1,721,146 research outputs found
Development Software II (EXT YR 2): DEVS 2/0 / DEV 2130
No full textExamination on Development Software II (EXT YR 2): DEVS 2/0 / DEV 2130, Supp Jan 201
Die spanbenadering binne 'n psigiatriese hospitaal: 'n ondersoek en evaluering
No full textAfrikaans: Die doeI van die studie is om die doel treffendheid van die terapeutiese
omgevvingsbenadering binne 'n psigiatriese hospitaal te bepaal.
Tot op die stadium van die ondersoek bet die behandelingsmetode
betreklik ongekontroleerd plaasgevind en daar is 'n behoefte vir
evaluering ontstaan.
In die eerste hoofstuk word die motivering vir die ondersoek kortliks
bespreek. Omdat pasiënte dikwels siek word as gevolg van sosiale
beïnvloeding, is dit noodsaaklik om 'n omgewing te struktureer waar
optimum moontlikhede vir herstel sal bestaan.
In hoofstuk II word daar 'n oorsig van die geskiedenis van die behandeling
van "geestesversteurdes" met betrekking tot die begrippe
"behandeling" en "rehabilitasie" geskets. Vervolgens is daar ook
'n uiteensetting van resente navorsing oor die sosiale struktuur in
psigiatriese hospitale. Die bydraes van Sullivan Rowland, Anna
Freud, Maxwell Jones en Rapoport word kortliks bespreek.
Hoofstuk III dien as basis vir Edelson se model van 'n psigiatriese
hospitaalorganisasie. Dit bestaan uit 'n beskrywing van Parsons se
sisteemteorie van aksie waarvan die vier komponente (funksies) aanpassing,
motivering, integrasie en konsummasie die hooftema vorm.
Daar word ook gewys op raakpunte tussen die teorie en die klassieke
Psigo-Analise.
In Hoofstuk IV word die model gebruik om h teoretiese model vir 'n
psigiatriese hospitaalorganisasie daar te stel. Die vereistes in
terme van die vier funksies wat reeds genoem is, word volledig
uiteengesit.
In Hoofstuk V word daar gelet op konflikterende elemente wat stremminge
in die hospitaalorganisasie kan veroorsaak. Die stremminge is onlosmaaklik
'n deel van enige organisasie en daar word ook gelet op die
belang van konsultasie as meganisme om dit te hanteer.
Hoofstuk VI bestaan uit 'n gedetailleerde uiteensetting van die verskillende
subkollektiwiteite in h psigiatriese hospitaalorganisasie,
bv. die totale organisasie, die behandelingsubsisteem, die psigoterapeutiese
subsisteem, die sosioterapeutiese subsisteem, ens.
Daar word diagrammatiese voorstellings van die ideale model gegee.
Verder word daar ook aandag geskenk aan die equalitarian model wat
as grondslag vir die organisatoriese struktuur van die hospitaal moet
dien.
In Hoofstuk VII word die patalogie van kommunikasie in terme van Stanton
en Schwartz se ontleding bespreek. Daar word veral gelet op vier
soorte foute, nl. oorsprong-, oordrag-, kommunikasie metode- en
funksionele foute.
Die terapeutiese omgewingsbenadering word in Hoofstuk VIII bespreek
volgens Edelson se model. Daar word veral aandag geskenk aan die
sosioterapeutiese "outputs" (uitset) na die individu en op die
verhouding tussen sosio- en psigoterapie.
In Hoofstuk IX word hospitaal X volgens Edelson se modelontleed en
beskryf. Die verskillende subkollektiwiteite word in terme van die
vier basiese groepsfunksies ge-evalueer. Dit word gedoen deur bandopnames
van die verskillende groepe, nl. 'n aanpassings-, motiveringskonsummasie
en integrasiegroepe te ontleed. Die konkrete kollektiwiteite
waarvan die funksionering ontleed word, is die volgende -
'n Multidissiplinêrevergadering, 3 Gevallekonferensies en 'n Pasiëntvergadering.
Daar word tot die gevolgtrekking gekom dat die sosiale
dimensie onont beerlik in die behandeling van geestesversteurings is,
maar dat die benadering nog tekortskiet in sekere opsigte. Die redes
hiervoor word bespreek een'van die vernaamste is dat die sosioterapeutiese
funksie nog nie behoorlik gedifferensieer is nie, gevolglik
is dit veral konsultasie-fasiliteite wat ontbreek.
Ten slotte word die toekoms van die psigiatrie se hospitaal in Hoofstuk
X bespreek en is dit duidelik dat dit nog funksioneel is, alhoewel
daar n klemverskuiwing in die behandeling na die samelewing
is waarin die individu funksioneer. Daar word ook aandag aan teenkanting
teen die konsep van "Community Psychiatry" gegee. Laastens
word die toekoms van die terapeutiese omgewingsbenadering in
Hospitaal X in oënskou geneem
Community-based electrocardiography teaching and learning in semesters four and five of the UFS M.B.Ch.B. programme
No full textEnglish: 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.Afrikaans: Die huidige globale klem op toepaslike standaarde vir mediese onderrig en groter
publieke betrokkenheid deur hoër onderrig-instansies en die waarde van
elektrokardiografie as diagnostiese hulpmiddel het die navorser gestimuleer om hierdie
studie te doen.
Elektrokardiografie is wêreldwyd ‘n essensiële kern uittree-vlak bevoegdheid van
voorgraadse mediese programme. Alhoewel ‘n uitkomsgebaseerde kurrikulum by die
UV Mediese Skool in 2000 ingestel is, kan sekere aspekte van bevoegdheid-gebaseerde
onderrig (soos die registrasie en interpretasie van ‘n elektrokardiogram) aangepas
word en ingesluit word by uitkoms-gebaseerde kurrikulums.
Voor die aanvang van hierdie studie het ‘n voorlopige literatuur-oorsig aangetoon dat
min navorsing uitgevoer was ten opsigte van die gebruik van elektrokardiografie, as
onderrigtaak in gemeenskapsomgewings, in die prekliniese fase van mediese
kurrikulums.
Die breë einddoel van die studie was om die oorgang tussen elektrokardiografie
onderrig en leer in die prekliniese en kliniese fases van die UV mediese kurrikulum te
fasiliteer.
Die probleem, wat die navorsing se aanvang gestimuleer het, was dat meer inligting
benodig is ten opsigte van die praktiese uitvoerbaarheid van die implementering van
elektrokardiografie onderrig en leer in gemeenskapsomgewings gedurende semesters
vier en vyf van die UV voorgraadse M.B.,Ch.B. kurrikulum. Om die probleem aan te spreek, is twee navorsingsvrae geformuleer ten opsigte van
die generiese, konteks-spesifieke en taakspesifieke aspekte wat besluite ten opsigte
van die uitvoerbaarheid van die implementering van gemeenskapsgebaseerde take in
die prekliniese fase van ‘n Suid-Afrikaanse voorgraadse M.B.,Ch.B. kurrikulum
beïnvloed, asook die houdings en opinies van ‘n doelmatige steekproef van
Fakulteitslede ten opsigte van gemeenskapsgebaseerde elektrokardiografie leer in
semesters vier en/of vyf.
Om die navorsingsvrae te beantwoord, is twee navorsingsdoelwitte nagestreef ten
opsigte van die identifikasie van die hoof aspekte en -uitdagings wat besluite ten
opsigte van die uitvoerbaarheid van die implementering van gemeenskapsgebaseerde
take in die prekliniese fase van ‘n Suid-Afrikaanse voorgraadse M.B.,Ch.B. kurrikulum
beïnvloed, en die versameling van toepaslike kwantitatiewe en kwalitatiewe inligting
vanaf ‘n doelmatige steekproef van personeel by die UV Fakulteit van
Gesondheidswetenskappe.
Die eerste deel van die studie het bestaan uit ‘n omvattende literatuuroorsig, wat die
navorser gehelp het om tersaaklike sleutelaspekte te identifiseer vir gebruik in die
onderhoudskedule wat aangewend is vir die empiriese studie.
Die opname is gedoen met die oog op die formulering van ‘n effektiewe strategie om
die oorgang tussen die elektrokardiografie leer in die prekliniese en kliniese fases van
die UV M.B.,Ch.B. kurrikulum te fasiliteer en moontlik vier addisionele ure van
gemeenskapsgebaseerde leer in fase II van die kurrikulum in te sluit.
Twee-en-negentig (92) persent van die persone in die doelgerigte steekproef het
ingestem om deel te neem aan die studie en ‘n loodsstudie is uitgevoer om die
betroubaarheid, geldigheid en geloofwaardigheid van die studie te verbeter.
Die data wat deur die onderhoude versamel is, is ge-analiseer en ‘n beskrywing en
bespreking van die navorsingsbevindinge is gedokumenteer.
Gebaseer op die literatuuroorsig en die response van die persone met wie die
onderhoude gevoer is, is verskeie prominente gevolgtrekkings gemaak. Belangrike
fakulteits- en gemeenskapsverwante aspekte en uitdagings is geïdentifiseer en die deelnemers se gunstige response ten opsigte van gemeenskapsgebaseerde leer,
taakgebaseerde gemeenskapsgebaseerde leer en gemeenskapsgebaseerde EKG leer in
die UV voorgraadse mediese kurrikulum regverdig toekomstige verwante navorsing.
Die deelnemers se response ten opsigte van die praktiese uitvoerbaarheid van die
implementering van gemeenskapsgebaseerde EKG leer in die prekliniese fase was
matig gunstig en nuttige aanbevelings is gemaak. Van belang ten opsigte van die
beplanning van toekomstige navorsingstudies was dat ses-en-twintig persent meer
respondente die implementering van gemeenskapsgebaseerde elektrokardiografie-leer
gedurende die kliniese fase van die kurrikulum ondersteun het as wat die geval was vir
die prekliniese fase.
Hierdie navorsingsbevindings kan van waarde wees by besluite of toekomstige (meer
omvattende en potensieel duurder) navorsingsprojekte geregverdig is.
Die toepaslike implementering van elektrokardiografie as gemeenskapsgebaseerde
onderrigtaak gedurende die prekliniese en/of kliniese fases kan bydra tot ‘n groter
mate van gemeenskapsbetrokkenheid en ’n verbetering in die kwaliteit van
elektrokardiografie leer in die UV voorgraadse kurrikulum. Dit behoort dus tot voordeel
van al die betrokke belanghebbende partye te wees.UF
Best practices for quality assessment in the clinical phase of undergraduate medical training
No full textMedical universities have a responsibility to ensure quality assessment of clinical competence when they certify that they produce competent medical practitioners who can integrate knowledge, skills and attitudes. The assessment of clinical competence is complex, and can be characterised by tension between validity, reliability and fairness, due to the assessment on the “does” level. The defined problem that was addressed is that assessment in the clinical phase of the undergraduate medical programme (MBChB) at the University of the Free State has not been reviewed critically or benchmarked against local and international standards. This thesis intended to benchmark clinical assessment practices against an assessment framework and then propose an action plan on how to bridge the gap between theory and practice when assessing clinical competence. A pragmatic approach was followed to address the practical problems of uncertainty regarding the quality of assessment. From a theoretical perspective, an abductive approach was used to achieve inference. An explanatory sequential mixed method research design was used. During triangulation, alignment of and gaps between theory and practice were identified and solutions recommended. A proposal with an action plan was drafted to enhance the quality of clinical assessment in the undergraduate medical programme. Firstly, an assessment framework to benchmark clinical assessment in undergraduate medical training was compiled. A rapid literature review of local, national and international official regulations and policies, supported by best evidence practices, were used to compile this assessment framework. In this framework, the three components of quality assessment, namely, accreditation, assessment and quality assurance, were addressed. In the second part of the study, current assessment practices were reviewed through data collected from three sources, namely, students, lecturers and student marks, to ensure that different aspects were included in the review. A questionnaire with open and closed-ended questions was completed by clinical students in the undergraduate medical programme, to get the students’ perspectives on assessment. More than half the students were of the opinion that current assessments were not fair, and >90% complained about the lack of formal feedback after assessments. Secondly, the teaching and learning coordinators and module leaders of all the clinical departments involved in undergraduate medical training completed questionnaires on the assessment methods used in their departments. They also made recommendations for ways to improve current assessment practices. Using multiple choice questions and objective structured clinical evaluations were standard practice in most disciplines. Workplace-based assessment (WBA) was not well established and was only used in 30.1% of disciplines. The overemphasis on summative assessment was identified as an area for improvement. Thirdly, current assessment practices were evaluated for reliability. The decision reliability between end-of-block assessment and summative assessment was excellent, with a G-index of agreement of between 0.86 and 0.98. Using unobserved long cases during summative assessment was shown to be unreliable and questionable. During a formal focus group interview, answers were sought on how to bridge the gap between theoretical principles of quality assessment and current assessment practices. Finally, the researcher compiled a proposal with an action plan on how to enhance quality assessment in the clinical phase of the undergraduate medical programme. Most of the practices that compromise the quality of assessment can be addressed on an operational level, and will not be costly to implement. This includes training of assessors, implementation of WBA, effective feedback to students and blueprinting and moderating all assessments. Assessor training will improve the quality of assessments, and will also contribute to the professional development of assessors. Continuous WBA will have the ultimate effect of improving validity and reliability, which will benefit all stakeholders
Core competencies in critical care for general medical practitioners in South Africa
No full textThesis (Ph.D.(Health Professions Education))--University of the Free State, 2024To prevent death or disability, critically ill patients require timeous life-sustaining interventions by competent healthcare providers. These patients often require management within an intensive care unit (ICU), although the initial resuscitation and stabilisation may happen outside of an ICU setting. Currently, there is a global shortage of intensivists or intensive care specialists. The majority of intensivists are employed at tertiary hospitals in major cities. At district and regional hospitals in South Africa, which are generally located outside major cities, critical care services are often provided by medical practitioners who are not intensivists. The problem is that the undergraduate medical curriculum does not provide dedicated critical care training and, therefore, there is uncertainty regarding the competency of non-intensivist medical practitioners to provide critical care services.
In order to address the problem stated, three research questions are addressed in this thesis:
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The aim of the study was to identify deficiencies in the competency of general medical practitioners who provide critical care services to patients at the district and regional levels of healthcare in South Africa, and the overall goal was to establish which core competencies are required of general medical practitioners if they are to provide critical care to patients in South Africa.
The study was conducted in three phases, with each phase addressing one of the research questions. During phase 1, the objective was to gain deeper insight into the current state of critical care service provision in the public healthcare sector, specifically at district and regional hospitals in the Free State province of South Africa. The objective was achieved by means of a literature review and questionnaire survey among designated personnel at public sector hospitals who were knowledgeable about critical care service delivery in their respective hospitals in the Free State province and who were able to provide the required information. The findings are reported in the first draft manuscript (Title: A survey of critical care resources at district and regional public sector hospitals in the Free State province of South Africa), which describes a critical shortage of available ICU beds at regional hospitals, and reports that none of the ICUs had intensivists available.
During phase 2 of the study, the objective was to determine the knowledge, attitudes and practices of medical doctors who provide care to critically ill patients at district and regional public hospitals in the Free State province of South Africa. A survey was conducted among medical practitioners and the results indicate that medical practitioners had a severe deficiency in critical care knowledge and were of the opinion that their undergraduate medical training had not prepared them adequately to manage critically ill patients. The majority responded that additional training is required. These findings are reported in the second draft manuscript (Title: A survey of the knowledge, attitudes and practices pertaining critical care medicine among medical practitioners at district and regional hospitals in South Africa).
During phase 3 of the study, the objective was to establish core competencies expected of medical practitioners working in critical care settings or providing critical care services. A list of suggested core competencies was compiled, after which a Delphi study among international and national experts in the field of critical care medicine was conducted. The results of the Delphi study provide consensus recommendations on core competencies in critical care medicine and are reported in the third draft manuscript (Title: Core competencies in critical care for general medical practitioners in South Africa: A Delphi study).
The thesis concludes with recommendations with regard to a curriculum for a postgraduate diploma in critical care training programme, intended for medical practitioners already employed at hospitals where critically ill patients are managed. The training programme was compiled based on the findings of the three phases of the study. Such a training programme is suggested as a feasible solution to improve the critical care competencies of medical practitioners and, thereby, mitigate the challenges posed by the shortage of intensivists at district and regional hospitals in South Africa
Die invloed van geskikte agtergrondmusiek op die studie -oriëntasie en prestasie van graad 8-leerders in wiskunde
No full textThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.The poor performance in mathematics of South African learners in grade 8 is of great concern.
This may be attributed, inter alia, to the negligence towards study orientation of learners in
mathematics. In order to alleviate this problem, a programme of intervention that focuses on the
improvement of the study orientation of learners in mathematics should be implemented at
schools, with the aim of improving the mathematics achievement of learners. This study
investigated appropriate background music as a means of intervention. More particularly, the
effect of the background music on the study orientation and mathematics achievement of grade
8 learners was investigated.
Study orientation comprises a number of aspects, including: the learner's study habits and
attitude; problem solving behaviour; study milieu; level of anxiety; and information processing in
the context of mathematics. These aspects are interdependent and mutually supportive. The
utilisation of appropriate background music in the mathematics classroom is considered as a
study orientation optimisation technique, which is in turn an important precondition for the
improvement of learners' mathematics achievement. Appropriate music includes instrumental
works of the Baroque, Classique and Romantic eras, with which learners did not have negative
associations. The selection of the music was made by conducting a pilot study, prior to the
empirical study.
This study took place in grade 8 classrooms of two secondary schools in Potchefstroom. One
school consist of learners from the "Afrikaner" culture. The other school's medium of education
is English and consists of learners from different cultures. A pragmatic approach is followed
using the mixed-methods sequential explanatory design. The pretest-posttest control group
design is used in the quantitative research. A qualitative study took place by means of
interviews, questionnaires and observations to determine the experience of learners with the
background music and to enlighten the quantitative results.
The influence of appropriate background music had a varied effect on the study orientation of
learners. This variation of effect can be attributed to cultural differences and can therefore not
be generalised. The background music had a positive effect on the study orientation of high
performance learners. It also prevented further deterioration of the study orientation of low
performance learners.
The background music may influence the study orientation of grade 8 learners positively due to
its calming effect, as long as the culture of the learners is taken account of during the selection
of the music. The mathematics classroom should also be arranged with a good quality sound
system and remote control.Master
Mixed milk feeding : a systematic review and meta-analysis of its prevalence and drivers
No full textContext: Extensive literature is available on exclusive breastfeeding and formula-feeding practices and health effects. In contrast, limited and unstructured literature exists on mixed milk feeding (MMF), here defined as the combination of breastfeeding and formula feeding during the same period in term infants > 72 hours old (inclusion criterion). Objective: A systematic review and meta-analysis were performed, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, on the global prevalence of MMF (primary outcome) and related drivers and practices (secondary outcomes). Data Sources: The search of MMF in generally healthy populations was conducted across 6 databases, restricted to publications from January 2000 to August 2018 in English, Spanish, French, and Mandarin. Data Extraction: Two reviewers independently performed screenings and data extraction according to a priori inclusion and exclusion criteria. Data Analysis: Of the 2931 abstracts identified, 151 full-text publications were included for data extraction and 96 of those were included for data synthesis (the majority of those were cross-sectional and cohort studies). The authors summarized data across 5 different categories (feeding intention prenatally, and 4 age intervals between > 72 hours and > 6–23 months) and 5 regional subgroups. The overall prevalence of MMF across different age intervals and regions varied between 23% and 32%; the highest rate was found for the age group 4–6 months (32%; 95% confidence interval, 27%–38%); regional comparisons indicated highest MMF rates in Asia (34%), North and South America (33%), and Middle East and Africa together (36%), using a random effects meta-analysis model for proportions. Some drivers and practices for MMF were identified. Conclusion: MMF is a widespread feeding reality. A shared and aligned definition of MMF will help shed light on this feeding practice and evaluate its influence on the duration of total breastfeeding, as well as on infants’ nutrition status, growth, development, and health status in the short and long terms. PROSPERO registration number CRD42018105337
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
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