Vol. 6 No. 2 (2014) | African Journal of Health Professions Education

Editorial

V Burch

117-118

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Building on Tinto’s model of engagement and persistence: Experiences from the Umthombo Youth Development Foundation Scholarship Scheme

A Ross

119-123

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Integrating research into teaching: Needs assessment for staff development

J De Jongh, J Frantz, A Rhoda

124-128

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Factors that influence MSc (Med) (Pharmacy) completion rates at the Medunsa Campus of the University of Limpopo, South Africa

B Summers, DI Mpanda

129-132

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Access, pass, throughput and dropout rates: Review of a problem-based learning BPharm curriculum at a previously disadvantaged university in South Africa

LA Mabope, JC Meyer

133-137

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Recommendations for the establishment of a clinical simulation unit to train South African medical students

MJ Labuschagne, MM Nel, PPC Nel, GJ Van Zyl

138-142

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Assessment of the education environment of senior medical students at the University of the Free State, Bloemfontein, South Africa

S Schoeman, R Raphuthing, S Phate, L Khasoane, C Ntsere

143-149

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Making use of an existing questionnaire to measure patient-centred attitudes in undergraduate medical students: A case study

E Archer, J Bezuidenhout, M Kidd, BB van Heerden

150-154

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Medical students’ clerkship experiences and self-perceived competence in clinical skills

P Katowa-Mukwato, B Andrews, M Maimbolwa, S Lakhi, C Michelo, Y Mulla, SS Banda

155-160

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An educational programme for error awareness in acute trauma for junior doctors

CM Aldous, R Searle, DL Clarke

161-164

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A qualitative survey of top-achieving undergraduate medical students’ perspectives of medical education: An Iranian exploration

P Khashayar, P Khashayar

165-168

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Building a research agenda in health professions education at a Faculty of Medicine and Health Sciences: Current research profile and future considerations

J Bezuidenhout, S van Schalkwyk, B van Heerden, M de Villiers

169-173

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Book Review: Principles of Medicine in Africa

B Farham

174

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Editorial

S Hanekom

178-179

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Deriving criteria by which to determine core curriculum content: A high engagement process

SD Hanekom, M Unger, F Cilliers

180-184

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Does a problem-based learning approach benefit students as they enter their clinical training years? Lecturers’ and students’ perceptions

SB Statham, G Inglis-Jassiem, SD Hanekom

185-191

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What does an enquiry-based approach offer undergraduate physiotherapy students in their final year of study?

G Inglis-Jassiem, SB Statham, SD Hanekom

192-197

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Integrating evidence-based principles into the undergraduate physiotherapy research methodology curriculum: Reflections on a new approach

M Burger, QA Louw

198-202

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Teaching my peers: Perceptions of tutors in physiotherapy practical skills training

M Unger, L Keller, G Inglis-Jassiem, SD Hanekom

203-206

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Evaluation of clinical sites used for training undergraduate physiotherapy students: Factors that may impact on learning

LG Williams, DV Ernstzen, SB Statham, SD Hanekom

207-210

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Learning experiences of physiotherapy students during primary healthcare clinical placements

DV Ernstzen, SB Statham, SD Hanekom

211-216

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Physiotherapy students’ perceptions about the learning opportunities included in an introductory clinical module

DV Ernstzen, SB Statham, SD Hanekom

217-221

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Benefits of curriculum renewal: The Stellenbosch University physiotherapy experience

M Unger, SD Hanekom

222-226

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African Journal of Health Professions Education
Journal / African Journal of Health Professions Education / Vol. 6 No. 2 (2014) / Articles

Articles

Editorial

Building on Tinto’s model of engagement and persistence: Experiences from the Umthombo Youth Development Foundation Scholarship Scheme

Integrating research into teaching: Needs assessment for staff development

Factors that influence MSc (Med) (Pharmacy) completion rates at the Medunsa Campus of the University of Limpopo, South Africa

Access, pass, throughput and dropout rates: Review of a problem-based learning BPharm curriculum at a previously disadvantaged university in South Africa

Recommendations for the establishment of a clinical simulation unit to train South African medical students

Assessment of the education environment of senior medical students at the University of the Free State, Bloemfontein, South Africa

Making use of an existing questionnaire to measure patient-centred attitudes in undergraduate medical students: A case study

Medical students’ clerkship experiences and self-perceived competence in clinical skills

An educational programme for error awareness in acute trauma for junior doctors

A qualitative survey of top-achieving undergraduate medical students’ perspectives of medical education: An Iranian exploration

Building a research agenda in health professions education at a Faculty of Medicine and Health Sciences: Current research profile and future considerations

Book Review: Principles of Medicine in Africa

Editorial

Deriving criteria by which to determine core curriculum content: A high engagement process

Does a problem-based learning approach benefit students as they enter their clinical training years? Lecturers’ and students’ perceptions

What does an enquiry-based approach offer undergraduate physiotherapy students in their final year of study?

Integrating evidence-based principles into the undergraduate physiotherapy research methodology curriculum: Reflections on a new approach

Teaching my peers: Perceptions of tutors in physiotherapy practical skills training

Evaluation of clinical sites used for training undergraduate physiotherapy students: Factors that may impact on learning

Learning experiences of physiotherapy students during primary healthcare clinical placements

Physiotherapy students’ perceptions about the learning opportunities included in an introductory clinical module

Benefits of curriculum renewal: The Stellenbosch University physiotherapy experience

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