Browsing by Author "Gordon, Natalie"

Now showing 1 - 7 of 7
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    Being and becoming a university teacher
    (Taylor & Francis group, 2017) McMillan, Wendy; Gordon, Natalie
    This study examined how one academic framed the enablements and constraints to her project of being and becoming an academic. Complexity facilitated reflection in that it provided a visual representation of data, which was used to generate a concept map, which represented as equal all the component parts of her landscape. Five spaces with emancipatory potential to assist the academic in her professional development emerged, namely: communities of practice, academic freedom, position statements, development opportunities and a supportive environment. Rather than suggesting any generalisability in the findings, the authors argue that the significance of this study is theoretical and methodological.
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    Being and becoming a university teacher
    (Taylor & Francis, 2016) McMillan, Wendy; Gordon, Natalie
    This study examined how one academic framed the enablements and constraints to her project of being and becoming an academic. Complexity facilitated reflection in that it provided a visual representation of data, which was used to generate a concept map, which represented as equal all the component parts of her landscape. Five spaces with emancipatory potential to assist the academic in her professional development emerged, namely: communities of practice, academic freedom, position statements, development opportunities and a supportive environment. Rather than suggesting any generalisability in the findings, the authors argue that the significance of this study is theoretical and methodological. Complexity theory has the potential to help academic development practitioners understand the landscapes in which their academics operate, and guide appropriate development opportunities.
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    Dental clinical teachers' perceptions of their teaching role
    (South African Dental Association, 2018) Maart, Ronel; Gordon, Natalie
    Introduction: Clinicians often occupy a clinical teaching role without being adequately prepared for or orientated to the associated demands. Aim: Explore perceptions of clinical teachers at the Faculty of Dentistry (UWC). Method: A cross-sectional research design was used. Full and part-time clinical teachers (n=66) employed in 2014 were included. Data was gathered using a questionnaire administered via the online Survey Monkey® system. Results: The response rate was 47% (n=31). The top five qualities of a clinical teacher were -understanding students, patience, subject knowledge, passion/commitment and communication. The top five competencies were: clinical skills and experience, subject knowledge, good communication, good teacher, role modal. All respondents selected "availability throughout a clinical session, punctuality at a clinical session and identifying gaps in procedural aspects in the patient care" as important roles of a good clinical teacher. Differences in perceptions of clinical roles were seen between full and part-time clinical teachers. Conclusion: Clinical teachers' perceptions of their teaching role was to a great extent In line with bast practice as Indicated In the literature. Faculty teaching and learning Initiatives should highlight the clinical teacher role, harness the unique perspectives of full and part-time clinical teachers and address barriers that may hinder this process
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    A description of dental implants placed at Tygerberg Oral Health Centre
    (University of Western Cape, 2020) Mahmoud, Hussein; Jeftha, Anthea; Gordon, Natalie
    This study analyzed the dental surgical implant therapy in the past 5 years at Tygerberg Oral Health Centre, UWC Dental School, Cape Town, South Africa. The findings of this study serve as a guideline for the estimation of the prevalence in this dental hospital. The importance of this study was to aid in the establishment of the formalized electronic database for dental implant therapy. The data generated will form a foundational basis for future studies that may be conducted in the field of implantology.
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    Mapping an appropriate health promotion approach for crèches in an informal settlement
    (John Wiley & Sons Ltd, 2005) Brijlal, Priscilla; Gordon, Natalie
    People living in informal settlements in South Africa experience the double burden of poverty and ill health. Wallacedene, an informal settlement was highlighted in the media as being a socially and otherwise deprived community, with many accompanying health problems. Aim: It was against this background that this study was conducted to gain a better understanding of the health and oral health status of children attending crèches in Wallacedene.
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    Oral health care for children attending a malnutrition clinic in South Africa
    (John Wiley & Sons, Inc, 2007) Gordon, Natalie
    Most health problems dealt with at a primary care level have an oral health impact, making it vital for oral health services to find means to integrate with other facility-based programmes at primary health care (PHC) centres. Aim: 1) To determine the oral status of the children attending a facility-based nutrition programme and the oral health knowledge, attitude and practices of their parents ⁄ caregivers; and 2) To develop a framework for an oral health component to complement this programme.
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    The school, a viable educational site for interdisciplinary health promotion
    (Taylor & Francis, 2004) Waggie, Firdouza; Gordon, Natalie; Brijlal, Priscilla
    An interdisciplinary health promotion module, using the community-based teaching approach, is offered by the University of the Western Cape (UWC). Schools in Delft, a poor socio-economic area with high unemployment, crime and a range of social problems, are used as the teaching site