1,722,385 research outputs found
Content analysis of the South African MMed mini-dissertation
Get PDFBackground. There is no baseline information on the South African (SA) MMed mini-dissertation, which became a compulsory (and controversial) research component for specialist registration in 2011.Objective. To obtain evidence-based information regarding the current composition of the research output of the MMed mini-dissertation.Methods. SA MMed mini-dissertations (N=307) were downloaded from electronic theses and dissertation websites and 8 university repositories that provide specialist training. Fourteen variables were noted for each mini-dissertation, the data were entered into an Excel (2016) (Microsoft, USA) spreadsheet and analysed using descriptive statistics.Results. The 307 mini-dissertations, representing 24 of the Colleges of Medicine of SA, were submitted from 1996 to 2018, mainly in monograph format (76%) and almost equally divided between prospective and retrospective studies. Observational studies predominated, with meta-analyses, systematic reviews and randomised controlled trials comprising 5% of the sample. Although quantitative investigations dominated (82%), just less than half of these used statistics to test variables. Confirmed ethical compliance improved from 41% in pre-2011 dissertations to 83% for dissertations submitted during 2015 - 2018.Conclusions. This study provides descriptive data on the SA MMed mini-dissertation. Comparisons indicate that the MMed research component compares favourably with the content and research approach of similar international specialist trainee research outputs
Sc@mmed: Online Identity Theft
No full textBouncing between Canada and the U.S., Sc@mmed exposes an urgent problem of global proportions: phishing, the illegal gathering of others' personal information online in order to steal all their money—and even their identities. Through the cautionary stories of two people who got burned, this program shows how cybercriminals use scam spam and spoof Web sites to trick people into willingly giving up their most sensitive financial and personal information. Crooks go phishing all around the world every day; help your students avoid becoming their next victims. (25 minutes
Comparison between MMed Anaesthesia programmes in the SADC
Get PDFObjectives. There are 19 physician anaesthesia training programmes within the 16 Southern Africa Development Community (SADC) region countries, all based in 7 countries. With a new MMed Anaesthesia programme starting in Botswana, the study sought to compare the curricula of these programmes, identifying the similarities and differences.Design. Course programme directors were contacted for information, other information was sought from the Internet and following up literature references. Follow-up telephone and email conversations were used to fill in gaps where possible. Document analysis and tabulation of results were done.Results. Of the 19 programmes there was little or no information on 6 (2 in the Democratic Republic of the Congo (DRC) and 4 in Madagascar). Of the remaining 13 programmes, 8 are in South Africa. The South African and Botswana programmes use competency-based training (CBT) and use both the college Fellowship and the MMed simultaneously. The remaining programmes in Zimbabwe, Malawi and Tanzania use a traditional curriculum and are entirely MMed programmes. In general the faculties are small, resulting in small trainee intakes. Programme duration is generally 3 years in East Africa (including Tanzania – a SADC member) and 4 years in Southern Africa. Entry requirements are generally similar but internal organisation of the courses differs. This is important for meeting regional harmonisation policies.Conclusions. This paper adds to the literature and discusses some of the key issues facing training programmes in the region. A mixture of College Fellowship- and university-based MMed programmes with new thinking on curriculum will be required to grow the specialty’s role in service delivery.AJHPE 2012;4(1):22-27. DOI:10.7196/AJHPE.15
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
The impact of the MMed research requirement on registrar training and specialist registration in South Africa: An internet e-survey
Get PDFBackground. Since 2011, the Health Professions Council of South Africa (HPCSA) requires completion of a Master of Medicine (MMed) research component by registrars, before specialist registration.
Objective. To determine the impact of the research requirement on training and specialist registration.
Methods. A closed, de-identified cross-sectional e-survey was distributed to College of Medicine of South Africa (CMSA) Fellows passing their specialist examination between 2018 and 2022. The primary outcome was the proportion of registrars completing their MMed and clinical training within the stipulated time. Secondary outcomes were: (i) proportion unlikely to complete the MMed during training; (ii) factors contributing to MMed completion; (iii) publication rates; and (iv) whether a structured learning programme was preferred for research methodology. A Likert scale identified factors influencing completion, including administrative aspects (supervision, statistical support, ethics approval process, time allocated for research, funding, and marking timelines), and the influence of the requirement for the performance of research on mental wellness.
Results. The survey invitation was emailed to 3 646 participants; 564 (15.5%) responded, across 26 specialist CMSA disciplines. Overall, 273/564 (51.6%) specialists completed their MMed research component and CMSA examinations within the stipulated registrar training completion time. For secondary outcomes, 230/563 (40.8%) respondents required extension of the stipulated training time. In 291/564 (48.4%), the MMed was not completed during the stipulated training time, with 61/291 (21.0%) respondents not receiving an extension for completion. For 183/563 (32.5%) respondents, MMed submission was required by the university before specialist examination. Of these, 121/183 (66.1%) wrote their examination within the training time; 44/183 (24%) within 6 months of completion; and 18/183 (9.8%) >6 months after completion.
Likert scale responses showed that >50% of respondents considered all the factors being assessed to be a barrier to the conduction of their research, with the exception of good supervision (304/563, 54%). The strongest associations with successful completion of the MMed research were good supervision (54%), access to statistical support (40%), and an uncomplicated and efficient ethics approval process (39.6%). Overall, 229/564 (40.62%) MMed research components were published. A structured research learning programme was preferred by 413/564 (73.2%) respondents. A total of 335/564 (59.4%) indicated that the MMed did not add value to training.
Conclusion. Nearly half of registrars could not register as specialists when their training was complete, due to non-completion of their MMed research component. All the factors examined were considered to be contributing to non-completion of the MMed by the majority of participants, with the exception of access to good supervision. A structured integrated learning programme, including research methodology, statistics, appraisal of the literature, and scientific writing, should be introduced as an alternative to the requirement for original research, which should no longer be compulsory. Registrars wishing to do original research should be strongly supported
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
But is it publishable? Mastering the MMed message
Get PDFThe research requirement for South African specialist registration offers opportunities and challenges. For some clinicians it may spark a lifelong interest in clinical investigation, while for many others it may provide a potential publication opportunity. Integrating the specific requirements of an MMed mini-dissertation with those of standard medical publications can be difficult for first-time authors and their supervisors; published guidance caters to full-length laboratory Master’s or doctoral research. We suggest that research is more likely to be publishable if it is locally relevant, has a clear clinical message and is coherently presented
The self-reported prevalence of mehylphenidate use by Maste of Medicine (MMed) students registered at a South African university
Get PDFThesis (MMed) -- Stellenbosch University, 2022.ENGLISH ABSTRACT: Background. Methylphenidate is mainly used for the treatment of attention-deficit hyperactive-disorder (ADHD). Its effect of increased attentiveness leads to the potential of
off-label use by students for academic enhancement - previously demonstrated in
undergraduate students. No publication exists on postgraduate student use of
methylphenidate.
Objectives. To provide a summary of the self-reported prevalence and correlates of
methylphenidate use in Masters of Medicine (MMed) students registered at the Faculty of
Medical and Health Sciences of a South African university.
Methods. A cross-sectional study was conducted. Data was collected via a self-administered
anonymous online questionnaire distributed by email to 505 registered MMed students.
Results. Of the 253 responses (response rate 50.1%) received 71 (28.1%) have used
methylphenidate. Only 2.4% have been diagnosed with ADHD. The majority (73.2%) obtained
it without a formal medical consultation. Self-prescription (26.8%) and prescription by a
colleague without consultation (23.9%) contributed significantly. Academic performance
enhancement was the primary motivation for use in 71.8% and 42.3% of users started using
methylphenidate while registered as an MMed student. There was no statistically significant
difference in terms of gender (p=0.151), age (p=0.288) or year of study (p=0.149).
Conclusions. Off-label use of methylphenidate is prevalent in MMed students registered at
this South African university. The prevalence is significantly higher than in undergraduate
medical students. The non-conventional means of access is of great concern. Efforts should
be made to discourage self-prescription, educate students on the dangers of
methylphenidate use, promote better access regulation and enhance psychological support.AFRIKAANS OPSOMMING: Agtergrond. Metielfenidaat word hoofsaaklik voorgeskryf vir die behandeling van aandag gebrek-hiperaktiwiteit-sindroom (AGHS). Die effek van verhoogde aandagspan lei tot
potensiële misbruik deur studente vir akademiese doeleindes. Dit is voorheen in voorgraadse
studente beskryf. Geen publikasie bestaan rakende die gebruik van metielfenidaat deur
nagraadse studente nie.
Doelstellings. Om ‘n opsomming van die selfgerapporteerde voorkoms van metielfenidaat
gebruik in Magister van Medisyne (MMed) studente geregistreer aan die Fakulteit van
Gesondheidswetenskappe van ‘n Suid-Afrikaanse universiteit te beskryf.
Metodes. ‘n Beskrywende deursnitstudie is uitgevoer. Data is by wyse van ‘n anonieme
webgebaseerde vraelys bekom. Dit is per e-pos aan 505 geregistreerde MMed studente
versprei.
Resultate. Van die 253 reaksies ontvang (reaksie syfer 50.1%) het 71 (28.1%) metielfenidaat
gebruik. Slegs 2.4% is met AGHS gediagnoseer. Die meerderheid (73.2%) het dit sonder ‘n
mediese konsultasie bekom. Voorskrifte aan self (26.8%) en voorskrif deur ‘n kollega sonder
konsultasie (23.9%) het grotendeels bygedra. Akademiese bevordering was die primêre
doelwit vir gebruik in 71.8% van gebruikers en 42.3% het gedurende MMed studies dit die
eerste maal gebruik. Daar was geen statistiese verskil in terme van gebruik in geslag
(p=0.151), ouderdom (p=0.288) of jaar van studie (p=0.149) nie.
Afleidings. Nie-mediese gebruik van metielfenidaat gebruik is prevalent in MMed studente
aan hierdie Suid-Afrikaanse universiteit. Die voorkoms is aansienlik hoër as in voorgraadse
mediese studente. Die onkonvensionele metodes van toegang is kommerwekkend. Pogings
moet aangewend word om voorskrifte aan self te beperk. Studente moet opgevoed word oor
die gevaar van metielfenidaat misbruik, beter toegangbeheer moet toegepas word en
sielkundige ondersteuning moet gebied word.Master
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