Masters Degrees (Office of the Dean: Health Sciences)

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Open Access
The needs and opportunities for post-graduate education and training programmes for the optometry profession in post-apartheid South Africa
(University of the Free State, 2003) Kriel, Stefanus Johannes; Nel, M. M.
English: This research study was undertaken to determine the needs and opportunities for post-graduate education and training programmes in optometry in post-apartheid South Africa. The rationale for this study can be found in the stimuli which contributed to the commencement of the study, namely the Vision 2020 - The Right to Sight Campaign of the World Health Organisation that resulted in the resolution of the World Council of Optometry, entitled the Global Vision Care Campaign. That the abovementioned are fully endorsed by the South African government, is substantiated by policy documents such as the White Paper for the Transformation of the Health System (RSA DoH 1997) and the National Prevention of Blindness Programme (RSA DoH 2000). These aspects resulted in, inter alia, the identification of issues like preventable blindness; the importance of public health; public needs; the lack of human resource development; demographic representation; and the lack of clear clinical competency guidelines. The problem statement pertains to the career ladder for optometry, already accepted in South Africa. It opened the door for magister programmes, allowing practitioners to develop clinical and speciality skills within the scope and parameters set forth and regulated by the Professional Board for Optometry and Dispensing Opticians. Despite this career ladder, there. is a need for a programme aimed at providing education and training to learners in order to become competent to render a professional specialist service in optometry and to contribute to the enhancement of the discipline through research. Such a programme must afford professional optometrists the opportunity to further their education and training in terms of the optometry career ladder, in addition to gaining certain therapeutic privileges and speciality skills. The research took the form of a descriptive and an exploratory survey, comprising a literature review and an empirical investigation. The literature study covered two aspects, namely in the first place factors . influencing the design of optometry education and training programmes. Features like the changing health scene; the history of the development of the optometry profession; the transformation of the health care system in South Africa and the eye care needs of the South African population; as well as the transformation of education and training in South Africa were dealt with. The second aspect covered by the literature review was a selective review of optometry training, which dealt with optometric education and training in South Africa; its history and the current state of affairs; as well as legislation in South Africa. Subsequently optometric training in the rest of Africa and the developed world was discussed in broad terms. The empirical study entailed a questionnaire survey carried out among South African optometry practitioners. A quantitative design was employed, but - because the questionnaire also contained some open-ended questions - the study had a qualitative dimension as well. The overall goal and objectives were to make a contribution to eye care and the prevention of blindness, as well as to make a meaningful contribution to education and training in optometry. The aim was to determine the needs of optometrists with regard to optometric education and training and the opportunities existing in South Africa, measured against the background of the needs of society (from the optometrists' perspective). The objectives were in the first place to enhance competence beyond graduate level, thereby better serving the eye care needs of the population of South Africa in particular and, in an indirect way, of neighbouring countries. In the second place the objective was to make recommendations concerning the delivery of relevant and applicable post-graduate studies at Optometry Schools/Departments. All of these aspects were achieved by conducting the above-mentioned literature study and by using the findings from the questionnaire. The research design consisted of a needs analysis in the form of the questionnaire survey used as the method to determine the needs of optometrists in respect of post-graduate studies, as well as to obtain their views regarding existing opportunities in this regard. The questionnaire consisted of six categories, each containing five different types of items (cf. 5.4.1; Appendix C). Four rounds of questionnaires were sent out over a period of 16 weeks and the response rate was 70.2% (cf. 5.5). After the returned questionnaires had been analysed by the Department of Biostatistics at the University of the Free State, it became possible for the researcher to draw conclusions; discuss the findings; make recommendations; and identify the limitations of the study. Each of the six categories was followed by a summative conclusion as well as by the main findings of the content of that specific category. The main findings as well as those obtained via the literature study, enabled the researcher to make recommendations on post-graduate optometric education in South Africa. Different factors, which are listed under the following headings and subheadings, influenced these recommendations: - Points of departure: These include accessibility; affordability; personal development; professional development; addressing public need; addressing higher education and health policies; addressing research; addressing management skills; and addressing HPCSA Regulations. - Role-players: The role-players include, infer alia, students; providers; the Professional Board; individual optometrists and associations; industry; the public; the State; professional stakeholders; SAQA; and the CHE. - Post-graduate optometric education and training itself was divided into three aspects, namely: -Recommendations concerning the programme. -Recommendations with regard to CPO. -Recommendations on clinical competence based on public needs. The recommendations on clinical competencies were extensively detailed, since they may serve as a basis for the SGB of Optometry and Opticianry. As this study also focused on the public need, the detail in the recommendations regarding competency will help to ensure that the care which the public receive, is optimised. In order not to confuse the professional competencies with the categories of the questionnaire, they were divided into six sections, namely Sections A to F. Each of these sections was divided under the headings "Outcomes"; "Performance criteria"; and "Indicators". Hereafter a framework as a starting point for post-graduate education and training programmes was proposed. In summation, the researcher is of the opinion that the overall goal and objectives of the study were addressed and realised and that meaningful recommendations were made. The latter are in line with legislation and with the policy documents referred to earlier. In addition, recommendations on clinical competencies are in line with international norms. Conclusions are, infer alia, as follows: - Based on current undergraduate programmes, there is a need for a post-graduate programme aimed at providing education and training to learners. - The articulation between the under- and post-graduate programmes will result in an overview of the undergraduate programme. - The role and functions of the Professional Board are pivotal to the success of education at both under-and post-graduate level. - As the current optometry educational model fails to address the immediate public need, this study provides at least some of the guidelines in the design of a new model. - It is clear that CPO (Optometry) is in its infancy in South Africa and its success depends on whether it can influence the delivery of services positively. It is of the utmost importance, however, that - for CPO to be effective - it will need to articulate with formal qualifications. The researcher realises the limitations of the study, namely in the first place that the opinion on the public need was limited, as it was optometrists who were the respondents to this category of the questionnaire. In the second place, literature and statistical sources of the South African situation were limited in that epidemiological data are incomplete and fragmented. In addition, clinical training in optometry had stagnated during the apartheid years. It is recommended that this study be followed by the compilation of a model for post-graduate education and the development of a detailed curriculum plan, as that is essential in order for these recommendations to be successfully implemented. The researcher is of the opinion that the profession as a whole needs a leadership and management model that would ensure cohesion between all the facets of the eye care field. These facets must include, but not be limited to, elements like the providers of education; the quality assurer; professional associations; the State; clinical training networks; service delivery structures; programme development at all levels; as well as CPO articulation with all education and training structures and neighbouring countries. Such a model will provide direction and momentum to education- and needs-driven eye care services in South Africa and will open the way for the profession to develop to its full potential.
Open Access
The impact of an interactive education strategy in radiography education
(University of the Free State, 2003-11) Brussow, S. M.; Nel, M. M.; Joubert, G.
English: Increased access to higher education to address equity is a major objective of The National Plan for Higher Education (NPHE) in South Africa. This increased access necessitated more flexible entry requirements to admit previously disadvantaged learners. These learners are, however, inadequately prepared for higher education. Higher education institutions should take this into account in teaching and learning. The rationale for this study was to address the access-success imbalance in higher education mentioned by South Africa's Minister of Education. This research study was thus undertaken to evaluate the impact of an interactive educational strategy in radiography education.The research took the form of an exploratory, descriptive and quantitative experimental study comprising of a literature review and an experimental investigation. The literature review covered mainly two aspects: The first aspect consisted of factors associated with academic achievement, namely cognitive ability, self-regulation, self-efficacy, motivation, approaches to learning, effective study skills, and learning styles. In the second place, educational strategies were reviewed in the literature, while interactive education was seen as an opportunity to foster the factors associated with effective learning. Effective learning entails encouraging self-regulation, nurturing self-efficacy, raising motivation, promoting a deep approach to learning, teaching and assessing study skills, and accommodating differences in learning styles when teaching. Since the key to effective learning is rooted in the engagement of learners in active and collaborative learning experiences, this productive interaction between learners and facilitators - which enhances educational events and promotes learning - was therefore explored. The overall goal of the study was to make a contribution towards optimising the effectiveness of education and training in the radiography programme in the School of Health Technology at the Technikon Free State. The aim was to explore the impact of an interactive education strategy in radiography education on 30 second-year learners enrolled for the modules Radiographic Practice and Clinical Radiographic Practice II (RAD 20 at and KLD 20 at) in 2002, gauged by summative assessment and learner perception. The empirical study involved a Learning Preference Inventory (LPI) which provided details on learners' learning preferences. The outcome of the LPI directed the design of the Structured Interactive Sessions (SIS), the intervention in which an attempt was made to address the learners' learning preferences. The learners were divided into three study groups, namely a formal lecture group, a self-activities group, and a self-study group. A pre-post test model was used to quantitatively evaluate the improvement in academic performance after the SIS intervention and subsequently a questionnaire survey was carried out to assess learners' perception(s) of the effectiveness of the interactive and self-directed approach to education in radiography. The results of the three measures, i.e. the LPI, the questionnaire, and the pre-post test model used in the study, shared a prevalent important component, namely the significant role of the facilitator. The LPI results demonstrated dominance in prevalence for a teacher-structured learning environment. The aforementioned fact is confirmed by the distribution of test scores in the pre-test indicating that the groups with no facilitator guidance had lower test marks than the group who received formal lectures. The learners' perception and experiences verified a preference for facilitator-guided activities in class. The researcher realises the limitations of the study, namely that the study is restricted to performance after a single intervention in a controlled test situation, while learners from one programme were used and the contribution of only interactive education on learning, rather than combinations of factors, was quantitatively explored. It is therefore recommended that both quantitative and qualitative approaches, as well as a larger and more diverse study group, would provide a more widely applicable measurement for academic improvement after an interactive intervention. The findings of the present study suggest a possible link between interactive educational strategies and academic achievement. The findings also support the literature on academic performance in which motivation through interaction between the facilitator and the learners plays an important role.
Open Access
Computer-assisted learning: a web-based application in histology
(University of the Free State, 2003-11) Hugo, Alwyn Pieter; Buys, J.; Nel, M. M.
Abstract not avilable
Open Access
Factors associated with students' assessment of teaching quality in a module in the MBCHB 1 program|
(University of the Free State, 2004-08) De Klerk, Brenda; Bachmann, O. M.; Bezuidenhout, M. J.
English: In the light of a changed student body due to transformation principles coming into place and a new curriculum for undergraduate medical education introduced in 2000 in the Medical School of the University of the Free State, the obvious thing to do, was to take steps to ensure that the quality of the education and training students receive, was maintained at a high level. One way of ensuring quality was by having the modules in the program evaluated by students. However, the evaluations of modules in the M.B.,Ch.B. program that are in place (cf' Bezuidenhout 2000-2002), show big discrepancies between different classes, different language groups, different ages, etc. in their assessment of teaching and the curriculum in general. The problem addressed in this study dealt with factors coming into play when students in the M.B.,Ch.B. program evaluated a module. The following research questions were addressed: • How did the changes in the student body and the new curriculum affect the evaluation of modules? • Were there any student-related factors that might have influenced the students' way of evaluating the MED113 module's quality of instruction? • Were there specific people groups in the undergraduate medical education classes that needed special attention regarding certain aspects of teaching and training? • Were there any aspects regarding teaching or the lecturers in the MED113 module that drastically needed to be changed? The purpose of this study was to contribute to the quality of education in the M.B.,Ch.B. program of the School of Medicine, University of the Free State, and it aimed at gaining a better understanding of the results of the evaluation by students of the MED 113 module and to identify factors that might be associated with their evaluations. From students' evaluations, the weaknesses and strengths in the MED 113 module could also be established and corrected where necessary. The method of investigation entailed: • A literature study of quality assurance and the factors that could possibly play a role in students' assessments of lecture quality. • The development of a research instrument (questionnaire) for gathering data on students' perceptions of teaching quality in the MED113 (Concepts of Health and Disease) module for 2002, based on the information gathered from the literature review. These instruments were completed by each student after each session of the MED 113 module. • Factors influencing students' evaluation of teaching were identified, using the questionnaires (empirical study). • Recommendations regarding possible ways of addressing these factors that influence a student's perceptions were made. • The weaknesses and strengths, according to students' perception, in the MED 113 module, were identified by means of the questionnaire. • Recommendations to improve the teaching in the module were made, based on the findings. Information gained through this study will be used in the planning process for the MED113 module for 2004 and in future quality control strategies, with a view to improve the quality of teaching and learning in the School of Medicine at the University of the Free State.
Open Access
Community-based education (CBE) - the MED 113 Expo as case study
(University of the Free State, 2004-11) Prinsloo, Engela Adriana Margrietha; Joubert, G.; Du Toit, G. F.
English: Background: Societal complaints that health professionals do not address their needs, the ratio of specialist to primary health care professionals and that human resources in health services are concentrated in the private sector, urged new methods of teaching and learning to be explored. Community-based Education (CBE) is one of the educational approaches that could address these concerns. Aim: The aim of this study was to determine if community-based activities could help students to integrate theory and practice, and influence attitude and behaviour towards the community. In addition it aimed to determine if community exposure motivated students and stimulated their enthusiasm towards CBE. These aims were achieved by determining student opinion on the learning process, experience and assessment as well as determining whether the community and services benefited in any way. The final aim was to refine the community-based education model in module MED113 to serve as future reference for development of CBE approach in other modules. Method: It was a quantitative study including a literature study and the completion of questionnaires by first year medical students, learners, community health care workers and representatives of institutions participating in CBE activities. Results: The results yielded a 75.7% positive response with regards the integration of theory and practice and a 77.9% positive response regarding change in attitudes towards the community. 93.6% of respondents' enthusiasm towards CBE activities improved. 94.3% and 54.1 % of respondents were positive regarding the experience and method of assessment respectively. There was a 100% positive response by learners, community health workers and representatives of institutions with regards the learning experience and value for the institutions respectively. Conclusion: Recommendations regarding changes to the CBE activities of MED 113 were made to use it as model in other CBE modules.
Open Access
The utilisation of video as primary content delivery medium for staff development of health professions educators
(University of the Free State, 2012) Baird, Nico Henk; Nel, M. M.; Kruger, S. B.
This study originated from a need to provide staff development resources to health professions educators. The need for content to be delivered effectively at a time and place that suit staff best is a challenge that Faculties of Health Professions Education must meet. In this research project, an in-depth study was done by the researcher with a view to utilising video as primary content delivery medium for staff development of health professions educators. The problem that was addressed is how content can be delivered to health professions educators at a time that will suit them best and in a medium that can be consumed effectively. The aim of the study was to determine the value of the use of online video as primary medium for content delivery for staff development of health professions educators. The methods that were used and which formed the basis of the study comprised a literature review, and – as the empirical study - the development of an online video course. On completion of the course, a questionnaire survey to determine the value of the utilisation of video as primary content delivery medium for staff development of health professions educators was conducted. In order to provide a scientific basis, the researcher created on online course which was presented to health professions educators. These participants completed the course as well as the survey to supply the researcher with the necessary data as to their experiences while taking part in the course. The resulting data that was retrieved indicated to the researcher that the positive aspects of video as primary content delivery medium in health profession education, far outweighed the negative aspects and that it was also overwhelmingly embraced by the participants. The ability of staff to access content on demand, played a major role in the success of content delivery through video. From the literature study it is also clear that video as primary content delivery medium in Higher Education, as well as Health Professions Education has many advantages. It is clear to the researcher from the literature study and the feedback provided by participants, that using video as primary content delivery medium should be greatly considered and implemented in faculties of health professions. Recommendations in this regard were made. The sound research approach and methodology ensured the quality, reliability and validity of this study. This completed research study can form the basis for a subsequent research study.
Open Access
Perception of community health workers regarding the value and role played by the general education and training certificate in ancillary health care in the Free State Province
(University of the Free State, 2013-06) Motsepe, V. V. J.; Jama, M. P.
English: In 2004, the Free State Department of Health (FSDoH) trained CHWs in the GETC in AHC qualification and in 2006 Free State Growth and Development Strategy (FSGDS) commissioned the department to conduct a research project to determine the role played by the qualification in improving community health care services and therefore the need for further training. Subsequently, an investigation was done to explore by means of focus group interviews the personal experiences, opinions and attitudes regarding the role of CHWs to: (i) assess and identify community health needs, (ii) execute primary health care talk, (iii) engage in basic health promotion with specific reference to preventing and managing accidents and disasters and (iv) referring clients to the formal health services and other health-related systems. All these four focus areas were used to determine the role and the value of the GETC in AHC qualification in improving community health care services in the Free State Province (FSP). The aim of the study was to determine the perceptions of CHWs regarding their experiences, opinions and attitudes as far as the value and role played by the GETC in AHC qualification in improving community health care services in the FSP. The study followed a descriptive, explorative and contextual design using a qualitative approach since the participants described and explored their perceptions in the context of the GETC in AHC qualification. Data were collected by means of focus group interviews to enable the participants to describe and explore their perceptions. Based on the literature in this study, it became clear that there are different concepts used to define and to determine the roles and training programmes for community health workers. In South Africa, the GETC in AHC qualification authorised by SAQA is used to empower community health workers with the skills and abilities to assess and provide health care towards community health care needs. In the case of the United States of America (USA) as well as Southern African Countries (SAC), the training of CHWs is determined by the roles they play in the community. According to the findings of the study it seems as if the training that CHWs received has contributed to the improvement of community health services in the FSP. However, the researcher is of the opinion that if the key role-players such as SAQA, HWSETA, FSDoH and Free State Provincial Government (FSPG) can consider the recommendations made in this study there can be further improvement in the training of CHWs as well as further improvement in the delivery of community health services in the FSP.
Open Access
An evaluation of the assessment tool used for extensive mini-dissertations in the Master's degree in Family Medicine at the School of Medicine, University of the Free State
(University of the Free State, 2013-08-23) Brits, Hanneke; Bezuidenhout, J.; Steinberg, W. J.
English: Family Medicine became a speciality in South Africa in 2007. Postgraduate studies in Family Medicine changed from part-time MFamMed to a full-time MMed(Fam) degree with changes in curriculum and assessment criteria. The overall goal of this study was to evaluate the current assessment tool for extensive mini-dissertations in the postgraduate programme for Family Medicine, UFS and, if necessary to produce a valid and reliable assessment tool that is user-friendly. An Action Research approach was used in this study, using mixed methods. In the first phase, the current assessment tool was evaluated and the data analysed quantitatively. In phase two, the quantitative results of phase one was discussed during a focus group interview and data were analysed qualitatively. Phase three was the production of a new, improved assessment tool. The evaluation of the new assessment tool did not form part of this study. In phase one, 11 internal and four external assessors evaluated four extensive mini-dissertations with the current assessment tool. In phase two, the internal assessors took part in a focus group interview and evaluated the current tool for validity regarding regulations of the assessment bodies as well as reasons for the differences in marks allocated to specific assessment categories (reliability). The current assessment tool complied with all the regulations of the assessment bodies. In four out of the possible 12 assessment categories the median scores allocated to specific categories varied more than 15%. During the focus group interview, reasons for this were identified and the assessment tool was adapted accordingly. A lack of training and experience in the assessment of extensive mini-dissertations was also identified as a contributing factor. The existing assessment tool currently still in use is valid, but not reliable for all assessment categories. The new assessment tool addresses these areas and will be implemented after training of assessors in 2012.
Open Access
An investigation into the characteristics of the anatomy and embryology module (MEF 153) that affect first-year medical students' academic performance at the University of the Free State: a students' perspective
(University of the Free State, 2014-01) Van Zyl, Gerhard Johannes; Bezuidenhout, J.
English: The first two years of higher education is critical in creating a foundation for future academic success as this is the time with the highest gain in knowledge, namely the development of critical thinking and cognitive development (Reason, Terenzini & Domingo 2006:150). Experiences during this stage will influence future academic performance. In South Africa, as many as 33% of enrolled students do not proceed beyond the first year of study (CHE 2013:44). Factors that influence academic performance of first-year students include individual, organisational, environmental and academic programme factors. These factors are often interconnected (James 2007:2; Krumrei-Mancuso, Newton, Kim & Wilcocs 2013:248-253; Reason et al. 2006:149,167; Yates 2012:46-49). The extent to which a specific factor will influence an individual student is affected by the individual’s perspective and experience of such a factor. The strengths and weaknesses of a curriculum - as perceived by students - will affect academic performance, among other factors (Henzi, Davis, Jasinevicius & Hendricson 2007:642-645). Against this background, the problem that was addressed was the poor academic performance of students in module MEF153 (Structure and development of the body) in the first year of the Programme for Professional Medicine (MBChB), in the School of Medicine, Faculty of Health Sciences, University of the Free State. The question that had arisen was: “Which factors, within the curriculum of the first-year undergraduate medical programme module MEF153, influence the academic performance of students in this module?” An investigation was done by the researcher to identify factors contributing to the poor academic performance of students in the module MEF153. Therefore the aim of the study that was pursued was to investigate students’ perspectives regarding the importance of the various factors affecting their academic performance in their first year of study in the module MEF153. Research was conducted with the goal of making recommendations for changes to the curriculum of module MEF153. This was deemed necessary to improve the academic performance of first-year medical students in the module, without the lowering of academic standards. To answer the research question and in order to achieve the aim, the objectives pursued included conceptualising and contextualizing factors affecting students’ academic performance through conducting a literature survey. The presence and relevance of these factors within module MEF153 were determined through the analysis of module MEF153. Emphasis was placed on the curriculum, module structure and layout, educational strategies and methods, study content, assessment methods and finally, the time available for this module. A questionnaire was composed from these factors. The students’ perception of the importance of factors affecting academic performance in module MEF153 was then evaluated by means of the questionnaire and statistical analysis of data. The research approach used was a descriptive survey with quantitative and qualitative methodologies. All students registered for the module MEF153, and present on the day of data collection were included. The prevalence and perceived importance of factors affecting academic performance was determined by means of voluntary participation in an anonymous and confidential self-administered questionnaire completed by numerous research participants. The questionnaire contained questions with reference to demographic- and personal information, curriculum and programme characteristics and educational information such as teaching and learning methods used in this module. Quantitative data on the perceived importance and effect of factors on academic performance were recorded with the aid of questions and a Likert scale. Qualitative data were gathered through open-ended questions in the questionnaire. The results of the quantitative data were reported as frequencies and percentages or medians for each factor evaluated and discussed. The major findings from this study were that all factors, except “personal interracial relations”, investigated for their possible effect on academic performance, are perceived to have an effect of median = 5 or more on academic performance on a scale from 0 to 10 where 10 = most important. Except for nine factors, the majority of participants reported a positive effect on academic performance for factors investigated. The factors that reported a majority negative effect on academic performance included financial cost of studies; workload of the undergraduate medical programme; workload of module MEF153; load of independent study in module MEF153; difficulty of content in module MEF153; difficulty of language in resources used in module MEF153; number of assessment opportunities in module MEF153; volume of content assessed per assessment opportunity; and stress associated with assessment in module MEF153. The qualitative data presented and discussed here were classified in themes and categories for each question. It provided further insight and understanding of the quantitative results. These results show that the undergraduate medical programme and module MEF153 manage most factors in such a way that it contributes positively to academic performance for the majority of participants in this study. It also identifies areas that negatively influence the academic performance of the majority of participants. Furthermore, it emphasises the diverse effect of each factor on academic performance among participants. This knowledge can be used to address problematic areas of the curriculum to improve academic performance. It can also be used to improve academic development and support activities to address shortcoming in skills among students.
Open Access
Community-based electrocardiography teaching and learning in semesters four and five of the UFS M.B.Ch.B. programme
(University of the Free State, 2014-01-31) Larson, Carol Olivia; Bezuidenhout, J.; Van der Merwe, L. J.
English: The current global emphasis on appropriate standards for medical education and greater civic engagement by higher educational institutions, and the value of electrocardiography as diagnostic aid stimulated the researcher to perform this study. Globally electrocardiography is an essential exit-level core competency of undergraduate medical programmes. Although an outcome-based curriculum was introduced by the UFS School of Medicine in 2000, certain aspects of competencybased education (such as the registration and interpretation of an electrocardiogram) can be adapted and included in outcome-based curricula. Prior to the commencement of this study, a preliminary literature review revealed that little research had been performed with regard to the use of electrocardiography as a learning task in community settings in the preclinical phase of medical curricula. The overall goal of the study was to facilitate the transition between electrocardiography teaching and learning in the preclinical and clinical phases of the UFS medical curriculum. The problem that initiated the research was that more information was required regarding the practicability of implementing electrocardiography teaching and learning in community settings during semesters four and five of the UFS undergraduate M.B.,Ch.B. curriculum. To address the problem, two research questions were formulated concerning the generic, context-specific and task-specific issues that inform decisions regarding community-based electrocardiography learning during semesters four and/or five of the UFS undergraduate medical curriculum and the attitudes and opinions of a purposive sample of Faculty members regarding community-based electrocardiography learning in semesters four and/or five. To answer the research questions, two research objectives were pursued regarding the identification of the principal issues and challenges that inform decisions regarding the feasibility of introducing community-based tasks in the preclinical phase of a South African undergraduate M.B.,Ch.B. curriculum and the collection of quantitative and qualitative information from a purposive sample of personnel employed at the UFS Faculty of Health Sciences. The first part of the study consisted of a comprehensive literature review, which assisted the researcher to identify applicable key aspects for inclusion in the interview schedule used for the empirical study. The survey was performed with a view to later formulating an effective strategy to facilitate the transition between the electrocardiography learning provided in the preclinical and clinical phases of the UFS M.B.,Ch.B. curriculum and possibly incorporate four additional hours of community-based learning in phase II of the curriculum. Ninety-two (92) per cent of the persons in the sample consented to participate in the study and a pilot study was conducted, to improve the reliability, validity and trustworthiness of the study. The data collected from the interviews was analysed and a description and discussion of the research findings were documented. Based on the literature review and the responses of the interviewees, several prominent conclusions were reached. Important faculty-related and communityrelated key issues and challenges were identified, and interviewees’ favourable responses regarding CBL, task-based CBL and CB ECG learning in the UFS undergraduate medical curriculum indicated that further related research is justified. Interviewees’ responses with regard to the practicability of implementing CB ECG learning in the preclinical phase were moderately favourable and useful recommendations were made. Of significance to the planning of future research studies was that twenty-six per cent more respondents supported the implementation of CB electrocardiography learning during the clinical phase of the curriculum than was the case for the preclinical phase. These research findings can assist with decisions as to whether future (more comprehensive and potentially more costly) research projects are justified. The appropriate implementation of electrocardiography, as community-based learning task during the preclinical and/or clinical phases, can contribute to a greater degree of community engagement and an improvement in the quality of electrocardiography learning in the UFS undergraduate curriculum. This should therefore benefit all the stakeholders involved.
Open Access
Assessment of current student selection criteria as performance predictors for academic success in entry level radiography education at the Central University of Technology
(University of the Free State, 2014-06) Kridiotis, Carol-Anne; Bezuidenhout, J.
The numbers of students enrolled in the Radiography programme at the Central University of Technology (CUT) are increasing each year, and selectors are therefore faced with critical admission decisions when selecting prospective students for a programme with limited spaces. This research study was undertaken to assess current student selection criteria in Radiography education, by retrospectively analysing the degree to which these criteria predicted actual academic performance over a three-year period amongst entry-level students enrolled in a three-year National Diploma in Radiography. The rationale behind the interest in student selection in Radiography education was the fact that the South African Qualification Authority (SAQA) has approved and registered a professional Bachelor’s degree in Radiography (480 credits), with a new curriculum and altered exit-level outcomes, including research skills. The transition from a diploma-level to a degree-level qualification in Radiography in South Africa indicated that a review and an assessment of current diploma-level student selection criteria could provide a benchmark for selecting students for degree-level education. An extensive literature study and document analysis provided background information and perspectives related to student admission criteria and selection tests in the health sciences, both nationally and internationally. The research design and methodology included a retrospective quantitative study and document analysis. In the research process, data were collected for each student, including biographical data, prior tertiary education, matriculation or National Senior Certificate (NSC) subject marks and a total Admission Points Score (APS) as calculated from each matriculation certificate. The CUT selection test results for each student were also documented, and included a General Scholastic Aptitude Test (GSAT) score, an English Proficiency Test score and a Self-Directed Search Questionnaire score. By using the above selection scores, a total CUT Rating Score was calculated, and a statistical correlation procedure compared all of the above variables with the marks of all entry-level Radiography modules, for each first-year student in the study group. A further correlation procedure compared selection criteria with whether the student had achieved the first year exit-level outcomes, or whether they had not achieved these exit-level outcomes. The main findings of the statistical analysis indicated that certain selection criteria are valid and can be used as academic performance predictors. This retrospective research study presents data which shows success rates for entry-level Radiography students in diploma-level Radiography education at the CUT over a three-year period were at a level of 71.53%. Recommendations for the future degree-level student selection process were made, which included increasing NSC achievement level admission requirements, using the current tests of merit and implementing methods to help students make valid and informed decisions about their career choice. The goal of optimising the student selection process would evolve over a number of years, and degree-level Radiography education has already been implemented at certain institutions since January 2014. The aim of this study was fulfilled by assessing current selection criteria as performance predictors for academic success.
Open Access
The learning styles of optometry students at the University of the Free State
(University of the Free State, 2015-01) Kempen, E.; Kruger, Sonet
English: In the research project reported here, a study was conducted with a view to providing direction to educators in the Department of Optometry at the University of the Free State (UFS), in order for them to create a learning environment that would motivate students to achieve excellence in the competencies and knowledge required to qualify as competent Optometrists. This study was initiated in response to the identification of a gap in the knowledge regarding the way undergraduate Optometry students at the UFS in 2014 perceived and processed knowledge, known as their learning styles. Higher education in South Africa faces many challenges. The improvement of graduate production for economic, social, and cultural development highlights the need to revitalise the current educational strategies to minimise the wastage of talent and to prevent the failure of academic careers. According to both scholarly and popular literature, the use of learning styles as an educational strategy will become more important as it is seen as one of the success factors in higher education, contributing to the effectiveness of learning. The aim of the study was to describe the learning styles of Optometry students at the UFS with a view to creating a better understanding of how students acquire learning and to enhance the learning environment accordingly. This was attained by the means of the following objectives, namely obtaining data to create a deeper understanding of the significance of learning styles in the curriculum framework of higher education institutions and identifying and describing the learning styles of the Optometry students at the UFS according to Kolb’s Learning Style Inventory (LSI). In the study use was made of a quantitative design. Data were gathered by means of a questionnaire survey (Kolb’s LSI) among the registered undergraduate Optometry students at the UFS in 2014. From the findings of the questionnaire survey, the conclusion was drawn that the undergraduate Optometry students of 2014 employed the four learning styles according to the following order of priority: (i) Converger; (ii) Assimilator; (iii) Accommodator; and (iv) Diverger. The findings also indicated that neither of the variables of age, gender, academic year, or ethnicity had any effect on the students’ preference of learning style. These findings, as well as the data collected from the literature survey, were incorporated in the formulation of recommendations for the enhancement of the four components of Kolb’s learning cycle, as indicated in the aim of the study. Attention was given to the enhancement of the learning environment most suitable for the two most preferred learning styles. Depending on the learning outcomes and based on the knowledge of the preferred learning styles, the lecturer may choose to match or mismatch the learning styles of the students to the teaching method, or to apply a multi-style teaching approach. With the learning styles of the undergraduate students identified, the Department of Optometry, through implementation of the recommendations, may create an optimal teaching and learning environment that will accommodate the diversity of this generation of undergraduate students in terms of different learning styles.
Open Access
Guidelines for undergraduate nuclear medicine education in the MBCHB programmes in South Africa
(University of the Free State, 2015-02) Nel, Maria Glaudina; Bezuidenhout, J.; Brüssow, S.
English: Only six of the eight Schools of Medicine in South Africa are currently involved in presenting medical nuclear medicine education programmes. Nuclear medicine is traditionally taught at postgraduate level and no nationally accepted undergraduate medical nuclear medicine education guidelines exist. Due to the poor quality and inadequacy of referral letters to the local Nuclear Medicine Department, a need was identified to empower newly qualified doctors to utilise nuclear medicine imaging procedures more effectively. The researcher‟s intention was to investigate undergraduate medical nuclear medicine modules if they existed at the Schools of Medicine in South Africa. The aim was to use the research results to provide guidelines for a nationally accepted undergraduate medical nuclear medicine module. These guidelines could guide academic Nuclear Medicine Departments in ensuring that all medical students and future medical interns are exposed to the same level of undergraduate nuclear medicine education. The answers to specific, fixed questions regarding undergraduate medical nuclear medicine education, and the opinions of all academic and private nuclear medicine experts in South Africa were obtained. The value of the research for medical students will mainly be empowerment – they will be able to utilise nuclear medicine imaging studies effectively in their day-to-day patient care, though it will not turn them into “mini” nuclear medicine physicians. The research will also serve as a benchmark for the module during semester 6 of the MBChB programme of the School of Medicine, Faculty of Health Sciences at the University of the Free State. The research tool that accomplished the measurement and conceptual analysis of the required data best was a semi-structured survey questionnaire consisting of both closed and open-ended questions, combining a quantitative study with qualitative components. A Likert-type frequency scale was used to identify specific undergraduate level topics to be included in such an educational module. Key persons were identified in each academic Nuclear Medicine Department to complete the main questionnaire on the existing medical curriculum and each department‟s undergraduate educational module. A shortened questionnaire, excluding the sections on the curriculum and the existing undergraduate nuclear medicine module, was also distributed electronically via the EvaSys system of the UFS, to all other academic and privately practising nuclear medicine experts in South Africa. This study was conducted in the inter-disciplinary fields of Health Professions Education and Nuclear Medicine Imaging education in the undergraduate MBChB programmes in South Africa. The focus was on compiling and providing guidelines for a standardised and uniform undergraduate medical nuclear medicine educational module that could be included in MBChB programmes in South Africa. Results and findings, comprising of existing secondary data (Study Objective 1) and the opinions of key persons (Study Objective 2) and expert nuclear medicine practitioners (Study Objective 3), were applied to compile and provide guidelines (Study Objective 4) for the required educational modules as benchmark to Schools of Medicine in South Africa to bridge the gap identified. This research study makes a significant contribution to the body of knowledge in the field of undergraduate medical nuclear medicine education in South African.
Open Access
The needs and preferences of general practitioners regarding their continuous professional development: a Free State perspective
(University of the Free State, 2015-02-28) Botes, Petrus Johannes; Bezuidenhout, J.; Steinberg, W. J.
The Health Professions Council of South Africa requires all Health Practitioners to complete accredited learning opportunities, and provide proof thereof, for the purpose of updating their knowledge and acquire new skills. Continuing Professional Development is the chosen model, which has a goal of holistic development of practitioners. The Department of Family Medicine, University of the Free State, provides such opportunities through Refresher Courses, which covers common fields of interest over a period of three years. The goal of this study was to find reasons and possible solutions for the perceived lack of interest in these Refresher Course learning opportunities and to determine how the Department of Family Medicine could adapt their education strategy to meet the needs of General Practitioners. A cross-sectional study design was chosen, by which a questionnaire was posted to randomly chosen participant in the Free State Province. The needs and preferences of General Practitioners regarding their continuous development were queried and factors influencing their usage of learning opportunities were assessed. The study revealed that General Practitioners still prefer a lecture form of presentation in large or small groups. They prefer the current format to continue, but find it difficult to leave their practices unattended. There is a slight movement towards training opportunities on computer. Thus, although the current format should not change, the Department of Family Medicine should consider strategies to accommodate those who find it difficult to attend.
Open Access
Experiences of Free State emergency medical care practitioners regarding paediatric pre-hospital care
(University of the Free State, 2015-05) Butler, Markes Wayne; Nel, M. M.; Kruger, S. B.
English: In this research project an in-depth study was done with a view to investigating the experiences of the Free State emergency medical care practitioners regarding paediatric pre-hospital care. The purpose of the study was to render a contribution to the improvement of the operational readiness for paediatric emergency medical care and transportation. It is trusted that this will ensue in a lower mortality and morbidity rate within the Free State Emergency Medical Services (FSEMS). This study thus can serve as a directive for the development of high quality care for paediatric patients in the pre-hospital environment. It can also help solve deficiencies in this medical care environment. The problem that was addressed in the study was the limited data and population-based information available in the pre-hospital environment with regard to paediatric patients, which might suggest that paediatric patients are underserved by the emergency medical care services. This can be contributed to or interpreted as due to a lack of proper size equipment and the limited ability, skills and knowledge of emergency medical personnel for dealing with paediatric patients. To address this problem it was endeavoured to determine what the experiences of emergency medical care practitioners in the Free State were with regard to paediatric pre-hospital care. In order to address the problem stated, the following research questions were asked: 1. How can emergency medical care practitioners’ experiences regarding paediatric prehospital care be conceptualised and contextualised? 2. What are the Free State emergency medical practitioners’ experiences and views regarding paediatric pre-hospital care? 3. What are the factors that influence the Free State emergency medical practitioners’ experiences and views regarding paediatric pre-hospital care and how do these factors influence emergency medical care practitioners’ experiences? 4. Can paediatric pre-hospital emergency medical care within the Free State emergency medical services be improved? The aim of the study was to explore the experiences of Free State emergency medical care practitioners regarding paediatric pre-hospital care. By doing this, deficiencies that may hamper effective paediatric pre-hospital care might be identified and reduced and/or eliminated. A quantitative study was done with elements of qualitative feedback included in the questionnaire. The methods that were used to collect data and which formed the basis of the study comprised a literature review, followed by a questionnaire survey as empirical study. The purpose of the literature review was to gain a background and information on the experiences of emergency care medical practitioners working with paediatrics. The bulk of the literature comprised international sources as very little research has been done in South Africa on this ramification of medical care. The questionnaire for the collection of empirical data was based on the findings of the literature review. The aim of the questionnaire was the investigation of the experiences of EMC personnel’s experiences with paediatric patients. The population comprised EMC practitioners working in the Free State province, and a sample of 197 practitioners, selected by means of stratified random sampling, participated in the survey. The quantitative data were analysed by a statistician, using frequencies and percentages, and the researcher analysed the qualitative data by reading the responses, summarising findings and categorising the findings in themes. These findings were compared with the findings of the literature review and used to make recommendations in an endeavour to improve the experiences of EMC practitioners in the Free State, and improve the mortality and morbidity rates of paediatric patients making use of emergency medical care facilities. The recommendations of the study have a bearing on the following: 1. Standardisation of training for EMC practitioners to ensure that all practitioners are adequately trained. 2. More paediatric education and training initiatives should be taken to ensure that EMC practitioners understand the differences between paediatric patients and adult patients. 3. Practitioners who infrequently practise paediatric skills in the pre-hospital environment must be retrained and assessed regularly for safe practice (CPD). 4. Specialised paediatric equipment is the ideal, but not always affordable, therefore it is important to ensure that basic medical equipment are available and in a working condition. Creating quality service standards within the EMC services through consultation with patients and employees to understand each set of priorities better. 5. Improvement in the working conditions and remuneration of EMC practitioners to improve the standard, attitude and morale of personnel. 6. Retention of qualified EMC practitioners to enhance service and to improve the professional image of the emergency services. 7. Creating a forum where practitioners can articulate their feelings and challenges.. 8. Educating the community about the emergency services available including paediatric care. 9. Creating interdisciplinary training opportunities for EMC practitioners and hospital personnel. 10. Creating interdisciplinary training opportunities for EMC practitioners and hospital personnel to learn effective communication skills and to highlight the importance of effective communication for quality patient care. It is trusted that this research report and the recommendations will make a meaningful difference to paediatric care by EMC practitioners in the Free State.
Open Access
Integrated clinical simulation assessment criteria for emergency care education programmes in South Africa
(University of the Free State, 2015-07) Campbell, Roderick Grant; Labuschagne, M. J.; Bezuidenhout, J.
English: An in-depth study was done into integrated clinical simulation with a view to identifying assessment criteria and case types in order to employ integrated clinical simulation as an instrument for summative assessment of learners by ALS emergency-care-education programmes in South Africa. Clinical simulation is mandated by the Health Professions Council of South Africa, Professional Board for Emergency Care (HPCSA: PBEC), for use by emergency-care-education programmes as a summative assessment instrument. The Higher Education Quality Committee (HEQC) calls for integrated assessment as a suitable test of applied competence reflecting the key purpose of a qualification. The South African Qualifications Authority (SAQA), using the outcomes-based education and training paradigm, provides a clear definition of “assessment criteria” and “integrated assessment” for employment when assessment of applied competence occurs (SAQA 2001:11, 21). These definitions were used to frame and focus the study. This study sought to bridge the gap created by the absence of guidelines by PBEC for assessment criteria and case types or scenarios for use with integrated clinical simulation summative assessment. In this study the elements of assessment criteria, as defined by SAQA, relevant to integrated clinical simulation were explored. In tandem with assessment criteria, case types or scenarios appropriate to integrated clinical simulation were extrapolated. This study is situated in the field of Health Professions Education and focused on the profession of Emergency Medical Care. The research methods comprised analysis of documents that contextualise the mandate and use of clinical simulation for assessment by emergency-care-education programmes in South Africa. A review of scholarship provided a conceptual framework for understanding healthcare simulation as an educational methodology and valid assessment instrument for assessing applied competence in an authentic situation. A conceptual understanding of the prerequisites for using healthcare simulation that ensures an authentic situation for meaningful student engagement was discoursed. Perspectives from literature that address assessment criteria and case types relevant to ALS paramedic practice were discovered. An embedded, single-case study design was employed and focus-group interviews were used as the method of data collection for the empirical phase of the study. Data from focus-group interviews with experienced ALS paramedics was analysed and interpreted in conjunction with scholarly viewpoints and experience of the researcher to examine integrated clinical simulation as a summative assessment instrument, which was the main unit of analysis, and the subunits, namely, assessment criteria and case types. From the analysis of focus-group discussions, seven themes informing the research questions were deliberated. The first theme addressed the integrated clinical simulation as an assessment instrument. The second theme spoke to the context and conditions of ALS paramedic practice that are relevant to the integrated clinical simulation. Theme three through to theme six tackled the knowledge framework together with the physical, cognitive, affective and the social-professional dimensions of ALS paramedic practice that are relevant to the integrated clinical simulation. Finally, theme seven engaged case types and scenarios for integrated clinical simulation as a summative assessment instrument. The lack of fidelity of the integrated clinical simulation perceived by focus-group participants, together with its historical use as a summative assessment instrument challenges the application of integrated clinical simulation as an authentic assessment. Using a single, once-off integrated clinical simulation to assess competence in ALS paramedic practice is contested by the range of life-threatening emergencies possible across medical disciplines. In order for the integrated clinical simulation to assess competence it must cover the range of medical disciplines, incorporate the dimensions of ALS paramedic practice, reflect the conditions, complexity and range of life-threatening emergencies presented to ALS paramedics in South Africa and elicit the appropriate response modes required in practice. Although no specific case types were identified for use in the integrated clinical simulation, characteristics of case types were identified and they provide a matrix for case-type selection. These characteristics refer to the categories of medical and trauma conditions, with a focus on life-threatening emergencies across the range of medical disciplines. The action-response mode of the ALS paramedic and life-support interventions required are determined by the nature of the presenting life-threatening emergency within the scope of practice prescribed by the PBEC. The context and conditions of ALS paramedic practice must also be represented if true competence is to be assessed. This study informs a conceptual framework of healthcare simulation for use by emergency-care-education programmes in South Africa. The study serves to frame the breadth, depth and scope of assessment criteria applicable to integrated clinical simulation for use as a summative assessment instrument. Finally, this study provides a conceptual matrix for case type and case design for clinical simulation in emergency care.
Open Access
The opinions on and use of simulation in undergraduate pharmacy education at South African universities
(University of the Free State, 2016-01) Naudé, Adele; Labuschagne, M. J.
English: An in-depth study was done to obtain greater insight into the current use of simulation, and the opinions of lecturers regarding simulation, in undergraduate pharmacy education at South African Universities registered with the South African Pharmacy Council as training institutions. The South African Pharmacy Council recently published Good Education Practice Standards (GPES) guidelines to ensure quality pharmacy education across South Africa. Simulation experiences are specifically addressed in these guidelines including facilities for practice simulations, “in order to provide students with practical and simulated pharmaceutical care experiences”. The delivery of competent, eight-star, practice-ready pharmacists to fulfil the needs of the community are paramount. The research methods consisted of a literature review and an online questionnaire survey sent to lecturers involved in undergraduate pharmacy education. The literature review provided the background for a conceptual framework, as well as information to develop the questionnaire survey. The study originated from the lack of information regarding the use of simulation in undergraduate pharmacy education in South Africa. To bridge the information gap, the researcher used the results from the questionnaire survey as the foundation for the compilation of recommendations for possible incorporation of simulation to enrich undergraduate pharmacy education at pharmacy schools. Through the assessment of the current use of simulation, including the opinions of lecturers regarding simulation as well as possible advantage and disadvantages thereof, the results of the study provided a valuable contribution to knowledge. The reliability and validity of the study were ensured through sound research approach and methodology. The research can form the foundation for further research projects.
Open Access
The analysis of the needs of Free State emergency care practitioners with regard to continuous professional development
(University of the Free State, 2016-01) Sookram, Bradley Paul; Van Wyk, C.
English: The Health Professions Council of South Africa (HPCSA) recognises and endorses continuing professional development as a means of ensuring best possible practice to the public. The lack of literature regarding continuing professional development for emergency medical care practitioners and the number of non-compliant emergency medical care practitioners, provided evidence for the need to investigate the possible needs faced by emergency medical care practitioners to be compliant to the HPCSA guidelines for continuing professional development in South Africa. The overall goal of the study was to conduct an analysis of the needs of Free State emergency medical care practitioners with regard to continuous professional development. A literature study was done to gain a deeper understanding of continuous professional development with reference to health professionals and specifically emergency medical care practitioners. A questionnaire was compiled considering some barriers that were identified which affected compliance with continuous professional development regulations. The questionnaire was compiled electronically and printed in a hard copy using the Evasys system. The target population was emergency medical care practitioners in the Free State province that were active and registered with the HPCSA. The study revealed that resources, improved communication and access to continuous professional development activities were the main needs of emergency medical care practitioners. Although there were some limitations during this study, it was evident that continuous professional development accreditors, and continuous professional development service providers need to plan, organise and provide information in advance for emergency medical care practitioners to be able to attend continuous professional development activities. Addressing the needs of emergency medical care practitioners with regard to continuous professional development will contribute positively not only towards the workplace but to the community at large.
Open Access
Investigating the effect of the incorporation of the Free State College of Emergency Care under a higher education institution
(University of the Free State, 2016-01) Nell, Eduard Nico; Jama, M.
No abstract available
Open Access
Description of the outcomes and essential content for a cardiovascular perfusion practice programme
(University of the Free State, 2016-01) Musa, Zainul Aabideen Ali; Bezuidenhout, J.; Smit, F. E.
English: Cardiovascular perfusion is a field of practice whereby the function of the heart and lungs is replaced or supported by equipment and machines in a hospital theatre setting so that a surgical procedure to correct or reverse a cardiac-related pathology can be carried out. In addition to possessing the above mentioned skill the perfusionist is also required to carry out various other clinically related tasks. Faced with the challenges of changes taking place in the disease profile of patients, changes in surgical indications, advancement in medical technology, therapeutic and surgical techniques and the widening of the scope of practice beyond the traditional practice norms, the cardiovascular perfusion programme needs to keep up pace in order to deal with these challenges. Furthermore the three universities of technology which offer the programme in South Africa (SA) do not have uniform outcomes and content thereby producing graduates who lack many skills required for current and future practice. In view of the abovementioned challenges the research is based on the hypothesis that the current outcomes and essential content of cardiovascular perfusion programmes are either not described at all or are inadequate for producing graduates who are able, immediately after qualifying, to provide the wide range of skills required by current and future cardiovascular perfusionists. The research question was thus formulated: What should the outcomes and essential contents of a perfusion practice programme in South Africa include? The overall goal of the study was to describe the outcomes and essential content of a cardiovascular perfusion programme specific to the South African context, with a view to developing a standardised, uniform and relevant curriculum for perfusion in SA, which will lay the foundation for producing highly skilled and knowledgeable cardiovascular perfusionists who are able to fulfil the requirements of a current and future cardiovascular perfusion practice. The aim of the study was to describe the outcomes and essential content of a cardiovascular perfusion practice programme that will address the requirements of a current and future cardiovascular perfusion practice in SA. To achieve the aim of the study four objectives were pursued with regards to determining the current content and outcomes of the programmes, the adequacy and validity of the currents programmes and to determine the required outcomes and essential content of the programme. These objectives were achieved by means of a literature study that included a document analysis of SA and international curricula, an electronic questionnaire survey to obtain statements for a Delphi technique survey that followed the questionnaire survey based on the online EvaSys survey-management system. After ethics committee approval and a successful pilot study, which required no amendments, an information document explaining the survey was distributed to 14 identified perfusionists which was followed by the actual online questionnaire. The questionnaire survey was conducted at the end of which 71% of participants originally identified had responded. The data collected from the questionnaire survey was analysed, interpreted, discussed and documented. After careful analysis of the results the researchers decided that all the questions posed in the survey would form part of the Delphi. The first round of the Delphi questionnaire was distributed to 18 experts identified by preselected criteria after a successful pilot study. Of these experts, 44.4% responded. Consensus was achieved on most statements in the first round. After the completion of the first round feedback was given to the respondents. For the second round of the Delphi 100% response was achieved. The results and the discussion of the findings of the Delphi survey were presented in the form of graphs, and analysed, interpreted and discussed accordingly. Statements on which consensus was achieved were included as part of the outcomes and essential content for a cardiovascular perfusion practice programme which has been presented in a tabular format in this dissertation. A uniform and standardised cardiovascular practice curriculum and training programme will enhance the field of cardiovascular perfusion and service delivery to the residents of SA. This research study was by no means an exhaustive one but has provided a basis upon which further perfusion and other healthcare related research can be done.