Magister Chirurgiae Dentium (MChD) / Periodontal disease is one of the most common diseases worldwide. Periodontal treatment aims to prevent disease progression and restore functional and aesthetic dentition. The purpose of studying periodontal treatment outcome is to assess treatment efficacy. Treatment outcome of periodontal disease is affected by multiple patient-related factors, the type of treatment provided, and the expertise of the clinician.

Purpose: The aims of this study were to: (1) evaluate the prevalence of compliance of Postgraduate Pediatric Dentistry Programs (PPDPs) in the United States with the current American Academy of Pediatric Dentistry (AAPD) sedation guidelines and Commission On Dental Accreditation (CODA) sedation curriculum requirements and identify barriers to and facilitators for implementation of such guidelines; (2) identify changes to-date in sedation practices of PPDP since the previously published AAPD sedation guidelines (2011); and (3) determine the independent association of compliance of PPDP with program setting. Methods: A 40-item questionnaire was emailed to all postgraduate pediatric dentistry program directors (PPDPDs) of CODA accredited programs in the U.S. (n=74). Bivariate analysis, chi-square, Monte Carlo simulation and Kruskal-Wallis tests were used to analyze the data. Results: 70% of surveyed participants responded (n=52). On average, PPDPs were found to be compliant with both AAPD and CODA sedation standards. The bivariate analysis showed that both current setting of PPDPs and PPDPDs training setting did not affect the compliance of the program with the AAPD and the CODA sedation guidelines. Directors that stated receiving an “excellent sedation training” were more likely to be compliant with the CODA sedation standards (p=0.01). In this study, a major perceived barrier for increasing the number of non-IV conscious sedation cases per residents was a lack of patient pool (37%). When comparing changes in the sedation practice of PPDPs between 2009 and 2011, more sedation emergency drills were found to be performed in 2015 (p=0.05). Conclusion: Most PPDPs were compliant with both the AAPD and CODA sedation standards. Most PPDPDs were in favor of the 2013 increase number of sedation required by CODA. Both PPDPD training setting and PPDP setting did not affect the compliance of the programs with the AAPD sedation guidelines and the CODA sedation standards. PPDPs with PPDPDs who reported an excellent sedation training were more likely to be more compliant with the CODA sedation guidelines. Finally, PPDP setting did not affect the number of patients receiving non-IV conscious sedation or the number of sedation ER experienced per year.

Magister Artium (Development Studies) - MA(DVS) / Background: Food insecurity is a phenomenon affecting many developed countries, among them susceptible to food insecurity are tertiary students. Food insecurity affects the livelihoods of students and is a global problem. This causes doubt and anxiety which affects the educational outcome of students and losing focus on academic excellence. This study focuses on student food security and the role of campus food aid programs at the University of the Western Cape. Food security is an important aspect of people’s lives globally. While food insecurity is a significant challenge experienced by many South Africans nationally. Thus, necessary to shed light on the challenges of food among tertiary institutions and the relevance of food aid programs. Methods: The present study employed a mixed-method which has provided both significant elements of quantitative and qualitative research methods. A comprehensive review of the literature was employed, this includes both academic literature and grey literature on student food insecurity globally, nationally, and at UWC. Primary data and secondary data were collected to answer the research questions. The quantitative element of this study was conducted through an online questionnaire with thirty postgraduate students. While the qualitative element was conducted semi-structured with ten postgraduate students. Results: Students from low socio-economic backgrounds, without funding, covid 19, and expensive food on campus are some of the main causes of food insecurity. Students experiencing food insecurity have lost interest in their academics, performed less than their potential in academic assessments, some have failed the academic year and dropping out before time. The discontinuation of some food aid programs has increased the demand for food and the need for more food initiatives to be established. The role of food aid programs provided positive results in the alleviating of food insecurity during covid 19 and have proven consistency in the provision of food. Conclusion: This study aimed to bring awareness about the existence of food insecurity among postgraduate students. Stakeholders of the university, policymakers, and researchers must take into consideration the various effects of food insecurity and investigate the alleviation strategies. This prevents the increase in dropping out, students repeating the academic year, and getting an improvement in academic excellence and graduation rates

No description available.

INTRODUCTION: Academic half-days (AHDs) are regular teaching events that occur outside of patient care. AHDs often take the form of extended didactic lectures, despite the literature around effective teaching techniques. This may decrease residents’ ability to pay attention to the content being presented and instead promote mind wandering (defined in this thesis as self-reported task-unrelated thought). This thesis examines mind wandering during academic half-days (AHDs) in postgraduate medical training through two studies, with the overarching goal of understanding how results might inform the design of classroom-based teaching sessions in postgraduate medical education. METHODS: In the first study, a qualitative approach was used to examine residents’ perceptions about the nature of their learning experience during AHDs. Two focus groups were held with residents in hematology (n = 5) and obstetrics and gynecology (n = 15) and analyzed using a thematic analysis approach. In the second study, thought probes were administered approximately every 15 minutes during three AHD sessions in each program (hematology: n = 6 residents; obstetrics and gynecology: n = 30 residents) to quantitatively examine how three commonly-used instructional methods (didactic lecture, group discussion, and case-based learning) influenced mind wandering during AHDs. RESULTS: Findings of the qualitative study revealed differences with respect to residents’ overall perceptions of AHDs, perceptions of attention during AHDs, and motivations for learning. However, residents in both programs agreed that presenters could maximize resident engagement and learning by spending more time on case-based learning and group discussions as opposed to didactic lectures. Quantitative findings supported resident perceptions, demonstrating significantly less mind wandering during case-based learning (7%) than didactic lectures (33%). CONCLUSIONS: The findings of this work suggest that instructional method influences the amount of self-reported mind wandering during AHDs, and specifically, that case-based learning may be more effective than didactic lectures in maintaining engagement during AHDs. / Thesis / Master of Science (MSc) / Academic half-days (AHDs) are regular teaching events that occur outside of patient care. AHDs often take the form of extended didactic lectures, despite the literature around effective teaching techniques. This may decrease residents’ ability to pay attention to the content being presented and instead promote mind wandering (defined in this thesis as self-reported task-unrelated thought). This thesis examines mind wandering during AHDs, with the goal of understanding how results might inform the design of classroom-based teaching sessions in postgraduate medical education through two studies: a qualitative study examining residents’ perceptions about their learning experience during AHDs, and a quantitative study examining how three commonly-used instructional methods (didactic lecture, group discussion, and case-based learning) influenced mind wandering during AHDs. Taken together, these two studies make a contribution to the exploration of how classroom-based teaching sessions such as AHDs can be optimized to enhance student learning in postgraduate medical education.

Yes / Mental ill-health is an escalating problem in higher education. Not only does this impact students’ ability to learn, it can lead to poor completion, with learners opting to withdraw from studies, even if attainment has been satisfactory. The aim of this study was to gain insight about perceptions of poor mental health from postgraduate research students in a diverse UK university and canvas opinion regarding how the University could improve this. A short, pragmatic survey with basic quantitative and qualitative responses was distributed. This was analysed by a team comprising the learning developer responsible for postgraduate researcher learning development, academics and a doctoral student. The study found that poor mental health was evident, with over three quarters of respondents reporting some experience of mental ill-health. We identified five areas in need of attention: University Systems, Supervisor Training, Well-being Monitoring, Building Networks, and Finance. Sources of University-based stress were finance, administrative support, and an environment where a perception that poor mental health was an expectation rather than a problem was experienced. Students preferred to access support outside the academic environment. This is the first study of its kind at a diverse, plate-glass UK university, to consider research student mental ill-health, with a staff-student team working with data, and the learning developer spear-heading changes across postgraduate research. These findings have already influenced university strategy, staff training, and induction practices. The synthesis of the five areas could be used to visualise where further work is needed to improve mental health in these learners.

Thesis (DMed (Psychiatry))--University of Stellenbosch, 2007. / This study reports on the effect of seminar education by studying changes in knowledge, attitude and behaviour to haloperidol prescribing patterns of psychiatrists who In summary, this study demonstrated a direct relationship between seminar attendance and changes to selected minimum effective haloperidol dose and duration of treatment. However, seminar attendance did not appear to be a significant factor in changes to antipsychotic class used for treatment and changes in optimal effective haloperidol dose: rather a change in the level of “background” knowledge of participants was most likely responsible. This study also found individual participant characteristic differences in those who did change treatment duration and minimum effective dose. In conclusion, this study showed that the successful integration of international treatment recommendations into daily psychiatric practise could be facilitated by the use of appropriate educational seminars. Not all attendees benefit i.e. “learn”, but those needing to “learn” most do - i.e. those who need to change their prescribing habits most to meet internationally accepted guidelines. The peer exposure provided allows a format for informed discussion and the practise of evidence-based medicine. The judicious use of such seminars should result in better treatment options and outcomes for patients.attended evidence-based schizophrenia seminars presented by the Lundbeck Institute in Denmark. The objectives of the study were two-fold. Firstly, it set out to determine whether changes actually occurred in the post-seminar haloperidol prescribing behaviour of participants. This was done by analysing changes in choice of optimal haloperidol dose (both in acute treatment i.e. most effective dose and maintenance treatment i.e. minimum effective dose), selected duration of treatment (for first- and multi-episode schizophrenia patients) and drug-class used (conventional versus new generation antipsychotic). The study then investigated whether these changes (if they occurred) could be ascribed wholly or in part to the effect of schizophrenia seminar attendance, or whether other factors e.g. scientific progress over time in understanding schizophrenia and its treatment (“background” knowledge) and differences between participant datasets studied (only paired pre- and post-seminar data were used in this study) also played a role. Secondly, it attempted to identify factors predictive of seminar participants changing their haloperidol prescribing behaviour post-seminar i.e. what were the factors that predisposed some attendees to change their prescribing behaviour? This was done by analysing the effect that pre-seminar prescribing behaviour, participant nationality, patient caseload, work experience and workplace environment had on post-seminar behaviour. Results show that changes did occur in post-seminar haloperidol prescribing behaviour, but that they were not always due to an effect of seminar attendance. Only the changes in the minimum effective haloperidol dose and duration of treatment for first- and multi-episode schizophrenia patients could validly be ascribed to the effects of schizophrenia seminar attendance. Furthermore, multivariate analysis of the factors relating to these changes found that a participant was most likely to change their selected minimum effective haloperidol dose to be more in line with internationally accepted standards if they i) selected above the target dose pre-seminar, ii) had a relatively low caseload comprised mainly of schizophrenia patients and iii) came from either Greece, Germany, Britain, Spain, Italy or some other Eastern European country. The single most important factor related to changes in duration of treatment was found to be pre-seminar behaviour: respondents below the recommended duration of treatment increased their duration of treatment significantly.

Thesis (MScEng)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The development of mass housing is an excellent example of multi-disciplinary projects. Several housing projects have been unsuccessful due to a misunderstanding of the necessary collaboration and buy-in that are required from all parties concerned. The focus of this study is to identify the required skill sets and responsibilities of the Housing Project Manager in the Housing environment, and in turn, will support the development of the foundation of the civil engineering postgraduate curricula. Civil engineers are educated with a strong focus on technical subjects, but not much attention is paid to many of the less technical aspects as found in housing projects. Furthermore, the multi-disciplinary aspects of large projects do not receive sufficient attention in either the undergraduate or postgraduate curricula. Considering that many civil engineers become actively involved as managers of housing projects, this paper will present an investigation into the requirements of the curricula of a postgraduate qualification for civil engineers towards becoming managers in housing projects. The investigation will include aspects of multi-disciplinary coordination, the less technical aspects of housing development, but will not exclude a comprehension of technical involvement. In order to identify these skill sets and responsibilities several approaches were adopted. The approaches adopted in this dissertation include: (i) a comprehensive literature study regarding the housing environment and the position of the housing project manager, (ii) a review of several housing case studies with project management related problems, (iii) consulting with several housing management professionals from different sectors in the housing industry, and (iv) a review of existing formulations of the role and responsibilities of the housing project manager. The findings from this study provide evidence that civil engineers operating in the housing environment as project managers require additional education, due to the multi-disciplinary nature of housing projects. The main conclusion drawn from this study is that educating civil engineers towards the management of housing projects would contribute significantly to the housing environment through increasing productivity and quality, and can contribute to meet the housing targets of the government. / AFRIKAANSE OPSOMMING: Die ontwikkeling van massa behuising is 'n uitstekende voorbeeld van multidissiplinêre projekte. Verskeie behuisingsprojekte was al onsuksesvol as gevolg van 'n misverstand oor die nodige samewerking en bydraes wat vereis word van alle betrokke partye. Die fokus van hierdie studie is om die vaardighede en verantwoordelikhede van die behuisingsprojekbestuurder in die behuisingsomgewing te identifiseer. Hierdie kennis ondersteun die ontwikkeling van ʼn raamwerk vir ʼn nagraadse kurrikulum in behuisingsbestuur. Siviele ingenieurs is opgelei met 'n sterk fokus op tegniese vaardighede, maar relatief min aandag word geskenk aan minder tegniese aspekte soos gevind word in behuisingsprojekte. Verder, multidissiplinêre bestuursaspekte van groot projekte ontvang nie voldoende aandag in óf die voorgraadse óf nagraadse kurrikula nie. Wetende dat baie siviele ingenieurs aktief betrokke raak as bestuurders van behuisingsprojekte, ondersoek hierdie studie ʼn raamwerk vir ʼn nagraadse kwalifikasie vir siviele ingenieurs as bestuurders van behuisingsprojekte. Die ondersoek sluit in aspekte van die multidissiplinêre koördinasie asook minder tegniese aspekte van behuisingsontwikkeling, maar dit sluit nie 'n begrip van die tegniese betrokkenheid uit nie. Verskeie benaderings is toegepas om die vaardighede en verantwoordelikhede van behuisingsbestuurders te identifiseer. Die benaderings sluit in: (i) 'n omvattende literatuurstudie ten opsigte van behuising en die posisie van die behuisings-projekbestuurder, (ii) 'n oorsig van verskeie behuisings- gevallestudies met projekbestuur verwante probleme, (iii) raadpleging met verskeie professionele rolspelers van verskillende sektore in die behuisingbestuur omgewing, en (iv) 'n hersiening van bestaande beskrywings van die rol en verantwoordelikhede van die behuisings-projekbestuurder. Die bevindinge van hierdie studie verskaf bewyse dat siviele ingenieurs wat in die behuisingsbedryf as projekbestuurders optree, bykomende opleiding benodig as gevolg van die multidissiplinêre aard van projekte. Die belangrikste gevolgtrekking van hierdie studie is dat die opleiding van siviele ingenieurs in die bestuur van behuisingsprojekte ʼn aansienlike bydrae kan lewer tot behuising deur produktiwiteit en kwaliteit te verhoog. Dit kan bydra tot die bereiking van die regering se behuisingsdoelwitte.

Thesis (MEdPsych)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: The researcher wished to ascertain what challenges mature, part-time, postgraduate Masters students faced. The research project focussed on the challenges faced by mature, part-time, postgraduate Masters students, in particular those challenges concerning their higher education institution. The interview schedule questions were based on the main challenging domains as revealed in the literature review. The researcher also gave the students the opportunity to voice any other challenges/support that was not covered in the interview schedule. The interview schedule was used at the face-to-face interviews and e-mailed to students that were unable to have interviews. The researcher used Qualitative Research Design so she could elicit verbal/written, descriptive accounts of students' experiences of challenges and support at their higher education institution. The focus points allowed the researcher to gather much information with regard to the support the students got in the challenging domains namely; Home, Family, Work, Colleagues, Social, Financial, Institution and any Other Challenges/Support. The mature, part-time, postgraduate Masters students felt they needed more support in various areas as well as from their institution of higher education. The researcher's aim is to bring the challenging domains and findings to the attention of those concerned with student support and recommend some support measures that could be adopted. Further research topics were also put forward. / AFRIKAANSE OPSOMMING: Dit was die navorser se wens om te bepaal watter uitdagings volwasse, deeltydse, nagraadse Meestersgraad studente in die gesig staar. Die navorsingsprojek het gefokus op die uitdagings wat ondervind word deur volwasse, deeltydse, nagraadse Meestersgraad studente veral uitdagings aangaande hoër opvoedkundige instellings. Die onderhoud skedule vrae is gebaseer op die hoof uitdagende areas soos getoon in die Literatuur Oorsig. Die navorser het ook die studente 'n geleentheid gegee om enige ander uitdagings of vorme van ondersteuning te noem wat nie in die onderhoud skedule gedek is nie. Die onderhoud skedule is gebruik in persoonlike onderhoude wat ook ge-epos is aan studente wat nie die onderhoude kon bywoon nie. Daar is gebruik gemaak van Kwalitatiewe Navorsing sodat die navorser die nodige verbale/geskrewe, beskrywings van die studente se ervarings, uitdagings en ondersteuning by die hoër opvoedkundige instellings kon bestudeer. Die fokuspunte het die navorser toegelaat om baie informasie met betrekking tot die ondersteuning wat studente gekry het in uitdagende areas bv. Huis, Familie, Werk, Kollegas, Sosiale, Finansiële, Instelling en enige ander uitdagings/ondersteuning te verkry. Die volwasse, deeltydse, nagraadse Meestergraad studente het gevoel dat hul meer ondersteuning benodig in verskeie areas sowel as van hul hoër opvoedkundige instelling. Die navorser se doel is om uitdagende areas en bevindings onder die aandag van diegene betrokke in die ondersteuning van studente te bring, en sommige meganismes wat as ondersteuning kan bied aan te beveel. Verdere navorsingsonderwerpe is ook na vore gebring.

A análise de pesquisas vinculadas aos Programas de Pós-Graduação em Enfermagem (PPGE) sobre o ensino do processo de enfermagem pode revelar a consonância com as diretrizes curriculares nacionais para o ensino superior de enfermagem e contribuir para o progresso da enfermagem enquanto profissão e ciência. A presente pesquisa documental foi conduzida por meio de revisão integrativa da literatura e teve como objetivo sintetizar a produção do conhecimento gerado pelos PPGE do Brasil sobre o ensino do processo de enfermagem em cursos de graduação, no período de 2004 a 2009. Por meio da leitura dos títulos das pesquisas, nos cadernos de indicadores disponíveis no sítio da Coordenação de Aperfeiçoamento de Pessoal de Ensino Superior (CAPES), foram selecionados 135 estudos. Com a leitura dos resumos, 99 foram excluídos e, após a leitura dos textos completos, restaram 18 estudos os quais foram organizados nas categorias analíticas: estratégias de ensino-aprendizagem utilizadas no ensino do processo de enfermagem (9); estrutura curricular e ensino do processo de enfermagem (2); e percepções de alunos e docentes frente ao ensino do processo de enfermagem (7). As estratégias de ensino- aprendizagem empregadas nos estudos analisados que enfocaram a aplicação do processo de enfermagem no ensino foram: estudo de caso, aplicação do processo de enfermagem na prática clínica, Instrução Assistida por Computador com uso de softwares de simulações em ambiente virtual de aprendizagem e no ensino clínico, e discussão de caso fundamentada na Aprendizagem Baseada em Problemas. Na categoria estrutura curricular e ensino do processo de enfermagem, apreendeu-se que as bases teórico- conceituais metodológicas estão concentradas em disciplinas específicas sobre o processo de enfermagem; que a teoria de Wanda Horta e a Taxonomia de Diagnósticos de Enfermagem da NANDA são as fundamentações teóricas mais presentes nos planos de curso, e que as etapas do processo de enfermagem são ministradas de acordo com a complexidade por meio de estratégias pedagógicas tradicionais. A categoria percepções de alunos e docentes frente ao ensino do processo de enfermagem abordou o significado do processo de enfermagem nos enfoques assistencial, gerencial e organizacional, associando aspectos positivos e negativos a essas definições. Os fatores que influenciam o ensino do processo de enfermagem foram relacionados ao currículo, aos docentes, aos estudantes e às instituições de saúde que servem de campo de estágio. Nos estudos analisados, os estudantes emitiram uma avaliação positiva sobre o aprendizado do processo de enfermagem e reconheceram a importância dessa temática para a formação do enfermeiro. Considerando-se as fontes analisadas e a evolução do processo de enfermagem divulgada no cenário internacional, o desenvolvimento do processo de enfermagem no Brasil requer maior avanço, observando-se a necessidade de fomentar pesquisas nessa temática. Recomenda-se o ensino do processo de enfermagem em todas as disciplinas profissionalizantes em cursos de graduação, com ênfase em estratégias de ensino- aprendizagem que estimulem o pensamento crítico do estudante, de modo a contribuir para a formação de enfermeiros críticos e reflexivos, conforme as diretrizes curriculares nacionais para o ensino superior de enfermagem / A review of researches related to Graduate Programs in Nursing (PPGE) on the teaching of the nursing process can reveal the consonance with national curriculum guidelines for higher education in nursing and contribute to the advancement of nursing as a profession and science. This documentary research was conducted by a integrative literature review and aimed to synthesize the production of knowledge generated by PPGE of Brazil on the nursing teaching undergraduate programs in the period from 2004 to 2009. By reading the titles of researches, in the notebooks of indicators of CAPES, we selected 135 studies. With the reading of the abstracts, 99 were excluded, and after reading the full text, remaining 18 studies which were organized into analytical categories: teaching and learning strategies used in teaching of nursing process (9); curriculum structure and teaching of nursing process (2), and perceptions of students and teachers against the teaching of the nursing process (7). The teaching-learning strategies applied in the analyzed studies that focused on the application of the nursing process in teaching were: case study, the application of the nursing process in clinical practice, Computer Aided Instruction using software simulations in virtual environment learning and in clinical teaching, and case discussion based on Problem Based Learning. In the category curriculum structure and teaching of the nursing process, it was learned that the theoretical - methodological concept are concentrated in specific disciplines on the nursing process, Wanda Horta\'s Theory and Taxonomy of Nursing Diagnoses, NANDA are the most present theoretical foundations in course plans, and the steps of the nursing process are taught according to complexity through traditional teaching strategies. The category perceptions of students and teachers against the teaching of nursing process addressed the meaning of the nursing process in the care, managerial and organizational focus, associating positive and negative aspects to these definitions. The factors that influence the teaching of nursing process were related to the curriculum, the teachers, the students and the institutions that serve the training field. Students issued a positive assessment on learning of the nursing process and recognized the importance of this theme for nursing education. Considering the sources reviewed and the evolution of the nursing process published internationally, the development of the nursing process in Brazil requires greater advancement, observing the need to foster researches on this topic. It is recommended the teaching of the nursing process in all the vocational subjects with emphasis on teaching-learning strategies that encourage the critical thinking of the student are emphasized, in order to contribute to the formation of critical and reflective nurses, according to the curriculum guidelines for higher education in nursing