Vol. 7 No. 1 (2015) | African Journal of Health Professions Education

Editorial: Is health professions education more about ‘doing’ rather than just ‘knowing’?

Vanessa Burch

2-3

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Strategies to include sexual orientation and gender identity in health professions education

A Müller

4-7

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An ethical dilemma: A case of student training, intermittent service and impact on service delivery

P Govender

8-9

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Developing an outcomes-based charter to direct teaching and assessment of medical professionalism

R Delport, C Krüger, M van Rooyen, G Pickworth

10-15

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The implementation of the Objective Structured Practical Examination (OSPE) method: Students’ and examiners’ experiences

B Olivier, V Naidoo, W Mudzi, H van Aswegen, J Potterton, H Myezwa, R Roos, L Godlwana, D Maleka, S Mtshali, V Ntsiea, A Stewart, M Romm, C Humphries, B Watt

16-21

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Students’ experiences of inter-professional education through International Classification of Functioning-based activities at a community-based rehabilitation centre

M Kloppers, HE Koornhof, J Bester, F Bardien

22-25

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Perceptions of physician leadership in Botswana

L Sokol-Hessner, BM Tsima, CJ Dine, B Masheto, JA Shea, J Masunge, O Nkomazana

26-31

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Identity and attribution as lenses to understand the relationship between transition to university and initial academic performance

W McMillan

32-38

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The Human Rights Key: An innovative tool for teaching health and human rights in the health sciences

VA Mitchell

39-42

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Discovering the value of personality types in communication training for pharmacy students

J Eksteen, MJ Basson

43-46

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A lesson in listening: Is the student voice heard in the rush to incorporate technology into health professions education?

L Keiller, G Inglis-Jassiem

47-50

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Curriculum challenges faced by rural-origin health science students at South African medical schools

P Diab, PS Flack, LH Mabuza, H Moolman

51-54

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Learning approaches used by students in an undergraduate emergency medical care programme

C Mosca, A Makkink, C Stein

55-57

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Development of an evaluation matrix for a community-based interdisciplinary health-promotion course

F Waggie

58-63

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Book review: The Primary Health Care Approach and Restructuring of the MB ChB: A Case Study at the Faculty of Health Sciences, University of Cape Town

N Hartman

64-64

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African Journal of Health Professions Education
Journal / African Journal of Health Professions Education / Vol. 7 No. 1 (2015) / Articles

Articles

Editorial: Is health professions education more about ‘doing’ rather than just ‘knowing’?

Strategies to include sexual orientation and gender identity in health professions education

An ethical dilemma: A case of student training, intermittent service and impact on service delivery

Developing an outcomes-based charter to direct teaching and assessment of medical professionalism

The implementation of the Objective Structured Practical Examination (OSPE) method: Students’ and examiners’ experiences

Students’ experiences of inter-professional education through International Classification of Functioning-based activities at a community-based rehabilitation centre

Perceptions of physician leadership in Botswana

Identity and attribution as lenses to understand the relationship between transition to university and initial academic performance

The Human Rights Key: An innovative tool for teaching health and human rights in the health sciences

Discovering the value of personality types in communication training for pharmacy students

A lesson in listening: Is the student voice heard in the rush to incorporate technology into health professions education?

Curriculum challenges faced by rural-origin health science students at South African medical schools

Learning approaches used by students in an undergraduate emergency medical care programme

Development of an evaluation matrix for a community-based interdisciplinary health-promotion course

Book review: The Primary Health Care Approach and Restructuring of the MB ChB: A Case Study at the Faculty of Health Sciences, University of Cape Town

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