1,720,957 research outputs found
Mental health is a journey: Exploring the psychological well-being of medical interns in the province of KwaZulu-Natal, South Africa and a pilot support intervention.
No full textDoctoral Degree. University of KwaZulu-Natal, Durban.Medical interns are susceptible to psychological harm; there is significant research evidence that affirms resilience can be beneficial to mitigating psychological distress experienced. Literature related to resilience of healthcare professionals tended to overlook the mental well-being of medical interns during their internship training. It is therefore important to understand how the hospital environment influences the development of resilience in interns. Resilience refers to an individual being able to return to a state of emotional stability after having experienced trauma. Studies suggest the need for supportive interventions being available to healthcare professionals. Interventions are more effective if they are designed to serve the needs of a specific group of healthcare professional. For the purposes of this study, psychological wellbeing (PWB) is encapsulated into components, namely burnout, resilience and mindfulness. The purpose of this study is to explore the relationship between the PWB, burnout and resilience of medical interns. Interns participated in an eight week online mindfulness course to understand further insight into mindfulness practice and the affect that it can have on their PWB. A mixed-method study design using methodological triangulation was employed. Medical interns at state hospitals from year 1 and year 2, namely from Addington, King Edward VIII , R.K. Khan, Prince Mshiyeni and Wentworth state hospitals in eThekwini, KwaZulu-Natal (KZN), were sampled as these hospitals offered a high intake for internship training. The study consisted of three phases; the initial phase consisted of questionnaires, followed by semi-structured interviews and lastly, the appropriateness of an online Mindfulness course. Questionnaires assess the PWB, perceived levels of burnout and resilience of medical interns. Semi-structured interviews explored medical interns’ experiences during their internship training and investigated the psychological support offered and/or utilised by interns. Lastly, the online Mindfulness course for an eight week duration gathered pre-test and post-test data. Information gathered from this study will be used to inform decision-making changes to better the internship experience of interns. The medical fraternity could look into developing a sustainable support structure for interns to have throughout their internship journey. The data for the study was collected online due to the circumstances of the current global pandemic, COVID-19. Mindfulness techniques learnt during internship assists in maintaining a positive PWB, which interns can apply to their medical career thereafter
Bridging Ubuntu Pedagogy and Out-of-classroom Spaces in Professional Training: Reflecting on Ad Hoc Group Supervision
Full text linkProfessional training in psychology is demanding. Part of professional training is psychotherapy supervision, and inherent to this process is professional identity development. Psychotherapy supervision is an ethical prerequisite but often operates outside of the formal curricula. As psychotherapy supervisors, we forged an additional space through ad hoc group supervision. The agenda of this space was to facilitate growth and the development of professional identity by foregrounding collegiality, peer engagement, and a space removed from the evaluatory aspect of the curriculum. We use collaborative autoethnography (CAE) in this paper to reflect on our role as the two supervisors within this group psychotherapy supervision space over the last couple of years and how this has operated as an out-of-classroom experience that facilitated development and professional identity formation, as well as the challenges that arose in this space. Three key themes emerged. The first highlights the psychotherapy supervision space, sometimes called clinical supervision. The second discusses the value of the out-of-classroom group created and its utility in facilitating learning. Lastly, we argue for interconnectedness and lessons learnt from creating these out-of-classroom supervision groups. We argue that adopting a posture of Ubuntu in how we interact with students creates a safer environment for learning, particularly outside of the formal classroom environment. We also recognise that this offering was limited by not having student voices and therefore privileges the perspective of supervisors
The experience of Black medical specialists in training at two medical schools in the Western Cape
Full text linkThesis (PhD)--Stellenbosch University, 2019.ENGLISH ABSTRACT: Medical education has seen the increase of previously marginalised groups (Black, female,
disabled) in undergraduate training. However, this shift is not as noticeable at postgraduate
level. This has led to a number of calls for the transformation of medical education. Recent
student protests in South Africa have illuminated issues of access and citizenship in higher
education and have led to urgent calls for decolonised curricula and the transformation of
higher education institutions. There are contestations regarding what transformation really is,
with arguments suggesting that while policies exist, there is a huge gap between policy and
practice. In order to realise the efforts of transformation, it is important to understand the
lived experiences of students in South Africa. This study looks at the experiences of medical
specialists in training (registrars) at Stellenbosch University (SU) and the University of Cape
Town (UCT). The concept of race trouble was used to conceptualise the racialised experience
of registrars in relation to their training and the extent to which they felt a sense of belonging.
The dissertation also theoretically explores Black subjectivity in post-apartheid South Africa
by looking at how the persistence of coloniality in historically advantaged institutions
presents itself, and shapes the experience of higher education. The intersection of race, class
and gender is also briefly discussed in this body of work; however the main focus is on race
and the experience thereof within medical training. Due to recent conversations about the
pace at which historically advantaged institutions are transforming and what this really
means, I set out to explore the day-to-day experiences of medical specialists in training at SU
and UCT. A qualitative research design was employed. A total of 19 semi-structured,
individual interviews were conducted with 11 registrars from both SU and UCT. Initial
themes from the interview data were presented to a group of registrars in a form of a focus
group for the purpose of respondent validation. Thematic analysis was used to code and
analyse the data. This was done in efforts to find patterns and themes for interpretation. Registrars mostly spoke about their undergraduate experiences, but also reflected on their
current training. Results highlighted the complexity on the road to medical specialisation. The
core finding related to the level at which registrars felt they had access to supportive
structures. As such, one of the most salient themes in the data is the sense of registrars not
feeling at home at these institutions, and they highlighted a need for more support and
mentorship structures. The data show that there is still a need to discuss what deep
transformation in higher education can look like in the future.
Keywords: Black Medical Registrars, Race Trouble, Transformation, Higher Education,
Institutional Racism, Medical Education, South AfricaAFRIKAANSE OPSOMMING: Voorheen benadeelde grope (swart, vroulik, gestremd) betree toenemend mediese opleiding
op voorgraadse vlak. Hierdie skuif is egter minder sigbaar op nagraadse vlak, wat op sy beurt,
die transformasie van mediese opleiding vertraag. Die onlangse Suid-Afrikaanse
studenteproteste het kwessies rakende toeganklikheid en burgerskap in hoër onderwys aan die
lig gebring en, op sy beurt, aanleiding gegee tot ‘n drigende beroep vir die dekolonisering van
kurrikulum en die transformasie van hoër onderwys instellings. Die ware betekenis van
transformasie is debateerbaar en argumente hou voor dat, alhoewel beleide in die verband wel
bestaan, daar steeds ‘n groot gaping tussen beleid en praktyk is. Dit is dus belangrik om die
belewenisse van Suid-Afrikaanse studente te begryp binne konteks van transformasie In
hierdie studie word die belewenisse van mediese opleidingsspesialiste (registrateurs) aan die
Universiteit van Stellenbosch (SU) en die Universiteit van Kaapstad (UK) ondersoek. Die
rasverwante opleidingsbelewenisse van die registrateurs asook hulle gevoel van behoort is
deur middel van die rasse-probleme “race trouble” konsep gekonseptualiseer. Die
verhandeling ondersoek ook, op ‘n teoretiese wyse, swart subjektiwiteit in post-Apartheid
Suid-Afrika. Dit sluit ‘n ondersoek na die voorkoms van volgehoue kolonialiteit binne
histories bevoordeelde instellings in, asook die wyses waarop laasgenoemde die belewenisse
van hoër onderwys beïnvloed. Hoewel die kruising van ras, klas en gender ook kortliks in
hierdie werk bespreek word, bly ras en die belewenis hiervan binne mediese opleiding die
oorhoofse fokus van hierdie werk. As gevolg van die onlangse gesprekke rakende die pas
waarteen histories bevoordeelde instellings transformeer en die dieper betekenis hieraan
verbonde, is die daaglikse belewenisse van mediese opleidingsspesialiste aan US en UK
begin ondersoek. ‘n Kwalitatiewe navorsingsontwerp is gevolg. Negentien individuele, semigestruktureerde
onderhoude is gevoer met elf registrateurs van beide US en UK. Die
aanvanklike temas is in fokusgroep formaat vir ‘n groep registrateurs aangebied. Dit het dus ook gedien as respondente validering. Data is volgens die tematiese data-analise metode
gekodeer en ge-analiseer. Hierdie metode het patrone en temas vir interpretasie aan die lig
gebring. Registrateurs het grotendeels hul voorgaadse ondervinge bespreek, maar hulle het
ook op hul huidige opleiding gereflekteer. Bevindinge het die komplekse opgang na mediese
spesialisering na vore gebring. Die kern bevinding behels die mate waarin registrateurs
toegang tot ondersteuningsnetwerke ervaar het. Een van die mees opvallendste temas wat
voortgespruit het uit die data is dat die registrateurs nie tuis voel binne hierdie instellings nie.
Hulle het ook die behoefte aan verhoogde ondersteuning en mentorskapsstruktuur uitgewys.
Die data dui op die behoefte aan voortgesette gesprekke rakende die wyse waarop ware
transformasie in hoër onderwys in die toekoms daarna kan uitsien.
Sleutelwoorde: swart mediese registrateurs, rasse-probleme “race trouble”, transformasie,
hoër onderwys, institusionele rassisme, mediese opleiding, Suid-AfrikaDoctora
What Is Happening Here?: An Auto-Ethnographic Account of an Emerging Woman Academic’s Entry into the Academy in South Africa
Full text linkThis paper offers a critical auto-ethnographic account about navigating entry into the academy as an emerging woman academic. In this paper, I reflect on the multiple intersecting positions I inhabit to draw attention to the tensions often experienced by black women in the academy. I also allude to tensions inherent in being a psychologist and an academic. The paper aims to bring to the fore the dynamics that perpetuate black women academics’ sense of nonbelonging, voicelessness, and stagnation. Through my narrative, I critically discuss the concepts of time, space, temporality, emotion, and gender within the academic environment and how these elements intersect to shape experience. I make partial reference to feminist thought and critical psychology to drive the conversation about structural issues that persist within the academy that result in the feeling of dis-ease. I also argue that perhaps this dis-ease is the starting point for us to look at what is happening and move towards a radical or reimagined academy. Through this process, I recognised how I became violently silent and disillusioned but emerged hopeful that constant processes of confrontation such as this will eventually create a home for us
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Variations on the Author
Full text link“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
Full text linkWe 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
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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