Mini-dissertation in partial compliance with the requirements for the Masters Degree in Technology: Chiropractic, Durban University of Technology, 2010. / Background: Many previous South African studies exploring the relationship between the public, chiropractic and other health care professionals have indicated a poor level of knowledge and perception between the researched populations. The aim of this study was to determine the knowledge and perceptions of second and third year medical students at The Nelson Mandela School of Medicine towards chiropractic. Objectives: The objectives of this study were firstly, to document the demographic details of the second and third year participants, secondly, to determine the level of knowledge and exposure of the second and third year participants to chiropractic, thirdly, to determine the perceptions of second and third year participants regarding chiropractic and to compare this between second and third year participants, fourthly, to determine the utilization of chiropractic by second and third year participants, and finally, to determine any relationship between demographic factors, knowledge, perception and utilization of chiropractic. Method: A survey method was employed with the measuring tool being a questionnaire. It was decided that only second and third year medical students would be included in the study. Results: The response rate of the study was 42.5%. It was found that the majority of participants were female, of Black ethnicity and all participants were younger than 33 years old. Participants had a wide range, and a relatively satisfactory level of knowledge of chiropractic, however, the 3rd year participants had a significantly higher mean knowledge score than the second years. There was a wide range of perceptions of chiropractic, but a relatively negative level of perception. There were no significant differences in perception scores between the groups (p=0.859). III The third year participants seemed to have a better view of the scope of chiropractic than second year participants. The utilization of chiropractic by the participants, their friends and family was found to be low. A few areas of concern, with regards to the limited exposure that medical students at The Nelson Mandela School of Medicine have towards chiropractic, were raised. Conclusion and recommendations: It can be concluded that second and third year medical students from The Nelson Mandela School of Medicine had a generally poor knowledge and perception of the chiropractic profession, which may be a possible reason for the poor communication between chiropractors and qualified medical practitioners. The presence of chiropractic students, who served as human anatomy demonstrators at The Nelson Mandela School of Medicine, may have had an impact on the results of the study. It is therefore recommended that further studies be done to investigate the effect that these demonstrators have at The Nelson Mandela School of Medicine. Basic information on chiropractic should also be included at The Nelson Mandela School of Medicine to educate medical students on chiropractic.

Several factors that are known to influence attitudes of students towards learning have been documented. Some of these factors have been found to affect the achievement of students. In this study the relationship of the attitudinal disposition of students to their learning outcomes were assessed. Chemistry attitude questionnaire was used to assess the attitude of students and a pen and paper examination comprising of questions requiring declarative and procedural knowledge were used to assess learning outcomes of students. Correlation analysis and multiple linear regression analysis were used to assess relationship between attitude of students and their learning outcomes. The results showed that attitude of students had a positive but moderate influence on their performance. The ANOVA results showed a statistical significant relationship between attitude of students and students’ learning outcomes (F= 38.383, p=0.000). / Institute of Science and Technology Education / M.Sc. (Mathematics, Science and Technology Education)

Thesis (MPhil)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: On entry to medical school, students are confronted with a worldview that can be typified as materialistic monism. The student progressively becomes a materialistic monist, not only because of the teaching, but also because medical schools fail to address the question of suffering. One would expect the biopsychosocial model to surmount the limitations of the biomedical model, but it in itself has to deal with both suffering and materialistic monism. Suffering cements the collapse into materialistic monism in the way the student practises medicine. What life strategies would transcend this materialistic monism? This thesis examines potential educational interventions that might help the student to analyse the philosophy of medical school and find ways of dealing with the question of suffering. / AFRIKAANSE OPSOMMING: Met toelating tot mediese skool word studente gekonfronteer met ’n wêreldsiening wat as materialistiese monisme beskryf kan word. Die student verander progressief in ’n materialistiese monis, nie slegs as gevolg van die onderrig nie, maar ook omdat mediese skole nie daarin slaag om die kwessie van lyding aan te spreek nie. ’n Mens sou verwag dat die biopsigies-sosiale model die beperkinge van die biomediese model sou oorkom, maar instede moet dit self beide lyding en materialistiese monisme aanspreek. Lyding moedig die verval in materialistiese monisme in die wyse waarop die student geneeskunde beoefen aan. Watter soort lewensstrategieë is nodig om hierdie materialistiese monisme te transendeer? Hierdie tesis ondersoek die opvoedkundige intervensies wat die student kan help om die mediese skool se filosofie te analiseer en wyses te vind om die kwessie van lyding te hanteer.

Several factors that are known to influence attitudes of students towards learning have been documented. Some of these factors have been found to affect the achievement of students. In this study the relationship of the attitudinal disposition of students to their learning outcomes were assessed. Chemistry attitude questionnaire was used to assess the attitude of students and a pen and paper examination comprising of questions requiring declarative and procedural knowledge were used to assess learning outcomes of students. Correlation analysis and multiple linear regression analysis were used to assess relationship between attitude of students and their learning outcomes. The results showed that attitude of students had a positive but moderate influence on their performance. The ANOVA results showed a statistical significant relationship between attitude of students and students’ learning outcomes (F= 38.383, p=0.000). / Institute of Science and Technology Education / M.Sc. (Mathematics, Science and Technology Education)

The main hallmarks of the novel problem-based curriculum are self-directed, student-centred learning, clinical reasoning, small group tutorials and the facilitation of learning in an integrated way. These features differ significantly from the traditional curriculum which is teacher-centred, discipline-based and more content orientated. The innovative programme was implemented at the University of Transkei with a view to improving medical education. In this study, the perceptions of second year medical students regarding the implemention of and transition to the new curriculum, was assessed, as part of the evaluation of the curriculum. The results showed that students had grievances about the overwhelming volume of information they had to cover, time constraints, examination methods and bias of tutors towards their own subjects. Nevertheless, they considered the innovation to be favourable, exciting, relevant to life and to future tasks, and more motivating than the traditional curriculum. / Educational Studies / M. Ed. (Didactics)

The main hallmarks of the novel problem-based curriculum are self-directed, student-centred learning, clinical reasoning, small group tutorials and the facilitation of learning in an integrated way. These features differ significantly from the traditional curriculum which is teacher-centred, discipline-based and more content orientated. The innovative programme was implemented at the University of Transkei with a view to improving medical education. In this study, the perceptions of second year medical students regarding the implemention of and transition to the new curriculum, was assessed, as part of the evaluation of the curriculum. The results showed that students had grievances about the overwhelming volume of information they had to cover, time constraints, examination methods and bias of tutors towards their own subjects. Nevertheless, they considered the innovation to be favourable, exciting, relevant to life and to future tasks, and more motivating than the traditional curriculum. / Educational Studies / M. Ed. (Didactics)