Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Aim - The aim of this study was to explore second year medical students’ perceptions of their early clinical experiences with a view to improving curriculum development so as to enhance early clinical training programmes at Stellenbosch University (SU). Methodology - A qualitative, interpretive study, based on semi-structured focus group discussions with second year medical students was conducted in order to capture the relevant data that would provide information about their attitudes, feelings, beliefs and views on their early clinical learning experiences during their first year of studying medicine at SU. Thirty seven students participated in four focus group discussions after a process of selection of candidates using purposive sampling methods and stratification criteria to obtain the research sample. The interviews were moderated by an external facilitator, and were audiotaped and transcribed verbatim. The data transcripts were analysed and manually coded, and four broad categories with subthemes which illustrated the findings of the study, were identified and decided upon by the researcher and verified by the supervisor. Results - Early clinical exposure was generally positively perceived by students. It fostered a sense of vocation and feeling like real doctors, leaving students motivated and enhancing their learning interest. Early clinical skills training led to students’ professional development, acquiring the technical skills of a doctor, familiarisation with basic clinical terminology, and normal clinical findings which prepared them for later clinical studies. The new setting of practical learning in a simulated environment required students to adapt to small group learning and student clinical demonstrations which developed new learning styles and study skills. Some of the challenges that students encountered in the transition to clinical learning were, understanding the new subject of clinical medicine, having limited background knowledge to acquire basic clinical skills, and student clinical demonstrations. Although the strategy of peer physical examination was perceived to be effective, some ethical dilemmas emerged for students in terms of autonomy, and no opportunities available to practice on female models. Acting as a simulated patient proved to have both positive and negative outcomes on students’ skills acquisition. Factors that had a negative outcome on clinical skills learning were limited practice opportunities due to high student to teacher ratios per clinical session, and the variability of teaching content and practical techniques taught by various clinical tutors with different teaching strategies. The most stressful experience for students was the OSCE since it was a new method of assessment. Stress was attributed to uncertainty about the correct clinical content and techniques resulting from the teaching variability, while performance anxiety during the exam was related to inappropriate examiner behaviour. The OSCE was a positive learning experience because its format simulated the hospital setting which fostered students’ critical thinking abilities and time management. Conclusion - Early clinical exposure and practice have a great impact on junior medical students’ academic growth, and have positive learning outcomes. However, further development by the faculty in the areas of didactic skills, addressing the ethical issues related to student clinical demonstrations, and supporting students to enable a smooth transition to clinical learning will enhance and optimise their early clinical training.

published_or_final_version / Education / Master / Master of Education

Orientador: Elisabete Monteiro de Aguiar Pereira / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-16T12:38:55Z (GMT). No. of bitstreams: 1 Bridi_JamileCristinaAjub_D.pdf: 1761726 bytes, checksum: f7a4ad4b8929ba4b341084977030e904 (MD5) Previous issue date: 2010 / Resumo: A universidade, em quase todos os países do mundo, tem o papel de contribuir com a sociedade tanto por meio da produção de conhecimento através da pesquisa científica como pela formação de profissionais e de cidadãos. A ênfase da pesquisa na graduação inicia-se com Humboldt, responsável pela criação de um modelo emblemático de universidade voltada para a pesquisa, ressaltando aspectos totalmente relevantes nos dias atuais como a interdisciplinaridade, a autonomia acadêmica e científica, a formação pela pesquisa e a indissociabilidade do ensino e da pesquisa. O presente trabalho analisa a atividade de Iniciação Científica desenvolvida em uma universidade pública do estado de São Paulo, a Universidade Estadual de Campinas (UNICAMP), partindo da suposição de que o espaço da Iniciação Científica vai além da formação do pesquisador especializado, contribuindo para a formação intelectual e moral do estudante. Nosso objetivo principal é identificar, através da percepção de alunos e de professores (orientadores) envolvidos nessa atividade, os espaços de formação de um espírito investigativo tal como o pensado pela proposta Humboldtiana da universidade moderna. Os sujeitos são os alunos inseridos em agosto de 2008 nos programas oficiais de Iniciação Científica da Unicamp, nas diferentes áreas de ensino e de pesquisa dessa Universidade, e os professores orientadores de Iniciação Científica durante a mesma época. O instrumento de coleta de dados foi um questionário on line, constituído de questões abertas, enviado por e-mail aos alunos e aos professores. Os endereços foram disponibilizados pela Pró-Reitoria de Pesquisa da Unicamp. A análise de dados foi realizada através da metodologia de Análise de Conteúdo descrita por Bardin (2002). Os dados evidenciaram que apesar dos alunos ingressarem na Iniciação Científica apenas com o objetivo de obterem uma formação técnica, professores orientadores e alunos de Iniciação Científica reconhecem que tal atividade contribui tanto para sua formação técnica como para a sua formação ampla. / Abstract: The role of universities, almost everywhere throughout the world, is to contribute to society by promoting the production of knowledge via scientific research and the formation of professionals and citizens. The emphasis on research during graduation started with Humboldt, responsible for creating an emblematic model of university focused on research, highlighting the important aspects of present academic activities, such as, interdisciplinarity, academic and scientific autonomy, formation by research and inseparability of teaching and research. The objective of the present work is to analyze the Scientific Initiation program developed by a public university of São Paulo State - Universidade Estadual de Campinas (UNICAMP) - starting from the supposition that the role of Scientific Initiation is more than just the formation of a specialized researcher, but also a contribution for the intellectual and moral formation of students. Our main objective is to identify, through the perception of students and teachers (advisors) involved in such activity, the formation spaces of an investigative attitude, as proposed by the Humboldt model for the modern university. Subjects will be students enrolled in official Scientific Initiation programs at Unicamp (August 2008) for different areas of studying and researching and advisors for the Scientific Initiation program during the same period. A questionnaire will be used for the online data collection process and will consist of open questions emailed to students and professors. Email addresses were made available by the University Administration of Research at Unicamp. Data were analyzed using the methodology of Content Analysis described by Bardin (2002). The results show that despite the enrollment of students in Scientific Initiation programs merely aiming at technical formation, professors, advisers and students acknowledge that such activity contributes not only to their technical formation, but also to a more comprehensive one. / Doutorado / Politicas de Educação e Sistemas Educativos / Doutor em Educação

Submitted in fulfillment of the requirements of the Master of Management Sciences in Administration and Information Management, Durban University of Technology, Durban, South Africa, 2017. / The secretarial/administrative profession is faced with the challenge of rapid advancement in office technology, organisational restructuring and changes in the global economy. This challenge does not only affect employees who are already working as secretaries/administrative staff in the workplace, it also affects institutions of higher education and students who are studying towards an administrative profession. This requires both the institutions of higher education and industry to better prepare students to meet the requirements of the workplace. Given this background, this study examines the current status of the Office Management and Technology curriculum to discover whether it meets the demands of the workplace. The study also investigates learning opportunities offered to Office Management & Technology (OMT) students during Work-integrated Learning (WIL) and the implications for the curriculum, with the aim of improving both classroom learning and workplace learning, and to suggest improvements in the OMT curriculum in Universities of Technology (UoTs). This study investigates and provides information on the skills, attributes and competencies OMT graduates are required to possess in the 21st century world of work. It therefore provides the departments of office technology in UoT’s with an in-depth study of the strengths and weaknesses of their current curriculum so that improvement can be implemented wherever necessary. This study is a case study that involves Mangosuthu University of Technology (MUT) and Durban University of Technology (DUT). The method used was very largely a quantitative method because it was based purely on questionnaires, however, there was a small qualitative element which grew up on the open ended questions. The qualitative questions were used to provide participants with an opportunity to express their own opinions and to clarify the quantitative data within the questionnaire. The study utilised two sets of questionnaires which were distributed to two different groups within the targeted population – to industry supervisors who supervise OMT students at DUT and MUT, and to third year OMT students from MUT who underwent work integrated learning in 2015. The study shows that the current OMT curriculum is reasonably well in line with core industry needs. However, there was evidence that improvement is needed in both classroom learning and in workplace learning. The study also revealed new skills and attributes that need to be incorporated in OMT curriculum in order to be more responsive and relevant in the 21st century world of work. The study recommends that the Office Management and Technology curriculum should be reviewed regularly and that both university and industry should play a significant role in better preparing students to meet the requirements of the workplace. / M

The COVID pandemic led to a sudden expansion of telehealth in the delivery of nursing services. At the same time, nursing education was forced to extend clinical learning to online approaches. However, telehealth clinical experiences are limited in the nursing curricula of entry-level programs. Nursing simulation is an educational activity that prepares students for clinical practice by supporting the learning of fundamental clinical competencies. This study was designed to explore prebriefing methods for simulation to prepare entry-level nursing students for telehealth patient care visits. Standardized patient (SP) methodology was used to simulate a telehealth video conferencing call for an infectious disease case interview. Simulations were conducted remotely using Zoom technology with breakout rooms adhering to Healthcare Simulation Standards of Best PracticeTM, and informed by NLN Jeffries Simulation Theory and Experiential Learning Theory. The experiment compared two different methods for prebriefing: traditional prebriefing with a narrated script and structured prebriefing with a narration script plus learners viewed a role modeling video and participated in guided reflection. Participants from one private university in the Northeast (N =126) were randomized and simulations took place over one semester. In conclusion, the standardized patient simulations were an effective teaching strategy for developing fundamental telehealth skills of therapeutic communication and confidence with patient safety. Learners in the structured prebriefing group had significantly higher scores for confidence in quality and safety, faculty assessed therapeutic communication, and simulation effectiveness. There were significant improvements of therapeutic communication scores over time for both groups, but there were no differences between groups. Future research might extend the explanations of how to best prepare learners for telehealth experiences; it is important to further explore telehealth clinical competencies with entry-level nursing students.

Thesis (MPhil)--University of Stellenbosch, 2006. / Please refer to full text for abstract

Made available in DSpace on 2016-03-15T19:43:19Z (GMT). No. of bitstreams: 1 Sylvana dos Santos Rocha.pdf: 1685586 bytes, checksum: 604658c8e1f2ec67ad19607b17a30a7d (MD5) Previous issue date: 2008-02-22 / Fundo Mackenzie de Pesquisa / This work is an exploratory study on the perceptions of corporations and educational administrators, concerning their acceptance of students coming from long distance graduation courses. The methodology used was qualitative, exploratory and the data has been collected from Centro de Integração Empresa-Escola (CIEE), using semi-structured interviews with corporative and educational administrators. It has been concluded that although Long Distance education in Brazil is still in full growth and presents a new paradigm for Brazilian University Education, we are faced with a scenery in which there is discredit, prejudice and lack of knowledge about the corporative environment investigated. Our research emphasizes the dichotomy formed by education and work, with an urgent need for overcoming, in order to meet the demand of knowledge society. / O presente trabalho trata de um estudo exploratório sobre as percepções dos gestores educacionais e de empresas a respeito do ingresso de estudantes egressos cursos de Graduação a Distância. A metodologia utilizada foi a qualitativa de cunho exploratório e os dados foram coletados do banco do Centro de Integração Empresa Escola-CIEE, entrevistas semi- estruturadas com gestores educacionais e de empresas. Constatou-se que, apesar da Educação a Distância EAD, no Brasil, estar em ampla expansão, e apresentar um novo paradigma na educação superior brasileira , depara-se com um cenário de descrédito, preconceito e falta de conhecimento do meio empresarial investigado. A pesquisa ressalta a dicotomia entre o mundo da educação e do trabalho, com necessidade urgente de superação, para atender às demandas da sociedade do conhecimento.

published_or_final_version / Education / Master / Master of Education

Thesis (MMed) -- Stellenbosch University, 2010. / Bibliography / Chronic wounds afflict millions worldwide, incurring significant health care costs and chronic suffering. Clinicians are often unsure about treatment, resulting in poor outcomes. Objective To determine the scope of knowledge possessed by fifth year medical students, general practitioners (GP’s) and surgical registrars, concerning chronic wound management. Design Cross sectional study Methods Deans of eight South African medical schools received letters requesting information regarding time devoted to wound-care training. Knowledge-based questionnaires were distributed to final-year students at two universities, surgical registrars at three universities and general practitioners attending refresher courses. Result. Four medical schools replied, of whom only two offered formal teaching. 162 medical students, 45 GP’s and 47 surgical registrars completed questionnaires. The overall median (25th–75th percentiles) knowledge scores for registrars, GP’s and students were 65%;(55%–70%), 55%;(45%–65%) and 45%;(35%–50%) respectively. Whereas the scores of registrars and GP’s did not differ, the student scores were significantly less. Only 32% of registrars and 18% of GP’s attained scores of 70% or more. 96% considered training to be inadequate. Interest in wound-care was only mild to moderate, with more GP’s than registrars requesting literature. Conclusions Very little, if any training on chronic wounds is offered in South Africa. The levels of knowledge cannot be considered adequate for successful treatment, nor for teaching to undergraduates. This preliminary study cannot reflect the attitudes and knowledge throughout the country; however it is clear that there is a need for improved education about these conditions that have huge clinical and economic consequences.

Submitted in fulfilment of the Doctor in Technology: Human Resource Management, Durban University of Technology, 2017. / There is a concern that students are inadequately prepared before being placed in industry to do Work Integrated Learning (WIL). To add on to this, the Co-operative Education Practitioners as well as the external partners or employers are not sufficiently supported to drive this challenging work. This may have an adverse impact on the students as they would drop out or perform badly. Students are from different backgrounds, some of them are from rural areas where there is a scarcity of work opportunities. The opportunity of getting a placement in industry is an unusual experience to them. This research implements a Single Case Study (Durban University of Technology case study), a mixed method design is followed combining both qualitative and quantitative methods. One of the main reasons for using a single case study in this investigation is that the DUT practices of Co-operative Education and Work Integrated Learning are not unique. It is representative of other Universities of Technology in South Africa. The first stage involves collecting data from students that are undertaking WIL. The second stage entailed targeting the graduates that were enrolled for programmes that incorporated WIL. The third and fourth stages involved the Co-operative Education Practitioners or the Co-ordinators of WIL at DUT and employers or supervisors of WIL students in the workplace respectively. Furthermore, this investigation will focus on stratified random sampling. The aim of the pilot study was done in order to test the questionnaires with regards to the relevance and clarity of questions. The objectives are to investigate the role, responsibilities and qualities of university and industry staff for facilitating support for learners. This study revealed that a large percentage of employers suggested that lack of learner support can contribute to student failure. Also, WIL Co-ordinators need to be capacitated as the majority of respondents indicated that training to facilitate WIL is extremely important (64%). 72 percent of the respondents indicated that the visits by the Co-operative Education Practitioners in workplaces are extremely important. / D