Vol. 8 No. 1 (2016) | African Journal of Health Professions Education

Editorial

Vanessa Burch

3

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The development of a reflective vascular training portfolio: Using a country-specific infrastructure

J Pillai, T B Rangaka, C Yazicioglu, T Monareng, M G Veller

4-5

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Randomised controlled trials in educational research: Ontological and epistemological limitations

M Rowe, C Oltmann

6-8

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Standard setting and quality of assessment: A conceptual approach

S S Banda

9-10

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Medical students’ views on the use of video technology in the teaching of isiZulu communication, language skills and cultural competence

P Diab, M Matthews, R Gokool

11-14

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Effect of curriculum changes to enhance generic skills proficiency of 1st-year medical students

D Murdoch-Eaton, A J N Louw, J Bezuidenhout

15-19

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Perceived stressors of oral hygiene students in the dental environment

N A Gordon, C A Rayner, V J Wilson, K Crombie, A B Shaikh, S Yasin-Harnekar

20-24

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Balancing the educational choices in the decision-making of a dean of medicine: Fission or fusion?

J E Wolvaardt, B G Lindeque, P H du Toit

25-29

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Relationship between student preparedness, learning experiences and agency: Perspectives from a South African university

N V Roman, A Dison

30-32

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Perceptions of undergraduate dental students at Makerere College of Health Sciences, Kampala, Uganda towards patient record keeping

A M Kutesa, J Frantz

33-36

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Fieldwork practice for learning: Lessons from occupational therapy students and their supervisors

D Naidoo, J van Wyk

37-40

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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

J Irlam, L Pienaar, S Reid

41-44

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Mapping undergraduate exit-level assessment in a medical programme: A blueprint for clinical competence?

C P L Tan, S C van Schalkwyk, J Bezuidenhout, F Cilliers

45-49

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The Umthombo Youth Development Foundation, South Africa: Lessons towards community involvement in health professional education

L M Campbell, A J Ross, R G MacGregor

50-55

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Exploring knowledge, perceptions and attitudes about generic medicines among final-year health science students

V Bangalee, N Bassa, J Padavattan, A R Soodyal, F Nhlambo, K Parhalad, D Cooppan

56-58

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Home-based rehabilitation: Physiotherapy student and client perspectives

D Parris, S C van Schalkwyk, D V Ernstzen

59-64

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An exploration into the awareness and perceptions of medical students of the psychosociocultural factors which influence the consultation: Implications for teaching and learning of health professionals

M G Matthews, P N Diab

65-68

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The way forward with dental student communication at the University of the Western Cape, Cape Town, South Africa

R Maart, K Mostert-Wentzel

69-71

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An online formative assessment tool to prepare students for summative assessment in physiology

S Kerr, D Muller, W McKinon, P Mc Inerney

72-76

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The forensic autopsy as a teaching tool: Attitudes and perceptions of undergraduate medical students at the University of Pretoria, South Africa

L du Toit-Prinsloo, G Pickworth, G Saayman

77-80

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Preliminary study: Predictors for success in an important premedical subject at a South African medical school

N J Allers, L Hay, R C Janse van Rensburg

81-83

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Guest Editorial

Oathokwa Nkomazana

86

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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

M Muzigaba, M L Thompson, B Sartorius, G Matthews, N Nadesan-Reddy, S Pillay, U Lalloo

87-91

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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

M Muzigaba, K Naidoo, A Ross, N Nadesan-Reddy, S Pillay

92-98

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Exploring the relationship between demographic factors, performance and fortitude in a group of diverse 1st-year medical students

S Hamid, V S Singaram

99-103

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Motivated strategies for learning and their association with academic performance of a diverse group of 1st-year medical students

S Hamid, V S Singaram

104-107

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Assessing the effect of an online HIV/AIDS course on 1st-year pharmacy students’ knowledge

F Suleman

108-112

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Feedback as a means to improve clinical competencies: Consultants’ perceptions of the quality of feedback given to registrars

C I Bagwandeen, V S Singaram

113-116

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Feedback as a means to improve clinical competencies: Registrars’ perceptions of the quality of feedback provided by consultants in an academic hospital setting

C I Bagwandeen, V S Singaram

117-120

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Third-year medical students’ and clinical teachers’ perceptions of formative assessment feedback in the simulated clinical setting

R M Abraham, V S Singaram

121-125

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African Journal of Health Professions Education
Journal / African Journal of Health Professions Education / Vol. 8 No. 1 (2016) / Articles

Articles

Editorial

The development of a reflective vascular training portfolio: Using a country-specific infrastructure

Randomised controlled trials in educational research: Ontological and epistemological limitations

Standard setting and quality of assessment: A conceptual approach

Medical students’ views on the use of video technology in the teaching of isiZulu communication, language skills and cultural competence

Effect of curriculum changes to enhance generic skills proficiency of 1st-year medical students

Perceived stressors of oral hygiene students in the dental environment

Balancing the educational choices in the decision-making of a dean of medicine: Fission or fusion?

Relationship between student preparedness, learning experiences and agency: Perspectives from a South African university

Perceptions of undergraduate dental students at Makerere College of Health Sciences, Kampala, Uganda towards patient record keeping

Fieldwork practice for learning: Lessons from occupational therapy students and their supervisors

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

Mapping undergraduate exit-level assessment in a medical programme: A blueprint for clinical competence?

The Umthombo Youth Development Foundation, South Africa: Lessons towards community involvement in health professional education

Exploring knowledge, perceptions and attitudes about generic medicines among final-year health science students

Home-based rehabilitation: Physiotherapy student and client perspectives

An exploration into the awareness and perceptions of medical students of the psychosociocultural factors which influence the consultation: Implications for teaching and learning of health professionals

The way forward with dental student communication at the University of the Western Cape, Cape Town, South Africa

An online formative assessment tool to prepare students for summative assessment in physiology

The forensic autopsy as a teaching tool: Attitudes and perceptions of undergraduate medical students at the University of Pretoria, South Africa

Preliminary study: Predictors for success in an important premedical subject at a South African medical school

Guest Editorial

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

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

Exploring the relationship between demographic factors, performance and fortitude in a group of diverse 1st-year medical students

Motivated strategies for learning and their association with academic performance of a diverse group of 1st-year medical students

Assessing the effect of an online HIV/AIDS course on 1st-year pharmacy students’ knowledge

Feedback as a means to improve clinical competencies: Consultants’ perceptions of the quality of feedback given to registrars

Feedback as a means to improve clinical competencies: Registrars’ perceptions of the quality of feedback provided by consultants in an academic hospital setting

Third-year medical students’ and clinical teachers’ perceptions of formative assessment feedback in the simulated clinical setting

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