Browsing by Author "Frantz, Jose M"

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    Academic career management intervention at a South African university: A modified Delphi study
    (AOSIS (pty) Ltd, 2023) Barnes, Nina; du Plessis, Marieta; Frantz, Jose M
    Orientation: Understanding the components for an academic career management intervention programme, to enable the development of the required academic pipeline to achieve the strategic objectives of higher education institutions. Research purpose: A consensus view across subject experts for a career management intervention programme to enable the progression of academic careers. Motivation for the study: While academic career literature captures an array of normative designs of career management programmes to cultivate the required academic talent consortium, literature indicates a lack of a comprehensive and systematic approach for career management to provide a framework for successfully managing academic careers. Research design, approach and method: A modified Delphi technique was employed, by presenting an expert panel with the findings of a broader research project to initiate the consensus-seeking methodology-a systematic approach to obtain concordance on the experts’ opinions through two rounds of structured questionnaires. Main findings: The identified components are structured and presented in five main themes (categories), including: (1) institutional, (2) individual, (3) overlapping, (4) cultural and (5) external.
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    Development of an interprofessional education model that aims to instil the core competencies of interprofessional collaborative practice in allied health students curriculum
    (University of the Western Cape, 2017) Filies, Gerard Charl; Frantz, Jose M
    Health Professions Education has not prepared graduates to address the health challenges of the twenty first century, largely due to fragmented, outdated and static curricula. Interprofessional education (IPE) is a leading approach to facilitate student learning for future interprofessional teams in addressing the complex health needs of the community. To achieve this outcome, different core competencies need to be developed, including 1) interprofessional communication; 2) patient/client/family/community-centred care; 3) role clarification; 4) team functioning; 5) collaborative leadership and 6) interprofessional conflict resolution. This study aims to design an interprofessional education model that endeavours to instil the core competencies of interprofessional collaborative practice in allied health students. This study makes use of a mixed methods approach and included a systematic review; a readiness for interprofessional education survey; a Delphi study; curriculum mapping and model design aspects.. The data collection methods used included both quantitative and qualitative methods. The study population for the implementation phase incorporates students from the disciplines of Nursing, Physiotherapy, Occupational Therapy, Natural Medicine and Social Work registered for the 2015/2016 academic year. The methodological framework for this study was Designed Based Research (DBR).
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    Development of an interprofessional education model that aims to instil the core competencies of interprofessional collaborative practice in allied health students curriculum
    (University of the Western Cape, 2017) Filies, Gerard Charl; Frantz, Jose M
    Health Professions Education has not prepared graduates to address the health challenges of the twenty first century, largely due to fragmented, outdated and static curricula. Interprofessional education (IPE) is a leading approach to facilitate student learning for future interprofessional teams in addressing the complex health needs of the community. To achieve this outcome, different core competencies need to be developed, including 1) interprofessional communication; 2) patient/client/family/community-centred care; 3) role clarification; 4) team functioning; 5) collaborative leadership and 6) interprofessional conflict resolution. This study aims to design an interprofessional education model that endeavours to instil the core competencies of interprofessional collaborative practice in allied health students. This study makes use of a mixed methods approach and included a systematic review; a readiness for interprofessional education survey; a Delphi study; curriculum mapping and model design aspects.. The data collection methods used included both quantitative and qualitative methods. The study population for the implementation phase incorporates students from the disciplines of Nursing, Physiotherapy, Occupational Therapy, Natural Medicine and Social Work registered for the 2015/2016 academic year. The methodological framework for this study was Designed Based Research (DBR).