Browsing by Author "Van Wyk, Jacqueline"

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    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.
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    Occupational therapy graduates’ reflections on their ability to cope with primary healthcare and rural practice during community service
    (Occupational Therapy Association of South Africa, 2017) Naidoo, Deshini; Van Wyk, Jacqueline; Waggie, Firdouza
    BACKGROUND: Occupational therapy graduates are expected to deliver service in public health facilities using a primary healthcare approach (PHC) during their community service year. There is limited literature available about their experiences in this context. OBJECTIVE: This study explored the experiences of novice occupational therapy graduates and the extent to which their curriculum had prepared them for practice in PHC settings. METHODS: This qualitative exploratory study used purposive sampling to recruit thirty nine novice occupational therapy graduates. Using audio-recorded semi-structured interviews and a focus group discussion data were collected to explore participants’ experience of work and the extent to which their undergraduate programme had prepared them for primary healthcare practice. The data was analyzed thematically. FINDINGS: Occupational therapy graduates expressed challenges in applying the PHC approaches for practice in resource-restricted rural settings. They required additional skills to communicate in the local indigenous language, to understand the various beliefs of the local communities and to manage change in these settings. They were well prepared for basic clinical skills as a need for urban-based ethical practice. RELEVANCE TO CLINICAL PRACTICE: Curriculum planners need to review the teaching of communication skills and introduce students to strategies for change management. More inter-professional collaboration and service-learning in rural primary healthcare settings will prepare them better for rural and PHC settings.