Browsing by Author "Frantz, Jose M."
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Item Beyond knowledge and skills: the use of a Delphi study to develop a technology-mediated teaching strategy(BioMed Central, 2013) Rowe, Michael; Frantz, Jose M.; Bozalek, VivienneBackground: While there is evidence to suggest that teaching practices in clinical education should include activities that more accurately reflect the real world, many educators base their teaching on transmission models that encourage the rote learning of knowledge and technical skills. Technology-mediated instruction may facilitate the development of professional attributes that go beyond “having” knowledge and skills, but there is limited evidence for how to integrate technology into these innovative teaching approaches. Methods: This study used a modified Delphi method to help identify the professional attributes of capable practitioners, the approaches to teaching that may facilitate the development of these attributes, and finally, how technology could be integrated with those teaching strategies in order to develop capable practitioners. Open-ended questions were used to gather data from three different expert panels, and results were thematically analysed. Results: Clinical educators should not view knowledge, skills and attitudes as a set of products of learning, but rather as a set of attributes that are developed during a learning process. Participants highlighted the importance of continuing personal and professional development that emphasised the role of values and emotional response to the clinical context. To develop these attributes, clinical educators should use teaching activities that are learner-centred, interactive, integrated, reflective and that promote engagement. When technology-mediated teaching activities are considered, they should promote the discussion of clinical encounters, facilitate the sharing of resources and experiences, encourage reflection on the learning process and be used to access content outside the classroom. In addition, educational outcomes must drive the integration of technology into teaching practice, rather than the features of the technology. Conclusions: There is a need for a cultural change in clinical education, in which those involved with the professional training of healthcare professionals perceive teaching as more than the transmission of knowledge and technical skills. Process-oriented teaching practices that integrate technology as part of a carefully designed curriculum may have the potential to facilitate the development of capable healthcare graduates who are able to navigate the complexity of health systems and patient management in ways that go beyond the application of knowledge and skills.Item Challenges and opportunities related to postgraduate evidence-based practice module using blended learning(Health and Medical Publishing Group, 2011) Frantz, Jose M.; Himalowa, S.; Karuguti, W.; Kumurenzi, A.; Mulenga, D.; Sakala, M.The use of information and communications technology (ICT) has become integral to health professions education worldwide. The incorporation of online facilities and maintaining of the face-to-face element make blended learning the ‘best of both worlds’. Blogs can be used to create a relatively learner-centred environment that allows students to learn at their own pace. Though blended learning has been proved to be appropriate in higher learning institutions, it comes with challenges and opportunities. Our study intended to highlight the challenges and identify opportunities encountered by an evidencebased practice (EBP) postgraduate class who used the blended learning model of learning. An action-based research methodology was utilised in this study. This involved data gathering, action planning, action taking and action evaluation. Data were gathered through the use of a blog that was accessed by all participants. They made comments which were reflecting their perceptions on the model that was used for the course. The students gave consent to participate while permission from the physiotherapy head of department was also acquired. Deductive analysis was used for data analysis. The information from the blog was extracted and converted into text files. Coding and analysis into opportunities and challenges as expressed by the participants was performed. Theoretical saturation through every reviewer’s agreement and satisfaction about the information was included. The data consisted of 94 postings made of primary postings (22) and responses (72). All the authors acted as reviewers. Certainty was achieved by discussing any ambiguity in coding. Any necessary amendments were made. The participants reported to have experienced some challenges pertaining to blended learning. The blog that was used as a media between students and the facilitator was inefficient in some way. Some students could not access it when required and some resources in the blog were inaccessible. The wireless internet connection mainly used in this model was not reliable. However, there were opportunities experienced by the learners. These included easy interaction between the learners and the facilitator at any time. The model also reduced instructor dependence and made the learners more responsible of their work. The blog appeared as a resource base for skills development. Timely feedback involving solving the problems students encountered during the course improved the communication skills between the students and the facilitator. However, technology constraints involving the blog and the internet connection were overwhelming among the students while writing up the tasks allocated to them. Despite the fact that students faced some challenges, facilitators of blended learning such as the interaction between the students and the facilitator of the course were motivating to keep the course interesting. While students experienced some opportunities about blended learning, its future rests on averting the challenges associated with it more, especially in developing countries. If the challenges reported would be addressed in developing countries, blended learning can be effective in building students’ engagement and relieving of overcrowded classrooms in higher learning institutions.Item Challenges facing physiotherapy education in Africa(Nova Southeastern University, 2007) Frantz, Jose M.Health care is changing and the demands put on health professionals are increasing. Physiotherapy education should reflect the health and social priorities of the nation. The World Confederation of Physical Therapy (WCPT) is committed to assisting physiotherapy associations in developing educational standards. Physiotherapy education in Africa however, seems to have a real need for assistance from the WCPT. The aim of this paper is to highlight the challenges facing physiotherapy education in Africa. The Delphi methodology was used to obtain information from key informants involved in the area of physiotherapy education from a variety of African countries. The majority of the participants were people who have experienced physiotherapy education in Africa either as graduates or current teachers. Data were analyzed into themes and sent back to respondents for confirmation. The most important challenges highlighted were: lack of undergraduate training opportunities, limited number of therapists, upgrading of physiotherapy educators, research as a major component of physiotherapy education, and recognition of physiotherapy as an essential service. It is concluded that assistance is needed for physiotherapists from Africa to take their rightful place in the health team and higher education institutions should look at improving diploma qualifications of physiotherapists in African countries.Item Challenges of academic healthcare leaders in a higher education context in South Africa(Wiley, 2018) Jooste, Karien; Frantz, Jose M.; Waggie, FirdouzaUniversities are in a highly competitive environment, needing strong academic leadership. Some heads of departments have been appointed into leadership positions in a healthcare faculty after having been mere academics for a few years. They are more likely to experience challenges. This study aimed to explore the views and understanding of heads of departments in a healthcare faculty on being appointed as academic leaders in a higher education context in South Africa. A qualitative design using 12 individual unstructured interviews was conducted with all the heads of departments in a health sciences faculty. Open coding was conducted and two themes emerged, focusing on the varied skills needed for academic leadership positions and developing leadership skills amongst senior academics. The findings indicated that development of senior academics in leadership should be undertaken by a knowledgeable professional in formal or informal settings, to encourage mentorship and more regular group meetings, while addressing the core role of a leader. Implications of these findings for a faculty of health sciences and suggestions for leadership succession in future are discussed.Item Coaching for publication in higher education: views of the coach(Nova Southeastern University, 2011) Frantz, Jose M.; Phillips, Julie; Rhoda, AntheaPurpose: Mentoring is a professional development approach that can be effectively used in improving publication outputs among academics. The challenge to develop academics in the area of publication is essential. This study highlights the role of the mentor in the process of encouraging academics to improve their skill in publishing. Method: Participatory action research was used in this study. Nine academics, with the authors as mentors, participated in a support group over a 10-week period and monthly follow ups for 12-months. Results: Key aspects identified by the mentors were information sharing, providing and receiving feedback, and continuous support and motivation. Support in developing novice authors does not end when the manuscript is submitted but has to be maintained throughout the process until publication. Conclusion: Mentoring can assist in the development of academics regarding the skills for writing for publicationItem Community-university partnership to enhance wellbeing of families: factors that sustain it(Unisa Press, 2016) Roman, Nicolette V.; Rondganger, Carol; Frantz, Jose M.Universities have a civic responsibility to engage with communities to capacitate and develop for the purpose of health and wellbeing. Although service learning serves part of this purpose, there is an additional requirement which is beyond just service learning. The requirement is a partnership between universities and communities which promotes culture, values, human rights and ethics. This paper provides a brief overview of the partnership and highlights the role of both universities and communities in the partnership as well as the potential factors that could hinder or enhance the sustainability of the partnership regardless of the context.Item Concept mapping: Stakeholders perceptions of what should be included in interventions programmes aimed at reducing engagement in health risk behaviour amongst youth(African Association for Health, Physical Education, Recreation, Sport and Dance (AFAHPER-SD), 2014) Pharaoh, Hamilton; Frantz, Jose M.; Smith, MarioEngagement in health risk behaviours (HRBs) amongst young people is increasing despite numerous programmes to address such behaviours. The active engagement of multiple stakeholder groups, including youth, in articulating the content of youth development programmes, is thought to significantly increase buy-in, participation and success of intervention programmes. This article reports on a modified concept mapping study that used seven interviews with five teachers and two community leaders, as well as three focus groups with 32 learners with three stakeholder groups (youth, youth community programme leaders, and teachers). The stakeholders were asked to identify the content that they believe should be included in youth development programmes in order to succeed in reducing, delaying or preventing engagement in HRBs in the South African context. The findings of a thematic content analysis indicated that programmes aimed at effectively combating HRBs amongst youth should include content on four major aspects or themes: 1) HRBs that the learners engage in; 2) perceived reasons why youth engage in HRBs; 3) places of exposure to health risk behaviour; and 4) specific content or focuses. A concept map with four subsidiary quadrants was distilled and illustrated in a visual-special network representative of concepts and relations between the concepts that create propositions of stakeholders’ perceptions of what should be included in the content of proposed programmes.Item Cracking the nut of service learning in nursing at a Higher Education Institution(AOSIS Publishing, 2015) Julie, Hester; Adejumo, Oluyinka; Frantz, Jose M.BACKGROUND: The readiness of academics to engage in the service-learning (SL) institutionalisation process is not accentuated in research on SL institutionalisation in South Africa. The argument has been advanced that SL scholarship and willingness of key stakeholders are crucial for SL institutionalisation at the academic programme level. AIM: The research focus of the study being reported here was on readiness of respondents to embed SL in the curricula of the nursing programme. METHOD: This study used a quantitative, exploratory and descriptive design. A self administered structured questionnaire was used to collect data from a stratified sample comprising 34 respondents. The data were analysed for descriptive statistics using SPSS 19. RESULTS: The demographic profile of the respondents indicated that 31 (66%) were between 31 and 50 years old; 36 (75.16%) had a minimum of 10 years’ nursing experience; 19 (39.6%) had a master’s degree, two (4.2%) had a doctorate; and 29 (60.4%) had been employed by the school for a maximum of five years. The results indicated that the nurse educators were in need of SL capacity-building because 9 (18.8%) had limited or no knowledge of SL and 24 (50%) confused SL with other forms of community engagement activities. However, only 15 (33%) of the clinical supervisors and 13 (27%) of the lecturers indicated a willingness to participate in such a programme. CONCLUSION: The school was not ready to embed SL in the academic programme because of a lack of SL scholarship and willingness to remediate the identified theory–practice gaps.Item Dental educators’ views and knowledge of competencies required within a competency framework(SADA, 2021) Maart, Ronel D.; Adam, Razia. Z.; Frantz, Jose M.The aim of the study was twofold; first was to explore and describe dental educators’ views of the competencies required within the AfriMEDS core competency framework. The second was to highlight the views of the dental educators, regarding the alignment of the AfriMEDS core competencies, with the dental curriculum.A case study approach to qualitative inquiry was used. The participants were purposefully selected, and two focus group discussions were conducted. An interview protocol was used to guide the discussions. The gathered data from the discussions were transcribed verbatim, and uploaded to the Atlas ti program for data analysis. Themes were identified from the findings of the thematic analysis. Dental educators required some guidance and clarity on the AfriMEDS core competency framework. However, they were able to recognize the competencies related to the AfriMEDS core competency framework. Two of these competencies, evidence-based dentistry, and private practice, were highlighted as core competencies in this current study; however, in AfriMEDS, only certain aspects of this was described.Item Development of a Life Orientation health education programme for high school learners(African Association for Health, Physical Education, Recreation, Sport and Dance (AFAHPER-SD), 2014) Jacobs, Hayley; Frantz, Jose M.This cross-sectional descritive study aimed to develop a health education programme that could serve as a teaching aid for high school Life Orientation educators. A sequential approach was used to collect data that would inform the health education programme. The study population comprised high school Life Orientation teachers, as well as subject advisors who were considered experts in the field of Life Orientation. A total of 31 educators participated in the initial quantitative survey and this was followed by semi-structured interviews with five (5) experts in the area of Life Orienation. The content of the health education programme was based on the information obtained from semi-structured interviews. This study identified barriers to the teaching of Life Orientation, which included large classroom numbers, a lack of interest in the subject, and educators who were inadequately trained to teach the subject. The value of Life Orientation as a subject and the importance of a continually evolving education system with the aim of improving education for all learners, was identified. The health education programme designed based on the results of the study can function as an adjunct for Life Orientation teachers, to enhance the implementation of the subject by guiding educators in terms of the knowledge that should be transferred to learners. Educators are also provided with methods of transmitting knowledge to learners.Item Does the South African physiotherapy journal fulfill the needs of its constituency? a retrospective article review(AOSIS OpenJournals, 2011) Frantz, Jose M.; Diener, Ina; Jelsma, JenniferProfessional journals are used to disseminate the knowledge of scholars in the profession and to provide clinicians with guidance for best practice. This article aimed to retrospectively review the role of the South African Journal of Physiotherapy and its contribution to the profession. An archival research design was used to collect information from the archives of the South African Society of Physiotherapy website. The information was retrieved using a data capture sheet and descriptive statistics were used throughout to establish frequencies for the relevant information. During the identified period, 170 articles were published. The greatest number of papers originated in South Africa (81%), 8% from the rest of Africa and 11% written by international authors. Authors with a Masters degree contributed almost 50% of the papers and those with doctorates were responsible for at least 25% of the papers. Most of the papers presented original research (81%) with secondary research such as reviews and scholarly papers accounting for 19% of the total. The most common speciality area addressed through research was linked to musculoskeletal conditions. The journal appears to have provided an important platform for South African academics and emerging researchers to publish their findings. It is suggested that the journal should give preference to papers that deal with issues that are unique to South Africa and sub-Saharan Africa, as these are the least likely to be published elsewhere. In addition, the journal should emphasise papers that will advance the profession.Item The effect of a knowledge-based ergonomic intervention amongst administrators at Aga Khan University Hospital, Nairobi(IOS Press, 2015-07-24) Wanyoni, Nancy; Frantz, Jose M.; Saidi, HassanBACKGROUND: Low back pain (LBP) and neck pain are part of the common work-related musculoskeletal disorders with a large impact on the affected person. Despite having a multifactorial aetiology, ergonomic factors play a major role thus necessitating workers’ education. OBJECTIVE: To determine the prevalence of ergonomic-related LBP and neck pain, and describe the effect of a knowledge-based ergonomic intervention amongst administrators in Aga Khan University Hospital, Nairobi. METHODS: This study applied a mixed method design utilizing a survey and two focus group discussions (FGD). A self-administered questionnaire was distributed to 208 participants through systematic sampling. A one hour knowledge-based ergonomic session founded on the survey results was thereafter administered to interested participants, followed by two FGDs a month later with purposive selection of eight participants to explore their experience of the ergonomic intervention. Quantitative data was captured and analyzed using SPSS by means of descriptive and inferential statistics, whereas thematic content analysis was used for qualitative data. RESULTS: Most participants were knowledgeable about ergonomic-related LBP and neck pain with a twelve month prevalence of 75.5% and 67.8% respectively. CONCLUSION: Continual ergonomic education is necessary for adherence to health-related behaviours that will prevent work-related LBP and neck pain.Item The effect of occupational-related low back pain on the functional activities among manual workers in construction companies(University of the Western Cape, 2010) Himalowa, S.; Frantz, Jose M.INTRODUCTION: Low back pain is the most prevalent musculoskeletal condition and one of the most common causes of disability in the world. The disability resulting from low back pain continues to plague the construction industry leading to absenteeism and early retirement among construction manual workers. PURPOSE: The aim of the review was to explore global literature concerning the effect of occupational-related low back pain on the functional activities among manual workers in construction companies. METHOD: A retrospective search of articles published from January 2000 to April 2010. The following electronic data bases, Google Scholar, Academic search premier, CINAHL, ERIC, Health source-consumer Edition, Health source: Nursing/Academic Edition, Master FILE Premier, MEDLINE, MLA Directory of Periodicals, Science direct, MLA International Bibliography, Pre-CiNAHL and PubMed were individually searched using specifically developed search strategies. Methodological quality was evaluated using the Critical Appraisal Skills Programme (CASP) tool and was done by two independent reviewers. RESULTS: The search yielded eleven articles of sound quality. There is evidence that a high percentage of construction workers suffer permanent disability and fail to return to work forcing them to go into early retirement due to occupational related low back pain. The cohort studies have shown that poor performance, reduction in productivity, restrictions on usual activity and participation and incurring high medical costs all pose a challenge to construction manual workers and their employers as a result of occupational related low back. CONCLUSION: The findings support that occupational related low back pain is a challenge among construction manual workers causing serious disability. Further well designed research in Africa into the most effective strategies to prevent and manage occupational related low back pain among construction manual workers is needed.Item The effect of occupationally-related low back pain on functional activities among male manual workers in a construction company in Cape Town, South Africa(The South African Society of Occupational Medicine, 2012) Frantz, Jose M.; Himalowa, S.This study determined the prevalence as well as the effect of occupationally-related low back pain on the functional activities of workers in a construction company in Cape Town. A cross-sectional, descriptive survey using a validated questionnaire was carried out. The questionnaire comprising demographic data, low back pain symptoms information, functional limitations scale and the participation restriction scale was used as a closed ended interview guide. Workers suffered physical, emotional, fi nancial and functional problems with 41.5% reporting sickness absence. Lifting and bending were the most affected activities associated to low back pain (p<0.05) while walking/running, recreational activities and carrying out of everyday tasks were among the restricted activities. The one year prevalence of low back pain was 25%, comparable with that of developed countries. Occupationally-related low back pain is a challenge among construction workers which they perceive to cause serious functional activity limitation. All stakeholders must be procured for the prevention and management of occupationally-related low back pain in order to prevent functional activity limitations among construction workers. Physiotherapists should raise the levels of awareness and monitor construction activities on site in order to prevent disability at primary level.Item The effects of a short term physical activity intervention programme on body mass index, blood pressure, and percentage body fat among high school learners(Faculty of Community and Health Sciences, University of the Western Cape, 2009) Pillay, Tanushree; Frantz, Jose M.Introduction: The increase in physical inactivity is thought to be one of the main risk factors for the development of diseases of lifestyle. This has highlighted the need for prevention and intervention programmes that are thought to assist in influencing the modifiable risk factors. Physical activity programmes have been proven to positively influence risk factors such us blood pressure and body mass index (BMI). Interventions by health professionals can assist in combating the problem. This study aimed to determine the effects of a short term physical activity programme on the BMI, body fat and blood pressure of high school learners in a local community in the Western Cape. Methods: The total number of learners who volunteered to participate in the study was 106. The study used a pre-test post-test design. The intervention programme was a 6 week programme run for 3 days per week for a period of 40 – 60 minutes per session. The intervention consisted of moderate to vigorous activities. Data was analysed by comparing learners who participated in the intervention and those who did not. Descriptive and inferential statistics were used in this study. Results: Prior to the intervention it was found that 18% were found to be obese and at least 10% were hypertensive. Following the intervention it was reported that blood pressure as well as BMI and percentage body fat was influenced in positive way. Conclusion: One can conclude that, a short term physical activity intervention programme conducted three times a week with moderate activities can affect the BMI and blood pressure levels of adolescents.Item Effects of strength-training trials for children and adolescents with spastic cerebral palsy: a systematic review(University of the Western Cape, 2007) Matheri, Joseph Mwangi; Frantz, Jose M.OBJECTIVE: To evaluate the effects of strength-training on lower limb muscles and motor activity among children and adolescents with spastic Cerebral Palsy. METHODS: A comprehensive search of full text published studies in English was performed. Electronic databases were searched with no limit for year of publication. Terms used included: exercise, children, youth, disability, treatment, strength training, spastic cerebral palsy, muscle strength, training program, therapeutic exercise, gait training, and physical function. Reference lists of retrieved articles were also examined to identify additional studies. To be included, studies had to be: randomised controlled trials evaluating strength training outcomes on children and adolescents with spastic CP. Those with intellectual disability were excluded. Evaluation for quality: Trials were rated for methodological quality using the PEDro scale independently by the 2 researchers. RESULTS: Of 4 selected trials, 1 an abstract was excluded, 3 full articles were included. Trials methodological quality ranged from 6 to 8 on PEDro scale. Two studies reported significant muscle strength changes following strength training, with effect sizes ranging from d equal to 1.17 to 1.78 and another reported improved gait and perceived body image. CONCLUSION: Trials demonstrate that strength-training improves strength of targeted muscle and motor functioning. More rigorous trials on larger samples should evaluate the impact of specificity in strength-training and cost-effectiveness of programs.Item Epidemiology of soccer-related injuries among male high school players in Kigali, Rwanda(LAM Publications Limited, 2012) Nshimiyimana, J. Bosco; Frantz, Jose M.Soccer in Rwandan high schools can expose players to the risk of injury warranting prevention programmes. The aim of this study was to determine the type, causes, severity and management of injuries among high school soccer players in Rwanda, in order to obtain baseline data for injury prevention programmes. A cross-sectional study was used to obtain the relevant information. A total of 360 high school soccer players were targetted. Data for soccer players were gathered, using a validated closed-ended questionnaire. Information was obtained from the players during training sessions at the schools after informed consent was obtained. The soccer players were all males aged 11 to 26 years, with a mean age of 16.8 years (SD= 3.4). The study revealed a 75% injury prevalence, with a significantly high rate of injuries occurring during competiton (p< 0.05). The lower extremities accounted for 78% of all injuries sustained, and most of the injuries were not severe. Management of injuries was poor. The epidemiology and risk factors of soccer-related injuries among Rwandan high school soccer players demonstrates the need for urgent implementation of prevention programmes. There is a clear need for education as part of the injury prevention and mangement programmes.Item Evaluation of a new clinical performance assessment tool: a reliability study(AOSIS publishing, 2012) Joseph, Conran; Frantz, Jose M.; Hendricks, Candice; Smith, MarioClinical practice is an essential requirement of any graduate physiotherapy programme. For this purpose, valid and reliable assessment tools are paramount for the measurement of key competencies in the real-world setting. This study aims to determine the internal consistency and inter-rater reliability of a newly developed and validated clinical performance assessment form. A cross-sectional quantitative research design was used, which included paired evaluations of 32 (17 treatment and 15 assessment) student examinations performed by two independent clinical educators. Chronbachs alpha was computed to assess internal consistency and intraclass correlation coefficient (ICC’s) with confidence intervals of 95% were computed to determine the percentage agreement between paired examiners. The degree of internal consistency was substantial for all key performance areas of both examinations, except for time and organisational management (0.21) and professionalism (0.42) in the treatment and evaluation examinations respectively. The overall internal consistency was 0.89 and 0.73 for both treatment and assessment examinations, indicating substantial agreement. With regard to agreement between raters, the ICC’s for the overall marks were 0.90 and 0.97 for both treatment and assessment examinations. Clinical educators demonstrated a high level of reliability in the assessment of students’ competence using the newly developed clinical performance assessment form. These findings greatly underscore the reliability of results obtained through observation of student examinations, and add another tool to the basket of ensuring quality assurance in physiotherapy clinical practice assessment.Item Experiences of persons with physical disabilities regarding rehabilitation services: a systematic review(University of the Western Cape, 2011) Kumurenzi, A.; Frantz, Jose M.; Rhoda, Anthea; Mlenzana, NondweRehabilitation has been found to improve the integration of persons with disabilities into the society. For rehabilitation to be effective, there is a need to seek patients' perceptions of the services rendered to them. Incorporating these perceptions in the rehabilitation process of patients is one of the ways that recognises patients' involvement in rehabilitation. The most common identified persons with physical disabilities' experiences that have been explored are: accessibility of rehabilitation services, interaction of service providers with patients, provision of information related to disability and rehabilitation. This review aims at highlighting the experiences of persons with physical disabilities regarding rehabilitation services as it relates to different studies.Item An exploration of Learning styles amongst social work students.(2017) Frantz, Jose M.; Roman, Nicolette; DeJager, MSocial work educators are faced with the challenge of ensuring that students from diverse backgrounds are fully equipped with the necessary knowledge and skills. However, to be effective social work educators, the educator is required to understand the learning style of the student. The aim of this systematic review was to explore the learning styles of social work students for the purpose of understanding how to adapt and refine teaching strategies in social work. To this end, a search for descriptive studies in databases, which included Ebscohost (Academic Premier, CINAHL, SOcIndex, Psycharticles, Medline), DOAJ and Pubmed, was conducted