Doctoral Degrees (Office of the Dean: Health Sciences)
Permanent URI for this collection
Browse
Browsing Doctoral Degrees (Office of the Dean: Health Sciences) by Author "Bezuidenhout, J."
Now showing 1 - 9 of 9
Results Per Page
Sort Options
Item Open Access An appreciative self-management coaching programme to facilitate the wellness of somatology therapists(University of the Free State, 2015-06) Henrico, Karien; Maritz, J.; Bezuidenhout, J.English: In this research project, an in-depth study was conducted by the researcher with a view to design and develop an Appreciative Self-Management Coaching (ASMC) programme to facilitate the wellness of somatology therapists. The work of many health disciplines, such as the somatology therapist, is mentally, physically and emotionally demanding. Working with clients on a daily basis has been found to cause distress to the professional within this emotionally labour-intensive context. In recent years, the prevalence of wellness and the need to look after the wellness needs of the health professional have become important. The significance and benefits of wellness initiatives to the individual and the employer has been well-documented in the academic literature. The literature, however, fails to provide the somatologist with a cost effective and time efficient wellness programme, tailor made for the somatology clinic context, which is as unique and flexible as the individual him/herself. In light of the above challenges, the following research question arose: What should an appreciative self-management coaching programme consist of to facilitate the wellness of somatology therapists? A qualitative, design-based research design was followed, including Appreciative Inquiry as the underpinning philosophy. The research took place in three phases. In Phase 1 – Preliminary phase – a needs-and-context analysis was done. This phase was informed by (1) a previous study on the self-management needs of somatology therapists (Richter 2010), conducted by the researcher in collaboration with practitioners in the field of somatology; (2) a literature review on wellness, self-management, self-coaching and appreciative coaching in order to probe the contemporary trends in modern somatology and elsewhere; and (3) Appreciative Inquiry based, in-depth, semi-structured interviews using the GROW model of coaching with practitioners in the field of somatology. Phase 2 – Prototyping phase – extended on the above research. An iterative design was used, consisting of two micro-cycles of research concerned with formative evaluation. Through collaboration with practitioners and experts in the somatology, education and coaching field, using focus group discussions, the researcher improved and refined the proposed ASMC programme. Phase 3 – Evaluation and Reflection phase. Through semi-formative and focused discussion, the perceived soundness and feasibility of the ASMC was tested, using a two-fold Alpha test. (1) The first part of the alpha test was conducted during the focus group discussion in Phase 2, and (2) a document analysis was conducted by expert appraisal (using an expert in the field of coaching, education and health). Finally the researcher conducted both organic and structured reflection to further both the theoretical and practical goals of this study. Bracketing was used to meet the methodological, ethical and emotional challenges that arose. This study presents an ASMC programme that is holistic, unique, flexible and effective. The researcher believes that the ASMC did more than just bridge the gap identified for the somatology therapist. Wellness is important to all professional groups, and the ASMC is believed to be a novel first step in addressing the maldistribution of wellness related practices for the somatologist and Higher Educational Institutions due to its flexible and adaptive nature.Item Open Access Best practices for quality assessment in the clinical phase of undergraduate medical training(University of the Free State, 2020-08) Brits, Hanneke; Bezuidenhout, J.; Van der Merwe, L. J.Medical universities have a responsibility to ensure quality assessment of clinical competence when they certify that they produce competent medical practitioners who can integrate knowledge, skills and attitudes. The assessment of clinical competence is complex, and can be characterised by tension between validity, reliability and fairness, due to the assessment on the “does” level. The defined problem that was addressed is that assessment in the clinical phase of the undergraduate medical programme (MBChB) at the University of the Free State has not been reviewed critically or benchmarked against local and international standards. This thesis intended to benchmark clinical assessment practices against an assessment framework and then propose an action plan on how to bridge the gap between theory and practice when assessing clinical competence. A pragmatic approach was followed to address the practical problems of uncertainty regarding the quality of assessment. From a theoretical perspective, an abductive approach was used to achieve inference. An explanatory sequential mixed method research design was used. During triangulation, alignment of and gaps between theory and practice were identified and solutions recommended. A proposal with an action plan was drafted to enhance the quality of clinical assessment in the undergraduate medical programme. Firstly, an assessment framework to benchmark clinical assessment in undergraduate medical training was compiled. A rapid literature review of local, national and international official regulations and policies, supported by best evidence practices, were used to compile this assessment framework. In this framework, the three components of quality assessment, namely, accreditation, assessment and quality assurance, were addressed. In the second part of the study, current assessment practices were reviewed through data collected from three sources, namely, students, lecturers and student marks, to ensure that different aspects were included in the review. A questionnaire with open and closed-ended questions was completed by clinical students in the undergraduate medical programme, to get the students’ perspectives on assessment. More than half the students were of the opinion that current assessments were not fair, and >90% complained about the lack of formal feedback after assessments. Secondly, the teaching and learning coordinators and module leaders of all the clinical departments involved in undergraduate medical training completed questionnaires on the assessment methods used in their departments. They also made recommendations for ways to improve current assessment practices. Using multiple choice questions and objective structured clinical evaluations were standard practice in most disciplines. Workplace-based assessment (WBA) was not well established and was only used in 30.1% of disciplines. The overemphasis on summative assessment was identified as an area for improvement. Thirdly, current assessment practices were evaluated for reliability. The decision reliability between end-of-block assessment and summative assessment was excellent, with a G-index of agreement of between 0.86 and 0.98. Using unobserved long cases during summative assessment was shown to be unreliable and questionable. During a formal focus group interview, answers were sought on how to bridge the gap between theoretical principles of quality assessment and current assessment practices. Finally, the researcher compiled a proposal with an action plan on how to enhance quality assessment in the clinical phase of the undergraduate medical programme. Most of the practices that compromise the quality of assessment can be addressed on an operational level, and will not be costly to implement. This includes training of assessors, implementation of WBA, effective feedback to students and blueprinting and moderating all assessments. Assessor training will improve the quality of assessments, and will also contribute to the professional development of assessors. Continuous WBA will have the ultimate effect of improving validity and reliability, which will benefit all stakeholders.Item Open Access Essential surgical skills in rural hospitals: a CPD programme(University of the Free State, 2016-12) Porter, D. C.; Bezuidenhout, J.; Du Toit, R. S.English: General practitioners have to deal with a variety of conditions, challenges and diseases. Currently there is little known about surgical practice and the surgical skills required to deal with it in rural South Africa. The aim of this study was to acquire an understanding of the current surgical practice of general practitioners in rural areas and identify the essential surgical skills needed for rural South Africa. The purpose of the study was to determine the contents of a Short Learning Programme in Essential Surgical Skills in Rural South Africa. The research consisted of a relevant literature search and document analysis to ascertain the current national and international scope of rural surgery, available programmes and the essential contents and outcomes thereof. Attention was also given to curriculum design, HPCSA guidelines for CPD points, learning tools and situations to acquire surgical skills and the development of short learning programmes. The current GP surgical practice for practitioners in rural areas was evaluated through the use of a Likert-type questionnaire, this was also employed to determine the essential content and outcomes for a short learning programme. The results of the research was applied to design a Short Learning Programme for Essential Surgical Skills in Rural South Africa. It is my recommendation that this programme is rolled out in the second part of 2017 at the University of the Free State. I trust it will contribute to surgical care not only in South Africa, but internationally as well.Item Open Access A framework for articulation between the emergency care technician certificate and the emergency medical care professional degree(University of the Free State, 2011-11-15) Vincent-Lambert, Craig; Bezuidenhout, J.; Jansen van Vuuren, M. V.English: The need to comply with the requirements of the SAQA Act necessitated a review of emergency care education and training in South Africa. The review and restructuring led to the creation of a formal two-year, 240-credit NQF level 5 Emergency Medical Care Technician (ECT) Qualification. The NDoH views the ECT programme as the “Mid-Level Worker” equivalent for the Emergency Care Profession. At the Higher Education level, the existing three-year National Diploma and one-year B Tech Programmes were collapsed to form a single four-year, 480-credit, NQF level 8 Professional Bachelor of Health Sciences Degree in Emergency Medical Care (B EMC). After the establishment of the two-year ECT and four-year B EMC programmes, the next challenge faced by the HPCSA, educators and educational providers within the emergency care field became that of facilitating articulation between the two qualifications. This study aimed to critically analyse and compare the two-year ECT qualification with the four-year professional B EMC degree in order to design a framework and bridging programme that may support and guide articulation between the two qualifications. An expository, retrospective analysis of existing documentation was followed by a focus group discussion with educators in the field in order to identify and explore potential obstacles and challenges with regard to articulation between the ECT and the B EMC qualifications. Finally, a detailed Delphi Questionnaire was sent to selected expert panel members. The study highlights a strong desire for articulation and academic progression within the emergency care profession. Similarities and substantial differences were identified in the scope, level and depth of knowledge of the ECT and B EMC qualifications. A framework was designed that includes a bridging programme to provide ECT graduates with the necessary knowledge, skills and insights required to enter directly into the third year of the Emergency Medical Care Degree.Item Open Access A framework for articulation between the emergency care technician certificate and the emergency medical care professional degree(University of the Free State, 2011-11) Vincent-Lambert, Craig; Bezuidenhout, J.; Jansen van Vuuren, M. V.English: The need to comply with the requirements of the SAQA Act necessitated a review of emergency care education and training in South Africa. The review and restructuring led to the creation of a formal two-year, 240-credit NQF level 5 Emergency Medical Care Technician (ECT) Qualification. The NDoH views the ECT programme as the "Mid-Level Worker" equivalent for the Emergency Care Profession. At the Higher Education level, the existing three-year National Diploma and one-year B Tech Programmes were collapsed to form a single four-year, 480-credit, NQF level 8 Professional Bachelor of Health Sciences Degree in Emergency Medical Care (B EMC). After the establishment of the two-year ECTand four-year B EMCprogrammes, the next challenge faced by the HPCSA,educators and educational providers within the emergency care field became that of facilitating articulation between the two qualifications. This study aimed to critically analyse and compare the two-year ECT qualification with the four-year professional B EMC degree in order to design a framework and bridging programme that may support and guide articulation between the two qualifications. An expository, retrospective analysis of existing documentation was followed by a focus group discussion with educators in the field in order to identify and explore potential obstacles and challenges with regard to articulation between the ECTand the B EMCqualifications. Finally, a detailed Delphi Questionnaire was sent to selected expert panel members. The study highlights a strong desire for articulation and academic progression within the emergency care profession. Similarities and substantial differences were identified in the scope, level and depth of knowledge of the ECT and B EMC qualifications. A framework was designed that includes a bridging programme to provide ECTgraduates with the necessary knowledge, skills and insights required to enter directly into the third year of the Emergency Medical Care Degree.Item Open Access A framework for service-learning in the undergraduate radiography programme in the Mangaung area(University of the Free State, 2016-03-02) Botha, René Walter; Bezuidenhout, J.In this research project, an in-depth study was done by the researcher with a view to compiling a framework for Service-Learning (SL) in the undergraduate Radiography programme in the Mangaung area. SL is “a credit-bearing educational experience in which students participate in an organised service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content” (Bringle & Hatcher 1995: 212). Currently no framework for SL in resource-based disciples such as Radiography exists in South Africa. The objectives of the study were: • To establish whether the community benefits from Radiography SL; • To establish whether SL cultivates social responsiveness in students; • To investigate the effectiveness of SL in enabling students to achieve the generic skills; • To establish specifically whether SL cultivates critical thinking in students; and • To analyse whether reciprocity is achievable when doing SL in Radiography. A mixed method research approach was used to gather data consisting of both qualitative and quantitative data. Third-year Radiography students prepared and executed dramatised presentations, and Grade 12 learners, contact persons at the five schools involved and the Radiography facilitator evaluated the presentations using different rubrics. The Radiography students completed a structured reflection adapted from Zlotkowski et al. (2005) and the Watson-Glaser Critical Thinking Appraisal tool. Radiography academics participated in a semi-structured interview during the study. Data was also gathered from delegates at the 42th ISELT conference. The data sets were merged, connected and embedded to facilitate triangulated discussion and conclusions. Grade 12 learners, contact persons and academics who participated (42nd ISELT conference UJ, TUT and CPUT) indicated that communities benefitted from the SL intervention. From students‟ reflective comments it can be concluded that students became more socially responsive. This conclusion was confirmed by the academics who participated. From feedback by Grade 12 learners and contact persons and other academics involved, it can be concluded that SL enables students to attain generic attribute skills. The collective results of the Watson-Glaser Critical Thinking Appraisal tool of the third visit increased from the second visit. Facilitators from the ISELT conference, UJ, TUT and CPUT confirmed that SL assists in developing critical thinking skills in students. Academic reciprocity was made possible by incorporation of additional sources of information, through doing research and by having a practical approach to simplifying information. From the conclusions it is clear that SL activities benefit students and communities. The general approach to structuring the framework allows other academic fields to make use of this framework. The framework has an action-research format: activities and goals of the intervention are reflected on constantly.Item Open Access A model for the teaching of imaging informatics, a platform in biomedical informatics, in a future integrated National Health Insurance system in South Africa(University of the Free State, 2020-12) Grobler, A. D.; Bezuidenhout, J.; Botha, R.In this research project, the researcher conducted an in-depth investigation into imaging informatics, to develop a teaching model in imaging informatics, applicable to the South African context. Imaging informatics in the digital radiology department is a division of medical imaging informatics and a study level in biomedical informatics, and function on a cellular or organ system level (Huang 2014a:631). It involves Picture Archiving Communication Systems (PACS), Radiology Information Systems (RIS), radiographic digital imaging modalities and a secure network for storing, retrieving and communicating of medical information and DICOM (digital imaging and communication in medicine) images. In digital radiology departments, in private and public healthcare institutions, it is usually the IT specialists (or manager) and the PACS administrator that is responsible for ensuring a smooth exchange of health information. Currently, no registered, accredited training programme in imaging informatics is available in South Africa. The objectives of the study were: • To gather data regarding imaging informatics nationally and internationally; and • To develop a teaching model for imaging informatics, a platform in BMI, in a future integrated NHI system in South Africa. The researcher used a mainly quantitative research approach to collect quantitative and qualitative data through three structured questionnaires and a three-round Delphi technique. The target population involved radiographers, IT specialist, PACS administrators and system managers. Purposive sampling was used to select the samples from each of the different research populations. The research design was appropriate, as it assisted in answering the research questions within a pragmatist paradigm. Six summated themes regarding imaging informatics principles were derived from the first two questionnaires and incorporated into the development of the first Delphi questionnaire. The categories of the professional practices of imaging informatics professional in the third structured questionnaire were also included in the first-round Delphi questionnaire. The three-round Delphi survey resulted in consensus achieved for 142 of the 184 statements (categories). Stability was proclaimed on an additional 37 statements. Only five categories were excluded after round three. The information retrieved from the literature review during Phase 1 of the study regarding BMI platforms and training; imaging informatics principles and teaching courses; learning theories, teaching strategies and models; and the categories where consensus was reached, and stability proclaimed, were used to develop the teaching model for imaging informatics in a future integrated National Health Insurance system. From the conclusions, it is clear that the teaching model developed through this study will be useful for developing and implementing a curriculum for imaging informatics teaching and learning in South Africa.Item Open Access A stratified competency based learning programme for practitioners of medical aesthetics in South Africa(University of the Free State, 2016) Khumalo, Ntombi Valencia; Bezuidenhout, J.; Vincent-Lambert, C.; Sinclair, W.𝑬𝒏𝒈𝒍𝒊𝒔𝒉 In this study, a comprehensive study was carried out by the researcher with the intention of developing a stratified, competency-based learning programme for practitioners of medical aesthetics (MA) in South Africa (SA). MA in the current South African context is characterised by a shortage of literature and a lack of evidence-based guidelines for the knowledge, skills and competencies required by the persons practicing MA in SA. This is in contrast to countries such as Brazil and the United States of America, where MA is far more advanced and where guidelines for the regulation of the MA industry are in place. To the contrary, in SA there is a lack of practice guidelines and regulations applicable to the wide variety of professions involved in the practice of MA. Furthermore, there is an absence of a stratified, competency learning programme for the various professions involved in the practice of MA in SA. Therefore, this research study was carried out in order to develop a stratified, competency-based learning programme for practitioners of MA in SA. In addressing the above challenges, the central research question was: What would a stratified, competency-based learning programme consist of in order to provide learners with the required knowledge, skills and competencies to function as professional medical aestheticians in the South African healthcare environment? For this study, an exploratory mixed-method design that was sequential in nature was followed. This design consisted of a two-phased approach, whereby the qualitative phase (desktop study) was followed by a quantitative phase (questionnaire). A desktop study was first applied as a method for collecting qualitative data to highlight the knowledge, skills and competencies involved in the practice of MA in SA. This assisted in providing the relevant literature and components of programme for MA practitioners. The desktop study also assisted to place MA in context and understand its complexities in a South African context. The desktop study was then followed by the questionnaire (quantitative) which was used as another method of gathering data relating to the building of theory on stratified knowledge, skills and competencies of MA practitioners in SA. The questionnaires were distributed to stakeholders involved within the MA fraternity, in order to gain a clear view of the topic under study. The study resulted in a stratified, competency-based learning programme for medical aesthetics in South Africa. It became clear that to facilitate MA a short-learning programme would be suitable. The study meets the need for educational competence and regulation regarding the practice and implementation of MA in SA. The researcher believes the learning programme that was developed could serve as a source of inspiration to the education system as far as MA is concerned in the South African context; by doing so, the study may serve to provide encouragement for the regulation and professionalisation of MA in SA. This can be achieved through the expansion of education and training for MA, which has the potential to translate into an improvement of the quality of services rendered to patients. The results of this study indicate that there are very few mechanisms for regulating the practice of MA in SA, which cements the need for and importance of SA having both a stratified, competency-based learning programme for MA, and more robust regulatory mechanisms. Having completed the study, the researcher made a number of recommendations, the major one being that a pre-test/pilot of the proposed stratified competency-based learning programme be done, as it may identify issues related to the implementation process – this was not the main focus of this study. ___________________________________________________________________Item Open Access A work-integrated learning education and training programme for radiography in South Africa(University of the Free State, 2015-06) Du plessis, Jeanetta Gesina Elizabeth; Bezuidenhout, J.English: An in-depth study was conducted to investigate current practices in the delivery of work-integrated learning (WIL) in Radiography training at selected universities in South Africa (SA) with the ultimate goal of developing an education and training programme for WIL in Radiography training. The study was prompted by a growing awareness that a gap existed in the delivery of WIL in Radiography programmes in SA. WIL is a relatively new jargon term that focuses attention on the integration of theoretical learning and learning in the workplace. Until recently the focus in many professional programmes has been on workplace learning (WPL) as a component of the training of students. Although the concept of placing students in the workplace to acquire work experience is not new, the rationale behind WIL goes beyond merely providing a physical workplace environment as a site for students to experience work or to learn from professional practice. However, to achieve success in the delivery of any WIL programme, it is important to structure the WIL component of any learning programme with regards to the diligent and constructive alignment of learning outcomes/objectives, the delivery of learning (i.e., facilitation methods), and assessment. For quality delivery of WIL, the coordination and monitoring of the learning processes, and hence of student progression, are also important. The research methods comprised a two-fold approach. First, a literature review was conducted in order to provide an appropriate background for the formulation of a conceptual framework and to contextualise the problem against related theory and research. Second, data were collected using questionnaires that generated both quantitative and qualitative data. The latter data were obtained by means of open-ended questions that allowed for comments that facilitated the gathering of information about the current status of the delivery of WIL in Radiography training. The compilation of an education and training programme for WIL for the Bachelor of Radiography in Diagnostics degree to enhance undergraduate radiography training in SA was achieved by merging the information from the literature review and the collected data. The findings on the current status of WIL, which emanated from the questionnaire survey, were compared with suggestions garnered from the literature for best practice in WIL in order to make recommendations to bridge the identified shortcomings in the delivery of WIL in Radiography training. By developing an education and training programme for WIL in Radiography and by providing recommendations towards improvements in the delivery of WIL, the study contributed significantly to the creation of new knowledge in the Radiology field and was thus successful in bridging the identified gap in the delivery of WIL. The implementation of the proposed programme for WIL can aid in the development of a curriculum for WIL that includes appropriate modules, learning units, assessment and monitoring strategies, and guidelines for the development of generic skills. The sound research approach and methodology that were employed ensured the quality, reliability and validity of the study. The completed research can form the basis for a further research undertaking.