Research Articles (Office of the Dean: Health Sciences)
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Browsing Research Articles (Office of the Dean: Health Sciences) by Author "Jama, M. P."
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Item Open Access A support framework to facilitate social learning and integration skills of first-year undergraduate medical students(South African Medical Association, 2024/07/31) Tlalajoe-Mokhatla, N.; van der Merwe, L. J.; Jama, M. P.๐๐ฎ๐ฐ๐ธ๐ด๐ฟ๐ผ๐๐ป๐ฑ. Limited research exists on medical studentsโ coping and adjustment skills, especially in the South African context. Stakeholders planning medical curricula need to be aware of emotional and communication skills that allow students to cope and adjust to stress associated with transitioning to medical studies. ๐ข๐ฏ๐ท๐ฒ๐ฐ๐๐ถ๐๐ฒ. To design a support framework to facilitate first-year undergraduate medical studentsโ social learning and integration skills. ๐ ๐ฒ๐๐ต๐ผ๐ฑ๐. This descriptive qualitative case study used multiple data collection methods, nominal group meetings and Delphi questionnaires to explore and understand undergraduate medical studentsโ challenges with social learning and integration factors. These insights were then used to develop the support framework. ๐ฅ๐ฒ๐๐๐น๐๐. The support framework articulates levels of engagement and actions required to address social learning and integrated factors, namely under- preparedness, peer support, confidence, self-management, alienation and academic advice. ๐๐ผ๐ป๐ฐ๐น๐๐๐ถ๐ผ๐ป. Implementing the proposed support framework on social learning and integration could facilitate the successful transition of first-year undergraduate medical students from high school to university. This framework aids students in dealing with social learning and integrated factors, such as under-preparedness, peer support, confidence, self-management and alienation as well as academic advice using contextualised and appropriate skills and tools.Item Open Access Elements of a safe learning environment: a student perspective(South African Medical Association, 2024) Kempen, E.; Labuschagne, M. J.; Jama, M. P.๐๐ฎ๐ฐ๐ธ๐ด๐ฟ๐ผ๐๐ป๐ฑ. There is evidence that any learning experience should happen in a safe learning environment as students interact, experiment and construct new knowledge. It is therefore important to investigate a learning environment from student perspectives on what elements will make them feel safe. ๐ข๐ฏ๐ท๐ฒ๐ฐ๐๐ถ๐๐ฒ. This study aimed to identify the elements contributing to a safe learning environment for millennial optometry students. ๐ ๐ฒ๐๐ต๐ผ๐ฑ๐. An intrinsic qualitative case study was undertaken with undergraduate optometry students from the University of the Free State, South Africa (N=68). An open-ended questionnaire was completed after applying nine different teaching-learning methods based on Kolbโs experiential learning cycle. To supplement the data, two focus group interviews (N=17) were also conducted. ๐ฅ๐ฒ๐๐๐น๐๐. The response rate to the questionnaire was 99.42%, and 15 students participated in the focus group interviews. Students feel safe in an environment where they are familiar with each other, the educators and the surroundings. Peer learning also creates a safe and familiar environment. These elements create an environment where they feel safe to ask questions. Students value an environment where they can learn without influencing their marks or disadvantaging patients. They enjoy learning from their peers but also need personal contact with educators. Elements such as consistency and an achievable objective have also been identified. ๐๐ผ๐ป๐ฐ๐น๐๐๐ถ๐ผ๐ป. The study findings suggest that to respond to the real learning environment needs of students, insights must be gained into their experiences and perceptions, thereby identifying their needs and suitable learning environment to optimise learning pedagogies.