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| Title : | Using Portfolios to Assess Professional Competence and Development in Medical Laboratory Sciences | | Authors: | Chinyere Ezeala; ChristianOkwudili Ezeala; MercyDafiewhare; Ephraim O. | | Publisher: | Pretoria [South Africa] : Health & Medical Publishing Group | | Publication Date: | 2010 | | Series: | African Journal of Health Professions Education, ISSN 2226-7220 No. 1(2); 15-16; tab.  | | Uniform Titles: |
African Journal of Health Professions Education
| | Layout: | Journal Article | | ISSN (or other code): | 2078-5127 | | Languages : | English | | Keywords: | Health Occupations educationProfessional CompetenceLaboratory Proficiency Testing Health Occupations educationProfessional CompetenceLaboratory Proficiency Testing | | Abstract: | Background:Portfolios have been recommended for the assessment of professional development. To stimulate engagement and assess professional development during laboratory training; portfolio assessment was proposed for the final year BMLS and DMLT programmes in Kampala International University. Work Done The students undergoing clinical laboratory training in teaching hospitals; and engaged in routine laboratory services under supervision of qualified Medical Laboratory Scientists; composed a portfolio detailing their daily experiences; work done; and lessons learned. Their supervisors and facilitators provided daily feedback and endorsed their entries. The portfolios were examined at the end of training by faculty staff and external examiner through oral presentation and interviews. Rating rubric considered quality of presentation; portfolio content; demonstration of progressive development; and ability to make professional judgment. Students' and assessors' acceptance of this instrument was determined with questionnaire. Results 72of the students and assessors accepted the method. Many students reported that it improved commitment to training; encouraged reflection; and allowed for frequent feedback. Many believed that it was a rational assessment; but it was time consuming. 88of the participants would welcome it as a supplement to the standard tests.Conclusions:The portfolio assessment was well accepted; rational; and provided a valid assessment of student engagement and progression during professional training.Take Home Message The inclusion of portfolio assessment in Medical Laboratory Sciences Education provided valid assessment of students' engagement in training and professional development over time. |
Using Portfolios to Assess Professional Competence and Development in Medical Laboratory Sciences [] / Chinyere Ezeala; ChristianOkwudili Ezeala; MercyDafiewhare; Ephraim O. . - Pretoria (South Africa) : Health & Medical Publishing Group, 2010 . - : Journal Article. - ( African Journal of Health Professions Education, ISSN 2226-7220; 1(2); 15-16; tab.) . ISSN : 2078-5127 Work : African Journal of Health Professions EducationLanguages : English | Keywords: | Health Occupations educationProfessional CompetenceLaboratory Proficiency Testing Health Occupations educationProfessional CompetenceLaboratory Proficiency Testing | | Abstract: | Background:Portfolios have been recommended for the assessment of professional development. To stimulate engagement and assess professional development during laboratory training; portfolio assessment was proposed for the final year BMLS and DMLT programmes in Kampala International University. Work Done The students undergoing clinical laboratory training in teaching hospitals; and engaged in routine laboratory services under supervision of qualified Medical Laboratory Scientists; composed a portfolio detailing their daily experiences; work done; and lessons learned. Their supervisors and facilitators provided daily feedback and endorsed their entries. The portfolios were examined at the end of training by faculty staff and external examiner through oral presentation and interviews. Rating rubric considered quality of presentation; portfolio content; demonstration of progressive development; and ability to make professional judgment. Students' and assessors' acceptance of this instrument was determined with questionnaire. Results 72of the students and assessors accepted the method. Many students reported that it improved commitment to training; encouraged reflection; and allowed for frequent feedback. Many believed that it was a rational assessment; but it was time consuming. 88of the participants would welcome it as a supplement to the standard tests.Conclusions:The portfolio assessment was well accepted; rational; and provided a valid assessment of student engagement and progression during professional training.Take Home Message The inclusion of portfolio assessment in Medical Laboratory Sciences Education provided valid assessment of students' engagement in training and professional development over time. |
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http://www.ajhpe.org.za/index.php/ajhpe/article/viewFile/44/18URL | | |
| Title : | Is temperament a Key to the Success of Teaching Innovation? | | Authors: | Blitz; JuliaVan Rooyen; MarietjieCameron; DavidPickworth; GlynisDu Toit; Pieter | | Publisher: | Pretoria [South Africa] : Health & Medical Publishing Group | | Publication Date: | 2010 | | Series: | African Journal of Health Professions Education, ISSN 2226-7220 No. 1(2); 17-20; tab. | | Uniform Titles: |
African Journal of Health Professions Education
| | Layout: | Journal Article | | ISSN (or other code): | ISSN:2078-5127 | | Languages : | English | | Keywords: | TemperamentTeaching methodsStudents TemperamentTeaching methodsStudents | | Abstract: | Introduction A section of the undergraduate curriculum was revised due to consistently poor student evaluation. The chosen didactic method for achieving this change was reciprocal peer teaching. This innovation may have required academic members of staff to adapt to a new teaching style.Method. Staff members determined their Keirsey temperament and were given a report on its interpretation. They participated in training on student-focused teaching techniques and completed the Approaches to Teaching Inventory (ATI) of their preferred approach to teaching. Their subsequent sessions with students were videotaped and analysed for features of student-focused; as opposed to teacher-focused; teaching.Results. There was a link between temperament type and apparent delivery of student-focused teaching. Staff members' perceptions of their approach to teaching did not correspond to their actual teaching behaviour.Discussion.Staff development strategies could take into account individual temperaments in order to direct their professional development for the full spectrum of flexible teaching skills. Alternatively; teaching teams should be created in a way that takes account of different temperament types.Conclusion. Temperament does play a key role in adaptation to innovation. |
Is temperament a Key to the Success of Teaching Innovation? [] / Blitz; JuliaVan Rooyen; MarietjieCameron; DavidPickworth; GlynisDu Toit; Pieter . - Pretoria (South Africa) : Health & Medical Publishing Group, 2010 . - : Journal Article. - ( African Journal of Health Professions Education, ISSN 2226-7220; 1(2); 17-20; tab.) . ISSN : ISSN:2078-5127 Work : African Journal of Health Professions EducationLanguages : English | Keywords: | TemperamentTeaching methodsStudents TemperamentTeaching methodsStudents | | Abstract: | Introduction A section of the undergraduate curriculum was revised due to consistently poor student evaluation. The chosen didactic method for achieving this change was reciprocal peer teaching. This innovation may have required academic members of staff to adapt to a new teaching style.Method. Staff members determined their Keirsey temperament and were given a report on its interpretation. They participated in training on student-focused teaching techniques and completed the Approaches to Teaching Inventory (ATI) of their preferred approach to teaching. Their subsequent sessions with students were videotaped and analysed for features of student-focused; as opposed to teacher-focused; teaching.Results. There was a link between temperament type and apparent delivery of student-focused teaching. Staff members' perceptions of their approach to teaching did not correspond to their actual teaching behaviour.Discussion.Staff development strategies could take into account individual temperaments in order to direct their professional development for the full spectrum of flexible teaching skills. Alternatively; teaching teams should be created in a way that takes account of different temperament types.Conclusion. Temperament does play a key role in adaptation to innovation. |
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http://www.ajhpe.org.za/index.php/ajhpe/article/viewFile/43/19URL | | |
| Title : | Implementation and Outcome Evaluation of the Medical Education Partnership Initiative Biostatistical Reasoning Workshops for Faculty and Postgraduate Students at the University of KwaZulu-Natal; Durban; South Africa | | Authors: | Muzigaba; M. Thompson; M. L. Sartorius; B. Matthews; G. Nadesan-Reddy; N. | | Publisher: | Pretoria [South Africa] : Health & Medical Publishing Group | | Publication Date: | 2016 | | Series: | African Journal of Health Professions Education, ISSN 2226-7220 No. 8(1 Suppl 1); 87-91; fig. | | Uniform Titles: |
African Journal of Health Professions Education
| | Layout: | Journal Article | | ISSN (or other code): | 2078-5127 | | General note: | May-16 | | Languages : | English | | Keywords: | Medical EducationBiostatisticsEducationEvaluation Studies as TopicFacultyStudent Medical EducationBiostatisticsEducationEvaluation Studies as TopicFacultyStudent | | Abstract: | Background. There is a shortage of biostatistics expertise at the University of KwaZulu-Natal (UKZN); Durban; South Africa and in the African region. This constrains the ability to carry out high-quality health research in the region.Objectives. To quantitatively and qualitatively evaluate a programme designed to improve the conceptual and critical understanding of bio statistical concepts of UKZN health researchers.Methods. A 40-hour workshop in biostatistical reasoning was conducted annually between 2012 and 2015. The workshops were structured around interpretation and critical assessment of nine articles from the medical literature; with a mix of in-class sessions and small group discussions. Quantitative evaluation of the knowledge gained from the workshops was carried out using a pre- and post-workshop quiz; and qualitative evaluation of the workshop process was done using a mid-workshop questionnaire and focus group discussions.Results. For each year that the workshop was conducted; post-workshop quiz scores were significantly higher than pre-workshop scores. When quiz assessments from all 4 years of training were combined; the pretest median score was 55% (interquartile range (IQR) 40 - 62%) and the post-test median score was 68% (IQR 62 - 76%); with p0.0001 for the overall comparison of pre- v. post-scores. There was a general consensus among participants that the workshop improved their reasoning skills in biostatistics. Participants also recognised the value of the workshop in building biostatical capacity at UKZN. Conclusion. The workshops were well received and improved the critical and conceptual understanding of the participants. This education mode offers the opportunity for health researchers to advance their knowledge in settings where there are few professional biostatistician collaborators. |
Implementation and Outcome Evaluation of the Medical Education Partnership Initiative Biostatistical Reasoning Workshops for Faculty and Postgraduate Students at the University of KwaZulu-Natal; Durban; South Africa [] / Muzigaba; M. Thompson; M. L. Sartorius; B. Matthews; G. Nadesan-Reddy; N. . - Pretoria (South Africa) : Health & Medical Publishing Group, 2016 . - : Journal Article. - ( African Journal of Health Professions Education, ISSN 2226-7220; 8(1 Suppl 1); 87-91; fig.) . ISSN : 2078-5127 Work : African Journal of Health Professions EducationMay-16 Languages : English | Keywords: | Medical EducationBiostatisticsEducationEvaluation Studies as TopicFacultyStudent Medical EducationBiostatisticsEducationEvaluation Studies as TopicFacultyStudent | | Abstract: | Background. There is a shortage of biostatistics expertise at the University of KwaZulu-Natal (UKZN); Durban; South Africa and in the African region. This constrains the ability to carry out high-quality health research in the region.Objectives. To quantitatively and qualitatively evaluate a programme designed to improve the conceptual and critical understanding of bio statistical concepts of UKZN health researchers.Methods. A 40-hour workshop in biostatistical reasoning was conducted annually between 2012 and 2015. The workshops were structured around interpretation and critical assessment of nine articles from the medical literature; with a mix of in-class sessions and small group discussions. Quantitative evaluation of the knowledge gained from the workshops was carried out using a pre- and post-workshop quiz; and qualitative evaluation of the workshop process was done using a mid-workshop questionnaire and focus group discussions.Results. For each year that the workshop was conducted; post-workshop quiz scores were significantly higher than pre-workshop scores. When quiz assessments from all 4 years of training were combined; the pretest median score was 55% (interquartile range (IQR) 40 - 62%) and the post-test median score was 68% (IQR 62 - 76%); with p0.0001 for the overall comparison of pre- v. post-scores. There was a general consensus among participants that the workshop improved their reasoning skills in biostatistics. Participants also recognised the value of the workshop in building biostatical capacity at UKZN. Conclusion. The workshops were well received and improved the critical and conceptual understanding of the participants. This education mode offers the opportunity for health researchers to advance their knowledge in settings where there are few professional biostatistician collaborators. |
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