Research Articles (Office of the Dean: Health Sciences)

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Browsing Research Articles (Office of the Dean: Health Sciences) by Author "Labuschagne, M. J."

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    Elements of a safe learning environment: a student perspective
    (South African Medical Association, 2024) Kempen, E.; Labuschagne, M. J.; Jama, M. P.
    𝗕𝗮𝗰𝗸𝗴𝗿𝗼𝘂𝗻𝗱. 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. 𝗢𝗯𝗷𝗲𝗰𝘁𝗶𝘃𝗲. This study aimed to identify the elements contributing to a safe learning environment for millennial optometry students. 𝗠𝗲𝘁𝗵𝗼𝗱𝘀. 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 Kolb’s experiential learning cycle. To supplement the data, two focus group interviews (N=17) were also conducted. 𝗥𝗲𝘀𝘂𝗹𝘁𝘀. 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. 𝗖𝗼𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻. 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.
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    Role and value of simulation in plastic surgery education and training: recommendations for implementation
    (Central University of Technology, Free State, 2021) Nel, C. P. G.; Labuschagne, M. J.; Van Zyl, G. J.
    The aim of the study was to elucidate the role and value of simulation in postgraduate plastic surgery training. The research questions were: What are the role and value of simulation in postgraduate plastic surgery training? Is simulation useful in addressing the lack of opportunities for clinical exposure and practice? What are points of departure to consider for the use of simulation in training? Data were collected through semi-structured interviews with national and international experts in simulation and postgraduate education, and by a Delphi process collecting expert opinions of plastic surgeons. We discuss the role and value of simulation and matters to consider when contemplating the implementation of simulation. We also describe factors that influence and drive the implementation of simulation. The research outcomes resulted recommendations regarding the successful implementation of simulation in postgraduate plastic surgery training, thus indicating how simulation might be used to enhance learning and to improve students' knowledge, clinical competence, clinical skills, and professional conduct.