Masters Degrees (Office of the Dean: Health Sciences)

Permanent URI for this collection

http://hdl.handle.net/11660/321

Browse

Now showing 1 - 20 of 41

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
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
Association between deformity correction and clinical outcome post total knee arthroplasty
(University of the Free State, 2020-06) Hartzenberg, F.; Van der Merwe, J. F.
Background: The aim of this study was to establish if the degree of deformity correction during total knee arthroplasty (TKA) has an influence on post-operative patient satisfaction. Patient and methods: This was a retrospective, descriptive analytical study of 180 patients that underwent an elective TKA using computer assisted software. Patients were divided into two groups according to the degree of deformity correction required to obtain a neutral mechanical axis: 3-degrees-andmore or less-than-3-degrees. Knee injury and Osteoarthritis Outcome Scores (KOOS) were collected at the pre-operative, 6 week and 1 year post-operative intervals. The mean KOOS scores were compared at each interval and the difference between mean KOOS scores were compared for the following intervals: pre-operative to 6 weeks postoperative; pre-operative to 1 year postoperative; 6 weeks to 1 year postoperative. Results: The pre-operative mean KOOS scores for the group of patients that required a 3-degree-andmore deformity correction were statistically higher than the group requiring less-than-3-degreedeformity correction. At 6 week and 1 year follow ups there was no statistical difference between the two comparison groups. With respect to mean KOOS score improvement between intervals, the group that required less than 3 degrees of deformity correction showed statistically significant improvement in symptoms for the pre-operative to 1 year follow up period. Conclusion: Results of the study showed that patients requiring a lesser correction of their malalignment do better after TKA.
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
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
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
Condom sterility in periprosthetic joint infection management at Universitas academic hospital in Bloemfontein 2018
(University of the Free State, 2020-04) Tyumre, Ntsikelelo; Van der Merwe, Johan; Maloba, Motlatji B.
Joint replacement surgery, especially of the hip and knee, is one of the most rewarding operations for both the patient and the orthopaedic surgeon worldwide. Hip replacement has been dubbed the operation of the century. This is because these replacements improve the quality of life for the elderly population crippled with arthritis, and in recent years, due to better implants, also improves quality of life in the younger generation presenting with joint problems. It is, however, not without complications, the most important being periprosthetic joint infections. Other complications include aseptic loosening, periprosthetic fractures and dislocation. Periprosthetic joint infection is the most dreaded of the complications because of its difficulty to manage and association with significant morbidity and bone loss. We therefore began by describing and defining periprosthetic joint infection and investigated the current epidemiological data available. We have reviewed literature and looked at the diagnostic criteria from the different societies and meetings from around the world. Parvizi et al. developed an algorithm and proposed criteria that are based on the latest data and tests. This is explained in detail in the first chapter of this dissertation. The management of periprosthetic joint infection is dependent on the amount of time from the index joint surgery. An outline of the deferent management options are presented, while bearing in mind that two-stage revision surgery is the gold standard of management. Management of periprosthetic joint infection is associated with bone loss, either with the removal of infected implants or removal of the cement spacer in the second surgery of the twostage procedure. A recent unpublished study done locally in our department showed that putting a cement spacer in a condom and then placing the condom-cement spacer in the joint to allow it to set, and then taking out the condom-cement spacer after the cement had set, was associated with no bone loss. The study also showed that female condoms were stronger and more durable compared to the male condoms. The question that needed to be addressed, was whether it is safe to introduce condoms into the joint? Based on the literature, there is a 10% chance that condoms maybe contaminated. We investigated the sterility of condoms from the packaging and how to improve the sterility of the condoms. Sixty government-issued female condoms were used for the study, of which 30 were tested straight from the packaging and the other 30 were first put through hydrogen peroxide gas plasma sterilisation and then tested by means of MC&S. Similar to previously published studies, contamination of the condoms was confirmed, although in our study, the rate of contamination was 60%. We also isolated nonvirulent environmental and implant contaminants. The most important aspect of the results was that we were able to achieve 100% sterility of the condoms with hydrogen peroxide gas plasma. This was significant because we can place condoms for its intended use in the joints without introducing further infection in the joint. Once sterilised, condoms can also be used for other sterile/aseptic medical procedures, such as ultrasound probe covering and temperature probe covers.
Open Access
Continuous professional development echocardiography training in South Africa
(University of the Free State, 2017) Van Schalkwyk, Marizaan; Van Wyk, C.
English: Echocardiography is recognised as a highly valuable diagnostic tool, and a vast amount of information can be gathered using the procedure. The field of echocardiography has enjoyed rapid technological advances over the last few decades. The operatordependent nature of the technique and the comprehensive knowledge needed to perform a complete and clinically useful study requires maintenance of skills to ensure competence in performing the procedure. In South Africa, the requirements for continuous development (CPD) only specify CPD in general and not field-specific CPD, although the HPCSA recognises and endorses CPD as a means of ensuring provision of best possible practice to the public. This lack of fieldspecific CPD for echocardiography provided evidence for the need to investigate the possible prerequisites for CPD of echocardiography training in South Africa. The overall goal of the study was to determine what is needed to implement echocardiography-specific CPD, and how it can be implemented. A literature study was done to gain a deeper understanding of CPD with reference to health professionals and specifically echocardiography. A questionnaire was compiled, considering some barriers that were identified and which affect compliance with CPD regulations. The questionnaire was compiled electronically and printed in a hard copy using the Evasys system. The target population was echocardiographers who attend the annual New Horizons in Echocardiography congress during 2016, and echocardiography practitioners who were involved through reference from the attendees of the New Horizons in Echocardiography congress. The study revealed that improved communication and access to continuous professional development activities, with specific reference to practical hands-on activities, were the main needs of echocardiographers. It also revealed that formal accreditation and training needs to be monitored more closely and that most echocardiographers did not feel up to date with the latest technology and procedures in the field. Although there were some limitations during this study, it was evident that CPD accreditors, and CPD service providers need to plan, organise and provide information in advance for echocardiography practitioners to plan and be able to attend the CPD activities. Addressing the needs of echocardiography practitioners with regard to CPD will contribute positively not only towards the workplace and profession, but to the community at large.
Open Access
Critical-thinking skills of undergraduate allied health professions students in the clinical rotation years at the University of the Free State
(University of the Free State, 2020-01) Louw, M.; Van Wyk, C.
In the health professional’s world, decisions have to be made in an instant, and because these decisions influence the lives of the patients that health care professionals treat – wrong decisions can be fatal. These decisions need to be based on solid knowledge and have to be adapted to the patients or the situations and, in order to make unique, knowledge-based decisions, the health care professional must apply critical reasoning. Decision-making is dependent on inductive and deductive reasoning processes, and critical thinking (CT) has been found to be one part of the clinical reasoning process (Vendrely 2005:55). Watson and Glaser (2011:3) define CT as “the ability to identify and analyse problems, as well as seek and evaluate relevant information in order to reach the appropriate conclusion”. By entrusting allied health professions (AHP) students with higher-order thinking skills and the ability to make sound clinical decisions, students are provided with the tools they need to be successful in their careers. CT forms part of the exit-level requirements for AHP, for example, physiotherapists need to work autonomously and in interdisciplinary teams, and have to demonstrate accountability. In turn, occupational therapists should be able to use basic science, social science and arts, as well as information technology, effectively and critically (Velde, Wittman & Vos 2006:49). A curriculum usually combines didactic learning and clinical placements, to ensure a competent practitioner that applies CT skills (Reed 2014:1). However, no CT skills tests are currently administered at the University of the Free State (UFS) to test the actual level of critical thinking of undergraduate AHP students. Worldwide, a few tests exist that test CT skills at different levels of education, from school to postgraduate level. The only research articles that could be found in relation to testing CT skills in AHP used the California Critical-thinking skills Test (CCTST), the California Critical Thinking Disposition Inventory (CCTDI), the Health Sciences Reasoning Test (HSRT) and the Watson-Glaser™ Critical Thinking Appraisal (W-GCTA). Most of these tests only test the CT skills of Master’s and PhD-level students, with a select few including undergraduate students. The research that was found did not indicate that one test was superior, but suggests that a test of which the questions could be adjusted to a particular health profession would give a better indication of CT skills (Ennis 1996:174; Velde et al. 2006:58). These CT skills tests are all quite costly to apply, and this led the researcher to search for alternative CT tests, and to investigate whether any other universities, in South Africa and beyond, use CT skills tests. The University of Cambridge developed the Thinking Skills Assessment (TSA) test for admission testing of CT and problem-solving skills, to assess the applicants’ suitability for their chosen course (Admission Testing Services 2016:2). Other universities that use the same test for admission are Oxford University and University College London. A free online TSA specimen test is available, for applicants to complete to prepare for the TSA test. The TSA tests the following abilities: Summarising the main conclusion, drawing a conclusion, identifying an assumption, assessing the impact of additional evidence, detecting reasoning errors, matching arguments and applying principles. The aim of this study was to determine the CT skills that undergraduate AHP students at the UFS, possess in their clinical rotation years, and to determine if these skills change over a period of one clinical rotation year of study. Secondly, the type of activities that lecturers in the different departments in the School for Allied Health Professions (SAHP), excluding the Department of Exercise and Sport Science, use to develop CT skills in their undergraduate students was investigated in this study. This study was conducted in the field of health professions education. The study is interdisciplinary, as it forms a bridge between health professions education and allied health education. This study consisted of two parts. Part 1 was a quantitative research study that was experimental in nature, with a one-group pretest-posttest design. A literature study was done to conceptualise and contextualise CT skills and determine the CT skills in undergraduate AHP students. A CT skills test (TSA-Modified) was used to test the CT skills of undergraduate AHP students who were at the point of completing their third and fourth years of study in 2018. The TSA-Modified was completed at the beginning and end of one year, to determine if changes had taken place in CT skills over this period. Part 2 was a descriptive study, using a self-constructed questionnaire to investigate the types of teaching activities lecturers in the different departments of the SAHP employed to develop CT skills in their students. The data gathered in this study can be used for further research by the researcher to determine the need for and feasibility of a CT skills test for undergraduate AHP students at the UFS. Part 1 included a target population of 227 undergraduate allied health professions students at the University of the Free State, of whom 136 completed the pretest, but only 106 completed the pretest and posttest, and who were consequently included in the study (55,5% and 43,3% response rates respectively). This study found no statistically significant development ofoverall CT skills over the study period. Interestingly, occupational therapy students showed a statistically significant difference in median test scores compared to the other groups, though this finding needs further investigation. This study highlights the need for more extensive research on the CT skills of different health care professionals, to build a stronger foundation regarding thinking, and to improve clinical reasoning skills, which could lead to better patient care Part 2 of this study include lecturers in four of the departments (Physiotherapy, Occupational Therapy, Nutrition and Dietetics, and Optometry) of the SAHP at the UFS completed a self-designed questionnaire, to determine which strategies they used to develop students’ CT skills. A response rate of 60% of the target population was achieved. Lecturers indicated problem-based learning and experiential learning as the teaching strategies applied most often to develop CT skills. This study identified how these strategies were scaffolded in 2018 in the four curricula of the different allied health professions disciplines to develop well-rounded graduates who engage in CT. This research study will provide feedback to the SAHP about the CT skills of its undergraduate AHP students in their clinical rotation years, and make recommendations, if necessary, about incorporating CT skills in the different departments’ teaching methods, to improve the level of CT skills in undergraduate students. This dissertation contains information about the research study, including the research design and methodology.
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.
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
Evaluation of the cerclage cable force
(University of the Free State, 2020-12) Mofokeng, Jabulani Ephraim; Van der Merwe, J.
INTRODUCTION: Cerclage cable systems are manufactured by different companies to assist in fracture reduction and fixation; their usefulness extends to various specialties, including trauma, tumour surgery and arthroplasty, especially in revision total hip replacements. Two types of systems exist, namely, monofilament and multifilament systems. Multifilament cables grip systems are reported to have good outcomes; however, these attractive fixation devices are not without complications, with a reported failure rate that ranges from 27% to 44%. Loosening is one the modes of failure that can occur intraoperatively, after clamp fixation, or postoperatively because of micro motion and displacement caused by soft tissue interposition and bone resorption. The aim of this study is to determine whether the initial force that is applied to the cylindrical structure reflects the value of the force indicated by the manufacturer of the tensioning device. METHOD: This is a descriptive study that was undertaken during January 2020 at the University of the Free State, Universitas Academic Hospital’s Department of Orthopaedics. A measuring device was manufactured to measure the true force exerted by the cable systems. The researcher used five different cerclage cable systems from different companies in order to evaluate the forces exerted by these systems. The measuring device had a cylindrical structure to which these forces we applied at four different sites. The force applied was measured and compared to the forces indicated by the manufacturer of the tensioning device. These values were recorded on the data collection sheet.RESULTS: Out of the five cable systems evaluated, only one cable system indicated the correct force at all four different sites. However the other four cable systems reflected higher forces on the tensioning device when the true measured forces were lower. Retensioning the cables more than twice caused fraying of the cables. CONCLUSION: The force applied to the bone by the cerclage cable system is not a true reflection of the force indicated by the manufacturer of the tensioning device. Cables should not be retensioned more than twice as this may cause fraying and lead to failure of the implant.
Open Access
An evaluative case study for undergraduate community service-learning in physiotherapy
(University of the Free State, 2020-09) Saaiman, Christolene Mary Berenice; Botha, R. W.; Janse van Vuuren, E. C.
Social and educational transformation was needed in post-Apartheid South Africa (SA) to address numerous social problems that the country was experiencing. Higher educational institutions were identified as vehicles to bring about transformational change to addressing inequalities in the South African society. As such, Education White Paper 3 laid the foundation for making community service, community engagement and service-learning integral to higher education. Building on national directives, the University of the Free State (UFS) established community engagement and community service-learning (CSL) to bring about transformational change. The Department of Physiotherapy at the UFS adheres to the Higher Education Quality Committee directive that CSL in South African educational programmes is used to enhance social transformation. Physiotherapy departments need to ensure that their CSL offerings remain relevant to educational directives and changes in the profession, the higher education environment as well as communities by way of continuous evaluation. The aim of this evaluative case study was to evaluate the undergraduate Physiotherapy CSL module at the UFS. This evaluation involved engaging with relevant literature, including national and institutional policies and guidelines as well as with all stakeholders involved in the named UFS CSL module. The key concepts identified by the different authors in the literature review closely corresponded with the Good Practice Guide for managing the quality of CSL. Key concepts included partnerships, planning, teamwork/collaboration, management of the CSL process (including orientation, assessment and sustainability), recognition and celebration, evaluation of the impact and/or monitoring as well as expansion and/or termination and teamwork/collaboration. The Good Practice Guide was identified as a tool to evaluate the undergraduate physiotherapy CSL module as it encapsulates all the important aspects of CSL. The researcher used three different data collection methods, namely focus groups with UFS CSL experts and physiotherapy academics, semi-structured interviews with service providers and questionnaires with community members and physiotherapy students. The limited quantitative data collected through a questionnaire survey was mainly analyzed as descriptive statistics to describe the profile of the study participants. For the qualitative data analysis, the researcher used thematic analysis by identifying and summarizing data from the transcripts and questionnaires. A wide variety of themes were extracted from the data such as communication, collaboration, equality, social responsibility, graduate attributes, assessment strategies, sustainability, as well as the quality and impact of the module. In building sustainable partnerships, acknowledgement of community elders at first contact is cardinal. The importance of student and community preparation before commencing a community project also arose as critical in this study. The community voice that plays an integral role, even in the planning of a CSL module, was emphasized. Another important aspect was to monitor the impact of a CSL project on the different stakeholders. It also came to light that CSL programmes should continuously be evaluated against abovementioned concepts, policy directives and stakeholders’ expectations for adherence. In terms of the undergraduate physiotherapy CSL module at the UFS, recommendations included that informal connections and relationships be formalized, interaction be effective and a reciprocal participatory approach to development initiatives be followed that engages community members/leaders in fostering equality in the triad partnership. Celebration with all partners is recommended as this helps acknowledge and appreciate all partners playing a part in the CSL module and serves as motivation for future partnerships. In addition, constructive alignment and scaffolding of information must be applied consistently to outcomes and assessment strategies in the CSL module. The study’s value lies in that it provides comprehensive (i.e. multi-stakeholder) insight into the current CSL undergraduate physiotherapy module at the UFS and may influence changes to the module in terms of teaching and learning, and equal and inclusive partnerships. Inter-professional collaboration to expand and incorporate more stakeholders was suggested to improve the impact of CSL and possibly reduce the fragmentation of CSL. This study also serves to encourage more and extensive research in the field of CSL in physiotherapy education on a national level. This could be facilitated by the Good Practice Guide and Self - evaluation Instruments for Managing Quality of SL as it proved to be a very valuable tool in creating a comparable space for CSL offerings in HEIs and, more specifically, physiotherapy.
Open Access
The experiences and attitudes of students and lectures regarding peer physical examination in the Faculty of Health Sciences at the University of the Free State
(University of the Free State, 2017-01) Hattingh, Maryna Getruida Maria; Labuschagne, M. J.
English: Health professions students use peer physical examinations (PPE) for the purpose of training globally, but in many institutions no formal policy or guidelines exists. There are many benefits of the use of PPE e.g. students are readily available to practise on, students need not to be financially compensated and it has proven to increase students’ clinical skills and confidence, but some students may not want to participate in PPE for various reasons like religion, culture etc. Peer physical examination is the physical examination of a student by a fellow student to enhance his/her clinical skills. This is done under the supervision of a professional person or lecturer. Currently no policy or guidelines regarding peer physical examination exists in the Faculty of Health Sciences (FoHS) at the University of the Free State (UFS) and it is required from the students to participate in peer physical examination during their studies. An in-depth study was conducted to establish the attitudes and experiences of students and lecturers regarding the use of PPE in the FoHS using focus group interviews with students and lecturers. The content of a PPE policy for the FoHS at the UFS was explored with the second question of the focus group interviews. The study was done in the field of Health Professions Educations in the domain of management and leadership and wanted to provide a guideline that may be used to direct students and lecturers when participating in PPE and to explore what is needed to be included in the content of a PPE policy. A qualitative research design was followed with three focus group interviews as data collection method and the compilation of an extensive literature review on the topic. One focus group was with lecturers of all three schools in the FoHS of the UFS who participate in teaching students’ clinical skills and surface anatomy and the other two with students from all three Schools in the FoHS, UFS. Data were transcribed verbatim by the researcher and themes, categories and subcategories identified. Five themes were identified from the collected data. The identified themes, categories and subcategories were compared and discussed with the findings and recommendations of an extensive literature review in mind. The literature review provided a contextual and conceptual understanding of PPE and the benefits and pitfalls associated with the use of it. Perspectives on the use of PPE in different professions were discussed as well as the advantages and disadvantages of the introduction of a policy on PPE at various universities globally. The identified themes were: • Value of PPE • Ethical considerations when using PPE • Student safety • Student concerns • Miscellaneous. The majority of participants agreed that the use of PPE is beneficial to students. The participants agreed participation in PPE increase competence levels in clinical skills, improve confidence and communication skills and assist them to act professionally. Some participants were concerned about educator supervision when practising on peers and some felt that flipping the classroom will benefit students and lecturers as less time will be spent on lecturing and more on the actual practising of the various clinical skills. This study provided recommendations on the content of a PPE policy for the use of PPE from the perspective of health profession students and lecturers from the FoHS at the UFS. The results may be used as guidelines to formulate a PPE policy for the FoHS at the UFS.
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
The facilitators' perspective of interprofessional education at the Faculty of Health Sciences, University of the Free State
(University of the Free State, 2017-01) Cairncross, J. P.; Steinberg, W. J.
English: Collaborative practice in healthcare occurs when various health workers with different areas of professional expertise work together with patients, their families and communities. The World Health Organisation (WHO) published a report that policy makers can apply to their own local context to address the local health needs and improve health outcomes through the implementation of interprofessional education programmes (IPE) that strengthen the health system. IPE can be defined as two or more professions learning “with, from and about each other” when they are brought together around a particular task. In 2014 the IPE programme was piloted at the Faculty of Health Sciences (FoHS), University of the Free State (UFS), and fourth year undergraduate students from the FoHS participated. Facilitators are staff from the different Schools of the FoHS, UFS, who assist small groups of undergraduate students to achieve the key outcomes/ competencies of the IPE programme. This study investigated the facilitators’ perspective, their opinions and attitudes, on the current and future IPE programmes at the FoHS, UFS. A quantitative cross-sectional study was designed by the researcher to investigate the facilitator’s perspective. The objectives of the study included determining the facilitator’s perspective on the current and future IPE programmes. Through the literature review the need for IPE and collaborative practice were identified. The facilitators’ perspective, students’ perspective and the delivery of an IPE programme were also identified. An online survey was emailed to all facilitators who had participated in the last IPE programme in 2015. The findings from the closed-ended questions were analysed and described. Findings from the open-ended questions were tabulated according to themes, categories and subcategories. All findings were discussed and summarised by the researcher. The study generated information on the facilitators’ perspective of the IPE programme that may be valuable in assisting programme coordinators in the development of future IPE programmes. Results indicated that not all facilitators were properly prepared for their role and the challenges they faced while conducting IPE sessions. Facilitators identified the need for additional training on the principles of IPE, conducting small group discussions and debriefing. Shortcomings of the current IPE programme, which do not allow for all students to actively participate with the specific case study, and a need to improve training of the standardised patients (SPs) were identified. Suggestions for future case studies were also made, i.e. to include the psychosocial aspects that can also affect the health of a patient. The study confirmed that key outcomes/ competencies of the IPE programme were being achieved. Facilitators were benefiting from the IPE programme not only by learning about the other healthcare professions but also in terms of their own personal growth and development. The study concludes with recommendations by the researcher to IPE programme coordinators. Undergraduate students should be better prepared regarding what is expected of them. Only facilitators who have completed a preparatory workshop should participate as a facilitator. The workshop should include the principles of IPE, facilitating small group discussions, conducting debriefing sessions and how to manage potential pitfalls that could arise during a session. SPs should be well informed regarding their role for the case study in order to deliver feedback to students. Case studies should be constructed to allow for active participation from all professions. Undergraduate psychology and social work students should be included in future IPE programmes to address the biopsychosocial model of health and illness.
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
Factors that influence the academic performance of medical students with prior tertiary education
(University of the Free State, 2016-05-06) Berghout, Esther; Nel, P. P. C.
An in-depth study was carried out with a view to provide the School of Medicine, University of the Free State, with more insight into the academic performance of senior students (i.e. students with prior tertiary education) and factors influencing the performance in their medical studies. Many studies have been done to investigate the influence of factors on academic performance with a view to enhance understanding of academic performance, to predict academic performance and to select the students who are best equipped to study medicine. Many factors have been identified and measured in the past years, but no study has focussed on the factors that influence the academic performance of senior students specifically. In this study, the specific characteristics of senior students were identified and analysed for having influence on academic performance. The research methods comprised a literature review, a retrospective-cohort study (quantitative data) and semi-structured interviews (qualitative data). The literature review provided the study with a theoretical framework. Recent and relevant studies were used to gather information about characteristics of senior students, factors that have an influence on academic performance and student selection. Quantitative data were gathered from the database of the University of the Free State to measure and compare the academic performance of senior students with the rest of the class. The quantitative data underwent statistical analyses to identify factors that influence the academic performance of senior students. Semi-structured interviews were conducted with the intent to include personal experiences, opinions and ideas of the senior students on their academic performance and the influence of their previous studies and other factors. The quantitative and qualitative results were combined when the results were interpreted and discussed. Different factors that were found to have an influence in previous studies were confirmed, new factors were found and a few results differed from what was found in the literature. Different characteristics of senior students were identified in the semi-structured interviews; factors such as intrinsic motivation, maturity and more awareness of learning style have a positive influence on academic performance. Social division from the rest of the class, financial strain and family commitments, however, have a negative influence on academic performance. The type of previous tertiary education had a limited influence on academic performance. The number of previous courses and the number of years studied were found to have an influence (two or more courses and more than five years have positive influence). Many students were of the opinion that their previous tertiary education helped them in the transition to medical school. The quantitative data analysis concluded that students with a Health Profession background perform significantly better than the other senior students in first and second year. Non-Science students start their medical studies significantly better than biomedical science students in the first year, but their performance drops far below the class average over time. A Biomedical Science background has a lower pass rate in the first year compared to students who study Biomedical science for only one year. Demographic factors that were found to have a positive influence in every year were female gender and studying in the mother language. Older age showed to have a negative influence on academic performance in fourth and fifth year. The findings of this study made a valuable contribution to the knowledge base of health professions education. The study ends with a list of recommendations with regard to student selection and student support and development as well as further research. The sound research approach and methodology ensured quality, reliability and validity.
Open Access
A feasible diabetes management guideline for primary health care practitioners in the Free State for workplace learning
(University of the Free State, 2020-08) Rossouw, Maria Magdalena; Adefuye, A. O.; Reid, M.
There is overwhelming proof that the management that patients with diabetes mellitus (DM) receive in the primary health care (PHC) settings is not adequate, causing poor control of DM and resultant complications. This poor PHC setting management of DM occurs in spite of the existence of multiple guidelines produced both nationally and internationally, and which is specifically aimed at DM management. The aim of this study was to develop a feasible, primary care DM management guideline for the Free State in order to bridge the knowledge gap of PHC practitioners and consequently improve DM management. The four objectives of this study were thus defined as doing a comparative study of current national and international DM management guidelines and trends; analysing the Adult Primary Care 2016/2017 (APC 2016/2017) its quality; studying the elements of what equates to a feasible PHC setting management guideline; and finally developing a feasible, new DM guideline by synthesizing all of the collected and analysed data. The study was designed as a desktop study with four distinct phases, each linked to a study objective. Phase I encompassed the comparative analysis of the major, referenced national and international DM management guidelines with the APC 2016/2017. Phase II entailed the evaluation of the quality of the APC 2016/2017 two tools as applied by four independent assessors. Phase III consisted of a literature review to contextualise the qualities and characteristics inherent in feasible PHC setting guidelines. In Phase IV of the study, the new management guideline was developed by synthesizing all of the data gathered in the first phases. The newly developed DM management guideline improved on the content of the APC 2016/2017 international and national DM guidelines. A concerted effort was made to enhance the feasibility of the new guideline by incorporating the features inherent in feasible guidelines, especially in terms of ease of use, incorporation of multi-morbid conditions, and clarity of presentation. The end-product of this study is a new DM management guideline, aimed at patients in the PHC setting in the Free State, which contains the features that should enhance its feasibility in this setting. Due to the known application of guidelines as tools for workplace learning, this new guideline was designed to be used as an educational tool during workplace learning and training sessions. Uptake of the new guideline in the PHC setting by means of a pilot study and implementation will improve the knowledge and confidence of PHC practitioners in the Free State. This improvement in DM knowledge will, in turn, have a positive impact on the management and general health of patients with DM in the Free State PHC setting.
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.