Research Articles (Office of the Dean: Health Sciences)
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Item Open Access Towards a conceptual framework in higher education anchored on social learning and social integration: transition, retention and graduation(Taylor and Francis Group, 2024) Tlalajoe-Mokhatla, NokuthulaThe global increase in enrolment in higher education (HE) has increased the diversity of students who access HE, which poses a challenge because we have a limited understanding of the way students experience HE institutions. This paper investigates why students dropout of HE and propose preventive measures. Dropout has adverse effects on student retention, graduation rates and experiences in HE in general. This paper represents a conceptual review based on secondary data. The paper suggests implementing a triadic conceptual framework using a conceptual review for social learning and integration, coupled with intentional support strategies, to reduce attrition and enhance retention and graduation rates. Soft determinants, such as the personal context, are crucial for addressing the social aspects of student interactions in HE. Empirical research in this field has predominantly focused on addressing high attrition rates through academic integration; few strategic approaches target social learning and integration despite their suggested potential to address the personal contexts of individuals in HE.Item Open Access A support framework to facilitate social learning and integration skills of first-year undergraduate medical students(South African Medical Association, 2024/07/31) Tlalajoe-Mokhatla, N.; van der Merwe, L. J.; Jama, M. P.𝗕𝗮𝗰𝗸𝗴𝗿𝗼𝘂𝗻𝗱. Limited research exists on medical students’ coping and adjustment skills, especially in the South African context. Stakeholders planning medical curricula need to be aware of emotional and communication skills that allow students to cope and adjust to stress associated with transitioning to medical studies. 𝗢𝗯𝗷𝗲𝗰𝘁𝗶𝘃𝗲. To design a support framework to facilitate first-year undergraduate medical students’ social learning and integration skills. 𝗠𝗲𝘁𝗵𝗼𝗱𝘀. This descriptive qualitative case study used multiple data collection methods, nominal group meetings and Delphi questionnaires to explore and understand undergraduate medical students’ challenges with social learning and integration factors. These insights were then used to develop the support framework. 𝗥𝗲𝘀𝘂𝗹𝘁𝘀. The support framework articulates levels of engagement and actions required to address social learning and integrated factors, namely under- preparedness, peer support, confidence, self-management, alienation and academic advice. 𝗖𝗼𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻. Implementing the proposed support framework on social learning and integration could facilitate the successful transition of first-year undergraduate medical students from high school to university. This framework aids students in dealing with social learning and integrated factors, such as under-preparedness, peer support, confidence, self-management and alienation as well as academic advice using contextualised and appropriate skills and tools.Item Open Access Elements of a safe learning environment: a student perspective(South African Medical Association, 2024) Kempen, E.; Labuschagne, M. J.; Jama, M. P.𝗕𝗮𝗰𝗸𝗴𝗿𝗼𝘂𝗻𝗱. There is evidence that any learning experience should happen in a safe learning environment as students interact, experiment and construct new knowledge. It is therefore important to investigate a learning environment from student perspectives on what elements will make them feel safe. 𝗢𝗯𝗷𝗲𝗰𝘁𝗶𝘃𝗲. This study aimed to identify the elements contributing to a safe learning environment for millennial optometry students. 𝗠𝗲𝘁𝗵𝗼𝗱𝘀. An intrinsic qualitative case study was undertaken with undergraduate optometry students from the University of the Free State, South Africa (N=68). An open-ended questionnaire was completed after applying nine different teaching-learning methods based on Kolb’s experiential learning cycle. To supplement the data, two focus group interviews (N=17) were also conducted. 𝗥𝗲𝘀𝘂𝗹𝘁𝘀. The response rate to the questionnaire was 99.42%, and 15 students participated in the focus group interviews. Students feel safe in an environment where they are familiar with each other, the educators and the surroundings. Peer learning also creates a safe and familiar environment. These elements create an environment where they feel safe to ask questions. Students value an environment where they can learn without influencing their marks or disadvantaging patients. They enjoy learning from their peers but also need personal contact with educators. Elements such as consistency and an achievable objective have also been identified. 𝗖𝗼𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻. The study findings suggest that to respond to the real learning environment needs of students, insights must be gained into their experiences and perceptions, thereby identifying their needs and suitable learning environment to optimise learning pedagogies.Item Open Access Interventions to improve young men’s utilisation of HIV-testing services in KwaZulu-Natal, South Africa: perspectives of young men and health care providers(Taylor & Francis, 2023) Ndlovu, Sithembiso; Ross, Andrew; Mulondo, Mutshidzi𝗜𝗻𝘁𝗿𝗼𝗱𝘂𝗰𝘁𝗶𝗼𝗻: HIV-testing services (HTS) are an important point of entry to prevention and treatment of HIV in South Africa. Despite the availability of HTS across the region and in SA, the uptake among men remains low, especially young men residing in rural and peri-urban communities. This study aimed to explore interventions that could improve the uptake of HTS among young men in KwaZulu-Natal. 𝗠𝗲𝘁𝗵𝗼𝗱𝘀: A descriptive exploratory qualitative study was conducted in which 17 young men and two health care providers in Ladysmith were purposively and conveniently sampled. Data were collected through semi-structured interviews using WhatsApp and landline audio calls between September and December 2021 and thematically analysed. 𝗥𝗲𝘀𝘂𝗹𝘁𝘀: An improvement in the health care provider attitudes and service delivery, establishment of adherence clubs for young people living with HIV, ensuring a diverse and balanced health care provider staff composition at primary health care facilities, and increased demand creation in spaces frequented by men are vital for enhancing access and utilisation of HTS among young men. Additionally, health care providers believe that the presence of male health care providers, investment in health education, prioritising men in the morning at the primary health care facilities, and the establishment of male clinics within communities as key factors in improving the uptake of HTS among young men. 𝗖𝗼𝗻𝗰𝗹𝘂𝘀𝗶𝗼𝗻: To attract and retain young men in HTS and in HIV treatment and care, several improvements at primary health care facilities need to be implemented. These should focus on addressing the specific needs and preferences of young men, ensuring their comfort and engagement in health care.Item Open Access Moringa oleifera: a review on the antiproliferative potential in breast cancer cells(MDPI, 2023) Moremane, Malebogo M.; Abrahams, Beynon; Tiloke, CharletteThe global burden of female breast cancer and associated deaths has become a major concern. Many chemotherapeutic agents, such as doxorubicin, have been shown to have adverse side effects. The development of multi-drug resistance is a common occurrence, contributing to chemotherapeutic failure. The resistance of breast cancer cells to drug treatment leads to a decline in the treatment efficacy and an increase in cancer recurrence. Therefore, action is required to produce alternative drug therapies, such as herbal drugs. Herbal drugs have been proven to be beneficial in treating illnesses, including cancer. This review aims to highlight the antiproliferative potential of Moringa oleifera (MO), a medicinal tree native to India and indigenous to Africa, in breast cancer cells. Although MO is not yet considered a commercial chemopreventive drug, previous studies have indicated that it could become a chemotherapeutic agent. The possible antiproliferative potential of MO aqueous leaf extract has been previously proven through its antioxidant potential as well as its ability to induce apoptosis. This review will provide an increased understanding of the effect that MO aqueous leaf extract could potentially have against breast cancer.Item Open Access Bedside teaching in optometry: a millennial view on an ancient teaching and learning method(AOSIS, 2023) Kempen, Elzana; Labuschagne, Mathys J.; Jama, Mpho P.Background: Bedside teaching is a key component of a positive learning environment where non-technical skills and professional attributes can be taught. It is also one of the few ways to transfer professionalism: a core competency in a health science curriculum. This study investigated the experiences and perceptions of optometry students on bedside teaching to improve its effectiveness, and tailor it to the needs of the millennial generation students. Aim: This study aimed to determine the experiences and perceptions of optometry students on bedside teaching (apprenticeship) during an ocular pathology clinic. Setting: The study was done at the Department of Optometry at the University of the Free State, South Africa. Methods: A qualitative case study was undertaken. All 17 final-year optometry students (N = 17) were invited to participate. Data were collected using an open-ended questionnaire. Content analysis was used to analyse the experiences and perceptions of the participants. Results: Bedside teaching is a generally well-perceived experience from the student’s perspective. The role of the supervisor was mentioned as the critical factor that facilitated learning, specifically learning by observing the application of theory and handling and treatment of the patient. Conclusion: This study showed that millennial students perceived bedside teaching positively and provided valuable insights into this teaching and learning method in an undergraduate optometry clinical education setting. Experiential learning benefited these millennial students who prefer learning by observation. Contribution: A blueprint for the learning triad in bedside teaching is provided for optometry educators to apply this teaching and learning method successfully according to the needs of the current generation of students.Item Open Access Role and value of simulation in plastic surgery education and training: recommendations for implementation(Central University of Technology, Free State, 2021) Nel, C. P. G.; Labuschagne, M. J.; Van Zyl, G. J.The aim of the study was to elucidate the role and value of simulation in postgraduate plastic surgery training. The research questions were: What are the role and value of simulation in postgraduate plastic surgery training? Is simulation useful in addressing the lack of opportunities for clinical exposure and practice? What are points of departure to consider for the use of simulation in training? Data were collected through semi-structured interviews with national and international experts in simulation and postgraduate education, and by a Delphi process collecting expert opinions of plastic surgeons. We discuss the role and value of simulation and matters to consider when contemplating the implementation of simulation. We also describe factors that influence and drive the implementation of simulation. The research outcomes resulted recommendations regarding the successful implementation of simulation in postgraduate plastic surgery training, thus indicating how simulation might be used to enhance learning and to improve students' knowledge, clinical competence, clinical skills, and professional conduct.Item Open Access Online faculty development in low- and middle-income countries for health professions educators: a rapid realist review(BMC, 2022) Keiller, Lianne; Nyoni, Champion; Van Wyk, ChantelBackground Health professions educators require support to develop teaching and learning, research, educational leadership, and administrative skills to strengthen their higher education role through faculty development initiatives. Where administration has pursued face-to-face and online faculty development initiatives, results have positively influenced health professions educators. There is limited evidence demonstrating how online faculty development works for health professions educators in low- and middle-income countries who engage in online health professions education (HPE) faculty development. Methods A Conjecture Map for online HPE faculty development courses identified candidate theories for a rapid realist review. The Conjecture Map and candidate theories, Community of Inquiry and the Conversational Framework guided the development of search terms and analysis for this review. Three searches using EbscoHost databases yielded 1030 abstracts. A primary and secondary research team participated in a multi-reviewer blinded process in assessing abstracts, selecting full-text articles, and data extraction. The primary research team analysed eight articles for this rapid realist review to answer the research question: How do online HPE faculty development courses work, or not work, in low- and middle-income countries? Data were analysed and mapped to the initial Conjecture Map and the research question. Results The research references US-based organisations forming partnerships with low- and middle-income countries, and who provide funding for online HPE faculty development initiatives. These initiatives design courses that facilitate learning through engagement from which participants report beneficial outcomes of professional and career development. The review does not clarify if the reported outcomes are generalisable for facilitators from low-and middle-income countries. The findings of this review demonstrate the role of a community of practice as the dominant mechanism through which the outcomes are achieved, based on a design that incorporates six triggering events. The design aligns the triggering events with the three categories of the Community of Inquiry—a theory for designing online learning environments. Conclusion Health professions educators in low- and middle-income countries can develop professional and interpersonal skills through a well-designed, specifically constructed online community that prioritises active discussion.Item Open Access An online multiple-choice microbiology game for undergraduate medical students: a case study(University of the Free State, 2012) Struwig, Daleen; Beylefeld, Adri; Hugo, Alwyn; Joubert, GinaEnglish: Educational games are increasingly used in medical curricula to enhance the process of mastering subject content. Students experience medical microbiology as an exceptional challenge because of unfamiliar terminology and the extensive volume of this field of study. Consequently, many students believe that medical microbiology could be a major contributor to failing an academic year. This article describes the use of an online multiple-choice game to improve students’ performance in the Infections module of their medical training programme. The results show that an informal approach to learning may be beneficial to students, even in tertiary institutions.