Vol. 5 No. 2 (2013) | African Journal of Health Professions Education

Micro, meso and macro issues emerging from focus group discussions: Contributions to a physiotherapy HIV curriculum

H Myezwa, A Stewart, P Solomon

56-62

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A reflection on professional development of registrars completing a module in Health Care Practice

J Bezuidenhout, MM Nel, GJ van Zyl

63-67

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Career and practice intentions of health science students at three South African health science faculties

C Naidu, J Irlam, PN Diab

68-71

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Student and staff perceptions and experiences of the introduction of Objective Structured Practical Examinations: A pilot study

JM Frantz, M Rowe, DA Hess, AJ Rhoda, BL Sauls, I Wegner

72-74

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Training on prevention of violence against women in the medical curriculum at the University of Ibadan, Nigeria

OI Fawole, J van Wyk, A Adejimi

75-79

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Ten key elements for implementing interprofessional learning in clinical simulations

I Treadwell, HS Havenga

80-83

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Skills training of junior medical students: Can peer teaching be the solution?

IM Mutwali, AN Hassan

84-87

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Factors influencing the recruitment and retention of faculty at the Catholic University of Health and Allied Sciences, Bugando, Mwanza, Tanzania

SE Mshana, M Manyama

88-90

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Roles and attributes of physiotherapy clinical educators: Is there agreement between educators and students?

DV Ernstzen

91-94

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Shortage of faculty in medical schools in Tanzania: A case study at the Catholic University of Health and Allied Health Sciences

M Manyama, SE Mshana, R Kabangira, E Konje

95-97

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Experiential learning outside the comfort zone: Taking medical students to downtown Durban

N Prose, P Diab, M Matthews

98-99

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African Journal of Health Professions Education
Journal / African Journal of Health Professions Education / Vol. 5 No. 2 (2013) / Articles

Articles

Micro, meso and macro issues emerging from focus group discussions: Contributions to a physiotherapy HIV curriculum

A reflection on professional development of registrars completing a module in Health Care Practice

Career and practice intentions of health science students at three South African health science faculties

Student and staff perceptions and experiences of the introduction of Objective Structured Practical Examinations: A pilot study

Training on prevention of violence against women in the medical curriculum at the University of Ibadan, Nigeria

Ten key elements for implementing interprofessional learning in clinical simulations

Skills training of junior medical students: Can peer teaching be the solution?

Factors influencing the recruitment and retention of faculty at the Catholic University of Health and Allied Sciences, Bugando, Mwanza, Tanzania

Roles and attributes of physiotherapy clinical educators: Is there agreement between educators and students?

Shortage of faculty in medical schools in Tanzania: A case study at the Catholic University of Health and Allied Health Sciences

Experiential learning outside the comfort zone: Taking medical students to downtown Durban

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