UWCScholar :: Browsing by Author "Rowe, Michael"

Browsing by Author "Rowe, Michael"

Now showing 1 - 20 of 42

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, Vivienne
Background: 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.
Beyond the lecture: Teaching for professional development
(Health and Medical Publishing Group, 2016) Rowe, Michael
BACKGROUND. Clinical educators are being challenged to graduate students who can adapt to complex situations. Evidence suggests that one must go beyond teaching students what to know and what to do, and help them learn how to be. OBJECTIVE. To identify teaching strategies that could be used to help develop students beyond technical proficiency. METHODS. This study used a nominal group technique to gather input from clinical educators, requesting them to identify teaching strategies for developing lifelong learning, emphasising the development of students’ knowledge and skills, and taking into account students’ emotional responses to the clinical context. Participant responses were transcribed and analysed thematically. RESULTS. Participants reported that clinical educators should be role-models to students in a process of lifelong learning, including demonstrating the vulnerability of ‘not knowing’. They also suggested integrating a variety of different teaching methods that aim at achieving the same goal. Finally, participants emphasised the importance of intentionally incorporating personal values into reflective learning activities. By creating space for the shared learning experiences of teachers and students, participants highlighted the possibility of helping students to develop the mindset necessary to adapt to complex health systems. CONCLUSION. Clinical educators emphasised the developmental nature of the teaching and learning process, highlighting the importance of an authentic interaction between students and teachers.
Blended learning in physiotherapy education: designing and evaluating a technology-integrated approach
(University of the Western Cape, 2012) Rowe, Michael; Frantz, Jose; Bozalek, Vivienne; Dept. of Physiotherapy
Background: Practice knowledge exists as a complex relationship between questions and answers in a context of meaning that is often intuitive and hidden from the novice practitioner. Physiotherapy education, which aims to develop patterns of thinking, reflection and reasoning as part of practice knowledge, is often based on didactic teaching methods that emphasise the learning of facts without highlighting the relationships between them. In order to improve health outcomes for patients, clinical educators must consider redesigning the curriculum to take into account the changing and complex nature of physiotherapy education. There is some evidence that a blended approach to teaching and learning may facilitate the development of graduates who are more capable of reflection, reasoning and critical thinking, and who can adapt and respond to the complex clinical environment. The purpose of this study was to develop principles that could be used to guide the design of blended learning environments that aim to develop capability in undergraduate physiotherapy students. Method: The study took place in a university physiotherapy department in the Western Cape in South Africa, among undergraduate students. Design research was used as a framework to guide the study, and included a range of research methods as part of that process. The problem was identified using a systematic review of the literature and a survey of students. The design of the blended intervention that aimed to address the problem was informed by a narrative review of theoretical frameworks, two pilot studies that evaluated different aspects of blended learning, and a Delphi study. This process led to the development of a set of design principles which were used to inform the blended intervention, which was implemented and evaluated during 2012. Results: The final results showed that students had undergone a transformation in how they thought about the process and practice of learning as part of physiotherapy education, demonstrating critical approaches towards knowledge, the profession and authority. These changes were brought about by changing teaching and learning practices that were informed by the design principles in the preliminary phases of the project. These principles emphasised the use of technology to interact, articulate understanding, build relationships, embrace complexity, encourage creativity, stimulate reflection, acknowledge emotion, enhance flexibility and immerse students in the learning space. Discussion: While clinical education is a complex undertaking with many challenges, evidence presented in this study demonstrates that the development of clinical reasoning, critical thinking and reflection can be enhanced through the intentional use of technology as part of a blended approach to teaching and learning. The design principles offer clinical educators a framework upon which to construct learning environments where the affordances of technology can be mapped to the principles, which are based on a sound pedagogical foundation. In this way, the use of technology in the learning environment is constructed around principles that are informed by theory. However, clinical educators who are considering the integration of innovative strategies in the curriculum should be aware that students may initially be reluctant to engage in self-directed learning activities, and that resistance from colleagues may obstruct the process. Conclusion: The development of clinical reasoning, critical thinking and reflection in undergraduate physiotherapy students may be enhanced through the intentional use of appropriate technology that aims to fundamentally change teaching and learning practices. Design research offers a practical approach to conducting research in clinical education, leading to the development of principles of learning that are based on theory.
The case studies: authentic learning
(Routledge, 2014) Herrington, Jan; Mitchell, Veronica; Rowe, Michael; Titus, Simone
Moving from theory to practice in higher education is deeply challenging. While exploring pedagogical models in the literature may lead to tacit understanding of general principles, actually implementing these principles in practice can be an entirely different matter.
Collaborative competency in physiotherapy students: Implications for interprofessional education
(Health and Medical Publishing Group, 2016) Manilall, Janine; Rowe, Michael
BACKGROUND: It has been suggested that improved collaborative competency in multidisciplinary teams may help understand how health professionals can address problems that no single-disciplinary expert can manage independently. Objective. To describe the development of the ability to collaborate in a South African university physiotherapy department. METHODS: Focus group discussions and interviews were conducted with 3rd- and 4th-year physiotherapy students and lecturers, respectively. Participant responses were analysed thematically and evaluated against a self-developed framework that described the key and enabling competencies in collaboration. RESULTS: The study found that students and lecturers had a basic understanding of collaboration, but lacked a more comprehensive perspective. Students and lecturers suggested that group work had the potential to develop collaborative competency, but expressed concerns about task design and implementation. While interprofessional education was a required component of the curriculum, both students and lecturers questioned the value of the module as it related to collaboration. Finally, challenges to the development of collaborative competency in the clinical context were highlighted. CONCLUSION: The study found that the development of collaborative competency, while recognised as important for addressing complex health needs, had several challenges that need to be addressed in order to be effective. Recommendations are provided for curriculum developers.
Collaborative competency in physiotherapy students: Implications for interprofessional education
(Health and Medical Publishing Group, 2016) Manilall, Janine; Rowe, Michael
BACKGROUND. It has been suggested that improved collaborative competency in multidisciplinary teams may help understand how health professionals can address problems that no single-disciplinary expert can manage independently. OBJECTIVE. To describe the development of the ability to collaborate in a South African university physiotherapy department. METHODS. Focus group discussions and interviews were conducted with 3rd- and 4th-year physiotherapy students and lecturers, respectively. Participant responses were analysed thematically and evaluated against a self-developed framework that described the key and enabling competencies in collaboration. RESULTS. The study found that students and lecturers had a basic understanding of collaboration, but lacked a more comprehensive perspective. Students and lecturers suggested that group work had the potential to develop collaborative competency, but expressed concerns about task design and implementation. While interprofessional education was a required component of the curriculum, both students and lecturers questioned the value of the module as it related to collaboration. Finally, challenges to the development of collaborative competency in the clinical context were highlighted. CONCLUSION. The study found that the development of collaborative competency, while recognised as important for addressing complex health needs, had several challenges that need to be addressed in order to be effective. Recommendations are provided for curriculum developers.
A critical pedagogy for online learning in physiotherapy education
(Cappelen Damm Akademisk, 2018) Rowe, Michael
In order to graduate physiotherapy students who are able to thrive in increasingly complex health systems, professional educators must move away from instrumental, positivist ideologies that disempower both students and lecturers. Certain forms of knowledge are presented as objective, value-free, and legitimate, while others – including the personal lives and experiences of students – are moved to the periphery and regarded as irrelevant for professional education. This has the effect of silencing students’ voices and sending the message that they are not in control of their own learning. While the integration of digital technology has been suggested as a means for developing transformative teaching and learning practices, it is more commonly used to control students through surveillance and measurement. Tis dominant use of technology does little more than increase the cost-effectiveness and efficiency of information delivery, while also reinforcing the rigid structures of the classroom. Physiotherapy educators who adopt a critical pedagogy may use it to create personal learning environments (PLEs) that enable students to inform their own learning based on meaningful clinical experiences, democratic approaches to learning, and interaction with others beyond the professional programme. These PLEs enable exploration, inquiry and creation as part of the curriculum, and play a role in preparing students to engage with the complex and networked systems of the early 21st century. While the potential for pedagogical transformation via the integration of digital technology is significant, we must be critical of the idea that technology is neutral and be aware that our choices concerning tools and platforms have important implications for practice.
The current state of injury related care for Malawi super league football players
(University of the Western Cape, 2014) Chapweteka, Isaac; Rowe, Michael
The study aimed at identifying the current state of injury related care for Malawi super league football players. To achieve this the study determined the average time taken by soccer players in Malawi to return to active participation following an injury, identified the type of treatment received by football players, determined the management of football injuries by team doctors in Malawi, established the responsibilities of football coaches in the management of injuries in Malawi and established the financial and medical support received by football players after sustaining an injury
Developing competencies among health professions students related to the care of people with disabilities: a pilot study
(UNESP, 2017) Castro, Shamyr Sulyvan; Rowe, Michael; Andrade, Luana Foroni; Cyrino, Eliana Goldfarb
This is a two-phase study, the first was a literature review that aimed to identify a set of competencies for professional practice that would be relevant for the health care of People with disabilities (PwD). These competencies were then used to plan a thirty-hour multidisciplinary course for undergraduate health care students. The educational intervention led to improvements in the students’ learning experiences, including the development of empathy and knowledge related to the care of PwD, improved knowledge around accessibility, and an awareness of the need to humanize the care of PwD. Students reported enhanced learning experiences and an increase in knowledge related to the care of PwD, and also highlighted the need to humanize the care.
Developing graduate attributes in an open online course
(Wiley, 2016) Rowe, Michael
In an increasingly connected world where solving complex problems is not possible by solitary experts, educators and learners need opportunities to develop ways of thinking that allow them to engage with the dynamic and complex situations that arise in the world. The development of graduate attributes has been suggested as one way in which students can be prepared as active agents of social good. However, there are significant challenges with respect to developing these graduate attributes. This paper argues that the use of authentic learning in the design of open online courses may provide a structure for educators to develop generic graduate attributes. The use of collaborative technologies that are informed by authentic learning enables new forms of communication that allow students to fully engage with the academic process in ways that are difficult to achieve with traditional, classroom-based teaching methods. This study made use of a blogging platform to create a collaborative open online course using principles of authentic task design in order to develop graduate attributes in undergraduate physiotherapy students. The study used an interpretive, qualitative design that gathered data via focus group discussions. Transcripts were analysed inductively in order to determine categories, which were then analysed in relation to the graduate attributes of the institution in which the study took place. Student discussions suggested that they had developed at least some components of generic graduate attributes, including an approach to learning that was personal and internally motivated, the ability to consider alternative points of view and acknowledge different perspectives, the confidence to challenge knowledge and authority, and skills as empathic communicators.
Development of an evidence-based physiotherapy treatment protocol for acute non-specific neck pain in Ethiopia
(University of the Western Cape, 2022) Banata, Roba; Rowe, Michael
Although neck pain is increasingly being considered as an important public health problem in Ethiopia, there is no treatment protocol guiding physiotherapy practice for acute non-specific neck pain (NSNP) in this setting. This means that every physiotherapist treats patients based on their own knowledge of what constitutes best practice. The problem of clinical inconsistency is further compounded by the fact that the field of physiotherapy is still in its nascent stages in Ethiopia, where a recently expanded physiotherapy curriculum is yet to be fully implemented. In recognition of the fact that evidence-based treatment is now considered clinical best practice by physiotherapists worldwide, this thesis is premised on the idea that it is necessary to have an evidence-based treatment protocol that can guide physiotherapists’ decisions when treating these patients. Moreover, a new and young curriculum offers the option of including new and evidence-based physiotherapy.
The development of design principles to guide the development of clinical reasoning in physiotherapy education
(University of the Western Cape, 2021) Hess, Danelle; Rowe, Michael
Clinical reasoning is enigmatic; however, students need to learn how to do it, educators need to be able to develop it, and experts need to explain how they do it. Health professions educators have described clinical reasoning as a skill required for health professionals. Clinical reasoning has been used synonymously with terms such as clinical judgement, critical thinking and clinical decision-making. Broadly speaking, clinical reasoning refers to the thought and decision-making processes associated with clinical practice and particularly choosing a course of action for a patient. Possible strategies for developing clinical reasoning and the use of certain learning tasks in the development of clinical reasoning in undergraduate health professions students have been highlighted. However, there are still areas of research to consider.
Ethical considerations in using student data in an era of ‘big data’
(2015) Prinsloo, Paul; Rowe, Michael
Learning with technology enables the collection of data on students at a level unprecedented in face-to-face tuition and paper-based academic administration. Universities see the advantage in tracking students’ engagement and progress, particularly when it comes to putting interventions in place for at-risk students. Our use of these data should be legal, ethical and seen as fair use by students. At no time should it cross the boundaries into the realm of ‘creepy’, a word used by Gartner analyst Frank Buytendijk in several of his presentations at the Gartner ITExpo in Cape Town in September 2014.
Exploring the characteristics of capable healthcare professionals
(South African Society of Physiotherapy, 2015) Rowe, Michael
BACKGROUND: In order to negotiate complex clinical environments successfully, healthcare professionals must be more than competent – they must demonstrate an ability to adapt to dynamic situations and continually improve performance. However, emphasis on knowledge and skills alone may ignore opportunities for professional development that enables students to become practitioners.OBJECTIVES: The aim of this study was to ascertain what clinical experts believe are the essential characteristics of capable healthcare professionals that go beyond academic and technical competencies. competent practice, but also explored other aspects of the learning process as part of developing professional identity. These included self-evaluation as part of professional development, building relationships with patients, and the importance of acknowledging students’ emotional responses to the clinical environment. Panel members also discussed the challenge of inappropriate role-models in the clinical context, who may have a negative influence on the development of professional practice. METHOD: This study used a nominal group technique (NGT) to gather data from a panel of South African and international clinical experts, using open-ended questions and qualitative data analysis to determine emergent themes. The NGT is an interpretive research method that can be used to explore poorly defined topics, in this case to develop an understanding of the characteristics of health professionals that go beyond knowledge and technical skill. RESULTS: Panel members highlighted the importance of knowledge and skills for CONCLUSION: By including the concept of capability alongside competency in undergraduate healthcare curricula clinical educators can help students develop a sense of being that emphasises professional growth alongside knowledge and technical skills.
Exploring the development of collaboration amongst undergraduate physiotherapy students at the University of the Western Cape
(University of the Western Cape, 2015) Manilall, Janine; Rowe, Michael
Background: Healthcare workers are the human face of health systems, serving to connect knowledge and service delivery to improve patient care. The development of core competencies in the education of health professionals is fundamental for health improvement. Interprofessional collaboration amongst healthcare workers has been linked to improved patient outcomes as no single professional can address all healthcare issues. Aim: The aim of this research was to determine how UWC undergraduate physiotherapy students were being prepared for collaborative work as part of their professional development. Educational experiences of the third- and final-year physiotherapy cohort, physiotherapy educators’ perspectives on the development of competency for collaboration and a review of physiotherapy module outlines were explored. Research Method: A descriptive qualitative research design utilizing focus groups, semi-structured interviews and document analysis was employed. A pedagogical framework was used for instrument development and data analysis. The pedagogical framework was adapted from the CanMEDS physician competency framework, the core competency framework by the Medical and Dental Board of the Health Professions Council of South Africa and the Essential Competency Profile for physiotherapists in Canada. Research was conducted at the Department of Physiotherapy at the University of the Western Cape. Purposive sampling was undertaken with the sample population having consisted of six third- and six final-year physiotherapy students for the focus group discussions and seven lecturers formed the sample for the semi-structured interviews as well as sixteen physiotherapy module outlines. Data was collected and focus group discussion and interviews were transcribed verbatim. An inductive content analysis of the transcribed data was conducted and compared to the Pedagogical framework. Content analyses of module outlines were conducted drawing on Biggs work on constructive alignment and compared to the Pedagogical framework. Ethical clearance was received from the Senate Research Committee of the University of the Western Cape. Results: Participants showed a keen knowledge on the importance of collaboration in the teaching and clinical environment. It had relevance for personal development and learning as well as for interprofessional collaboration. Interprofessional education and group work were thought to be instrumental in collaborative learning but a lack of congruency of learning activities could be a barrier to learning. The clinical environment was highlighted as beneficial to developing collaboration through interprofessional observation and interaction but high patient loads and a lack of understanding of the roles and responsibilities of all healthcare professionals were identified as barriers. To a lesser degree, communication, conflict management and confidence were identifiable skills physiotherapy students should have to be effective collaborators. Conclusion: Students are well-positioned to participate within interprofessional team but have inadequately developed collaborative competencies. These include interprofessional role understanding and skills in conflict management, confidence and communication. Constructive alignment of curriculum by aligning learning outcomes and learning activities to develop collaboration including interprofessional learning activities would better prepare students for interprofessional collaboration.
Health professionals' perceptions of rehabilitation care workers
(University of the Western Cape, 2015) Gamiet, Shamila; Rowe, Michael
People with disabilities (PWD) often come from disadvantaged communities and struggle to access health and rehabilitation, education and employment. This leads to poorer health outcomes, lower education achievements, and higher rate of unemployment in comparison to people without disabilities. Therefore there is a need to empower PWD to remove all barriers which prevent them from participating in all aspects of their communities. In South Africa, 5% of the population is disabled and in a worldwide review conducted on access to rehabilitation services, it was reported that South Africa provided 21% to 40% of the disabled population with rehabilitation services. In 2012 the Department of Health (DOH) trained a new cadre of community health worker (CHW) in the field of rehabilitation in order to improve PWDs‘ access to health services. As a result, health professionals in the Western Cape became concerned about the role of this new cadre of rehabilitation care worker in PHC and CBS. The aim of this study was therefore to explore health professionals‘ perceptions of the newly trained rehabilitation care workers (RCWs). Q methodology was selected as an appropriate research design to meet the objectives of this study as it can be used to analyse opinions, perceptions and attitudes. The study population consisted of all the health professionals who engaged with the RCWs in the clinical workplace during their clinical practice module. A convenient sample of sixteen health professionals participated in this study. Ethics approval was obtained to conduct this study and all participants gave written consent to participate in this study. The researcher gathered all the viewpoints of the health professionals regarding the new rehabilitation care workers (RCWs) by conducting focus group discussions and document analysis. Statements were then drawn up based on the health professionals' viewpoints. The participants then ranked these statements from strongly agree to strongly disagree on a Q data score grid, in a process called Q sorting. The completed Q data score grids, called Q sorts, were then entered into PQMethod software programme for statistical and factor analysis. From the results of this Q analysis, two factors emerged which were analysed and interpreted. A factor is representative of participants with similar opinions. The participants loading onto Factor one and Factor two shared similar opinions of the RCWs. The results indicated that the participants were of the opinion that RCWs‘ role would be to strengthen primary health care (PHC) and community-based rehabilitation (CBR) and promote the participation of PWD in society. The results suggested that the RCWs were capable of improving the quality of life of PWD by empowering PWD to become actively involved in all aspects of community life. The participants felt that the RCWs would be included in the health system by working at intermediate care centres (facility-based) and in the community (home-based). However, the participants agreed that the RCWs must work under the direct supervision of qualified health professionals. Participants loading onto Factor one and Factor two further agreed that RCWs worked well in the structured environment of intermediate care health facilities. They felt that it would be beneficial for RCWs to be employed at these health facilities as the RCWs reduced the workload of the health professionals. From the results, it was also found that health professionals were of the opinion that the RCWs displayed positive attitudes and good professional behaviour in the clinical environment. Health professionals however identified gaps in the knowledge of the RCWs and a lack of skills to perform certain tasks. However, health professionals agreed that the RCWs' skills will develop and improve with time and exposure. This study showed that health professionals had positive perceptions of the RCWs and this could indicate that RCWs will be well accepted by health professionals as part of the PHC team. This could lead to the effective utilisation of RCWs in community-based rehabilitation. Recommendations can be made to the developers and implementers of the RCW training curriculum to make adjustments to the curriculum so as to address the lack of knowledge and skills in certain aspects of health and disability. It can further be recommended that South Africa's National DOH capitalise on these positive perceptions and train more RCWs to extend rehabilitation and health services to more underserved communities. This will assist the South African Government in ensuring that more PWD receive rehabilitation and become included in all aspects of their communities as is envisaged in the 2020/2030 health plan.
The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study
(BioMed Central -The Open Access Publisher, 2015-02-19) Frantz, Jose M.; Bezuidenhout, Juanita; Burch, Vanessa; Mthembu, Sindi; Rowe, Michael; Tan, Christina; Van Wyk, Jacqueline; Van Heerden, Ben
BACKGROUND: In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed at enhancing the academic and research capacity of health professions educators working in sub-Saharan Africa. This two-year programme, a combination of residential and distance learning activities, focuses on developing the leadership, project management and programme evaluation skills of participants as well as teaching the key principles of health professions education-curriculum design, teaching and learning and assessment. Participants also gain first-hand research experience by designing and conducting an education innovation project in their home institutions. This study was conducted to determine the perceptions of participants regarding the personal and professional impact of the SAFRI programme. METHODS: A retrospective document review, which included data about fellows who completed the programme between 2008 and 2011, was performed. Data included fellows’ descriptions of their expectations, reflections on achievements and information shared on an online discussion forum. Data were analysed using Kirkpatrick’s evaluation framework. RESULTS: Participants (n=61) came from 10 African countries and included a wide range of health professions educators. Five key themes about the impact of the SAFRI programme were identified: (1) belonging to a community of practice, (2) personal development, (3) professional development, (4) capacity development, and (5) tools/strategies for project management and/or advancement. CONCLUSION: The SAFRI programme has a positive developmental impact on both participants and their respective institutions.
Information and communication technology in health: a review of the literature
(University of the Western Cape, 2008) Rowe, Michael
Information and communication technology has been shown to be increasingly important in the education and professional practice of healthcare workers. The World Health Organisation (WHO) discusses the benefits of using ICT in the Primary Healthcare setting in terms of better access to information, improved communication between colleagues, facilitating continuing professional development and providing learning tools for healthcare professionals, patients and the community as a whole. This review of the literature describes the role of information and communication technology (ICT) in the education and professional practice of healthcare workers and goes on to outline the challenges facing the widespread adoption of ICT. The conclusion is that ICT does indeed have a positive role to play in both the education and professional practice of healthcare workers, including physiotherapists, as long as it is implemented as an adjunct to established and proven practice, and not a replacement.
Information and communication technology in health: A review of the literature
(Faculty of Community and Health Sciences, University of the Western Cape, 2008) Rowe, Michael
Information and communication technology has been shown to be increasingly important in the education and professional practice of healthcare workers. The World Health Organisation (WHO) discusses the benefits of using ICT in the Primary Healthcare setting in terms of better access to information, improved communication between colleagues, facilitating continuing professional development and providing learning tools for healthcare professionals, patients and the community as a whole. This review of the literature describes the role of information and communication technology (ICT) in the education and professional practice of healthcare workers and goes on to outline the challenges facing the widespread adoption of ICT. The conclusion is that ICT does indeed have a positive role to play in both the education and professional practice of healthcare workers, including physiotherapists, as long as it is implemented as an adjunct to established and proven practice, and not a replacement.
Knowledge and attitudes regarding the use of social software in a physiotherapy department
(University of the Western Cape, 2009) Rowe, Michael
INTRODUCTION: Institutions of higher learning are under pressure to respond to the changing needs of today's learners and the use of information and communication technology has been at the forefront of that change. Furthermore, the use of social software to enable people to interact with each other in a dynamic way has been identified as one possible solution. AIM: This survey sought to identify the knowledge and attitudes of South African physiotherapy students towards the use of social software in a physiotherapy department. Method: The design was a cross-sectional, descriptive survey that took place in a university physiotherapy department in the Western Cape, South Africa. It included 135 students and used a self-developed questionnaire. RESULTS AND DISCUSSION: Results showed that these students had only a superficial understanding of social software and that they did not make use of common services. They did however, show an openness to new approaches and a willingness to interact with lecturers outside the traditional classroom setting. A lack of access to appropriate technology was identified as one possible factor for their lack of understanding. CONCLUSION: Any attempt to incorporate social software to improve teaching and learning practice into this department would have to be accompanied by significant training and support.

Browsing by Author "Rowe, Michael"

Results Per Page

Sort Options