APRIL 2019

VOLUME 1 | ISSUE 1

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A. SAFRI’s footprint – “How far is our reach after SAFRI 10?” SAFRI has expanded to reach various parts of AFRICA. Check all the countries now included in SAFRI

with the respective number of fellows in each country.

https://create.piktochart.com/output/37626460-safri-footprint-march-2019

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B. Welcome to other FAIMER regional institutes

There are some new institutes that have recently joined and SAFRI would like to send them a

“welcome to the family” message!

Santiago, Chile

FAIMER Regional Institute in Latin America (FRILA)

The FAIMER Regional Institute in Latin America (FRILA) welcomed its first group of Fellows in April

2018. The program, conducted in Spanish, is based at the Pontificia Universidad Católica de Chile in

Santiago, Chile, under the direction of Lili Moraga.

Cairo, Egypt

ASU-MENA-FAIMER Regional Institute

The Ain Shams University-Middle East North Africa-FAIMER Regional Institute (ASU-MENA-FRI) will

welcomed its first class of Fellows in January 2019, under the direction of Samar Ahmed. The institute is based at Ain Shams University Faculty of Medicine in Cairo, Egypt.

Yogyakarta, Indonesia

FAIMER Regional Institute of Indonesia for Educational Development and Leadership (FRIENDSHIP)

The FAIMER Regional Institute of Indonesia for Educational Development and Leadership

(FRIENDSHIP) will welcomed its first class of Fellows in February 2019 under the direction of Mora Claramita and Yoyo Suhoyo. This institute is based at Universitas Gadjah Mada in Yogyakarta, Indonesia,

C. PGDip in HPE and Leadership

The 'SAFRI' PG Diploma in Health Professions Education and leadership has launched! Places have been reserved for SAFRI Fellows so you need to apply ASAP.

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D. Session 1 – Welcome 2019 Fellows SAFRI would like to welcome all our new 2019 fellows! We know that you are all destined for great

things and are excited to be part of your journey!

Session 1 Fellows

Asma MohammedSharif

Project: Build research capacity of

undergraduate medical student's at AlNeelain

University.

Institution: AlNeelain University, Sudan

Eileen Du Plooy

Project: The knowledge & attitude of occupational therapy educators on palliative care education in undergraduate occupational therapy curricula in South Africa.

Institution: University of Pretoria, South Africa

Jacob Stanley Iramiot

Project: Rethinking the Problem Based Learning Curriculum in A Resource Constrained Setting Institution: Busitema University, Uganda

Jennifer McAdam

Project: A pilot study comparing learning materials utilised in a PBL problem regarding ADL in a rural less resourced context Institution: University of Witwatersrand, South

Africa

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Keshena Naidoo

Project: Preparing health professionals to care

for geriatric patients

Institution: University of KwaZulu-Natal, South

Africa

Mashavu Bilal

Project: Implementing quality assurance system at the suza university, at the school of health sciences

Institution: The State University of Tanzania, Tanzania

Mia-Michaela Beetge

Project: The use of case discussion forums for continued professional development (CPD) in the health care setting Institution: University of Pretoria, South Africa

Mohammed Badi

Project: Assessing standards competences in Sudanese Nursing schools. Institution: Nahda College, Sudan

Olutoyin Oluwole

Project: Evaluation of Learning Styles Among

Medical Students in Ekiti State University.

Institution: Ekiti State University, Nigeria

Paul Oboth

Project: Low Dose High Frequency (LDHF) Learning approach to improve malaria diagnosis among health workers in Uganda

Institution: Busitema University, Uganda

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Portia Bimray

Project: A values-based leadership approach to nursing education in a School of Nursing at a disadvantaged institution of higher Institution: University of Western Cape, South Africa

Robert Lukande

Project: Modernising and expanding the utilisation of the pathology museum as a teaching and learning tool Institution: Makerere University, Uganda

Suranjana Ray

Project: Capacity Building of Undergraduate

Medical Students by developing administrating

and evaluating a module for teaching

Professional Attitude and soft skills

Institution: IOMIT’s SSR Medical College,

Mauritius

Yolande Heymans

Project: Exploring the use of Focus Application Tasks to foster interprofessional collaboration and peer-learning in 2nd year health students

Institution: North West University, South Africa

Willem Jooste

Project: Development of a Transitional Support

Program for International Registrars Undergoing

Specialist Emergency Medicine Training in Cape

Town.

Institution: University of Cape Town, South

Africa

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E. Session 3 - Catching up with the 2018 Fellows - accomplishments since last year by Ludo

A sentiment that is shared among all returning Fellows is how quickly time flies and how much people accomplish in a year. The traditional Session 3 Wall-of-Fame Walk that introduces the

returning fellows to the new cohort was no different this year. The room was bursting with energy and congratulatory remarks as we all heard reports of what the 2018 Fellows had been up

to since 2018. Here is a summary: some of Fellows had completed their PhDs; others were

embarking on higher education qualifications; others had presented at various conferences around the world; some had been promoted; another had spent some time at a military base;

competed in a marathon and others shared their children’s accomplishments. This while completing their projects, doing their regular jobs and, yes, completing their TMAs! We learnt

how WhatsApp groups were used to support each other and the value of this network. All in all, people had learnt a lot about themselves and had developed a lot professionally.

Congratulations, 2018 Fellows! You have shown us, once again, that it is possible to complete projects and TMAs while conquering the world! Best wishes as you graduate in June at

Bloemfontein and in the presentation of your Projects at the 2019 SAAHE Conference. We applaud you!

F. The story of how the 2018 Fellows were welcomed back to SAFRI by the 2019 Fellows

Narrator: 1. Welcome to all

2. Explanation of play, where each of the 15 second-year Fellows each take on the role of a character

in the story and act out their role.

3. Second-year Fellows each draw a character out of a hat. 4. The play is enacted. All characters are indicated in the script in colour.

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The play: Once upon a time, a little girl called Little Blue SAFRIhood, set off to show her project poster to her

grandmother. She put on her coat and picked up her poster and off she went [sound effect].

To cross the gurgling FAIMER river [sound effect] she balanced on a lily pad [sound effect] as the

ethics crocodile circled closer, and closer [sound effect].

Finally Little Blue SAFRIhood made it across the river and sat down on a rock to reflect on her research design.

A brain storm [sound effect] approached and she triangulated [sound effect] her password protected ideas into the cloud [sound effect].

Suddenly the Big Bad Qualitative Wolf – dressed up as her grandmother – emerged from the coding

forest (or was it the coding trees????)

Little Blue SAFRIhood said: ‘My, my, what big eyes you have, grandmother’. The Big Bad

Qualitative Wolf replied: ‘All the better to see your parametrics my dear’. The little girl asked ‘And why do have SOCKS on your ears Grandmother?’ And the cunning wolf replied ‘To plan and

evaluate your protocol my dear.’

Finally, Little Blue SAFRIhood exclaimed: ‘And grandmother, what huge graphs you have!’ And the

Wolf said: “They’re to crunch your data my dear!’ And in a flash, the Big Bad Qualitative Wolf ate Little Blue SAFRIhood [sound effect] and immediately had a very skewed bell curve! Narrator side

comment: I cannot believe he was that ‘mean’ …. or was it ‘mode’?!

Fortunately the Faculty Supervisor arrived, slayed the Big Bad Qualitative Wolf [sound effect] and

rescued Little Blue SAFRIhood! ‘Well done Little Blue SAFRIhood said the Faculty Supervisor, your poster has been accepted for the SAAHE conference [sound effect].

And they all lived happily ever after!

Closing by narrator: ‘This story has no objectives, there was no clear conclusion and no supporting literature. No animals were hurt during this production….” [Round of applause for second years!]

We hope that the result is going to lead to the happiness of all the 2018 SAFRI Fellows.’

Characters (in order of appearance):

1. Little Blue SAFRIhood 2. Project poster

3. Coat 4. Sound effect

5. FAIMER river

6. Lily pad 7. Ethics crocodile

8. Rock 9. Brain storm

10. Triangulation 11. Cloud

12. Big bad qualitative wolf

13. Coding forest 14. SOCKS

15. Faculty Supervisor

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G. Reflections – Session 1 & 3

Eva’s reflection on the SAFRI journey (2018 Fellow)

Acceptance to the SAFRI fellowship brought about a package of mixed thoughts and emotions. I was

excited that I would visit Cape Town for the first time. However, I had insecurities of whether I would

be able to meet the standard of the fellowship.

On arrival in Newlands, Cape Town for the first session in 2018, all the insecurities flew out of the

window. The environment that the SAFRI faculty created and provided for us was very

accommodating for everyone regardless of race or educational qualification. I loved the fact that

there is no use of academic titles in the SAFRI sessions. This fact made it easier for everyone to

interact and engage with the other without fear of academic boundaries.

My expectations of exploration of Cape Town were soon obliterated when I realized that the

schedules for the sessions were fully packed from morning until evening hours. However, the

interactive learning activities that were employed during the sessions were so exciting that I failed to

see time fly by.

My highlights for the sessions include the session on personality types. Realization of the

characteristics of my personality style, INFJ, made me to be comfortable with myself and other

people. The session on the qualitative methodology was quite daunting but interesting. I learnt about

the different research designs under the qualitative research methodology and proceeded to use a

qualitative research design for my SAFRI project.

The SAFRI faculty is supportive. I received tremendous support and supervision from my supervisor

as I carried out my research project and am proud that my research abstract was accepted for the

SAAHE 2019 international conference.

The SAFRI road was also laced with its own challenges. The TMA road was not easy. Meeting the

deadlines for submissions was a hurdle considering the competing tasks that I had to carry out at

work, home and my masters’ studies. However, I had to use information that I had learnt on how to

manage others myself and to be able to pull through the TMA journey.

SAFRI has laid a foundation of research in my academic life. Moving forward, I intend to utilize the

knowledge that I have acquired to undertake research, present papers at local and international

conferences and become a well-published researcher in my field of study.

Jennie’s reflection on the SAFRI journey (2019 Fellow)

The SAFRI Session 1 2019 in Cape Town was an incredible experience! I was also amazed by humble

and generous inputs from all of the Faculty members - I have never experienced anything quite like it

and am so grateful to have the opportunity to be part of this SAFRI family! Of course, some Faculty

members who shall remain nameless, described it as a ‘cult’ (all together now…..SAFRI BAM!) rather

than a ‘family’ – I realised that I was right at home during the dinner at the Cavendish Square mall,

when some of my own crazy ideas seemed to match those of said Faculty members! It was truly

wonderful to get to know Fellows and Faculty members from all over Africa!

On a more serious note, though, my learning was particularly enhanced when I realised the extent of

the congruence between the content and styles of the presentations. Having the teaching methods

and leadership styles modelled so effectively and consistently by the Faculty members was very

inspiring for me and I hope to use this same approach with my own students. Not only did I learn a

huge amount, but I came away feeling energised and better equipped as an educator. I am looking

so forward to all that the year ahead holds until the 2019 Fellows meet again next year

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H. SAFRI Poster Day

i. Presentations

Ansie Benjamin

Project: Nursing Educators’ Perception

Regarding Curriculum Reform in the Namibian

Health Training Centers.

SAFRI Supervisor: Alwyn Louw

Sumaiya Adam

Project: Do assessment strategies in obstetrics

at the University of Pretoria align with the

learning outcomes of the course?

SAFRI Supervisor: Marietjie van Rooyen

Amos Drasiku

Project: Clinical Teaching of Undergraduate

Nursing Students: Are Nurses at Arura Regional

Referral Hospital in Uganda Ready?

SAFRI Supervisor: Champion Nyoni

Kimesh Naidoo Project: Development of an Assessment Tool for Paediatric Medical Interns in South Africa (SA). SAFRI Supervisor Jacky van Wyk

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Thuli Mthembu Project: An exploration of undergraduate occupational therapy students’ experiences of using case study as a teaching strategy to learn about spirituality. SAFRI Supervisor: Anthea Rhoda

Janine van der Linde Project: The Siyathuthuka Project: An analysis of the need and methods of learning medical terminology in undergraduate therapeutic sciences students. SAFRI Supervisor: Lianne Keiller

Farhana Karachi Project: Undergraduate physiotherapy student and ICU Clinical Educator perceptions of teaching and learning activities during the Intensive Care Unit clinical education block – A survey of physiotherapy students at a University in the Western Cape. SAFRI Supervisor: Gonzaga Mubuuke

Mamphafi Matete Project: Perceptions of student nurses toward a community assessment module at a School of Nursing in Lesotho. SAFRI Supervisor: Hester Julie

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Noluvo Gosangaye

Project: Facilitators and challenges during home visits by first-year nursing students at the University of Fort Hare, Eastern Cape, South Africa. SAFRI Supervisor: Karien Mostert

Eva Mukurunge

Project: Experiences of students with group work: A case of curriculum change in a nursing school in Lesotho. SAFRI Supervisor: Ludo Badlangana

Olugbenga Ayannuga

Project: Attitude and Perception of Clinical Year Medical Students to the teaching of neuroanatomy. SAFRI Supervisor: Heike Geduld

Patela Giyose Project: Sustainable community engagement programme in higher education: a case study of University of Fort Hare. SAFRI Supervisor: Abigail Dreyer

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David Thomson

Project: Using a Massive Open Online Course to teach the principles of Deceased Organ Donation. SAFRI Supervisor: Firdouza Waggie

Loredana Bocchino

Project: Reliability of high stakes assessments and number of encounters in an undergraduate medical programme – a preliminary study using G-theory. SAFRI Supervisor: Rhena Delport

Rebecca Nekaka Project: Role of exposure to research methods training and its effect on knowledge and attitude of undergraduate medical students towards research. SAFRI Supervisor: Ronel Maart

Welcome to our guest Mrs Lydia Keketsi- Mokotso, Principal Nurse Educator at Roma College of Nursing Lesotho, in the picture with a 2018 fellow Mamphafi Matete.

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ii. Poster Day Reflections by Liz

Poster Day 2019: the middle is also a party

Poster Day is the most thrilling day at SAFRI (well sometimes the river crossing also has some spine-

chilling moments…), even more than graduation. After months of silence and quiet work suddenly it

is a festival of outputs, outcomes, results, changes, successes and plans. Fellows and their work

come into proper focus on that day. This year I had the opportunity to close the session and decided

to name each Fellow based on their work and what resonated:

Sumaiya: the carer

Ansie: the change leader

Kimesh: the persuader

Janine: the resilient

Farhana: the warrior

Mamphafi: the bridge builder

Noluvu: the community builder

Eva: the EI guide

Thuli: the voice of spirit

Benga: the fear fighter

David: the pay it forward advocate

Patela: the community engineer

Rebecca: the knowledge seeker

Lori: the fixer

If Poster Day (the middle of the SAFRI journey) is anything to go by, then we are in for a real treat at

the SAAHE conference this year! See you all at SAAHE 2019.

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iii. Thanks to SAFRI for walking part of my journey for me by

Rebecca (2018 Fellow)

I serve as the coordinator of the Community Based Education Research and Service (COBERS)

program of Busitema University Faculty of Health Sciences which places medical students deeper into

communities. I provide leadership and coordination roles in the implementation of the COBERS

program across 19 districts. Coordinating COBERS program posed a lot of challenges for me as I was

in my early stages of understanding research. Here I was desirous to teach research to

undergraduate students.

In 2017 at a workshop in Kampala, I met a former SAFRI fellow, Samuel who shared the advert with

me and encouraged me to apply. He supported me by reviewing my proposed project. After my first

session of the SAFRI fellowship, I had a very clear plan of how to implement my ideas. My research

project was focused on introduction of a module on research methods and to assess the attitude and

knowledge of second year students towards research.

I sought for support from staff who were interested in mentoring students and we held planning

meetings. The second-year students were taught research methods, they developed research

proposals, collected data and prepared posters. The research mentors supported the students to draft

manuscripts and submit to reputable journals. We had 14 groups of second year students develop

proposals in different service areas.

As a result of the SAFRI fellowship project, I have developed the ability to work collaboratively with

other staff. I have further developed my transferable skills in areas like leadership and management,

communication, data analysis, independent thinking and problem solving. The students’ attitude and

knowledge towards research greatly improved. Most of these students have taken up active roles in

the research club of the faculty.

The research mentors are motivated to continue mentoring students and their capacity to carry out

research has greatly improved.

During the graduation ceremony on the 3rd of October 2018, the vice chancellor recognised the great

work done by my team and acknowledged the publications out of students’ research. I have been

recognised by academic staff on the social media platform as an outstanding coordinator of the

program. Staff from other faculties have expressed interest of learning form this program.

Thanks to SAFRI family for helping me realise my potential.

Rebecca Students presenting their research findings

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I. Africa Day Dinner - March 2019

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J. Featured Country: Ethiopia - by Fasika (2013 Fellow)

Population: the counted ones = 100 mil

Number of Universities: 51 Number of HPE units: 31

Number of SAFRI fellows: 1 (2013 Fellow from Mekele University) Types of HPE programs: 2 MHPE programs in Addis Ababa University and Jimma university

Collaboration with SAFRI fellows: none

Fun facts about Ethiopia: plenty. Here are 3: 1. It is one of the ancient civilization Axumite civilization (2000 years back).

2. It is now 2011 in Ethiopian Calendar it means when you come to Ethiopia you will be 8 years younger. The year starts in September and ends in Pagumie, a 13th month of 5 days, that comes after August.

3. Axum stele – this was carved out of a single stone 2000 years ago.

Axum stele, in Ethiopia.

K. Achievements Olufunmilayo (SAFRI, 2011) Olufunmilayo awarded a PhD in Clinical Health Professions Education in April 2019 from the University of KwaZulu Natal, South Africa.

Thesis: her study looked at preparing medical students to recognise and respond to gender-based violence.

Supervisor: Jacky van Wyk, School of Clinical Medicine.

Klaus (SAFRI, 2013) Appointed as the new editor-in-chief of the South African Family Practice journal from 01 March 2019.

This journal is the official journal of the South African Academy of Family Physicians (SAAFP). The journal may be accessed online (open access) at: https://medpharm.tandfonline.com/ojfp

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Fasika (SAFRI, 2013) Finished surgical gastroenterology sub-specialty training in September 2017

Finished his Master’s in Health Professions Education in July 2018

Mubuuke (SAFRI, 2009) Appointed as External Examiner – University of Zambia School of Medicine - 2019

Co-PI on NIH grant: HEPI that was won by Makerere University College of Health Sciences

Champion (SAFRI, 2013)

Awards: Runner Up: Educational and Qualitative research paper at the Faculty of Health Sciences Research Forum of the University of the Free State

Ronel (SAFRI, 2013) 1. Judge at the University of the Western Cape – Dentistry Research Day – postgraduate student

research, 2018

2. Judge at the University of Cape Town - Health Professions Education Research Day - 16 August

2018 3. Appointed as project mentor in P4APL (Academic Leadership Programme)

4. HELM Heads of School and Academic Departments: foundations of leadership programme (November 2018)

5. Nominated to attend Academic leaders & professional leader programme & Graduated from this

programme (12-month programme) - 13 April 2018

Jose (SAFRI, 2008) Winner: Africa Education Leadership Awards 2019

The South Africa Education Leadership Awards are presented by Asian Confederation of

Businesses with CMO Asia as its Strategic Partner and Stars of the Industry Group as a research

partner. The Awards of the highest stature are presented to Individuals and Institutions who have

surpassed several levels of its excellence and set an example of being a role model and

Exemplary Leadership. Individuals behind the Institution who are building their Institutions

through Leadership, Innovation, Academic and Industry Interface and a supreme objective of Building

future leaders.

Education will play an important role in shaping the destiny of the future of the world i.e. the

Students. There’s a Chinese saying “When the student is ready, the teacher appears”. The South

Africa Education Leadership Awards will recognize Institutions and Individuals who believe

Excellence is infinite and can lead to shaping the destinies of the future of the World

The Education Leadership Award is presented to an individual who has crafted leadership with

his/her work and thinking. The award indicates excellence in application of leadership principles to

business situations.

Criteria:

Those who can make a difference to the lives of others are chosen. For the quality of their work,

global reach and outlook and ability to contribute value of social change. Change can be quantified -

especially since it impacts the lives of many. If it does then it is positive change. But the main is

Making A Difference (MAD).

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Process:

The South Africa Education Leadership Award is an intensely researched process undertaken by the

research cell which consists of Post Graduates in History & Management with over 5 years research

experience posts their studies. It is the iconic job of the research cell to produce a shortlist of

Individuals who are doing extraordinary work and track the record of their achievements. The

shortlist is then reviewed by a Jury comprising of senior professionals from across the globe.

Congratulations, Jose, on lifting the SAFRI flag higher! 👏🏽

Fadia (2016) AMARI Fellowship details below; Early career research award: publication

http://www.cpmh.org.za/cpmhs-fadia-gamieldien-honoured-for-publication/

Karien (SAFRI, 2008)

1. Awarded a Prize for contribution to Teaching and Learning in the Faculty of Health Sciences,

University of Pretoria 2. Nominated for the University Award for Excellence in Teaching

3. Faculty Research Day. Best Poster. Bester, MJ, Dawood MA, Mostert K, Nkwenika T and

Abedelatif N. Predisposing factors for injury: a study on South African elite male youth football

players. This resarch was presented in Barcelona.

Paula (SAFRI, 2011)

1. Passed the MCE: Microsoft Certified Educator exam (March 2018) Issued by Microsoft

MCE Certification

2. Awarded the Vice Chancellor’s Teaching and Learning Award – Category: Team. This is

with Janine van der Linde (2018 Fellow). The team was nominated by Prof. J Bruce for the impact

that eFundanathi has had on the teaching and learning across the School in 2017. University of the Witwatersrand Vice Chancellor: Prof. Adam Habib

VC’s Team Teaching Award, with Janine “Learning Idols”

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3. Nominations

2017 Finalist: Inspiration

Award(http://www.bizcommunity.com/Article/196/371/168398.html)

EduWeek 2017

2018 Inspiring Fifty South Africa: fifty most inspiring women in STEM nominee

CoCreateSA and Consulate General

of the Kingdom of the Netherlands

2018 Placed second in the “Learning Idols”

http://learninginnovationafrica.co.za/learning-idols/

Learning

Innovation Africa

Conference: Johannesburg

Karl-Heiz (SAFRI, 2015) and Corné (SAFRI 2011)

Won the best short communication in surgical education at the AMEE 2018 Conference in Basel,

Switzerland.

L. Promotions Fasika (SAFRI, 2013) Promoted to associate professor in October 2017.

Appointed as Dean of School of Medicine in March 2018.

Heike (SAFRI, 2011) Promoted to Associate Professor and Head of the Division of Emergency Medicine at Stellenbosch

University as of 1 February 2019.

Heike adds that she still “look[s] the same”!

Jacky (FAIMER, 2006)

Promoted to Associate Professor: Clinical and Professional Practice. School of Clinical Medicine,

College of Health Sciences, University of KwaZulu-Natal. Appointed as Academic Leader: Research.

Firdouza (SAFRI, 2008) Promoted to Associate Professor, University of the Western Cape

Pragashnie (Pre); (SAFRI, 2016) 1. Promoted to Associate Professor, University of KwaZulu Natal.

2. Appointed as Academic Leader (Head) of Research for the School of Health Sciences, UKZN in 2018.

3. NRF Y Rated Researcher (2018)

4. 1st Runner Up in the Department of Science and Technology SOUTH AFRICAN WOMEN IN SCIENCE (Distinguished Young Researcher Category) (2018)

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Deshini (SAFRI, 2014) Appointed as Academic Leader (Head) of Discipline of Occupational Therapy, UKZN in 2018.

Karin (SAFRI, 2017) Promoted to Head of the Division of Anatomy at Stellenbosch University (South Africa).

Ronel (SAFRI, 2013) Promoted to Head of Department: Prosthetics, Restorative Cluster, Faculty of Dentistry, University of

the Western Cape in March 2017.

Fadia (2016) Promotion to Senior Clinical Educator: Occupational Therapy in December 2016.

Paula (SAFRI, 2011) Promoted to Senior Lecturer in October 2018 in the School of Therapeutic Sciences, Wits.

M. Publications

Rivak Punchoo won the 2018 SAAHE prize for best poster. This was a project that he did in addition

to his SAFRI project and was titled: "The development of 3-D prints to support teaching and assessment in undergraduate human physiology in the visually impaired." Here he is posing with Liz

Wolvaardt who was a collaborator. Well done Rivak!

Fasika (SAFRI, 2013) a) Kidanu M, Amdeslasie F. The Magnitude and Clinical Profile of Gallstone Disease in Ayder Referral

Hospital, Mekelle, Ethiopia: A Cross-Sectional Descriptive Study, Ethiop Med J, 2017, Vol.55, No. 3.

b) Amdeslasie F, Kidanu M, Wendwosen T. Lerebo. Head Injury Admissions at a Referral Hospital in

Ethiopia. Ethiop Med J, 2017, Vol.55, No. 3.

Niri (SAFRI, 2008) and Karien (SAFRI, 2008) Naidoo, N, Barnes, R, Mlenzana, N, Mostert, K, Amosun, SL. Physiotherapy in rehabilitation and

prohabilitation across the lifespan.South African Medical Journal. In Press

Karien (SAFRI, 2008)

Grobler S, Mostert, K, Becker P2018. The impact of a change in work posture from seated to stand-

up on work-related musculoskeletal disorders among sewing-machine operators. American Journal of

Contribution: Industrial Medicine, 1-13 DOI: 10.1002/ajim.22865

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Veena (SAFRI, 2008)

1. Effects of Demographic Factors on Provision of Feedback in Postgraduate Medical Education

C. I. Bagwandeen and VS. Singaram South African Journal of Higher Education http://dx.doi.org/10.20853/32-1-1657

Volume 32(1); 2018; 31‒48

2. Exploring Demographic Influences on Students’ Academic Performance Over a Five-Year

Programme T. Sommerville and VS. Singaram

South African Journal of Higher Education http://dx.doi.org/10.20853/32-2-2054

Volume 32(2); 2018; 273‒287

Champion (SAFRI, 2013) 1. Mugomeri E., Khama P., Seshea P.C., Bekele B., Mojayi S, Maibvise C. & Nyoni C.N. 2017. The

quality of care of non-communicable diseases in patients living with HIV and AIDS in Maseru,

Lesotho. HIV and AIDS reviews, 16 (3) 155-162.

2. Nyoni C.N. & Botma Y. 2017. Aligning Midwifery summative clinical assessments with

competence-based curriculum through OSCE: The experience of Midwifery educators in Lesotho.

International Journal of Africa Nursing Sciences, 7, 11-13.

3. Reid M, Walsh C., Raubenheimer J., Bradshaw T., Pienaar M., Hassan M., Nyoni C.N. & Le Roux

M. 2018. Development of a health dialogue model for patients with diabetes: a complex intervention

in a low-/middle income country. International Journal of Africa Nursing Sciences, 8, 122-131.

4. Nyoni C.N. & Botma Y. 2018. Sustaining a newly implemented competence-based Midwifery

programme in Lesotho: Emerging issues. Midwifery Special issue: Education 59,115-117.

5. Nyoni C.N. & Reid M. 2019. Perceptions of patients regarding diabetes-related health

communication strategies in the Free State, South Africa. Health SA Gesondheid,

6. Nyoni CN & Botma Y. 2019 Implementing a competency-based Midwifery programme in Lesotho:

A gap analysis. Nurse Education in Practice, 34 72-76.

7. Nyoni CN & Botma Y. A framework for implementing and sustaining a curricular innovation in a

midwifery programme in Lesotho. African Journal of Health Professions Education (in Press).

Pre (SAFRI, 2016) 1. Govender P & Mostert K. Making Sense of Knowing: Knowledge Creation and Translation in

Student Occupational Therapy Practitioners. African Journal of Health Professions Education. 2019. Accepted

2. Naidoo S, Naidoo D & Govender P. Community Healthcare Workers response to childhood disorders: Inadequacies and Needs. African Journal of Primary Healthcare and Family Medicine. 2019.

In Press

3. Young W, Daya M & Govender P. Functional Outcome using Early Controlled Active Motion in Rehabilitation of a Replanted Hand: A Case Report. Journal of Hand Therapy. 2019. In Press

4. Govender P, Naidoo D, Bricknell K, Ayob Z, Message H, Njoko S. No one prepared me to go home: CVA Survivors experiences of community reintegration in a peri-urban context. African Journal

of Primary Healthcare and Family Medicine. 2019. In Press

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5. Blose SB, Chetty V, Maddocks S, Chemane Z, Govender P. “Clinical supervision is a learning process”: Physiotherapists Perception of a Decentralised Clinical Education Approach to

undergraduate training. African Journal of Health Professions Education. 2019

6. Keller MM & Govender P. Electronic Device Use and Fine Motor Dexterity & Handwriting: A pilot

study of South African grade 2 children. Global Journal of Health Sciences. 2019

7. Govender P. AGREE-II Appraisal of a Clinical Algorithm for Hypotonia Assessment. African Health Sciences. 2018; 18(3):1- 790-798. https://dx.doi.org/10.4314/ahs.v18i3.38

8. Naidoo D, Govender P, Stead M, Mohangi U, Zulu F & Mbele M. Use of Social Media for

Professional Practice Occupational Therapy Students. African Journal of Health Professions Education.

2018; 10(2):101-105.

9. Govender P & Joubert RWE. Evidenced-based Clinical Algorithm for Hypotonia Assessment: To Pardon the Errs. Occupational Therapy International. 2018. Article ID 8967572. 7 pages.

http://doi.org/10.1155/2018/8967572

10. Govender P, Chetty V, Naidoo D & Pefile N. Integrated Decentralized Training (The i-DecT

Project) for Health Professions Education at the University of KwaZulu Natal, South Africa. Journal of

Medical Internet Research (Research Protocols), 2018; 7(1), 5;7(1):e19. doi: 10.2196/resprot.7551.

Deshini (SAFRI, 2014) 1. Naidoo S, Naidoo D & Govender P. Community Healthcare Workers response to childhood

disorders: Inadequacies and Needs. African Journal of Primary Healthcare and Family Medicine. 2019. In Press

2. Govender P, Naidoo D, Bricknell K, Ayob Z, Message H, Njoko S. No one prepared me to go home: CVA Survivors experiences of community reintegration in a peri-urban context. African Journal

of Primary Healthcare and Family Medicine. 2019. In Press

3. Naidoo D, van Wyk, Dunpath, R. Service Learning Pedagogies to promote Student Learning in Occupational Therapy. African Education Review.

4. Naidoo D, Govender P, Stead M, Mohangi U, Zulu F & Mbele M. Use of Social Media for Professional Practice Occupational Therapy Students. African Journal of Health Professions Education.

2018; 10(2):101-105.

5. Govender P, Chetty V, Naidoo D & Pefile N. Integrated Decentralized Training (The i-DecT

Project) for Health Professions Education at the University of KwaZulu Natal, South Africa. Journal of

Medical Internet Research (Research Protocols), 2018; 7(1), 5;7(1):e19. doi: 10.2196/resprot.7551.

6. Naidoo D, van Wyk, Waggie, F. Occupational therapy graduate’ reflections on their ability to cope

with primary healthcare and rural practice during community service. 2017. 47(3): 39-45 South African Journal of Occupational Therapy.

Karin (SAFRI, 2017) Published an article in 2018 as part of her PhD in Surgery dissertation.

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Ronel (SAFRI, 2013) Maart, R & Gordon, N. 2018. Perceptions and practices of clinical teachers at the University of the

Western Cape. SADJ May,73(4):304-308 SADJ)

Mmaki Jantjies, Ronel Maart and Trevor Moodley Experiential learning through Virtual and Augmented Reality in Higher Education. CETM 2018. International Conference Proceedings Series by

ACM (ISBN: 978-1-4503-6630-4)

Liz (SAFRI, 2011) 1. The quality of voluntary medical male circumcision done by mid-level workers in Tshwane

District, South Africa: A retrospective analysis. Authors: Ngcobo S, Wolvaardt JE, Bac M, Webb E

*PlosOne, Jan 2018, doi.org/10.1371/journal.pone.0190795

2. A case study of the use of a special interest group to enhance interest in public health among undergraduate health science students.

Authors: Louw A, Turner A, Wolvaardt L BMC Public Health Reviews, 2018 39 (11), doi.org/10.1186/s40985-018-0089-4

3. Clinical mentoring to improve quality of care provided at three NIM-ART facilities: A mixed methods study

Authors: Visser CA, Wolvaardt JE, Cameron D, Marincowitz GJO

African Journal of Primary Health Care& Family Medicine 2018 June 14;10(1): e1-e7. doi:10.4102/phcfm.v10i1.1579.

4. The health system benefits of attending an HIV/AIDS conference Authors: Bosman A, Wolvaardt L

African Journal for Health Professions Education, 2017. 9 (2)

5. A descriptive study of mothers' perceptions of health needs of mother-baby pairs in the first 6 weeks postpartum

Authors: Rotich E, Wolvaardt L

BMC Pregnancy and Childbirth, 2017. 17:385

Lakshini (SAFRI, 2009) Van Schalkwyk, S.C., Hafler, J., Brewer, T.F., Maley, M.A., Margolis, C., McNamee, L., Meyer, I., Peluso, M.J., Schmutz, A.M., Spak, J.M. and Davies, D., 2019. Transformative learning as pedagogy

for the health professions: a scoping review. Medical education.

Fadia (SAFRI, 2016) Gamieldien, F. & van Niekerk, L. (2017). Street vending in South Africa: An entrepreneurial

occupation. South African Journal of Occupational Therapy, 47(1), 24-29

Kimesh (SAFRI, 2018)

1. Naidoo KL, Van Wyk JM, Adhikari M. The Learning Environment of Pediatric Interns in South

Africa BMC Medical Education 17(1): 235 https://doi.org/10.1186/s12909-017-1080-3

2. Naidoo KL, Van Wyk JM, Adhikari M. 'Sense of Belonging': The influence of individual factors

in the learning environment of South African interns. African Journal of Health Professions

Education (Accepted for publication, 16 August 2017) To be published June/July 2018 edition

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3. Naidoo KL, Van Wyk JM, Adhikari M. Comparing International and South African Work-based

Assessment of Medical Interns' Practice. African Journal of Health Professions Education.

(Accepted for publication, 15 August 2017) To be published June/July 2018 edition

4. Naidoo KL, Van Wyk JM, Adhikari M. Impact of the Learning Environment on Career

Intentions of Paediatric Interns. South African Medical Journal 2017; 107(11):987-993.

DOI:10.7196/SAMJ.2017.v107i11.12589 http://www.samj.org.za/index.php/samj/article/view/12111.

Ludo (SAFRI, 2012) Keikantse Matlhagela, Ludo Badlangana, Keromeng Johnson, Japhter Masunge, Thabo Mokoena.

The journey thus far: Chronicling events of the only medical school in Botswana.

Botswana Notes and Records. 2018. Dec; Vol 50 (Special Edition): 244-258.

Paula (SAFRI, 2011)

a. Barnard-Ashton PM, Adams F, Rothberg A, McInerney P. Digital apartheid and the effect of

mobile technology during rural fieldwork. South African Journal of Occupational Therapy. 2018;

48(2):20-15http://www.sajot.co.za/index.php/sajot/article/view/505/314.

b. Barnard-Ashton PM, van der Linde J, Rothberg A, McInerney P.First-year students’ experience

of a WebQuest to explore the University’s online resources and virtual learning environment. South

African Journal of Occupational Therapy. 2018; 48(2):3-11http://www.sajot.co.za/index.php/sajot/article/view/503/311.

c. Barnard-Ashton PM, Rothberg A, McInerney P. The integration of blended learning into an

occupational therapy curriculum: A qualitative reflection. BMC Medical Education (2017) 17:135 (https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-017-0977-1).

N. Conferences Paula (SAFRI, 2011) Poster presentation at the Microsoft Edutator Exchange E2 Congress March 2018 (Singapore).Title: The eZone: Using 21CLD in a Technology Rich, Flexible and Active Learning Space in Higher

Education.

Champion (SAFRI, 2013) 1. Nyoni C.N., & Botma Y (2017). Strategies to sustain curricular innovations in Higher education:

An integrative review. Oral presentation at the SAAHE conference, Potchefstroom, SA.

2. Nyoni C.N., Matete M., & Shawa M. (2017). Reforming nursing education in Lesotho: culture,

process and outcomes. Oral presentation at the AFRE health conference in Accra, Ghana.

3. Nyoni C.N. & Botma Y. (2017). Strategies to sustain curricular innovation in Higher education: An

Integrative review. Oral presentation at the Faculty of Health Sciences Research Forum of the

University of the Free State in Bloemfontein, South Africa.

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4. Getanda A & Nyoni CN (2018). Experiences of nurse-educators regarding the assessment of

undergraduate nursing students at Moi University, Kenya. SAFRI research day, Cape Town, South

Africa.

5. Nyoni CN. & Botma Y (2018). Sustaining a newly implemented competency-based midwifery

programme in Lesotho: Emerging Issues. Oral presentation at the South African Association for

Health Educationalist (SAAHE), Durban, South Africa.

6. Nyoni CN, Matete M, & Molainyane M (2018). Sustaining a newly implemented nursing

curriculum: Experiences of villagers in rural Lesotho. Oral presentation at the South African

Association for Health Educationalist (SAAHE), Durban, South Africa.

7. Getanda A. & Nyoni CN (2018) Experiences of nurse-educators regarding the assessment of

undergraduate nursing students at Moi University, Kenya. Poster presentation at the South African

Association for Health Educationalist (SAAHE), Durban, South Africa.

8. Nyoni C.N. & Botma Y (2018) Implementing a competency-based midwifery programme in

Lesotho: a gap analysis. Oral presentation at the Faculty of Health Sciences (UFS), Research forum,

Bloemfontein, South Africa.

9. Nyoni C.N., Matete M., Mukurunge E., Muzeya F., & Shanduka P (2018). The dog wagging the

tail: perceived impact of programme accreditation in a Higher education institution. Accepted for oral

presentation at the Southern African Quality Assurance Network (SAQAN), Maseru, Lesotho.

Ludo (SAFRI, 2012) 1. Badlangana L, Matlhagela K. Collaboration between new medical schools in Southern Africa:

Opportunities and challenges for CONSAMS. PechaKucha at SAAHE 2018 Conference.

2. Co-organised and co-hosted 9th Meeting of the Consortium of New Medical Schools in Southern

Africa (CONSAMS). August 2018. Theme: Transforming Health Care Delivery - One Medical School at a Time

3. Matlhagela K., Badlangana L. Mogodi M. Kebaetse, M. An Exploration: Applying Cognitive Theory of Multimedia Learning to Anatomy Teaching. Oral presentation at AMEE 2018 Conference

in Basel, Switzerland.

4. Co-interviewee on Anatomy Education Podcast – 14 January 2019. Search phrase: #59 Dr Ludo

Badlangana & Dr Keikantse Matlhagela

Pre (SAFRI, 2016)

1. Gave oral presentation at: TQR 8th Annual Conference (Fort Lauderdale, USA) - January 2017

2. Presented a poster at: South African Association of Child & Adolescent Psychiatry & Allied Professions (SA-ACAPAP) Conference - September 2017

3. Gave oral and poster presentation at: World Federation of Occupational Therapy – Conference - May 2018

Deshini (SAFRI, 2014) 1. Gave an oral presentation at the World Federation of OT Conference – May 2018

2. Presented a poster at the TUFH Conference (Hammamet, Tunisia) - April 2017

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Ronel (SAFRI, 2013)

1. Clinical Teaching workshop facilitator and presenter at University of the Western Cape (UWC).

2. Curriculum workshop: facilitator and presenter: Alignment of scope of BOH Practice (2017, UWC) 3. Presenter of Workshop titled: Patient centred clinical teaching at the SAAHE Conference - 26-30

June 2018 4. Participated at the Competency Based Medical Education – world summit: 24-25 August 2018

Basel, Switzerland 5. Presented an oral presentation titled: Curriculum mapping at the AMEE Conference - 26-29

August 2018

6. Prosthetic Department Journal Club (UWC): Immediate Dentures 7. Leadership Presentation: Final year students 21 August 2018

8. Was invited as a speaker for P4APL (Academic Leadership Programme) on Reflection of course (2018)

Lakshini (SAFRI, 2009) 1. 2017 – Doctoral report presentation: Learning processes and identity construction of newly

qualified doctors: a narrative study at the AMEE Conference (an international association for medical education) in Helsinki Aug 2017.

2. 2018 – McNamee L, Archer E, Carpenter HM, Peck CW, Van Schalkwyk SC. Need for dialogic feedback: reflection on current practice in Health Professions Education. SOTL , Somerset West.

October 2018

3. 2018 – McNamee L, Rule P. Exploring personal aspirations of newly qualified doctors in a narrative study. SAAHE, Gateway Hotel, Durban. June 2018

Fadia (SAFRI, 2016) 1. World Federation of Occupational Therapists Congress 2018 WFOT CONGRESS 21-25 May 2018.

First time the congress was hosted on African soil and it was in Cape Town!

2. Poster presentation: Curriculum redesign: Exploring competencies for mental health service

delivery (SAFRI Project) 3. Oral Presentation: Perspectives of male mental health service users on their community

integration User panel: Facilitated access to and support in collaboration with the OT team and Friends of

Valkenberg team for a mental health service user to give a keynote at the conference. https://www.youtube.com/watch?v=l5u4PRrHWHQ&feature=youtu.be

Session chair: Was session chair at one of the presentation slots

Kimesh (SAFRI, 2018)

1. Naidoo KL, Van Wyk JM, Adhikari M An Exploration of the Learning Environment and Career

Intentions. A Mixed Methods Study of Paediatric Interns in South Africa (SA). Poster AMEE 2018

in Basel - August 2018

2. Naidoo KL, Van Wyk JM, Adhikari M. Comparing International best practice and South African

Work-based assessment practices. Oral presentation. OTTAWA.ICME.2018. Abu Dhabi 10 March

2018

3. Naidoo KL, Van Wyk JM, Adhikari M. The learning environment of Paediatric interns in South

Africa. Poster, AMEE 2017 Helsinki August 2017

4. Naidoo KL, Van Wyk JM, Adhikari M. Assessing SA’s medical interns Comparing International

best practice and South African Work-based assessment practices. Oral presentation SAAHE 10th

Annual conference. North West University, Potchefstroom - June 2017

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5. Naidoo KL, Van Wyk JM, Adhikari M. ‘Alienation and Engagement’ amongst recently qualified

doctors. Poster, SAAHE 10th Annual conference North West University. Potchefstroom June 2017

O. Graduations

You will have to wait for the August edition to read about everyone who has obtained higher degrees.

More are being added daily!

P. News Pragashnie (SAFRI, 2016) Pre delivered a healthy baby girl (Giana Ruby Govender) who is now 8 months old.

Karin (SAFRI,2017) Karin Baatjes remains an active member of the Tygerberg Pantry project (TPP), an initiative to

support and relief food and hygiene insecurity amongst students on our medical campus, something that lies close to my heart. This year, they added a monthly campus fun run, to increase exposure

and donations. You will recognise Alwyn Louw in one of the photos.

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Chivaugn (SAFRI, 2015) Chivaugn delivered a bouncing baby Bean on the day of the SAFRI 10 Celebration, pictured with

Champ.

Fadia (SAFRI, 2016) Fadia Gamieldien is currently a PhD fellow on a 3-year “mature age” gap year. She was awarded

an Africa Mental Health Research Initiative (AMARI) scholarship supported by the Deltas Africa Initiative [DEL-15-01] in 2018. She is based at the Alan J. Flisher Centre for Public Mental Health

(UCT) and she recently received ethics approval for her study. Her research is focused on the recovery of men with severe mental illness in South Africa. This is a wonderful and blessed

opportunity but one that she is embarking on with the full range of mixed emotions since most of you know that she was allergic to the thought of a PhD until August/ September 2017! Thank you SAFRI

for planting and nurturing the seed.

Special poem in tribute to mental health in the community by Fadia (SAFRI, 2016) We’ve heard mental health service users say it’s a “catch-22” There’s nowhere to go and nothing to do

OTs have to take a stand and think outside the box about their game plan The time is now to integrate, we have no time to perseverate

Extend your hands, extend your feet, health and rehab workers are here to share the heat

We’ve heard it before and we know it for sure, There’s no one size for all - that’ll just cause mental health to fall

Q. Condolences – Ethiopian Airlines crash on 10 March 2019

Our condolences to the families of those who lost their loved ones, friends and colleagues and who

have been deeply affected by this tragedy. May you find comfort in Almighty God during this difficult

time.

Our condolences to the family of Professor Adeniran Olubukola Fawole who passed away on 09 January 2019. Prof Fawole was the husband to Olufunmilayo (SAFRI, 2011). He is remembered in the global health community for his contributions in improving maternal health care and perinatal health care in the continent. May his soul rest in peace.

SAFRI

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R. The origin story of the SAFRI Camel by David Cameron After attending SAFRI in 2005, I was inspired to reform everything I was doing in medical education.

However, it wasn't long before I encountered all sorts of obstacles from colleagues in the various

educational committees in my own institution. I wrote to Juanita Bezuidenhout from the University of Stellenbosch who had attended SAFRI with me and complained about these frustrations. Committees

are inclined to distort any good idea. This distortion can be likened to the definition of a camel.

A camel is a thorough-bred race horse planned by a committee! Juanita very wisely replied that in the arid conditions of Southern Africa, a camel will survive and achieve much more than a race horse. I

made the camel to remind us of the value of friends who can provide a balanced perspective when confronting frustrating circumstances.

S. Southern African Association of Health Educationists (SAAHE)

i. 2018 Conference

Rivak Punchoo won the 2018 SAAHE prize for best poster. This was a project that he did in addition

to his SAFRI project and was titled: "The development of 3-D prints to support teaching and

assessment in undergraduate human physiology in the visually impaired." Here he is posing with Liz

Wolvaardt who was a collaborator. Well done Rivak!

Liz&Rivak

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ii. SAAHE 2019

SAAHE central will be hosting the 2019 SAAHE Conference from the 25 – 28 June 2019

Theme: Challenge to change healthcare for 2030 Venue: University of the Free State, Bloemfontein South Africa

T. SQUADS

SAFRI squads are moving mountains! But the dust is not yet settled and so you will have to keep time

open in August to read all about it in the August issue edition…

U. The SAFRI TEN Celebration Highlights

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V. Waterfront and Robben Island Outing This year the 2018 Fellows enjoyed what is now a standard inclusion to their timetable - a visit to the

Waterfront. On another occasion some Fellows were organised and made it to Robben Island. We think that most of them made it back!

2018 fellows

W. A collaboration among fellows that is making a difference.

Conversations from the double tree: A collaboration among SAFRI fellows by Jason

Marcus (SAFRI, 2016) In 2016, under the iconic double tree, two SAFRI fellows had a conversation about embedding

competency-based training on obstetric emergencies for midwifery students at the Paray School of

Nursing (SoN), Thaba-Tseka in Lesotho. Champion Nyoni (Paray SoN) and Jason Marcus (University of Cape Town) then collaborated on

developing an innovative teaching programme to address the common emergencies maternity care providers encounter in Lesotho. They decided to use scenario-based simulation training as the vehicle

for teaching not only the skills needed to recognise and manage emergencies, but also the pathophysiological processes and theoretical underpinnings of the interventions and actions. The

identified topics were based on the Essential Steps in Managing Obstetric Emergencies (ESMOE)

scenario training drills package developed in South Africa, which has a similar burden of disease in maternal and newborn health as Lesotho.

Jason has travelled to Lesotho every year since 2016, for such trainings which usually last a whole week. He has since trained four cohorts of midwifery students and two cohorts of educators and

clinical instructors. For the educators, he focused on the teaching principles of the approach, and he

further demonstrated and enacted the approach. This training has received favorable feedback from the students, staff and the administration of Paray

SoN. Both students and educators acknowledged a theory-practice gap, where they explained that the clinical practice sites did not enact best practices in midwifery. Through the support of the

administration of Paray SoN, the preceptors responsible for training students in the clinical practice sites where also included and trained through scenario-based simulation. Their training also included

aspects of preceptorship within a midwifery setting. This has empowered them to confidently narrow

the gap between what students are taught at the school and what they're clinical learning experiences are. Another consequence was that the preceptors could refresh and update their

knowledge and skills, which was a pertinent feature in the feedback from that cohort.

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The collaboration has shown that links forged through SAFRI can contribute to the development of innovation educational interventions which are responsive to the needs of various stakeholders in the

educational enterprise; in this instance student, tutors and clinical preceptors, and also, the health care user who will receive care from competent providers.

Below are pictures of Jason, Champion, a few SAFRI Fellows and students.