This study reviewed the methods of teaching orthopedics to family practice residents. It explored the areas of how, when, and to what end. Questionaires were sent to all family practice residency programs in the United States. The complied results showed that most residents are taught during a block assignment for four weeks in the second year of residency. The results showed preceptorships being utilized most frequently and for at least 50% of the teaching time. Lectures were used next most frequently and usually for 20% or less of the teaching time. Nearly all of the respondants felt their residents were qualified to initially manage athletic injuries, simple fractures, and low back pain. On the management of infant foot problems, 63% felt their residents were qualified and 36% felt they were not. This difference was felt to be due to a difference in content and not process. Suggestions for future research were put forth.Ball State UniversityMuncie, IN 47306

Academic Support Programmes in South Africa are confronted with the seemingly impossible task of producing "programmes" which will assist growing numbers of Black students in their adaptation to the academic tasks. These tasks are demanded of Black students within tertiary institutions with a largely westernized cultural form of education. Despite the existence of institutions such as the Medical School of the University of Natal which has been training Black medical students for over thirty five years, little substantive research has been conducted into the processes of adaptation which Black students have undergone in coming to terms with the cognitive demands of academic tasks within universities. Instead, institutions such as the Medical School have found themselves embroiled in long ,standing controversies which essentially attempt to apportion blame for high failure rates on either students or staff members. This research adopts a dialectical approach to the learning teaching situations and focuses specifically on Black medical students' adaptation to the cognitive task demands of Physiology. The research uses a rational reconstructive paradigm to instantiate Feuerstein's "deficient cognitive functions" in the cognitive manifestations of second year medical students. This instantiation lays the groundwork for an investigation into the "content less cognitive processes" (cf. Feuerstein) underlying the learning-teaching dialectic in Physiology. / Thesis (M.A.)-University of Natal, 1990.

The purpose of the study was to describe the nature of clinical supervision and support provided to bridging programme students in the clinical settings. A descriptive and an exploratory design were most appropriate. There were one hundred-and-twenty-two participants in the study. Data was collected by means of a questionnaire and a critical incident report. The questionnaires included semi-structured questions where the respondents were able to discuss the effects of clinical supervision and teaching behaviours that would enhance learning during clinical accompaniment. The subjects were the second year students in the bridging programme. Only those students who consented participated in the study. The campuses that were used were the Prince Mshyeni College of Nursing, Netcare Nursing Academy and Afrox College of Nursing. These campuses were conveniently selected because they were in the greater Durban area and were thus easily accessible to the researcher. Students described the positive and negative experiences they received from the clinical supervisor and the ward staff. Positive experiences included the feelings of confidence, and the gaining of interpersonal skills. Gaining self- confidence as a nurse is an essential aspect of the student nurse's professional development. The negative experiences were that the students were treated as the normal workforce because of their experience as enrolled nurses. The challenges of clinical supervision are to help the student to evaluate critically the effect of actions taken, to assist him/her to perform procedures skilfully and to enable him/her to relate to patients in an ethical and caring manner. The critical incident analysis revealed that the student nurses continued to use informal support networks as well as their supervision sessions to discuss clinical issues. Respondents reported an enthusiasm for the opportunity to talk meaningfully to a trusted colleague about personal circumstances at work. Such opportunities were particularly welcomed by nurses who wished to reflect upon their own practices with patients, especially when dealing with clinical conditions that were upsetting, or otherwise challenging. Respondents pointed out that more time would make clinical supervision sessions longer and more effective. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2005.

Erratum pasted onto front end paper. / Bibliography: leaves 248-260. / xii, 260, 9 leaves : / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Examines the establishment and early history of the Adelaide medical school, which was influenced by reforms of medical education in Great Britain. Finds that the content of the Adelaide medical course conformed with British standards, and gave adequate teaching by the standards of the day. Undergraduate teaching and postgraduate opportunities can be seen as Anglo-Australian synergies made possible by formal and informal linkages with the British empire in its last century. / Thesis (M.D.)--University of Adelaide, Depts. of Surgery and History, 2000

Thesis (MFamMed)--Stellenbosch University, 2014. / BACKGROUND:Family physicians are trained to enable them to staff community health centres and primary care hospitals. Part of this training is teaching them procedural skills for anaesthetics and surgery. Knysna hospital is a training facility for family medicine registrars and this article aims to evaluate if sufficient learning opportunities exist in Knysna hospital’s theatre to teach family medicine registrars procedural skills. METHODS:A descriptive study was undertaken of the number and type of procedures performed in Knysna hospital theatre for a one year period, and compared with the required skills,as stipulated in the national training outcomes, for the discipline. RESULTS:Three thousand seven hundred and forty one procedures were performed during the study period. Anaesthesia was the most common procedure, followed by caesarean section. There were adequate opportunities for teaching most core skills. CONCLUSIONS: There were sufficient opportunities for a registrar to be taught all the core skills that are exclusive to theatre. Further research is needed to evaluate Knysna hospital as a training facility for all procedural skills. / AFRIKAANSE OPSOMMING: Geen opsomming beskikbaar.

No description available.

Thesis (DTech (Radiography))--Cape Peninsula University of Technology, 2005. / The most significant changes and challenges to radiography in South Africa are rapid technological changes in the fields of imaging and radiation oncology, the changing status of radiographers as members of the multi-disciplinary health care team and the socioeconomic impact of post-apartheid ideology, policy and legislation with regard to both higher education and health provision. This altered landscape in which academic and clinical work is accomplished has impacted on radiography education. Curricula must change in order to equip graduates to work effectively in the modern workplace and the Integrated Learning Curriculum (ILC) is one such curriculum response. The traditional radiography curriculum of connecting subject-based theory education with interspersed clinical experience where there is reliance on students connecting or applying the subject content taught in the classroom to clinical practice was challenged. The ILC planned to enhance the integration of teaching, learning and assessment in the academy and workplace in a transforming South Africa. This study took advantage of the opportunity to capture data and learning from this curriculum renewal. The research was guided by the questions: I) What is the nature of radiographic knowledge? 2) What curricular options would facilitate radiographic knowledge? 3) What would enable or constrain successful curriculum implementation? 4) Is the ILC an appropriate curriculum for Radiography? This study facilitated a 'layered' understanding of integration and integrated curriculum through exploration of the concept 'integration'. This was achieved through; a national survey that investigated opinion on the status of radiography education in South Africa in 2003; interpretation of the context within which the ILC was located; a search of relevant literature; and a case study that gathered data over a three-year period. Findings support the notion that the workplace is a key influence on higher education curricula and that an integrated learning curriculum suits radiography.

Thesis (Master of Emergency Medical Care (MEMC))--Cape Peninsula University of Technology, 2019 / Introduction: Road traffic injuries are the ninth leading cause of death globally. Projections indicate that without new and sustained commitment globally to preventing such injuries, the situation will only worsen. Motor vehicle rescue does not lend itself to the prevention of road traffic incidents but through ensuring that all incidents are managed using sound evidence could contribute in positive outcomes for victims. It is unknown what contribution rescue education makes to the body of medical rescue knowledge in South Africa. Aims: The aim of this research was to investigate the relevance and scope of the principles of physics within medical rescue specifically in the context of motor vehicle rescue. It appears that current traditional methods of presenting rescue training, which is mainly procedural and technical, may contribute to 'segmented' learning. Research Methodology: Using an interpretive research design, multiple qualitative methodologies were employed. This methodological triangulation was intended to improve construct validity and trustworthiness of findings. A modified Delphi process through which questionnaires was repeatedly distributed to rescue experts was employed. Process tracing was used to evaluate the developed typical motor vehicle rescue case scenario narrative for underpinnings of the principles of physics. The Bachelor Emergency Medical Care Physics and Extrication subject guides was evaluated for its educational alignment during the document analysis. Legitimation Code theory as a theoretical framework was utilised to appraise the knowledge gap. Results & Discussion: Motor vehicle rescue incident may not always present in a similar manner due to various factors and influences. Development of the typical motor vehicle case narrative from which its physics principles could be identified was imperative. Most motor vehicle rescue related training occur with the vehicle in the upright orientation on all four wheels. This manner of frequent training may restrict rescue practitioners from moving beyond their 'typical' training knowledge when the situation presents a typical. The thematic document analysis of the BEMC Physics and Extrication subject guides lacked the necessary coherence which is required for a professional degree. It was deemed void of certain threshold concepts and structure which would allow the student to move between the theoretical and contextual knowledge. Motor vehicle rescue subject guides and most textbooks on the topic leaned towards a procedural and very technically detailed pedagogy, to the extent that it could contribute to segmented learning. Conclusion: Developing curricula that is underpinned by a theoretically sound evidence base would promote credibility of a qualification. Curricula by design inform the teaching, learning and the competencies which would ultimately be assessed. Professional degrees are intended to develop practitioners who would graduate with the knowledge and competencies to adapt to situations. In addition, graduate attributes of lifelong learning, reflective practice and the ability to contribute to the development of new knowledge is secondary to the goal of qualification attainment.

published_or_final_version / Community Medicine / Doctoral / Doctor of Philosophy

<p>The present healthcare system in South Africa suffers from a number of serious deficiencies. Whilst orthodox bio-medicine is well established in most first world countries, its total introduction and implementation into all communities within South Africa faces many obstacles. The cost of diagnostic techniques, investigative procedures and pharmaceutical products, the availability of competent medical staff in the non-urban areas, and the lack of acceptance of the philosophy and practice of orthodox bio-medicine in rural regions are but some of the factors which conspire against the general application of this orthodox medical paradigm.<br /> <br /> Another problem confronting healthcare and medical practice in South Africa, particularly at this stage of our historical development, is the absolute focus on orthodox bio-medicine, often to the detriment of other medical paradigms that also have advantages to offer. Can the integration of another medical paradigm, such as Unani-Tibb, enhance the practice of orthodox bio-medicine in this country?<br /> <br /> The aim of the thesis was to investigate the possibility of integrating Unani-Tibb with orthodox biomedicine (also termed conventional, Western or allopathic medicine) and assess its potential for improving delivery of an effective, affordable and appropriate healthcare system in South Africa.<br /> <br /> The research questions which the thesis seeks to answer is whether this integration is possible and whether the delivery of healthcare to the South African population can be enhanced. Changes in the provision of medical education are necessary, and occupy a pivotal role in allowing for this integration. Unani-Tibb is a traditional medical system practiced extensively on the Indian sub-continent and in other parts of the world. At present, however, it is minimally practiced in South Africa. Its primary principle is the energetic promotion of health maintenance behaviour and the prevention of disease, through effective application of dietotherapy, pharmacotherapy and other interventions, as well as the empowerment of the patient towards adopting behavioural changes and lifestyle adaptations. One positive aspect of Unani-Tibb is that it has many features in common with both orthodox biomedicine and African Traditional medicine. These commonalities should allow for greater acceptance by orthodox healthcare professionals, as well as the general population. The first part of the study involved the research and conceptualisation required for the production of a series of customized training modules which introduced the theory and practice of Unani-Tibb. A twelve month part-time training programme based on these modules was subsequently conducted with a number of healthcare professionals presently in active practice and with a background of orthodox medical or nursing healthcare. This outcomes-based training programme included a number of specifically designed training activities, such as case studies, practical exercises and assignments. Appropriate evaluations and assessments were pursued in order to measure performance outcomes and attitudes. Questionnaires for assessing the motivation and satisfaction of the participants were also completed. The second part of the study was in the form of a pilot participant research project, in which the participants applied the information from the integrative programme to a number of chronically ill patients who had previously been treated with standard orthodox bio-medical procedures. The parameters derived for clinical efficacy, cost-benefit and improvement in Quality of Life from Unani-Tibb treatment were then compared to equivalent results obtained by orthodox bio-medicine. In all parameters inspected, the integrative training programme compared favourably to orthodox bio-medical practice. Not only was there an improved clinical efficacy, but the cost-benefit was shown to be superior in most indices measured. The Quality of Life comparison, which assessed the patient&rsquo / s total health status, subjective behaviour and attitude, generally favoured the integrative training programme. The thesis serves to suggest that the integration of Unani-Tibb into orthodox bio-medical training in South Africa is a distinct possibility, and could ultimately allow for treatment which is clinically acceptable, cost-effective and which provides an improved Quality of Life for the population as a whole. I suggest that this pilot study be repeated more extensively, thereby allowing for a more confident and objective assessment.</p>