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Published Article / A worldwide concern are focusing on the quality of postgraduate training in higher education institutions, the length of time it takes postgraduate students to complete their studies, and the high percentage of postgraduate students who terminate there studies. Furthermore the involvement in research is making increasing quality demands on higher education institutions in terms of sustaining high-level research capability and involvement on an efficient and effective basis. It is clear that the postgraduate environment will have certain expectations as well as obstacles for the students and therefore if the undergraduate students are prepared beforehand for the postgraduate environment, they will be able to bridge the gap between undergraduate and postgraduate studies more successfully.

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Welcome to the second edition of In Touch – a quarterly newsletter highlighting the latest news and developments at TUT.

Purpose: To explore how non-physician team members of a health care team perceive their contributions to educating residents about interprofessional collaboration in an intensive care rotation and to compare this to residents’ perceptions. Method: Participants in this exploratory case study were selected using maximal variation, purposive and convenience sampling strategies. Data were collected through semi-structured individual and focus group interviews, and analyzed using inductive thematic analysis. Findings: Contributions occurred implicitly and explicitly during patient care activities and focused on role clarification, sharing of expertise, and help navigating the workflow. Contributions were influenced by a) Intensive Care Unit context, b) tension between working and teaching, c) expectations, d) resident engagement, e) power/hierarchy. Conclusion: Team members contribute to residents’ education about collaboration through participation in the everyday business of caring for critically ill patients. Recognition of this contribution may improve resident training. However, some residents may not be learning basic skills, what they learn about interprofessional collaboration may have limited transferability, and team interactions may influence the validity of judgements made about entrustability and performance.

Introduction: The practice of neonatal resuscitation involves superior technical skills, an ability to lead an interdisciplinary team as well as make clinical decisions based on complex dynamic transitional physiology within a narrow timeline. These skills are a mandatory component of pediatric residency training and have been assessed using standardized assessment tools such as certifying board exams, procedure checklists, and in training exams. Recent literature has raised concerns about trainees’ competency in the technical skills for neonatal resuscitation. This project sought to explore trainees’ perceptions of competency for neonatal resuscitation, as well as potential barriers that challenge this process. Methods: This project employed an interpretive design qualitative methodology, using an a priori educational theory incorporating the principles of social cognitive theory, deliberate practice, distributive practice, and ‘choke phenomenon’. Semi structured focus groups of residents and pediatricians were used for data collection. Interpretive analysis in the style of Crabtree and Miller was employed. Validity criteria as described by Lincoln and Guba were applied. Institutional ethics board approval was obtained. Results: The participants identified four attributes for competency in neonatal resuscitation required to ensure successful transition towards readiness for independent practice: (a) medical expertise, (b) leadership, (c) transferability, and (d) self-efficacy. The enablers and barriers towards acquisition of these four aspects during residency training and transition to practice were identified and explored. Conclusions: Through the self-reported experiences of trainees and practitioners and informed by educational theory, this study describes a “across rocky seas” graduated conceptual model of a sailing ship for competency acquisition in neonatal resuscitation. An understanding and application of this model may thus inform the development of new competency-based curricula. / Thesis / Master of Science (MSc) / The practice of neonatal resuscitation is challenging because practitioners are dealing with an infant who is critically ill, requiring multiple interventions within a very short duration of time. Despite residency training, literature reports challenges with acquiring and maintaining resuscitation skills. Using qualitative methods, specifically interpretive design, this project sought to explore trainees’ perceptions of competency for neonatal resuscitation, as well as potential barriers to this process. The principles of repeated exposure over different times in training, performance under pressure and the confidence in one’s abilities required to achieve a specific goal were used to inform data collection and analysis. The participants identified four attributes for competency in neonatal resuscitation required to ensure successful transition towards readiness for independent practice: (a) medical expertise, (b) leadership, (c) transferability, and (d) self-efficacy. Informed by educational theory, these constructs were then used to describe a conceptual model for competency acquisition in neonatal resuscitation

Yes / Originally presented at the Pharmacy Education Conference. Jun 24, Manchester, UK.

Thesis advisor: Paul Gray / This study aims to determine the various sociological factors that play a role in determining the post-graduate career plans of Boston College seniors. Post-graduate options explored include (1) Entering the work force, (2) Continuing schooling, (3) Volunteering, (4) Traveling, (5) Other. Emphasis has been placed on the study of socioeconomic background, influence of others in the decision-making process, and the influence of the Jesuit education. / Thesis (BA) — Boston College, 2013. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Sociology Honors Program. / Discipline: College Honors Program. / Discipline: Sociology.

Background: Self-assessment is widely used across the health professions for a variety of purposes, including appraisal, CPD and revalidation. Despite numerous reported short-comings, the use of self-assessment is increasing, frequently on the requirements of regulatory bodies. Traditionally it has been a paper exercise, but in recent years self-assessment has appeared in electronic portfolios – a medium often used to collate assessments and other educational requirements. This thesis evaluates the effectiveness of self-assessment, in particular delivered via an e-portfolio, to determine if it: ? Improves the accuracy of perception of learning needs ? Promotes appropriate change in learner activity ? Improves clinical practice Methods: This thesis is comprised of two systematic reviews and a case study. The first of two systematic reviews examines the evidence for effectiveness of self-assessment in the three research questions. The second evaluates the effectiveness of portfolios as a medium for postgraduate healthcare education. Both reviews are notable in that they employ systematic review methodology on non-clinical questions and amalgamate quantitative and qualitative data. The final research component is an exploratory case study that tests the questions against a large data set (an entire training year of Scottish Foundation doctors) collated by the NHS ePortfolio. The case study provided the opportunity to separate groups of self-assessors identified by the literature, and compare the groups’ self-scores against those of their supervisors and peers in the first and final post rotations; additionally, the groups’ behaviour was matched against the literature for related educational activities recorded by the ePortfolio such as personal development planning. The case study also allowed the medium of e-portfolios to be itself evaluated in practice as an educational infrastructure. Through the comprehensive and iterative examination of the large dataset it became apparent that quantitative analysis was of limited value and qualitative analysis of elicited the richness on the data in context. Results: With both reviews, the original research questions were unable to be fully answered due to the paucity of evidence of sufficient quality; however, both did discover relevant related evidence. The self-assessment review found competent practitioners are the best able to self-assess whilst the least competent are the least able to self-assess. Peer assessment was found to be more accurate than self and better aligns with faculty/supervisor assessment. Feedback and benchmarking can improve self-assessment accuracy, especially for the most competent, and video can be seen to enhance this. There is no conclusive evidence that gender or culture effect self-assessment ability. Practical skills are better self-assessed than knowledge-based or “soft” skills. The portfolio review found summative assessment reliability improved with multiple raters and discussion between the raters. Evidence on whether portfolio use aided reflection was mixed, possibly because it was dependent on individual conditions. The engagement and support of supervisors is key to portfolios being used properly, and there is some evidence portfolio learners are less passive then non-users. The time required to effectively use a portfolio is rarely considered. Although many of the literature’s findings were born out by the case study, the data also revealed (often by omission) many flaws in the use of self-assessment and related activities, many of which can be ascribed to the training year examined Much of the qualitative examination of text corresponded with the wider literature with low self-raters being over-critical of their often superior skills and high self-raters being over confident. However, there was some dissonance with the literature in the final component in that supervisor scoring conflicted with expectations whilst there text comments continued to match the literature. Conclusions: Assessment in post-graduate health care is high stakes and resource-intensive. Self-assessment, and its use within an electronic portfolio, is demonstrated to have enormous potential if properly implemented.

This dissertation will explore ways in which abandoned space, and spaces between buildings, can be reconnected with their surroundings to enrich and contribute to the everyday experience of the user. The intervention takes place along the edges of the Pretoria CBD, adjacent to an abandoned canalized urban river (Walkerspruit). The site hosts elements of historic importance and memory which have become fragmented from the everyday experience of the user in the city. The hypothesis investigates the understanding of space and place - whether the above mentioned spaces can be fused together as a series of experiences to enhance the character of the site and its important historic elements. The proposed development is made up of layered, mixed use activities catered toward a facility for T.U.T post graduate art students and other visiting artists. The building should create an opportunity for the public to engage with the process of making art and at the same time give students the opportunity to exhibit their work whilst engaging with their community. Copyright 2011, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Meyer, T 2011, Fusing space and place : a mixed use art facility for T.U.T post graduate students, MArch(Prof) dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-12012011-112515 / > C12/4/29/gm / Dissertation (MArch(Prof))--University of Pretoria, 2011. / Architecture / unrestricted