Vol. 13 No. 1 (2021) | African Journal of Health Professions Education

DRILL: An innovative programme to develop health research leadership in KwaZulu-Natal, South Africa

F. Suleman, D . Wassenaar, N. Nadesanreddy, P. Brysiewicz

10-11

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Creating a space for interprofessional engagement in a clinical setting

L. Jaffer, L . Africa, F. Waggie

12-13

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Legal and ethical requirements for developing a medical MOOC: Lessons learnt from the Paediatric Physical Examination Skills MOOC

A. George, D. Wooldridge, J. King, A.G. Giovanelli, S.G. Naidoo, M.A. Mabeba, S. Morar, S.G. Lala, Z. Dangor

14-17

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A blended learning and teaching model to improve bedside undergraduate paediatric clinical training during and beyond the COVID-19 pandemic

S.G. Lala, A.Z. George, D. Wooldridge, G. Wissing, S. Naidoo, A. Giovanelli, J. King, M. Mabeba, Z. Dangor

18-22

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Facilitators of and barriers to clinical supervision of speech-language pathology students in South Africa: A pilot study

A. Mupawose, S. Adams, S. Moonsamy

23-28

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Simulation in plastic surgery: Features and uses that lead to effective learning

C.P.G. Nel, G.J. van Zyl, M.J. Labuschagne,

29-35

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Significance of relationships in the cognitive apprenticeship of medical specialty training

A.A. Khine, N. Hartman

36-40

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Cognitive load theory in simulations to facilitate critical thinking in radiography students

A. Louw

41-46

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Factors influencing radiography lecturers’ perceptions and understanding of reflective practice in a newly implemented curriculum

H. Thomas, M. Volschenk

47-51

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Research competencies for undergraduate rehabilitation students: A scoping review

M.Y. Charumbira, K. Berner, Q.A. Louw

52-58

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Learner engagement as social justice practice in undergraduate emergency care education: An exploration of expectations, impediments and enablers for academic success

N. Naidoo, R. Matthews

59-64

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A capability approach analysis of student perspectives of a medical consultation quality-improvement process

J.M. Louw, T.S. Marcus, J.F.M. Hugo

65-71

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Validation of a questionnaire evaluating the effect of a preparatory year on qualifying students for studying at health professions education faculties

Mohammed Al-Rabia, Lana Al Shawwa, Enas Gouda, Ahmed Aldarmahi, Hani Asfour, Hani Atwa

72-76

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Development of a baseline assessment tool to establish students’ foundational knowledge of life sciences at entry to university

L. Pienaar, R. Prince, A. Abrahams

77-82

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How well do we teach the primary healthcare approach? A case study of health sciences course documents, educators and students at the University of Cape Town Faculty of Health Sciences

J. Irlam, M.I. Datay, S. Reid, M. Alperstein, N. Hartman, M. Namane, S. Singh, F. Walters

83-92

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African Journal of Health Professions Education
Journal / African Journal of Health Professions Education / Vol. 13 No. 1 (2021) / Articles

Articles

DRILL: An innovative programme to develop health research leadership in KwaZulu-Natal, South Africa

Creating a space for interprofessional engagement in a clinical setting

Legal and ethical requirements for developing a medical MOOC: Lessons learnt from the Paediatric Physical Examination Skills MOOC

A blended learning and teaching model to improve bedside undergraduate paediatric clinical training during and beyond the COVID-19 pandemic

Facilitators of and barriers to clinical supervision of speech-language pathology students in South Africa: A pilot study

Simulation in plastic surgery: Features and uses that lead to effective learning

Significance of relationships in the cognitive apprenticeship of medical specialty training

Cognitive load theory in simulations to facilitate critical thinking in radiography students

Factors influencing radiography lecturers’ perceptions and understanding of reflective practice in a newly implemented curriculum

Research competencies for undergraduate rehabilitation students: A scoping review

Learner engagement as social justice practice in undergraduate emergency care education: An exploration of expectations, impediments and enablers for academic success

A capability approach analysis of student perspectives of a medical consultation quality-improvement process

Validation of a questionnaire evaluating the effect of a preparatory year on qualifying students for studying at health professions education faculties

Development of a baseline assessment tool to establish students’ foundational knowledge of life sciences at entry to university

How well do we teach the primary healthcare approach? A case study of health sciences course documents, educators and students at the University of Cape Town Faculty of Health Sciences

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