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Table of Contents
Cover
| Cover | |
Contents
| Contents | |
| 126 - 127 |
Editorial
| The future of education in complex systems | |
| M Rowe | 128 |
Short Communication
| Cuban medical collaborations: Contextual and clinical challenges | |
| M Motala, J M van Wyk | 129 |
Short Research Report
| Remembering old partnerships: Networking as new medical schools within BoLeSwa countries | |
| L Badlangana, K Matlhagela, N Tlale | 130 -131 |
| Tracking Master of Public Health graduates: Linking higher education and the labour market | |
| T Dlungwane, S Knight | 132 - 134 |
Research
| Research supervision: Perceptions of postgraduate nursing students at a higher education institution in KwaZulu-Natal, South Africa | |
| C Muraraneza, F Mtshali, S Z Mthembu | 135 - 139 |
| The electrocardiogram made (really) easy: Using small-group tutorials to teach electrocardiogram interpretation to final-year medical students | |
| M P Jama, J A Coetser | 140 -143 |
| Effect of bedside teaching activities on patients’ experiences at an Ethiopian hospital | |
| F A Gebrekirkos, J M van Wyk | 144 - 147 |
| Student feedback on an adapted appraisal model in resource-limited settings | |
| L Arnold | 148 - 151 |
| The NOMA track module on nutrition, human rights and governance: Part 1. Perceptions held by Master's students | |
| M L Marais, M H McLachlan, W B Eide | 152 - 159 |
| Professional nurses’ perception of their clinical teaching role at a rural hospital in Lesotho | |
| C N Nyoni, A J Barnard | 166 - 168 |
| Allied health professional rural education: Stellenbosch University learners’ experiences | |
| M Pillay, J Bester, R Blaauw, A Harper, A Msindwana, J Muller, L Philips | 169 - 173 |
| The usefulness of a tool to assess reflection in a service-learning experience | |
| A-M Wium, S du Plessis | 178 - 183 |
| Multidisciplinary leadership training for undergraduate health science students may improve Ugandan healthcare | |
| J N Najjuma, G Ruzaaza, S Groves, S Maling, G Mugyenyi | 184 - 188 |
| Exploring occupational therapy graduates’ conceptualisations of occupational justice in practice: Curriculum implications | |
| L A Hess-April, J Smith, J de Jongh | 189 - 192 |
| Burnout among paramedic students at a university in Johannesburg, South Africa | |
| C Stein, T Sibanda | 193 - 195 |
| Registrars teaching undergraduate medical students: A pilot study at the University of Pretoria, South Africa | |
| L du Toit-Prinsloo, N K Morris, M Lee, G Pickworth | 196 - 199 |
| Developing social accountability in 1st-year medical students: A case study from the Nelson R Mandela School of Medicine, Durban, South Africa | |
| J M van Wyk, S E Knight, T Dlungwane, S Glajchen | 203 - 207 |
| Beyond the lecture: Teaching for professional development | |
| M Rowe | 208 - 210 |
CPD
| CPD questionnaire | |
| 211 |
Supplement: Interprofessional Education, Practice and Research
| Contents | |
| S Nye | 212 |
| Introducing interprofessional education, practice and research in a higher education setting | |
| A Rhoda | 213 |
| Using operative models (ICF and CBR) within an interprofessional context to address community needs | |
| A J Rhoda, F Waggie, G Filies, J Frantz | 214-216 |
| Collaborative competency in physiotherapy students: Implications for interprofessional education | |
| J Manilall, M Rowe | 217-221 |
| Academics’ knowledge and experiences of interprofessional education and practice | |
| H Julie, L Hess-April, W Cassiem, J Wilkenson, A J Rhoda | 222-224 |
| Facilitating community-based interprofessional education and collaborative practice in a health sciences faculty: Student perceptions and experiences | |
| A Rhoda, N Laattoe, G Smithdorf, N Roman, J M Frantz | 225-228 |
| Students’ views of learning about an interprofessional world café method | |
| G C Filies, Z Yassin, J M Frantz | 229-233 |
| Reflection on an interprofessional community-based participatory research project | |
| J Frantz, G Filies, K Jooste, M Keim, N Mlenzana, N Laattoe, N Roman, C Schenck, F Waggie, A Rhoda | 234-237 |