technology”. The Homoeopathic qualification has also evolved from a Master’s Diploma to a Master’s Degree with much emphasis being placed on not only the academic aspect of education but also Master’s level research, and the course itself has been revised and re- curriculated numerous times (Ross, 2005). It has been recognised that subject failure within Homoeopathic education delays qualification of students. The implications of this phenomenon may be far reaching and investigations of the factors that may contribute to it are important in order to determine ways and means of controlling this phenomenon (DeMong, Lindgren and Perry, 1994). The study was limited to investigating the perceptions of subject failure by those individuals who had experienced subject failure but still proceeded to graduate from the course. This was done in an attempt to restrict the study to factors which were within the scope of the institution to change (i.e. eliminate life events etc. which are generally uncontrollable). / M

M.Ed. (Curriculum Studies) / History was made when the Technlkon Natal in January 1989, after approval of the relevant curricula by the Minister of National Education, became the first institution in the Western World to offer an independent tertiary course in homoeopathy. After completion of the five year course, followed by a one year internship, students will be registered with the South African Associated Health Service Professions Board. Homoeopathy originated in Germany when its founder, Samuel Hahnemann (1755 - 1843) rediscovered the principle on which homoeopathy is based - "SimiIia simiIibus curentur": Let likes be cured by likes. In homoeopathy a patient is treated by administering those drugs that could cause similar conditions in a healthy person, to the patient in minute doses. The Materia Medica I I I curriculum is being introduced in 1991. The question posed and researched in this thesis is to what extent the curriculum design complies with curriculum principles. The aim is to evaluate the abovementioned curriculum. To achieve this aim, the following objectives are set:- - to determine the principles involved in the planning and design of a curriculum; - to determine the criteria with which a curriculum should comply; - to determine specific demands and problems posed by the subject; - to establish how and to what extent the Materia Medica III curriculum complies with the criteria and demands; - to make recommendations for the possible improvement of the curriculum. This study is unique in the sense that the curriculum is being implemented this year. Generally accepted models are therefore not applicable and an evaluation instrument has to be developed. The method of enquiry to be followed is mainly a Iiterature study and structured interviews wiII also be conducted.

Submitted in partial compliance with the requirements of the degree of Master of Technology: Homoeopathy, Durban University of Technology, KwaZulu-Natal, South Africa, 2016. / INTRODUCTION: Homoeopathy is a medical system that offers a gentle approach to healing. In the Republic of South Africa, homoeopathic medicines are readily available in most retail pharmacies, hyper-stores, supermarkets and health shops. It is common and expected that in a pharmacy setting, one will find a qualified pharmacist dispensing medicines he/she is highly knowledgeable about, as well as advising customers/patients on the indication, administration and contraindications of these medicines. With this premise in mind, where complementary and alternative medicines are sold, we ideally expect qualified personnel dispensing and advising customers on the use of complementary and alternative medicines also not only conventional medicines. At the time of conducting this study, the knowledge of pharmacy staff was questionable pertaining to the depth of homoeopathic knowledge they possess, as there is limited formal training available on complementary and alternative medicine (CAM) in their curriculum in South Africa. It has been noted that, prior to the development of short courses, a needs analysis should be conducted. AIM OF THE STUDY: To investigate the needs of pharmacy front shop assistants when dealing with homoeopathic medicines with the prospect of developing a short course. METHODOLOGY: The research was a qualitative, descriptive, exploratory study. A measurement of views on what homoeopathy is, where pharmacy staff currently attain training on homoeopathy, and perceptions on the need for further training were conducted by means of a semi structured interview guide. Tesch’s Eight Step method was utilised for data analysis. CONCLUSION: The study clearly highlighted that there exists a poor level of knowledge of homoeopathy amongst pharmacy staff in the greater Durban area of KwaZulu-Natal South Africa, at the time of conducting the study. Despite low knowledge levels, the study was able to establish a keen interest amongst pharmacy staff on furthering and advancing their knowledge of homoeopathy to better serve the public and improve the quality of health care offered by pharmacy staff. / M

Mini-dissertation was submitted in partial compliance with the requirements for the Master's Degree in Technology: Homoeopathy, Durban Institute of Technology, 2007. / The first formal Homeopathic education programme in South Africa began in 1989 and was instituted by Technikon Natal, now Durban University of Technology – DUT. The course offers a Master’s Degree in Technology in Homeopathy. Similarly Witwatersrand Technikon now University of Johannesburg began offering the course from 1993. Since the first (from DUT) intake there have been 13 years of graduates. Included in the course is excellent homeopathic training and a comprehensive medical training programme, consisting of anatomy, physiology, pathology, histology and diagnostics subjects. Although a statutory requirement no postgraduate internship training regarding graduates of this programme has been formalised. Thus this study was deemed valuable as it aimed to provide clarity on past internship received and a perception of what an internship ought to entail. The purpose of this retrospective survey was to determine the perceptions and opinions of M.Tech:Homeopathy graduates around the current non-implementation of statutory internship, in order to inform the formulation of an appropriate and effective homoeopathic internship, as required by Act 63 of 1982 (as amended). Other objectives included gathering data/perceptions regarding the contents and outcomes of a proposed Homeopathic internship as perceived by M.Tech:Homeopathy graduates. As well as assessing/determining the possible existence of associations between demographic factors and the perceptions around internship regarding its recommended contents and outcomes. / M