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Table of Contents
Cover
| Cover | |
Contents
| Contents | |
| 1-2 |
Editorial
| Cultural competence or speaking the patient’s language? | |
| Vanessa Burch | 3 |
Short Research Report
| The development of a reflective vascular training portfolio: Using a country-specific infrastructure | |
| Jayandiran Pillai, Thomas B Rangaka, Ceyhan Yazicioglu, Taalib Monareng, Martin G Veller | 4-5 |
| Randomised controlled trials in educational research: Ontological and epistemological limitations | |
| Michael Rowe, Carmen Oltmann | 6-8 |
| Standard setting and quality of assessment: A conceptual approach | |
| Sekelani S Banda | 9-10 |
Research
| Medical students’ views on the use of video technology in the teaching of isiZulu communication, language skills and cultural competence | |
| Paula Diab, Margaret Matthews, Roshni Gokool | 11-14 |
| Effect of curriculum changes to enhance generic skills proficiency of 1st-year medical students | |
| Debbie Murdoch-Eaton, Alwyn Louw, Juanita Bezuidenhout | 15-19 |
| Perceived stressors of oral hygiene students in the dental environment | |
| Natalie Ann Gordon, Chrisleen Ann Rayner, Vivienne J Wilson, Kariema Crombie, Amenah B Shaikh, Soraya Yasin-Harnekar | 20-24 |
| Balancing the educational choices in the decision-making of a dean of medicine: Fission or fusion? | |
| Jacqueline Elizabeth Wolvaardt, B Gerhard Lindeque, Pieter H du Toit | 25-29 |
| Relationship between student preparedness, learning experiences and agency: Perspectives from a South African university | |
| Nicolette Vanessa Roman, Simone Titus, Arona Dison | 30-32 |
| Perceptions of undergraduate dental students at Makerere College of Health Sciences, Kampala, Uganda towards patient record keeping | |
| Annet Mutebi Kutesa, Jose Frantz | 33-36 |
| Fieldwork practice for learning: Lessons from occupational therapy students and their supervisors | |
| Deshini Naidoo, Jacqueline van Wyk | 37-40 |
| On being agents of change: A qualitative study of elective experiences of medical students at the Faculty of Health Sciences, University of Cape Town, South Africa | |
| James Irlam, Lunelle Pienaar, Stephen Reid | 41-44 |
| Mapping undergraduate exit-level assessment in a medical programme: A blueprint for clinical competence? | |
| Christina Phoay Lay Tan, Susan Camille van Schalkwyk, Juanita Bezuidenhout, Francois Cilliers | 45-49 |
| The Umthombo Youth Development Foundation, South Africa: Lessons towards community involvement in health professional education | |
| Laura M Campbell, Andrew J Ross, Richard G MacGregor | 50-55 |
| Exploring knowledge, perceptions and attitudes about generic medicines among final-year health science students | |
| Varsha Bangalee, Nabeelah Bassa, Jerusha Padavattan, Arabia Riah Soodyal, Fezile Nhlambo, Kimasha Parhalad, Darshana Cooppan | 56-58 |
| Home-based rehabilitation: Physiotherapy student and client perspectives | |
| Dianne Parris, Susan Camille van Schalkwyk, Dawn Verna Ernstzen | 59-64 |
| The way forward with dental student communication at the University of the Western Cape, Cape Town, South Africa | |
| Ronel Maart, Karien Mostert-Wentzel | 69-71 |
| An online formative assessment tool to prepare students for summative assessment in physiology | |
| Samantha Kerr, Denise Muller, Warrick McKinon, Patricia Mc Inerney | 72-76 |
| The forensic autopsy as a teaching tool: Attitudes and perceptions of undergraduate medical students at the University of Pretoria, South Africa | |
| Lorraine du Toit-Prinsloo, Glynis Pickworth, Gert Saayman | 77-80 |
| Preliminary study: Predictors for success in an important premedical subject at a South African medical school | |
| Nicolaas Jacobus Allers, Leon Hay, Runette C Janse van Rensburg | 81-83 |
CPD
| CPD | |
| 84 |
MEPI
| Contents | |
| Paula van der Bijl | 85 |
| Going rural – protracted immersion or toe-wetting: Does it matter? | |
| Oathokwa Nkomazana | 86 |
| Implementation and outcome evaluation of the Medical Education Partnership Initiative biostatistical reasoning workshops for faculty and postgraduate students at the University of KwaZulu-Natal, Durban, South Africa | |
| Moise Muzigaba, Mary Lou Thompson, Benn Sartorius, Glenda Matthews, Nisha Nadesan-Reddy, Sandy Pillay, Lalloo Umesh | 87-91 |
| Predictors of site choice and eventual learning experiences in a decentralised training programme designed to prepare medical students for careers in underserved areas in South Africa | |
| Moise Muzigaba, Keshena Naidoo, Andrew Ross, Nisha Nadesan-Reddy, Sandy Pillay | 92-98 |
| Exploring the relationship between demographic factors, performance and fortitude in a group of diverse 1st-year medical students | |
| Shaista Hamid, Veena S Singaram | 99-103 |
| Motivated strategies for learning and their association with academic performance of a diverse group of 1st-year medical students | |
| Shaista Hamid, Veena S Singaram | 104-107 |
| Assessing the effect of an online HIV/AIDS course on 1st-year pharmacy students’ knowledge | |
| Fatima Suleman | 108-112 |
| Feedback as a means to improve clinical competencies: Consultants’ perceptions of the quality of feedback given to registrars | |
| Chauntelle I Bagwandeen, Veena S Singaram | 113-116 |
| Feedback as a means to improve clinical competencies: Registrars’ perceptions of the quality of feedback provided by consultants in an academic hospital setting | |
| Chauntelle I Bagwandeen, Veena S Singaram | 117-120 |
| Third-year medical students’ and clinical teachers’ perceptions of formative assessment feedback in the simulated clinical setting | |
| Reina M Abraham, Veena S Singaram | 121-125 |