10th Year Anniversary Photo Book

Our birthday book is a collection of contributions from each SAFRI graduated cohort, the hard work of the SEEK and UBER squad as well as some digging through the SAFRI newsletters and photo archives. Our 10 year journey is indeed a celebration of our individual journeys as well as the path that FAIMER and SAFRI has forged in promoting health professions education in Africa.

Our birthday book is a collection of contributions from each SAFRI graduated cohort, the hard work of the SEEK and UBER squad as well as some digging through the SAFRI newsletters and photo archives. Our 10 year journey is indeed a celebration of our individual journeys as well as the path that FAIMER and SAFRI has forged in promoting health professions education in Africa.


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Welcome to the SAFRI 10<br />

<strong>Year</strong> Birthday <strong>Book</strong><br />

Our birthday book is a collection of contributions from each<br />

SAFRI graduated cohort, the hard work of the SEEK and<br />

UBER squad as well as some digging through the SAFRI<br />

newsletters and photo archives. Our 10 year journey is<br />

indeed a celebration of our individual journeys as well as<br />

the path that FAIMER and SAFRI has forged in promoting<br />

health professions education in Africa.<br />

The First chapter of the book is a timeline of the major<br />

milestones in SAFRI and an overview of the SAFRI team<br />

in this, our tenth, year.<br />

The Second chapter is a diverse showcase of all the<br />

birthday contributions from the 10 graduated cohorts<br />

(2008-2017), their group photo and a word cloud of their<br />

SAFRI projects.<br />

The Third chapter is an eclectic collection of special SAFRI<br />

milestones and some of our ‘top 10’ picks.<br />

The Fourth and final chapter in our birthday book is a<br />

message board of birthday wishes.<br />

We hope that you enjoy this celebration of SAFRI and will<br />

join us in wishing SAFRI a very happy birthday.

The SAFRI team in 2018<br />

The complete SAFRI team is a long list of FAIMER<br />

and SAFRI faculty both past and present who have<br />

conceptualised, built, and developed SAFRI over the<br />

past ten years. In addition to the hundreds of hours of<br />

course work, preparation, facilitation and mentoring<br />

that the full SAFRI volunteer force has contributed<br />

over the years, a number of us also hold positions<br />

and portfolios in SAFRI in 2018:<br />

Board of Directors<br />

Vanessa Burch – Chairperson of the SAFRI Board of<br />

Directors<br />

Ralph Graves – FAIMER Director Regional Institutes<br />

Dianne Manning – Chief Executive Officer of SAFRI<br />

Company<br />

Jacky van Wyk – SAFRI Regional Co-director<br />

Francois Cilliers – South African Association of<br />

Health Educationalists (SAAHE) representative<br />

External Members:<br />

Prof Debbie Murdoch-Eaton<br />

Prof Eunice Seekoe<br />

Dr Gustaaf Wolvaardt<br />

Other Portfolios<br />

Liz Wolvaardt – SAFRI Regional Co-director<br />

Lianne Keiller – Online Learning<br />

Marietjie van Rooyen – Online Learning<br />

Francois Cilliers – SAFRI Faculty Development<br />

Dot Bransby – SAFRI Administrator<br />

Champion Nyoni – UBER squad leader<br />

Ronel Maart – UBER squad leader<br />

Chivaugn Gordon – UBER squad leader<br />

Abigail Dreyer – CHEER squad leader<br />

Alan Barnard – LEAD squad leader<br />

Corne Postma – TEACH squad leader<br />

Ludo Badlangana – SEEK (info) squad leader<br />

Jose Frantz – SEEK (research) squad leader

2006<br />

2004<br />

Ben van Heerden<br />

Marietjie van Rooyen<br />

We reached the critical mass required to<br />

initiate formal discussion around establishing<br />

a FAIMER Regional Institute in South Africa.<br />

2001<br />

2008<br />

Vanessa Burch and Dan<br />

Kayongo attended the fi rst<br />

FAIMER fellowship in 2001,<br />

and conceptualized an<br />

African fellowship.By 2006<br />

there were nine FAIMER<br />

fellows from South Africa.<br />

Jacky van Wyk<br />

Francois Cilliers<br />

The SAFRI<br />

fellowship<br />

was<br />

launched<br />

in March<br />

2008 at Monkey Valley in Cape<br />

Town with an intake of 13 fellows.<br />

After two years at Monkey Valley<br />

we relocated to The Southern Sun<br />

Newlands, where we have been<br />

since.<br />

2016<br />

2016- SAFRI introduces<br />

working groups or ‘squads’<br />

to expand fellows’ options<br />

to participate in the SAFRI<br />

community.<br />

Dan Kayongo<br />

Juanita Bezuidenhout<br />

The not-for-profi t<br />

SAFRI company was<br />

established in 2013<br />

in response to the<br />

requirements of<br />

South African tax<br />

laws.<br />

2017- SAFRI<br />

registers a<br />

Postgraduate<br />

Diploma in<br />

Health Professions<br />

Education and<br />

Leadership.<br />

2017<br />

Vanessa Burch<br />

Elizabeth Wasserman<br />

2002<br />

David Cameron<br />

2005<br />

In 2007<br />

SAFRI was<br />

constituted<br />

as a voluntary<br />

organisation<br />

at a meeting attended by the nine FAIMER<br />

fellows, plus the two 2007 FAIMER<br />

fellows from South Africa, Enoch Kwizera<br />

and Gboyega Ogunbanjo, Christina Tan,<br />

a FAIMER fellow from Malaysia visiting<br />

South Africa at the time and Bill Burdick.<br />

2013<br />


Teaching and Learning: What was<br />

learned, and how was your practice<br />

changed?<br />

Jose Frantz (Faculty of Community and Health<br />

Sciences, University of the Western Cape, South<br />

Africa)<br />

Positive learning outcomes are the desired goal<br />

for any learning program and module taught. It is<br />

however important to understand that in order for us<br />

to ensure positive learning outcomes, it is essential<br />

that we take a structured approach to designing<br />

learning plans. All fellows that have passed through<br />

the SAFRI program defi nitely experience the<br />

“crossing the river activity”.

The crossing the river activity has become a core<br />

component of my teaching when I teach Research<br />

Methodology. The crossing the river activity at<br />

SAFRI teaches us about planning, teamwork,<br />

communication and endurance.<br />

I taught Research Methodology to Physiotherapy<br />

honours students from all over Africa. As an<br />

introduction to research methodology and as part of<br />

my first and last lecture I used the crossing the river<br />

activity as a learning activity to demonstrate that<br />

research methodology has the following outcomes:<br />

• Understanding of careful planning of the blueprint<br />

for the project<br />

• Communication between all stakeholders to<br />

ensure successful implementation of the project<br />

• Understanding that poor planning could leave you<br />

stuck in the middle of the river<br />

• Understanding that careful planning allows you<br />

to success no matter what the challenges are<br />

(crocodiles)<br />

This activity is used at the end of the course again<br />

to remind students which steps they have forgotten<br />

and where they can improve in order to ensure that<br />

the implementation of their research project is a<br />

success. The activity also opened my eyes to using<br />

activities that will make an impact to demonstrate a<br />

point rather than letting the students read about it or<br />

talking about it.<br />

Alwyn Louw (Faculty<br />

of Medicine and Health<br />

Sciences, Stellenbosch<br />

University, South Africa)<br />

In 2007 I was approached by<br />

two very well-known SAFRIfellows,<br />

Ben van Heerden<br />

and Juanita Bezuidenhoudt,<br />

to apply for SAFRI. Initially<br />

I thought it had something<br />

to do with a tour into the<br />

wild and was therefore very excited. Soon I found<br />

out it was a fellowship programme in Teaching and<br />

Learning, and my enthusiasm fell a little bit because<br />

I was trained in teaching and learning and regard<br />

myself as a ‘little bit’ of an expert. Hindsight – it was<br />

one of the best experiences I ever had in teaching<br />

and learning, and because of the following reasons:<br />

I soon found out that I am not much of a teaching and<br />

learning expert, and that I could and still can learn<br />

so much about this field. I had (and still have) the<br />

privilege to serve on the faculty team, and I truly can<br />

state that I learn so much every year. Initially I mostly<br />

learned about research in teaching and learning, but<br />

also quite a number of new ideas about teaching<br />

practices. It was quite exciting to get back at my home<br />

university and tried out some of these newly learned<br />

teaching strategies. Most of it I still use today and it<br />

found most of it very effective. Interestingly, every<br />

time I used some of these techniques or strategies –<br />

or just when I do something that was learnt at SAFRI,<br />

I tend to connect it to the specific circumstances<br />

when we dealt with it at SAFRI. I can see the venue<br />

and the specific people involved in that, and that is<br />

somehow very satisfactory. I wish I could remember<br />

more, but I will often ‘run’ to my SAFRI files of 2008<br />

(and later) because I still remember this or that a<br />

person said or this and that about something – and I<br />

want to look it up.<br />

The networks I built there are still present today – ten<br />

years later. I am quite a strong introvert on the MBTIscale,<br />

and SAFRI ‘forced’ me out of it. SAFRI ‘forced’<br />

me to open-up my Johari window and that resulted in<br />

making good friends with my fellows and other faculty<br />

members. I like to think of a SAFRI family, and really<br />

appreciate each and everyone’s companionship.<br />

It is always very nice to meet my 2008 buddies at<br />

conferences or other places, and we immediately<br />

connect every time. In some cases we helped each<br />

other out in matters like sharing research ideas, or<br />

being external examiners in appropriate studies. I<br />

wish we could do more research work together.<br />

It is amazing how new fellows engage into the SAFRI<br />

family time after time! Hats off to FAIMER with the<br />

initiative as well as the way in which they have lead<br />

SAFRI over the years! Hats off also to the people<br />

in charge of SAFRI over the years – it is a daunting<br />

task that they free willingly do year after year – thank<br />

you so much!<br />

I have to say – I am very proud to say I was in the<br />

first SAFRI-group (2008), and also proud to say that<br />

I am the very first Stellenbosch University SAFRIfellow.

Christian Chinyere Ezeala<br />

(Mulungushi University<br />

School of Medicine,<br />

Zambia)<br />

SAFRI marked my initiation<br />

into a new profession<br />

in medical and health<br />

sciences. What I learned<br />

varied from effectiveness<br />

in teaching, assessment,<br />

leadership, teamwork,<br />

educational scholarship, to project management. To<br />

me the greatest impact was not what was taught, but<br />

how it was taught. SAFRI changed my perspective<br />

about teaching and learning. Now, to me teaching is<br />

a hobby. Today, I teach with passion, I mentor with<br />

affection.<br />

SAFRI set me on the stage for professional<br />

development and unending opportunities. Since<br />

SAFRI, I have worked as academic in four different<br />

universities in Africa and outside Africa. I am today<br />

a full professor. I have advanced my education,<br />

moving on to get two earned doctorate degrees, PhD<br />

in Pharmacology (2010), and DLitt et Phil in Health<br />

Studies (Scholarship of teaching and learning)<br />

(2017).<br />

Frank Peters (Faculty of<br />

Health Sciences, University<br />

of Pretoria, South Africa)<br />

What a difference happened<br />

with me since 2008! From<br />

a novice educator to a<br />

supervisor on post grad<br />

research studies and<br />

running a serious post grad<br />

programme. From a “Jump<br />

the Gun” extrovert doctor<br />

nearly “drowning my fellow SAFRIans in the river”<br />

to a more innovative medical educator presenting<br />

several papers in different countries and nationally.<br />

I have also published 2 papers as a result of my<br />

SAFRI involvement. With our 2nd SAFRI session,<br />

my colleagues already had their protocols, but I<br />

was still stuck at the aim; not to say anything about<br />

objectives. In the end, however, my project took me<br />

to AMEE, SAAHE and Sudan where I’ve presented<br />

my work. perspective about teaching and learning.<br />

Now, to me teaching is a hobby. Today, I teach with<br />

passion, I mentor with affection.<br />

I was working as a Medical specialist in a district<br />

hospital during SAFRI, then I was promoted as a<br />

Principal Specialist the next year after SAFRI and<br />

started to develop a satellite for Post-Graduate<br />

training, with the University of Pretoria, in a regional<br />

hospital. After HPCSA accreditation in 2012 the<br />

hospital became a Tertiary Post-Graduate Training<br />

Hospital.<br />

Different domains have already had registrars that<br />

completed their training as specialists during the<br />

past 6 years at our satellite platform.<br />

I am also very humbled to announce that I was<br />

promoted to an Adjunct Professor as from January<br />

2018. To be a fellow of SAFRI was a very blessed<br />

10 years!<br />

Veena Singaram (School<br />

of Clinical Medicine,<br />

University of KwaZulu-<br />

Natal, South Africa)<br />

My chapter in SAFRI helped<br />

strengthen and stimulate my<br />

ability to create a teaching<br />

and learning process that<br />

promoted my growth into an<br />

independent researcher. This<br />

was an important enabling<br />

factor in my Doctoral journey in Medical Education<br />

and even now as a Doctoral supervisor.<br />

It was dauntingly refreshing to be exposed to the<br />

pedagogical theory and research on teaching and<br />

learning and their application in health professions<br />

education. Assimilating this into current practice was<br />

facilitated by the wonderful meaningful interactions<br />

with my fellows, SAFRI facilitators and experts.<br />

One of the key ideas that was nourished during my<br />

SAFRI journey was related to collaborative learning<br />

in Problem Based Tutorials. Being exposed to the<br />

importance of the validity and reliability of the use<br />

of instruments, in our multicultural diverse learning<br />

environments, stimulated the development of a<br />

Tutorial Group Effectiveness Instrument (TGEI). To<br />

date this instrument has been validated and adopted<br />

for use in different settings. It is also currently being<br />

translated to an Indonesian language.

I am deeply grateful for the teaching and learning<br />

experiences created by the SAFRI fellowship and<br />

the opportunity to be a part of SAFRI as a life-long<br />

learner.<br />

Karien Mostert-Wentzel<br />

(Faculty of Health Sciences,<br />

University of Pretoria,<br />

South Africa)<br />

SAFRI 2008 was indeed the<br />

launch of my career as a<br />

scholarly educator. I found the<br />

supervisor for my PhD in my<br />

class, the esteemed Prof. José<br />

Frantz, my exact opposite in<br />

terms of leadership profile. The syllabi of the study<br />

units that I teach at my institution were enriched<br />

with material and experience from on-site sessions.<br />

Apart from having the responsibility of coordinating<br />

the departmental community-based education, I<br />

was on the steering committee to develop new interprofessional<br />

modules on health leadership over four<br />

years involving five departments from the Faculty<br />

of Health Sciences and one from Humanities. The<br />

curriculum framework which I developed was used<br />

to develop the outcomes for the modules. It was an<br />

honour to have also acted as a Faculty member on<br />

the SAFRI programme for the past few years, and<br />

to have accompanied fellows with their education<br />

projects. My research has resulted in publications<br />

and national and international presentations, one<br />

which won the award for Best Presentation in the<br />

Africa Region at an international physiotherapy<br />

conference. I was also one of three Education Awardwinners<br />

in the Faculty of Health Sciences in 2017.

Reflection on leadership<br />

By Mubuuke Gonzaga<br />

Leadership is not about speed, ideas, efficiency, or power. . .<br />

It is about knowing your own limitations and celebrating the<br />

gifts of others,<br />

It is growing in wisdom, understanding the number of our<br />

days, and seeking to understand rather than be understood.<br />

It is caring for people, always hoping for, and expecting the<br />

best.<br />

It is being brave enough to be vulnerable in front of others.<br />

It is seeing the big picture of where things are, and building<br />

a road to the future with limited casualties.<br />

It is helping each person to sing their song from the heart,<br />

and leading the band in praise to their Maker.<br />

It is moving with the people towards a desired future<br />

Celebrating the successes along the way<br />

Appreciating the strengths of team members<br />

Together, mitigating the weaknesses<br />

Working in a team always<br />

Walking steadily towards<br />

A shared Vision!

Uncertain times<br />

By Michael Rowe<br />

A reflection on career progression<br />

The theme of this chapter is Professional<br />

development: Post fellowship on a personal and<br />

professional level, which I have taken the liberty of<br />

re-interpreting slightly. This poetic license refl ects<br />

the way in which I have come to think about<br />

academic career progression since starting the<br />

SAFRI Fellowship in 2010.<br />

As the context of higher education becomes<br />

increasingly ambiguous and uncertain, we need<br />

to explore different models for understanding<br />

the academic and intellectual project of nation<br />

building. This small contribution to the 10 year<br />

SAFRI celebration is my attempt to do something<br />

like that.<br />

“‘The world breaks everyone.<br />

The some become Strong at<br />

the Broken places.<br />


If professional practice were stable, repetitive and<br />

predictable, we would only ever need to follow rules.<br />

However, the nature of practice is that it is uncertain<br />

and unpredictable.<br />

Complex systems have many rich, non-linear<br />

interactions between agents that feed back into future<br />

interactions in uncontrolled ways, making prediction<br />

of outcomes impossible. The boundaries of these<br />

systems are difficult or impossible to define and they<br />

require a constant flow of energy to maintain the<br />

organisation within them. Complex systems evolve<br />

over time and their history is co-responsible for their<br />

current behaviour.<br />

Higher education is a complex space.<br />

Move into spaces that increase<br />

your options.<br />


“Normal” problems have well-defined and stable<br />

problem statements with clear solutions that can be<br />

evaluated as being right or wrong.<br />

Wicked problems - the kinds of problems we<br />

find in complex systems - are poorly defined and<br />

ambiguous, and often associated with strong moral,<br />

political and professional issues. Since they are<br />

strongly stakeholder dependent, there is often little<br />

consensus about what the problem is, let alone how<br />

to deal with it. They include dynamic sets of complex,<br />

interacting issues that evolve over time in a social<br />

context.<br />

Career progression is a wicked problem.<br />





THEM.<br />

Once we see that the hard boundary of the discipline<br />

is really just a misguided suggestion, we are free<br />

to explore outside of that space. The boundary<br />

becomes porous, allowing us to move into the<br />

adjacent possible spaces. Boundaries, whether<br />

professional or epistemological, serve to constrain,<br />

rather than expand, our thinking.<br />

Work outside the boundaries of the discipline.<br />







Innovation is more systematic than we may think.<br />

New ideas in any field are found just beyond the<br />

current cutting edge, in the adjacent space that<br />

contains the possible new combinations of existing<br />

ideas.<br />

We need to grind away in order to expand the cutting<br />

edge, thereby opening up new problems in the<br />

adjacent possible space. Innovation happens as we<br />

keep working at edge of what is possible, expanding<br />

the boundary of what we know and understanding<br />

into new spaces, thereby creating new edges.<br />

We need to do difficult intellectual work at the edge<br />

of our understanding.<br />







If we want answers to the really big questions we<br />

cannot remain confined within a single discipline<br />

because reality isn’t confined to a single discipline. In<br />

fact, single disciplines are defined more by university<br />

architecture and budgets than anything else.

No matter how good you are, you can’t do it all<br />

yourself. So you need to be embedded as a node<br />

within a network that you can contribute to; that you<br />

can provide value for.<br />

In order to understand networks and their participants,<br />

we can evaluate the location<br />

and grouping of actors in the network. This gives us<br />

insight into the roles and groupings in a network –<br />

who are the connectors, mavens, leaders, bridges,<br />

and isolates?<br />

Where are the clusters and who is in them?<br />

Who is in the core of the network, and who is on the<br />

periphery?<br />

Understand your role in the network.<br />

We would do well to remember that life is what we<br />

spend our time on, and that it<br />

would be a great pity to wake up one day and realise<br />

that we’ve missed out on all the things we say we<br />

care about.<br />

For myself, I imagine that my regrets won’t include<br />

the papers I didn’t publish and the grants I didn’t win.<br />

Instead I worry that I’ll have missed the countless<br />

small moments of connection that make up a life. So<br />

at the end, this is where I find myself:<br />

Work hard on difficult problems at the cutting edge,<br />

add value for others; but remember to keep some<br />

space at the core that is just for me.<br />









SAFRI 2011<br />

How well do you know<br />

SAFRI? The class of<br />

2011 have set you an<br />

opportunity to test your<br />


SAFRI 2011<br />


Across<br />

3. According to the SAFRI logo, what do we<br />

want to fl ip over?<br />

6. What does the ‘M” in TMA stand for?<br />

10. What is the acronym of the conference<br />

where we present in session 5?<br />

12. What waits for you in the river?<br />

14. What is Vanessa Burch’s nickname at<br />

SAFRI?<br />

Down<br />

1. What is ‘coming’?<br />

2. What items of clothing are project<br />

planning tools?<br />

4. Who is the ‘fullstop’ in our SAFRI lives?<br />

5. What is the second word in FAIMER<br />

stand for?<br />

7. What was the previous SAFRI<br />

chairperson’s fi rst name?<br />

8. What four letter word is often used at<br />

SAFRI?<br />

9. Currently how many contact sessions<br />

does SAFRI have?<br />

11. How old is SAFRI this year?<br />

13. Manager, what is that on your back?

Celebrating diversity: Embracing<br />

cultural and social aspects of the<br />

fellowship<br />

By Ludo Badlangana, Anthea Rhoda & Abigail Dreyer<br />

A lot can be said about cultural diversity and<br />

how it enriches the lives of those who choose to<br />

embrace it. The 2012 SAFRI Fellowship cohort<br />

was diverse in that we had 17 Fellows from nine<br />

African countries - over half of the countries that<br />

are associated with SAFRI to date. Our cohort<br />

came from these countries:<br />

Botswana (2) Rwanda (1) Uganda (1)<br />

Ethiopia (1) South Africa (6) Zambia (1)<br />

Nigeria (1) Tanzania (2) Zimbabwe (2)<br />

An important goal of the Fellowship was the<br />

research project that we needed to complete and<br />

came back and present. This was the same for<br />

everybody irrespective of nationality and academic<br />

rank. We were all on the same level.<br />

Anyone who has completed the SAFRI fellowship<br />

knows that that achievement came with a lot of hard<br />

work that required numerous hours of commitment<br />

towards our research projects. Right from the fi rst<br />

day until the end of our presentations at SAAHE<br />

the following year, we were constantly required to<br />

defend our research projects and interests. After<br />

all, we birthed the concept of our research ideas<br />

and no one was going to defend or believe in what

we wanted to do more than ourselves. So, our<br />

projects shaped us as we began to make an impact<br />

in health professions education at our respective<br />

institutions. Towards the end of our SAFRI journey,<br />

we grew in confidence and conviction of what<br />

our projects had become, and our take home<br />

messages went beyond simple statements that our<br />

projects were complete. Instead we learnt that we<br />

indeed could impact the health professions arena<br />

by adding new knowledge in that field no matter<br />

how small our project seemed to be when we left<br />

at the end of Session 1.<br />

Having a common goal, which was the project,<br />

created a community of practice, where we at<br />

times felt we needed to ensure that as a group<br />

we were successful, encouraging each other not<br />

wanting anyone to be left behind. None of us were<br />

prepared for the impact SAFRI would have on<br />

our lives beyond the completion of our fellowship.<br />

SAFRI moves you from being what you do to what<br />

you become. You become part of a unique family<br />

that goes beyond the academic ties that come with<br />

being health profession educators. The SAFRI<br />

family has an impact on many aspects of your lives<br />

– both professionally and personally. Ultimately,<br />

it does not matter where in the world you come<br />

from because SAFRI leads you to share the same<br />

responses, the same human reaction towards the<br />

project timelines, TMA deadlines and everything in<br />

between.<br />

In the end, the SAFRI fellowship facilitated the start<br />

of our scholarship of learning. The community of<br />

practice that we now belong to has been instrumental<br />

in our career trajectories. SAFRI became part<br />

of our culture, our way of doing things. We could<br />

apply the knowledge and skills learnt to facilitate<br />

promotions and increase outputs, others became<br />

SAFRI Faculty, others have been promoted at their<br />

respective institutions. This benefit of SAFRI was<br />

common throughout the group in various ways,<br />

proof that this was not dependent on cultural or<br />

social background. We remain forever changed by<br />

this experience. It is a privilege to be a part of this<br />

richness in academic diversity from our continent!

A Success Journey - Poems of<br />

each project<br />

By Anoud Omer - Sudan<br />

Here are some SAFRIANS, one of their kind<br />

Warm hearts, bright souls and of course great minds<br />

All presented projects, with questions well defi ned<br />

Supported by methods, the best ever designed

Annet Mutebi-Kutesa - Uganda<br />

“Evidence based approach for improving<br />

medical records for better learning and<br />

teaching at the MakCHS Dental Clinic”<br />

Medical records are key for patients’ care<br />

Tools both students & teachers must share<br />

and when using systems with efficient software<br />

records are kept; more accurate and fair<br />

Anoud Omer - Sudan<br />

“Faculty development on social accountability at<br />

the University of Khartoum Faculty of Medicine:<br />

what are the challenges?”<br />

Schools are accountable to many social roles<br />

all should work for these common goals<br />

but challenges are faced, the loads and many roles<br />

Trainings, more involvement are needed in wholes<br />

Bernhard Gaede - South Africa<br />

“Using a modified Delphi technique as a<br />

participatory approach to developing a rural<br />

health module in an undergraduate medical<br />

curriculum”<br />

Rural health curricula are so unique<br />

that all involved in design must speak<br />

Do a lot of discussions, much critique<br />

Applying the method: Delphi technique<br />

Champion Nyoni - Lesotho<br />

“Professional nurses<br />

perception of their training role at Paray<br />

hospital, Lesotho”<br />

Nurses were asked about roles they take<br />

Teaching students and modules they make<br />

and since education is the issue at stake<br />

Adjustments are needed for the new intake

Enoch Sepako - Botswana<br />

“How do junior medical students identify and<br />

utilise resources in a PBL curriculum?”<br />

In PBL sessions, knowledge is core<br />

Resources are different to learn and explore<br />

although students have much already in store<br />

They are encouraged to do more & more<br />

Everlyne Rotich - Kenya<br />

“Identification of health needs of mother- baby<br />

pairs in the first 6 weeks after birth: perceptions<br />

of mothers from the Moi Teaching and Refferal<br />

Hospital, Kenya”<br />

New motherhood is an adventure so grand<br />

Information is needed always at hand<br />

And the roles of nurses has again expand<br />

To ensure all is known, and done as planned<br />

Fasika Amdeslasie - Ethiopia<br />

“Impact of Bedside teaching activities on the<br />

patients’ hospital experience at Mekele University<br />

hospital”<br />

In a teaching hospital, are patients satisfi ed?<br />

Where teaching & management go side by side<br />

Are the roles of students distinctly clarifi ed?<br />

and rights of patients continuously verifi ed?<br />

Jane Namatovu - Uganda<br />

“Introduction of a Master of Medicine Family<br />

Medicine training by distance education at<br />

Makerere University College of Health Sciences – A<br />

needs assessment”<br />

Distance learning was considered a precedent<br />

for important programs it’s a true investment<br />

Yet, issues of supervision as well as assessment<br />

Required attention and proper adjustment

Joanne Naidoo - South Africa<br />

“A situational analysis towards a reflective<br />

community of practice (CoP) for postgraduate<br />

research supervision at the University of<br />

KwaZulu-Natal”<br />

Postgraduate research was found at risk<br />

Challenges and gaps are both in mix<br />

A need is there to install new ticks<br />

and pinpoint issues in order to fi x<br />

Klaus von Pressentin - South Africa<br />

“Enhancing the workplace-based learning<br />

experience of Longitudinal Integrated Clerkship<br />

students in a South African rural district<br />

hospital”<br />

In a rural district, where Clerkships were used<br />

An integration model was also introduced<br />

Effective learning was notably produced<br />

& even more, when numbers were reduced<br />

Milly Morkel - Namibia<br />

“Development of skills laboratory training for<br />

second year medical students at the University<br />

of Namibia (UNAM), School of Medicine (SoM)”<br />

A pioneer school with a great dream<br />

Training Namibia’s local health team<br />

Skillful doctors in every theme<br />

trained in skill labs truly supreme<br />

Mmapula (Rainy) Dube - South Africa<br />

“Perceptions of final year Medical Students<br />

About Their Service Learning Activities During a<br />

Primary Care rotation”<br />

Medical students are always on the run<br />

Many activities, all must be done<br />

But which are better, those that are fun?<br />

Or just hard work where fun is none?

Ronel Maart - South Africa<br />

“Dental student-patient communication”<br />

In clinical practice, communication is core<br />

The skill to practice and practice much more<br />

Courses are added to teach it, therefore<br />

Criteria must be set with a passing score<br />

Ruebecca Ebrahim - South Africa<br />

“Needs Assessment for a Service-Learning<br />

Module in the Course Oral Health II for<br />

students of Dental Therapy and Oral Hygiene<br />

at University of Limpopo (Medunsa Campus)”<br />

In service learning, clarity is demanded<br />

Multi-disciplining should be adopted<br />

Enrolled students must be guided<br />

Using standards already provided<br />

Takaedza Munangatire - Lesotho<br />

“Exploration of High Fidelity Simulation: Nursing<br />

lecturers’ perceptions and experiences at Paray<br />

School of Nursing”<br />

Schools are using High Fidelity Simulation<br />

An important tool to support education<br />

Yet, training is needed, resources for installation<br />

and above all a strategy for utilization

Theme: Community and network:<br />

community of practice and<br />

networking opportunities<br />

Deshini Naidoo<br />

(School of<br />

Health Sciences,<br />

University of<br />

KwaZulu-Natal,<br />

South Africa)<br />

I was relatively new<br />

to academia and<br />

the research ethos<br />

when I started my<br />

SAFRI journey. It was quite daunting on the fi rst day<br />

when I met my new fellows who were all strangers<br />

at the time. The wonderful aspect of the fellowship<br />

programme is that you learn not only how to improve<br />

your knowledge and skills as health educators and<br />

researchers but also how to network fi rstly with<br />

the fellows and teachers from your year as well as<br />

the rest of the SAFRI family. In the fi rst year you<br />

learn though networking with these fellows and the<br />

teachers how other health education programmes<br />

are implementing and through this interacting gain<br />

valuable lessons that you can take to your own<br />

programme to foster change and improvement in<br />

educational practices.

Since graduating as a fellow, I have found that<br />

SAFRI is an immense family with fellows in many<br />

institutions in Sub-Saharan Africa. The critical<br />

factor is that this creates a network who is positive<br />

about health education and who provides support<br />

and encouragement to fellows even if your own<br />

institution/colleagues are less than encouraging.<br />

Additionally, if you require help in finding resources<br />

such as articles or wanting to collaborate on a<br />

project there are fellow educators who have been<br />

through the SAFRI programme so have the same<br />

passion for health professions education and<br />

research and think likewise. Furthermore you often<br />

meet SAFRI colleagues at conferences and in this<br />

way colleagues in similar workshops help gear<br />

discussion toward practical solutions and for the<br />

greater good. Finally, hearing about research and<br />

accomplishments generated by fellow SAFRIans<br />

helps to inspire projects and acts as a mentor to<br />

inspire you toward greater achievements and to<br />

envision how you could potentially influence your<br />

own programme.<br />

Mirriam Shawa<br />

(Paray School<br />

of Nursing,<br />

Lesotho)<br />

Being a<br />

SAFRIan has<br />

opened so<br />

many doors for<br />

communities of<br />

practice for me<br />

as an individual. SAFRI has contributed in various<br />

ways to my professional and academic growth.<br />

The knowledge that I amassed is forever coming<br />

in handy in my daily performance as a leader and<br />

colleague in my institution. Work in academia is<br />

never without challenges and requires one to consult<br />

other academics through communities of practice.<br />

Having learnt about different personalities and how<br />

they influence the way we appreciate the world, has<br />

made interaction with colleagues in various spheres<br />

to be very enriching.<br />

come to my rescue whenever I need assistance<br />

with my own studies or work stuff. I have received<br />

a lot of support from SAFRI fellows whenever I get<br />

stuck with my PhD research project that I am working<br />

on. Some fellows have continuously assisted in<br />

reviewing and critiquing my work contributing to<br />

my support system during the lonely PhD journey.<br />

There was one time when I was struggling with the<br />

concepts of ‘systematic review’ and ‘integrative<br />

review’ and unable to clearly differentiate them and<br />

decide on one. I engaged with one SAFRI fellow in<br />

long discussions, searching, and sharing information<br />

about these two research designs. We shared one<br />

article by Whittemore and Knafl (2005) which clearly<br />

distinguished the integrative review from other review<br />

methods. Sharing and discussing this article with<br />

the other fellow gave me a better understand and<br />

enabled informed decision making about the review<br />

approach I was going to use.<br />

Another experiences was at the time that I was<br />

preparing to go and present my research project<br />

proposal at the colloquium. During this time the SAFRI<br />

fellows in my institution supported and helped me<br />

prepare for that presentation. They agreed to be part<br />

of the mock colloquium where I presented the project<br />

proposal and they questioned and critiqued my work.<br />

I had to defend my work as though I was before a<br />

real colloquium. Their comments and suggestions<br />

they made helped me make amendments to my<br />

work, and boosted my confidence at the colloquium<br />

where I successfully presented and defended my<br />

PhD project proposal.<br />

SAFRIans are really walking with me on my PhD<br />

journey. Having decided to use the integrative<br />

review I still had to find reviewers to help me in the<br />

project. Who else could I call upon but the SAFRI<br />

fellows to be part of the reviewers for the integrative<br />

review. I contacted some SAFRIans for assistance<br />

and I got two who were willing to be reviewers for<br />

the integrative review. I have been able to request<br />

for assistance and assist other colleagues finding<br />

articles and sharing other materials.<br />

At a personal level I have experienced community of<br />

practice from SAFRIans in my institution and others<br />

through the listserv. These colleagues have always

Another experience of community of practice is<br />

relates to change of the curriculum for nursing<br />

education in Lesotho which was introduced<br />

in 2014. Most nurse educators in the nursing<br />

education institutions in Lesotho were at different<br />

levels of capacity to implement the new curriculum.<br />

One SAFRI fellow was very instrumental in<br />

faculty development activities to capacitate other<br />

educators on implementing the new curriculum.<br />

There was sharing of knowledge and skills related to<br />

workbook development, assessment and programs<br />

of assessment. As fellows we were able to share<br />

the knowledge on assessment and blueprinting<br />

acquired from SAFRI. The knowledge from SAFRI<br />

came in handy as we shared knowledge with nurse<br />

educators from other institutions in Lesotho.<br />

Finally I would say to new fellows do not suffer or<br />

struggle alone, SAFRI is indeed a source of ongoing<br />

support and a good platform for establishing<br />

communities of practice.<br />

Danelle Hess (Faculty of<br />

Community and Health,<br />

University of the Western<br />

Cape, South Africa)<br />

I certainly do not fully utilize<br />

my SAFRI network to the<br />

best of my ability. If people<br />

do not reach out to me – I<br />

tend to withdraw and stay<br />

in my corner and I admit to<br />

my lack of commitment. Not<br />

using my network opportunities could very well be<br />

a result of a fear of “putting myself out there” and<br />

possible rejection – a fear that I am indeed working<br />

through. However, this year (after a few individuals<br />

reached out to me) I have been asked to contribute<br />

to an abstract submission for a SAAHE workshop<br />

on clinical teaching. The abstract has now been<br />

submitted and reaction & progress is being<br />

anticipated.<br />

Since completing the fellowship, I have transitioned<br />

from an associate lecturer to a lecturer and I have<br />

also registered for my PhD (with a focus on medical<br />

education) - this has been extremely positive. My<br />

current research interests are clinical reasoning<br />

(broadly) and should anyone express interest in<br />

this area, please do let me know and I will do the<br />

reaching out this time.<br />

In conclusion, although I have not used my networks<br />

as well as I could have, being a part of SAFRI has<br />

taught me so much. I have greatly applied the wellreceived<br />

resources (even my TMA’s) during my<br />

fellowship and it is great to refer to, as an excellent<br />

point of reference.<br />

Thank you SAFRI! Long live!<br />

Grace Phalwane<br />

(School of Oral Health<br />

Sciences, Sefako<br />

Makgatho University,<br />

South Africa)<br />

I used to believe . . .<br />

and then I learned some<br />

more<br />

I used to believe that I<br />

was the lead, and what<br />

the students need was to follow, and then I learned<br />

some more.<br />

I used to believe that my teaching style gave cause<br />

to smile, and I enjoyed my delivery<br />

style, and then I learned some more.<br />

I used to believe that students learned according to<br />

my notes, would give me cause to gloat and then I<br />

learned some more.<br />

I used to believe that students will always be<br />

bright and white and all would be enabled and not<br />

disabled and then I learned some more. I used to<br />

believe that the knowledge learnt in college gave<br />

lifelong sources for my courses and then I learned<br />

some more.

I used to believe with all my might and height, I<br />

could shelter students from the mess of real life and<br />

then I learned some more. I used to believe that I’d<br />

be beholden Terry Barrett 63 to the curriculum of<br />

olden and then I learned some more.<br />

I used to believe that there were new learning and<br />

teaching methodology and they were a load of<br />

codology and then I learned some more.<br />

I used to believe that talk of process was all hocuspocus<br />

and then I learned some more.<br />

I used to believe that their workload was vicious<br />

and that their assessment was not pernicious and<br />

then I learned some more.<br />

I used to believe that education of the visceral<br />

should be peripheral and stirring emotion would<br />

cause commotion and then I learned some more.<br />

I used to believe that the role of assessor was not<br />

an oppressor that lecturers grades need not to be<br />

explained and then I learned some more.<br />

I used to believe that you can start new courses<br />

with promises of resources and then I learned some<br />

more.<br />

I used to believe that Heads were there to fear I’d<br />

better watch out and steer well clear and then I<br />

learned some more.<br />

Now we are going to ask for ear<br />

It’s time we got everything out in the clear.

Conferences and poster day:<br />

reflections on presenting educational<br />

research at poster day and at SAAHE<br />

By Chiv Gordon<br />

My SAFRI presentation journey began in the year<br />

I became a SAFRI fellow. One of the 2014 fellows<br />

presented a low-fi delity skills training idea that<br />

he had had; using cardboard boxes to represent<br />

the chest cavity for training on how to insert chest<br />

drains. I remember so clearly what Tiger Mom said<br />

to him- that the<br />

project was<br />

genius, given<br />

the resourceconstrained<br />

skills training<br />

opportunities<br />

that were<br />

available to<br />

him in his<br />

country. To<br />

hear someone built up like that was amazing. This<br />

made me see my own low-fi delity Pap smear skills<br />

training innovation (using toilet roll inners and<br />

melons) in a whole new light. Up to then, it had to me<br />

been a way to make training more tangible and fun. I<br />

never dreamed that anyone else could be interested<br />

in it. But after Tiger Mom’s comments, I decided

to make a poster about it for SAAHE that year. It<br />

happened to be the year that SAAHE joined with<br />

TUFH, so there was a large international audience<br />

in attendance. I used the SAFRI poster guidelines<br />

and designed the poster myself.<br />

When I saw all<br />

the other posters,<br />

I felt quite<br />

embarrassed<br />

about my one- I<br />

thought it was too<br />

basic. The poster<br />

presentation<br />

went well and<br />

there were lots of<br />

questions and a<br />

lot of interest was<br />

shown. Imagine<br />

my shock when I<br />

won the SAAHE<br />

best poster prize!<br />

I subsequently<br />

had a friend in the UK ask me for tips on how to do<br />

a good poster for her postgraduate students, one of<br />

whom, using those tips, went on to win her own poster<br />

prize!. From this experience I learned that SAFRI<br />

celebrates creativity and innovation, even when the<br />

impact of what a fellow is doing may not be apparent<br />

to them at the time. It also underscored the fact that,<br />

as Champion’s email signature says: “a candle loses<br />

nothing by lighting another candle”. SAFRI encourages<br />

us to “pay it forward”.<br />

really love the creative challenge of designing a<br />

captivating poster, and I am extremely proud of this<br />

one. I relied on the goodwill of strangers to help<br />

me do a photo shoot of a colleague whose face<br />

was to be the centrepiece. Within a day of putting<br />

out a request, I<br />

had a studio and<br />

a photographerfor<br />

free- because<br />

the research<br />

was on such a<br />

pressing and<br />

emotive topic:<br />

intimate partner<br />

violence. I’ve<br />

always been<br />

a confident<br />

speaker, so<br />

the SAFRI<br />

presentation<br />

went well for<br />

me. What was<br />

really gratifying,<br />

though, was seeing fellows who started out being<br />

shy and unsure that what they had to say was<br />

worth listening to, really come out of their shells<br />

and shine that day. SAFRI makes us realise our<br />

worth. As for my own poster- it went on to win the<br />

runner- up for best poster award at SAAHE 2016.<br />

It was also accepted to the big international Royal<br />

College of Obstetrics & Gynaecology conference<br />

in 2017. But for me the true magic about my<br />

project was that it really influenced and enhanced<br />

the way I teach about IPV. The insights I got from<br />

the study participants were invaluable. I have<br />

also expanded the curriculum on this topic into<br />

the junior years, and was invited to write about<br />

it for the South African Medical Journal. My new<br />

knowledge also took an unexpected turn- several<br />

of my own students have come to me for help with<br />

their own situations of abuse. I have been able<br />

to help them in profound ways because of the<br />

knowledge I gained through my SAFRI project. And<br />

that’s the incredible thing about SAFRI- it guides<br />

us and gives us the confidence to make actual,<br />

doable, material change in our environments. I<br />

am a change unicorn!<br />

When it came time to design my poster for my SAFRI<br />

project, I turned again to the poster guidelines. I

Class of 2016<br />

Our SAFRI Journey<br />

Astrid Turner, South Africa<br />

Corné Nel, South Africa<br />

Deogratias Mbuka, Botswana<br />

Dorcas Ayo Ekau, Uganda<br />

Fadia Gamieldien, South Africa<br />

Fungai Muzeya, Lesotho<br />

Jason Marcus, South Africa<br />

Josephine Eziyi, Nigeria<br />

Julie (Jules) Jay, South Africa<br />

Liezl Smit, South Africa<br />

Linus Ndegwa, Kenya<br />

Marybeth (MB) Maritim, Kenya<br />

Michelle Janse van Rensburg, South Africa<br />

Natalie Whalley, South Africa<br />

Pragashnie (Pre) Govender, South Africa<br />

Richard Cooke, South Africa<br />

Rudo Gwini, Zimbabwe<br />

Soraya Maart, South Africa<br />

Tim Nottidge, Nigeria<br />

Zukisa (Zuki) Tshabalala

Anthems, and our heart for<br />

Sub-Saharan Africa<br />

First Residential Session<br />

Cape Town, March 2016<br />

First day… LINUS<br />

Working together is better<br />

than working alone<br />

“What is quite marked<br />

is that it’s a very<br />

appreciative<br />

community. No ideas<br />

are too far-fetched or<br />

too small”<br />

“It’s about building<br />

people up…”<br />

Linus, Rudo, Jason, Marybeth,<br />

and Josephine<br />

“…to translate the care and<br />

love that I have received<br />

[from SAFRI] to others and<br />

create a better learning<br />

environment for our students.<br />

And if we create a better<br />

environment for our students,<br />

then they will be better<br />

graduates and better health<br />

care givers and ultimately, we<br />

will be able to serve the<br />

community better.”<br />

Learning for life<br />

“Because we’re happy…”<br />

Let’s turn the world<br />

upside down!<br />

Jules, Tim, and<br />

Corné<br />

“SAFRI has been an<br />

awesome experience<br />

for me. I have learnt<br />

a lot in terms of me<br />

as a teacher. Now I<br />

have a lot of tools<br />

helping me structure<br />

what I do.”<br />

“I’m really<br />

excited.<br />

I’ve learnt<br />

a lot”<br />

“Co-creating<br />

knowledge…”<br />

Finding our own voices…<br />

Astrid<br />

“I’m much more<br />

confident now.<br />

I’m looking<br />

forward to<br />

improving more<br />

and more.”<br />

“Together we can cross<br />

the river”<br />

Together<br />

Crossing the river<br />

together<br />

HAPPY - Honourable,<br />

Approachable, Positive,<br />

Productive, <strong>Year</strong>ning for<br />

learning…<br />

“SAFRI has changed how I<br />

teach my students. It has<br />

helped me know that we are<br />

not just teaching for service<br />

and promotion. You also have<br />

to consider those you are<br />

teaching to make sure that<br />

you teach them right, in a<br />

way that is more beneficial to<br />

them, and not just the way I<br />

choose to do it.”<br />

“Positive links for<br />

positive outcomes”<br />

Marybeth, Tim, and<br />

Richard<br />

Listening to our students’ voices<br />

Liezl<br />

Fruitful discussions and reflections<br />

“Yeah, we're all wonderful,<br />

wonderful people<br />

So when did we all get so<br />

fearful?<br />

Now we're finally finding<br />

our voices<br />

So take a chance, come<br />

help me sing this…”<br />

From the song ‘Read all<br />

about it, Part III’, by Emile<br />

Sandé<br />

“Collaboration<br />

will<br />

continue…”<br />

Reflections<br />

It’s about our students<br />

Natalie and Richard<br />

Corné, Zuki, and Liezl<br />

Fungai, Deogratias,<br />

Linus, Rudo, and<br />

Michelle<br />

“It’s better together…”<br />

“Collectively we will<br />

reach our dream…”<br />

Natalie and Rudo<br />

A poem by Fadia about her work in<br />

mental health:<br />

“We’ve heard mental health service users<br />

say it’s a “catch-22”<br />

There’s nowhere to go and nothing to do<br />

OTs have to take a stand and think<br />

outside the box about their game plan<br />

The time is now to integrate, we have no<br />

time to perseverate<br />

Extend your hands, extend your feet,<br />

health and rehab workers are here to<br />

share the heat<br />

We’ve heard it before and we know it for<br />

sure,<br />

There’s no one size for all – that’ll just<br />

cause mental health to fall”<br />

Marybeth, Zuki, Astrid,<br />

Liezl, and Josephine<br />

“The Heart of<br />

SAFRI Citizenship”<br />

Fadia, Tim, Dorcas,<br />

Jules, and Pre<br />

Our learning<br />


Connections – the Africa Dinner<br />

Reflections of our journey<br />

Deogratias, Zuki,<br />

Linus, and Marybeth<br />

A unique sub-group of<br />

SAFRIans – the SAFRIOTs!<br />

SAFRI Occupational Therapists!<br />

Jules, Fadia, Pre, and<br />

Michelle<br />

Celebrations at the<br />

Africa Dinner!<br />

Jason, Astrid, Liezl,<br />

and Pre<br />

Faculty<br />

Juanita Bezuidenhout, Vanessa<br />

Burch, Ben van Heerden,<br />

Jacky van Wyk, Dianne Manning,<br />

José Frantz, Francois Cilliers,<br />

Marietjie van Rooyen,<br />

Hester Julie, Michael Rowe, Heike<br />

Geduld, Lianne Keiller, Abigail<br />

Dreyer, Karien Mostert, Anthea<br />

Rhoda, Firdouza Waggie, Liz<br />

Wolvaardt, Lakshini McNamee, Niri<br />

Naidoo, Corne Postma, Rhena<br />

Delport, Angelika<br />

Reinbrech-Schütte, Marykutty<br />

Mammen, Alwyn Louw,<br />

Ralf Graves, Mubuuke Gonzaga,<br />

Rati Ndhlovu, Champion Nyoni,<br />

and Susan Nicol<br />

Thank You!<br />

Tim and Richard<br />

Fungai, Rudo, and<br />

Linus<br />

Marybeth and Rudo<br />

Poster presentations<br />

Second Residential Session<br />

Welcome Helga. Another SAFRIOT!<br />

“A lot of the<br />

learning<br />

took place in<br />

conversations”<br />

Dorcas, Michelle, Deogratias,<br />

and Josephine<br />

Poster day<br />

“…the kind of environment<br />

that allows you to make<br />

mistakes… it’s a safe<br />

environment when others<br />

are encouraging you”<br />

Poster presentations<br />

of projects<br />

Fadia, Helga, and Michelle<br />

Corné<br />

Poster day explanations<br />

Deogratias<br />

“We love our [SAFRI] family”<br />

“Sithanda umndeni wethu”<br />

“Nous aimons notre famille”<br />

“Ons is baie life vir ons familie”<br />

Pre<br />

Deogratias and<br />

Richard<br />

Linus<br />

Poster day<br />

“I have met friends<br />

and am hoping that<br />

the lifelong<br />

friendships will<br />

continue, together<br />

helping each other,<br />

exchanging ideas,<br />

making it a better<br />

journey.”<br />

Josephine, Rudo, Natalie, and Soraya

“Our dream, our destiny”<br />

Poster presentations<br />

Marybeth<br />

Poster day questions<br />

Michelle, Linus,<br />

Josephine, and Tim<br />

Poster day questions<br />

Connectedness<br />

Helga<br />

Josephine<br />

Richard<br />

Michelle, Linus,<br />

Josephine, and Tim<br />

Fadia and Tim<br />

Creative problem solving<br />

Soraya, Josephine, and<br />

Liezl<br />

Fungai and Michelle<br />

Josephine<br />

“The personal<br />

journey was<br />

quite<br />

astounding.<br />

It was<br />

life-changing.”<br />

Liezl, Soraya, and Tim

Third Residential Session<br />

Presenting workshops<br />

Reflections at graduation<br />

“For me, it was a<br />

very, very good<br />

learning<br />

experience to see<br />

the journey of<br />

other SAFRIANS. I<br />

think that was very<br />

heart warming.”<br />

Linus<br />

THANK YOU to ALL the Faculty!<br />

“I was always<br />

apologising<br />

for my<br />

weaknesses.<br />

Now I’m acting<br />

out of my<br />

strengths.”<br />

“It gives you some<br />

food for thought<br />

about how you are<br />

going to contribute<br />

to this [SAFRI]<br />

family. What’s<br />

going to be your<br />

role?”<br />

Richard, Dianne Manning, Corné, and<br />

Vanessa Burch<br />

“Work has become<br />

more exciting for me.<br />

Now I know what I’m<br />

doing … I see myself as<br />

a leader now.”<br />

Thank you SAFRI and FAIMER<br />

“It’s remarkable<br />

that a seed that<br />

was sown 10 years<br />

ago could produce<br />

a wonderful tree in<br />

such a short<br />

period”<br />

“It’s a huge<br />

opportunity<br />

and privilege.”<br />

“The Faculty do<br />

not look down on<br />

you. They want<br />

that seed in you to<br />

grow and they<br />

actually nurture it.”<br />

2016 SAFRI Fellows Graduation, June 2017<br />

“I have really<br />

enjoyed it. It<br />

has been<br />

wonderful. I’m<br />

truly humbled<br />

by the<br />

experience.”<br />

“You’ve become part of a<br />

movement for change<br />

and improvement.<br />

You’ve become part of a<br />

legacy.<br />

There is an opportunity<br />

to make changes”<br />

Jack Boulet (FAIMER), Richard,<br />

and Vanessa Burch (SAFRI)<br />

“…it is also a<br />

time where we<br />

have seen that<br />

this is a<br />

stepping stone<br />

to greater<br />

heights.”<br />

Standing, from L to R: Fungai, Deogratias, Richard, Corné, Tim,<br />

Josephine, Natalie, Soraya, Helga, Liezl, Linus<br />

Sitting, from L to R: Rudo, Michelle, Fadia<br />

“I’m sad that this is officially<br />

over. I know some of us will<br />

see each other. Still, the whole<br />

group will probably not be<br />

together again. So that’s sort<br />

of sad.”<br />

“The practical<br />

application of<br />

learning was<br />

incredibly<br />

valuable.”<br />

“Interprofessional<br />

teaching and<br />

learning was<br />

modelled. I’ve<br />

never been in a<br />

space like that…”<br />

You become a<br />

different person,<br />

with a lot of<br />

potential<br />

Liezl, Linus, Tim, and Josephine

“Everyone from<br />

SAFRi looked so<br />

polished. This is not<br />

how we started. We<br />

had so many<br />

questions… Now<br />

you look at your<br />

fellow SAFRIans…<br />

so in control and so<br />

polished in 18<br />

months.”<br />

Tim<br />

Soraya<br />

Rudo<br />

Fungai<br />

SAAHE 2017: We did it!<br />

Michelle<br />

Liezl, Fadia, Deogratias, and<br />

Josephine<br />

Fadia<br />

“The support<br />

that you get<br />

from your<br />

[SAFRI]<br />

colleagues is<br />

really wonderful.<br />

It has helped me<br />

to reflect on how<br />

I can impact on<br />

others.”<br />

Corné doing an oral<br />

presentation of her project<br />

“A really<br />

brilliant<br />

week.”<br />

Contributions from the<br />

2016 SAFRI Fellows<br />

Compiled by<br />

Michelle Janse van<br />

Rensburg<br />

“The ball is now<br />

in our court.<br />

Let’s honour<br />

the<br />

investment.”<br />

Top: Soraya, Natalie, Liezl<br />

Middle: Deogratias and Helga<br />

Bottom L: Rudo, Liezl, Natalie, Soraya, and Corné

2017 Fellows & Faculty

Faculty development at Nursing<br />

colleges of Lesotho<br />

By Portia Shanduka<br />

Since 2013 to date there are EIGHT SAFRI<br />

Fellows. One of the 8 Fellows is a Faculty<br />

member and author of this E-<strong>Book</strong>. The impact<br />

of faculty development includes personal<br />

development and extended to other nursing<br />

colleges in Lesotho. Some of the focus areas of<br />

faculty development workshops:<br />

• Leadership: Strategic planning, Accreditation,<br />

Curriculum development and review.<br />

• Research: Methodology & conducting research,<br />

Students’ research supervision.<br />

• Education and Assessment: Programs of<br />

Assessment, Setting up and conducting OSCE,<br />

Blueprinting<br />

SAFRI and Faculty Development<br />

at my institution- Paray School of<br />

Nursing<br />

Areas covered by Safri Fellows<br />

• Simulation-Based education<br />

• E-Learning and Blended Learning<br />

• Service Learning and Community Engagement<br />

• Performance Appraisals<br />

• Interactive Learning<br />

•<br />

Safri Fellow in Session at Paray

SAFRI FELLOW IN ACTION. Facilitator with<br />

passion- Turned himself into 2in 1 =‘Facilitator<br />

Simulator’<br />

Editor: Ronel Maart<br />

SAFRI Faculty<br />

University of the Western Cape

safri<br />

milestones,<br />


Milestone 1: The SAFRI<br />

welcome<br />

Remember that iconic movie “The Sound of Music”?<br />

Well, in SAFRI we also have our “favourite things”<br />

and so we composed our own lyrics and the Faculty<br />

now sing this at the start of each SAFRI welcome.<br />

We apologise to the original songwriter and dare you<br />

to try it out. You might think that some of it does<br />

not quite fit the melody, but you underestimate the<br />

SAFRI singers to make things work…………….<br />

Annual sessions and new fellow intakes<br />

Prepping the workshops and banter-fi lled emails<br />

Writing up project proposals to share<br />

These are a few of my favourite things<br />

Critical readers and management advice<br />

Help with a reference and student-woe sharing<br />

Working with like-minded colleagues afar<br />

These are a few of my favourite things<br />

Career advancement as HPE leaders<br />

Surviving the dean and ethics bottom-feeders<br />

Catching up yearly on changes at home<br />

Singing this song and writing a poem<br />

When the date comes<br />

When my work is due<br />

And I’m screaming mad<br />

I simply remember my SAFRI friends<br />

And then I don’t feel so bad<br />

Putting up posters and showing off projects<br />

Acting a bit crazy and no-one objects<br />

Sharing our work with a wide audience<br />

These are a few of my favourite things<br />

Coming together as one massive tribe<br />

Working together across huge divides<br />

FAIMER, Brazil, India, China and us<br />

These are a few of my favourite things<br />

Then comes the moment the fellowships’ done<br />

SAAHE, Graduation, some dancing and fun<br />

Best friends forever we promise to be<br />

These are a few of our favourite things<br />

When my heart aches<br />

When my mind goes<br />

When I’m feeling blue<br />

I simply remember my SAFRI friends<br />

And then we include all of YOU

Milestone 2: Is that a<br />

crocodile at your feet?<br />

Picture it, we are in Africa. It is hot and<br />

steamy, there is screaming to watch out<br />

for the crocodiles and hippopotami.<br />

People are clinging together and too many<br />

of us are trying to stand on magic, sinking<br />

lily pads. Blood is flowing, limbs are<br />

amputated and was that not a sacrifice<br />

who just floated by? If that is not bad<br />

enough there is a storm front ‘Ben’<br />

approaching. And you did not manage on<br />

the first try? Oh dear, you get to do it all<br />

again and join the ranks of all SAFRIans,<br />

who are all guilty of participating in ‘the<br />

worst river-crossing ever’!

Milestone 3:<br />

The re-entry<br />

Every first-year group of<br />

Fellows is faced with a<br />

dilemma: how to welcome<br />

the returning Fellows<br />

back? Every group has<br />

their style and here is<br />

some of the evidence of<br />

re-entries from the SAFRI<br />

photo archives.

Milestone 4:<br />

Poster Day<br />

A key milestone in the<br />

SAFRI journey is poster<br />

day. First there is the dry<br />

run (‘We have to do what?’<br />

‘In how many minutes?’)<br />

and the signing up to<br />

attend sessions (‘No, you<br />

cannot be in two places at<br />

the same time’) the day<br />

before.<br />

Then the big day starts with a plenary.<br />

Soon followed by four smaller parallel presentations.

Next is the mad scramble by first year fellows to<br />

answer the key questions.<br />

Once done we all move past the coffee and tea and go<br />

back to plenary for the much-feared flipchart feedback by<br />

the first year Fellows.<br />

Second-year Fellows field questions and comments<br />

by Fellows, Faculty and guests.

And once done, it is time to pose with supervisors at<br />

the posters!

Milestone 5: Africa Night<br />

We all know a few facts about Africa. Some of us<br />

remember how really big we are (Africa is larger<br />

than the USA, India, China, Mexica and a big slice<br />

of Europe combined). Some of us might even<br />

remember that Africa is the most centrally located<br />

continent in the world as both the prime meridian,<br />

and the equator cut across it (in our case ‘X’ really<br />

does mark the spot!). The animals are dangerous<br />

– the hippopotamus being far more dangerous<br />

than the mild zebra for example. And the people?<br />

Well give us half a chance and some fabric and<br />

stand back!<br />

Here are some memories from the last three Africa<br />

Nights when we started our SAFRI photo frame<br />

project and in this our tenth year we went all out<br />

and had a SAFRI TV with the required chicken<br />

feathers. SAFRI TV – the channel you cannot<br />

switch off.

Milestone 6:<br />

Graduation<br />

Is there any sweeter word<br />

in the academic<br />

dictionary?<br />

Graduation……………<br />

Graduation 2011 Fellows<br />

Graduation 2010 Fellows<br />

Graduation 2013 Fellows<br />

Graduation 2012 Fellows<br />

Graduation 2016 Fellows<br />

Graduation 2015 Fellows

Milestone 7: FAIMER @ SAFRI<br />

All the SAFRI milestones would not have been<br />

possible without FAIMER. Over the years FAIMER<br />

has contributed to the academic and social fabric<br />

of SAFRI. These contributions have ranged from<br />

behind-the-scenes work, facilitating sessions in<br />

the formal SAFRI programme, presenting<br />

skills-building workshops at local universities,<br />

facilitating workshops at SAAHE and presenting<br />

at plenary sessions at SAAHE. So a heartfelt<br />

thank you to FAIMER and those who form part of<br />

our FAIMER@SAFRI milestone! In alphabetical<br />

order by surname: Bill Burdick, Jack Boulet,<br />

Debbie Diserens, Janet Grant, Danette McKinley,<br />

Stewart Mennin, Page Morahan, John Norcini,<br />

Mary Beth Scallen and Ara Tekian. The inimitable<br />

Ralf Graves deserves a category of her own (and<br />

more photos) as she has walked the journey with<br />

us every step of the way!<br />

Here are some of these moments and faces from the<br />

SAFRI photo archive.

Every memorable movie has a theme song that<br />

captures the mood and sets the tone. SAFRI’s ten<br />

years has been a rich source of memories and with<br />

every memory there is a song that takes you right<br />

back! Here in no particular order are 10 of the best<br />

moments in the SAFRI journey…..<br />

1<br />

Favourite Things – Sound of<br />

Music soundtrack<br />

2<br />

Take me to the river – Talking<br />

heads<br />

3<br />

Crocodile Rock – Elton John<br />

4<br />

Make the circle bigger – JR<br />

5<br />

Full circle – Dolly Parton<br />

6<br />

In the middle of the<br />

Night – Billy Joel<br />

7<br />

Night Shift – The<br />

Commodores<br />

8<br />

I’m so excited – The<br />

Pointer Sisters<br />

9<br />

Nice to see you – Mango<br />

Groove<br />

10<br />

Praying for time – George<br />


Wikipedia describes a speech community as: ‘a group of<br />

people who share a set of linguistic norms and expectations<br />

regarding the use of language. It’s a concept mostly associated<br />

with sociolinguistics and anthropological linguistics. Exactly<br />

how to define speech community is debated in the literature.<br />

Definitions of speech community tend to involve varying<br />

degrees of emphasis on the following shared community<br />

membership and shared linguistic communication.”<br />

And as a result our language ‘inside SAFRI’ is peppered with<br />

abbreviations with wild abandon. But sometimes things can<br />

go wrong………..<br />

Here are the ten things that TMA stand for (for those who have<br />

forgotten, it actually stands for Tutor Marked Assignment):<br />

1. Tiger Mom’s around (so look bright, even if it kills you)<br />

2. Tore My Aorta (and so my assignment is late)<br />

3. Tea Made Ably (by my long-suffering mate)<br />

4. The Madness Abounds (no explanation needed on this<br />

one!)<br />

5. Training my abs (so that I can dance at the re-entry)<br />

6. To- Morrow -is Another day! (so why worry about the<br />

deadline)<br />

7. To Mesmerize Abigail (is fun as she falls over then)<br />

8. The Most Appalling (river crossing of all time)<br />

9. Tree Meeting After (as it has been one of those days)?<br />

10. Ten Minutes Away (because you make the deadline<br />

within the last 10 min!)

Marietjie (FAIMER,<br />

2004)<br />

The power of<br />

empowering people....<br />

the way in which we all<br />

change after a SAFRI<br />

experience.... you sort<br />

of expect it, but I am<br />

constantly taken aback<br />

by the magnitude of the<br />

change in people.<br />

Alan (2012)<br />

My unexpected and<br />

helpful SAFRI<br />

growth/learning point is<br />

that my own personal<br />

development is as<br />

important as my<br />

technical knowledge of<br />

education principles.<br />

Self-awareness is vital.<br />

Mubuuke (2009)<br />

The degree of<br />

omradeship,<br />

networking and<br />

collaboration among<br />

SAFRI Fellows and<br />

Faculty. It is amazing<br />

and I never expected<br />

that this was to be a<br />

life-long networking<br />

with other colleagues.<br />

Anoud (2013)<br />

“In educational<br />

research, Simplicity<br />

wins", refining your<br />

educational<br />

research question to<br />

simple, achievable<br />

and applicable<br />

questions is the best<br />

way to tackle your<br />

research problem.<br />

Rati (2011)<br />

Vanessa Burch commented once to "make<br />

time for your electronic life". I have tried as<br />

much as possible to adhere to this and<br />

also to make sure that I make sure that I<br />

prioritize my email responses when I am<br />

dealing with my electronic life! I now find I<br />

do have a large chuck of my life being<br />

spent dealing with issues electronically.<br />

This involves also making time to respond<br />

to reviews of various documents timeously.<br />

If one does not do this, you find that you<br />

are not reviewing manuscripts/ even<br />

students’ protocols/ thesis in time. "Making<br />

time for your electronic life" also makes<br />

you realize how much you need to<br />

exercise! Otherwise you really become a<br />

"couch potato"! I am still reminding myself<br />

to exercise more often! But every time I get<br />

off my computer I get that little voice<br />

saying you have to make up for the time at<br />

the computer!<br />

Chivaugn (2015)<br />

Learned that it is possible to<br />

appreciate aspects of people<br />

who are completely different to<br />

you, or with whom you struggle<br />

or have a difficult relationship.<br />

The 'difficult relationship' issue<br />

has not so far applied to any of<br />

my fellow fellows- it was<br />

something I leaned about work<br />

colleagues through reflecting<br />

for one of the TMAs.<br />

Portia (2017)<br />

When facilitators role<br />

played out a conflict<br />

scenario and it was so<br />

high fidelity that I felt<br />

uncomfortable and so<br />

emotional. This was a<br />

great lesson for me on<br />

how to facilitate micro<br />

skills and issues on<br />

attitudes and emotions.<br />

Naledi (2015)<br />

Africans-can-solve-African problems" -<br />

a quote that was said by Vanessa<br />

many times. I understood this as<br />

saying as people from this continent<br />

since we live-know-and<br />

-best-understand our issues and<br />

challenges, we should not undermine<br />

ourselves rather, we should believe<br />

and know that we are competent and<br />

able to come up with the appropriate<br />

solutions. Our SAFRI project<br />

investigations were contextual to our<br />

areas of work/ stay and the<br />

recommended suggestions were also<br />

contextual. This was a practical way of<br />

living out the above-mentioned quote<br />

and an encouragement that we are not<br />

just meant to be whistle-blowers but<br />

also meant to be part of the solution or<br />

become a change agent.<br />

Gerda (2017)<br />

No matter what medical<br />

or health professions you<br />

are in, you have a<br />

responsibility to be the<br />

best health professions<br />

educator that you can<br />

be. SAFRI is a great<br />

professional<br />

development opportunity<br />

for health professions<br />

education.<br />

Ronel (2013)<br />

Community of<br />

practice and<br />

collaboration is a<br />

synonym for SAFRI!.<br />

My SAFRI-journey<br />

continues to develop<br />

me as health<br />

professions scholar.

Gerda (2017)<br />

That first day coming back in<br />

the second year, seeing all<br />

our SAFRI family again. It felt<br />

like coming home again. We<br />

are from different institutions,<br />

professions and countries, but<br />

we all felt connected and part<br />

of a community. Receiving<br />

news of our SAFRI fellows as<br />

they make a difference in the<br />

world - those are such "wow"<br />

moments.<br />

Mubuuke (2009)<br />

When Vanessa gave me a lovely hug<br />

after my poster presentation and<br />

whispered to me that am destined for<br />

greater things. At that time, I had just<br />

completed my Bachelor’s degree at<br />

Makerere University when I joined<br />

SAFRI as a Fellow in 2009. That<br />

lovely hug has inspire me since then<br />

to where I am (Completed two different<br />

Masters Degrees, PG Fellowships,<br />

completed my PhD, serving on journal<br />

editorial boards, peer reviewer, served<br />

as consultant to projects etc.)<br />

Rati (2011)<br />

There were so many memorable<br />

moments at SAFRI, I cannot<br />

think of just one! I guess all my<br />

visits had memorable moments<br />

but the main ones were how<br />

"artistic" people were, such as<br />

first year fellows coming up with<br />

"new songs" year in year out!<br />

The posters at SAFRI were<br />

always memorable! SAFRI<br />

encouraged to have fun even<br />

during serious business.<br />

Alan (2012)<br />

The crossing the river<br />

introduction when my<br />

prejudgment was exposed<br />

and I grew the most. The<br />

creative sessions were very<br />

good. Also the abstract<br />

writing boot-camp sessions.<br />

Also meeting up with people<br />

who would never otherwise<br />

have crossed my path.<br />

Ronel (2013)<br />

' Crossing the river'<br />

exercise as fellow<br />

and as faculty.<br />

Each group brings<br />

a unique<br />

experience.<br />

Anoud (2013)<br />

Understanding my MBTI<br />

(ENFJ), and those of<br />

my colleagues. I<br />

remember looking<br />

around the table to the<br />

other ENFJs. It felt like<br />

looking at a mirror!<br />

Marietjie (FAIMER,<br />

2004)<br />

When the fellows I<br />

worked with<br />

presented their<br />

posters and the river<br />

crossing every year -<br />

it never gets old.<br />

Chivaugn (2015)<br />

I was really struggling to get my Masters<br />

written up. One night at the first year<br />

contact session, Lady Liz put her elegant<br />

bum down on the carpet with me and<br />

helped me map out on all fours how to go<br />

about finishing the Masters monster. Liz is<br />

one of the busiest people I know, so for her<br />

to offer me her time so freely made me feel<br />

amazing- like I was worth investing in, and<br />

important enough for her to take an hour out<br />

of her time to help me. That moment<br />

solidified the SAFRI family experience like<br />

no other- the devoted and giving nature of<br />

the SAFRI Faculty is unlike any 'normal' cutthroat<br />

academic environment. SAFRI is all<br />

about growth and empowerment and love<br />

and unicorns!<br />

Naledi (2015)<br />

Definitely Graduation! Hearing back<br />

from the staff members and<br />

supervisors, on our work, our efforts<br />

and their encouraging words, that<br />

was deeply touching and<br />

inspirational. I still have the video<br />

clips saved. P.S. although my<br />

supervisor could not make it at the<br />

time, i.e. the lovely Marietjie van<br />

Rooyen, I was so grateful by how<br />

deeply involved and attentive she<br />

was to me throughout my research<br />

and fellowship programme.<br />

Portia (2017)<br />

When I made and presented<br />

the poster for my SAFRI<br />

journey. I keep looking back<br />

at it and am so proud of my<br />

milestones. I have really<br />

grown so much as a<br />

professional. SAFRI has<br />

made me grow and I will<br />

always cherish my poster.

One measure of the SAFRI’s measure of infl uence is the number of times a SAFRI author is cited. As it is the tenth birthday for SAFRI here are the top ten<br />

listed fellows in descending order of citations that were found in May 2018 (source: Research Gate, May 2018).<br />

No Name Last name Institution Profession<br />

Fellowship<br />

<strong>Year</strong><br />

Research Gate<br />

Publications<br />

Research<br />

Gate<br />

Citations<br />

1 Nyengo Mkandawire Malawi University Medical 2009 62 1748<br />

2<br />

Olufunmilayo<br />

(Funmi)<br />

3 Stephen Mshana<br />

4 Joanne Naidoo<br />

5 Chiratidzo (Rati) Ndhlovu<br />

Fawole University of Ibadan Medical 2011 140<br />

Weill Bugando University<br />

University of Kwa-Zulu<br />

Natal<br />

Science 2011 156<br />

Nursing 2013 29<br />

Medical 2011 44<br />

6 Ericka L'Abbe University of Pretoria Anthropology 2017 135 554<br />

7 François de Villiers<br />

8 Jose Frantz<br />

9 Hilda Mujuru<br />

10 Timothy Nottidge<br />

Sefako Makgatho<br />

Health Sciences<br />

University<br />

University of the<br />

Western Cape<br />

University of<br />

Zimbabwe<br />

University of Uyo<br />

College of Health<br />

Sciences<br />

Medical 2008 75<br />

Physiotherapy 2008 112<br />

Medical 2012 47<br />

Medical<br />

2016 25<br />

1434<br />

1339<br />

1094<br />

815<br />

467<br />

427<br />

401<br />

341<br />

SAFRI is part of the larger FAIMER family and SAFRI’s core faculty have their origins as FAIMER fellows. SAFRI also sometimes invite prominent scholars<br />

in the fi eld of health professions education to become a Fellow through a process of peer review. As it is the tenth birthday for SAFRI here are the top ten of<br />

this group in descending order (source: Research Gate, May 2018).<br />

No Name Last name Institution<br />

University of Zimbabwe<br />

Profession<br />

Fellowship<br />

<strong>Year</strong><br />

Research<br />

Gate<br />

Publications<br />

Research<br />

Gate<br />

Citations<br />

1 Rhena Delport University of Pretoria Nursing Peer-Review 107 2613<br />

2 Vanessa Burch University of Cape Town Medical FAIMER 70 1510<br />

3 Sarah Kiguli Makerere University Medical FAIMER 84 1401<br />

4 Francois Cilliers<br />

5 Marietjie de Villiers<br />

6 Elsie Kiguli-Malwadde<br />

7 Elizabeth Wasserman<br />

8 Jacqueline van Wyk<br />

University of<br />

Stellenbosch<br />

University of<br />

Stellenbosch<br />

Medical Education Partnership<br />

Initiative<br />

University of<br />

Stellenbosch<br />

University of<br />

Kwa-Zulu Natal<br />

Medical FAIMER 28<br />

Medical Peer-Review 48<br />

Medical FAIMER 74<br />

Medical FAIMER 29<br />

Education FAIMER 45<br />

9 Gboyega Ogunbanjo University of Limpopo Medical FAIMER 203 361<br />

10 John Tumbo University of Limpopo Medical FAIMER 15 275<br />

659<br />

503<br />

492<br />

470<br />

361<br />

These twenty SAFRI health professions educators have a total of 17 265 citations between them. Imagine the real effect of the entire SAFRI community!

The contribution of SAFRI to the development and promotion of the scholarship of health professions<br />

education is evident in the acceleration of scholarly outputs in the form of journal articles. Here are<br />

the extracts from the SAFRI newsletters (2012-2016). Although less than the 10 years as suggested in<br />

the title – and based on self-reporting which is often an under-reporting – SAFRI is clearly on the rise.<br />

80<br />

70<br />

SAFRI journal article outputs (2009-2016)<br />

76<br />

60<br />

60<br />

50<br />

40<br />

30<br />

35<br />

20<br />

20<br />

10<br />

0<br />

1 1 1<br />

11<br />

2009 2010 2011 2012 2013 2014 2015 2016<br />

Publications - 2016:<br />

Health professions education publications in 2016<br />

• Abraham, RM. & Singaram, VS. (2016) Third-year medical students’ and clinical teachers’ perceptions of formative assessment feedback in the simulated clinical<br />

setting. African Journal of Health Professions Education, 8(1): 121-125.<br />

• Aldous, C., Clarke, D., van Wyk, J. & Rout, C. (2016) Avoiding the distant elephant: a model to approach the research component of specialization. BMC Medical<br />

Education, 16(1):1.<br />

• Bae, C., Geduld, H., Wallis, LA., Smit, D. & Reynolds, T. (2016) Professional development needs of young Emergency Medicine specialists in Africa: Results of a<br />

South Africa, Ethiopia, Tanzania and Ghana Survey. African Journal of Emergency Medicine, 6:94-97.<br />

• Bagwandeen, CI. & Singaram, VS. (2016) Feedback as a means to improve clinical competencies: Registrars’ perceptions of the quality of feedback provided by<br />

consultants in an academic hospital setting. African Journal of Health Professions Education, 8(1): 117-120.<br />

• Bagwandeen, CI. & Singaram, VS. (2016) Feedback as a means to improve clinical competencies: Consultants’ perceptions of the quality of feedback given to<br />

registrars. African Journal of Health Professions Education, 8(1):113-116.<br />

• Burch VC, Lewis J, Subramaney U, Katurura A, Quinot G, Singh S, Dhunpath R. Towards a conceptual framework for interdisciplinary teaching and learning dialogues<br />

in higher education. Alternation 2016;23: 233-264.<br />

• Cilliers, FJ. & Tekian, A. (2016) Effective Faculty Development in an Institutional Context: Designing for Transfer. Journal of Graduate Medical Education, 8(2):<br />

145-149.<br />

• Dreyer A, Keiller L, Wolvaardt L, Frantz JM. Using critical friends to build writing success. Med Ed, Vol 50(11), pp 1170-1171.<br />

• Frantz J, Filies G, Jooste K, Keim M, Mlenzana N, Laattoe N, Roman N, Schenck C, Waggie F, Rhoda A (2016). Refl ection on an inter-professional community-based<br />

participatory research project. African Journal of Health Professions Education. 8(2): 234-237.<br />

• Frantz, J., Roman, N., Mlenzana, N., Keim, M., Laattoe, N., Schenck, C., Waggie, F., & Rhoda, A. (2016). Refl ection on an inter-professional community based<br />

participatory research project. African Journal of Health Professions Education. 8(2): 1-4.

• Gebrekirkos FA, Van Wyk JM. Impact of Bedside Teaching Activities on the Patients’ Hospital Experience at an Ethiopian Hospital African Journal of Health<br />

professions Education. 2016; 8(2):144-7.<br />

• Hamid, S. & Singaram, VS. (2016) Exploring the relationship between demographic factors, performance and fortitude in a group of diverse 1st-year medical<br />

students. African Journal of Health Professions Education, 8(1): 99-103.<br />

• Hamid, S. & Singaram, VS. (2016) Motivated strategies for learning and their association with academic performance of a diverse group of 1st-year medical students.<br />

African Journal of Health Professions Education, 8(1): 104-107.<br />

• Hess, D. & Frantz, J. (2016) Knowledge of and beliefs about EBP amongst fi nal year undergraduate PT students at a local university in SA. African Journal of Health<br />

Professions Education. 8(2): 174-177.<br />

• Julie H, Hess L, Cassiem W, Wilkenson J, Rhoda A (2016). Academics’ knowledge and experiences of interprofessional education and practice. African Journal of<br />

Health Professions Education. 8(2): 222-224.<br />

• Knight, S., Van Wyk, J. & Mahomed, S. (2016) Teaching Research: A programme to develop research capacity in undergraduate medical students at the University<br />

of KwaZulu-Natal, South Africa. BMC Medical Education.<br />

• Konje, ET., Kabangila, R., Manyama, M. & van Wyk, J. (2016) What basic clinical procedures should be mastered by junior clerkship students? Experience at a single<br />

medical school in Tanzania. Advances in Medical Education and Practice, 7: 173–179.<br />

• Kuehne, J. & Keiller, L. (2016) African answers to African problems using mobile technology. Medical Education, 50: 571-572.<br />

• Kutesa, A. & Frantz, J. (2016) Perceptions of undergraduate dental students at Makarere College of Health Sciences towards patient record keeping. African Journal<br />

of Health Professions Education, 8(1).<br />

• Maart, R. & Mostert-Wentzel, K. (2016) The way forward with communication for dental students at the University of the Western Cape. African Journal of Health<br />

Professions Education, 8(1):69-71.<br />

• Mash, R., Blitz, J., Malan, Z. & von Pressentin, K. (2016) Leadership and governance: learning outcomes and competencies required of the family physician in the<br />

district health system. South African Family Practice, 28:1-4.<br />

• Motala, M. & Van Wyk, J. (2016) South African–Cuban Medical Collaboration: students’ perceptions of training and perceived competence in clinical skills at a South<br />

African institution. South African Family Practice, 1(1): 1-6.<br />

• Mubuuke, AG., Louw, AJN. & Schalkwyk, VS. (2016) Utilizing students` experiences and opinions of feedback during problem based learning tutorials to develop a<br />

facilitator feedback guide: an exploratory qualitative study. BMC Medical Education, 16(1):6.<br />

• Murdoch-Eaton, D., Louw, AJN. & Bezuidenhout, J. (2016) Effect of curriculum changes to enhance generic skills profi ciency of 1st-year medical students. African<br />

Journal of Health Professions Education, 8(1):15-19.<br />

• Naidoo, D. & van Wyk, J. (2016) Fieldwork practice for learning: Lessons from occupational therapy students and their supervisors. African Journal of Health<br />

Professions Education, 8(1): 37-40.<br />

• Naidoo D, van Wyk J, Joubert RW. Exploring the Occupational Therapist’s Role in Primary Health Care: Listening to Voices of Stakeholders. African Journal of<br />

Primary Health Care & Family Medicine. 2016;8(1):1-9.<br />

• Nyoni, CN. & Barnard, A. (2016) Perceptions of professional nurses regarding their training role at a hospital in Lesotho. African Journal of Health Professions<br />

Education. [in press]<br />

• Postma, TC. & White, JG. (2016) Developing integrated clinical reasoning competencies in dental students using scaffolded case-based learning – empirical<br />

evidence. European Journal of Dental Education, 8(3): 180-188.<br />

• Rhoda A, Waggie F, Fillies G, Frantz J (2016). Using operative models (ICF and CBR) within an inter-professional context to address community needs. African<br />

Journal of Health Professions Education. 8(2): 214-216.<br />

• Rhoda A, Laattoe N, Smithdorf G, Roman N, Frantz JM (2016). Facilitating community-based interprofessional education and collaborative practice in a health<br />

sciences faculty: Student perceptions and experiences. African Journal of Health Professions Education. 8(2): 225-228.<br />

• Roman N, Rondganger C, Frantz J (2016). Community-university partnership to enhance wellbeing of families: factors that sustain it. The Social Work Practitioner-<br />

Researcher 28 (3), 278-287.<br />

• Roy IJ, Van Wyk JM. Challenges of Academic Literacy for in-Service Teachers. The-Independent-Journal-of-Teaching-and-Learning. 2016; 11:43-55.<br />

• Rowe, M. (2016) Physiotherapy students have much to learn from the humanities. The Conversation: Africa, 17 March 2016.<br />

• Rowe, M. & Oltmann, C. (2016) Randomised controlled trials in educational research: Ontological and epistemological limitations. African Journal of Health<br />

Professions Education, 8(1): 6–8.<br />

• Rowe, M. (2016) Technology is no longer a luxury for universities, it’s a necessity. The Conversation: Africa, 10 February 2016.<br />

• Rowe, M. (2016) Technology will make lecturers redundant – but only if they let it. The Conversation: Africa, 12 January 2016.<br />

• Tan, CPL., van Schalkwyk, SC., Bezuidenhout, J. & Cilliers, F. (2016) Mapping undergraduate exit-level assessment in a medical programme: A blueprint for clinical<br />

competence? African Journal of Health Professions Education, 8(1):45-49.

• van der Merwe, LJ., van Zyl, GJ., St Clair Gibson, A., Viljoen, M., Iputo, JE., Mammen, M., Chitha, W., Perez, AM., Hartman, N., Fonn, S., Green-Thompson, L., Ayo-<br />

Yusuf, OA., Botha, GC., Manning, D., Botha, SJ., Hift, R., Retief, P., van Heerden, BB., & Volmink, J. (2016) South African medical schools: Current state of selection<br />

criteria and medical students’ demographic profi le. South African Medical Journal, 106(1):76-81.<br />

• van Schalkwyk, SC., Murdoch-Eaton, D., Tekian, A., van der Vleuten, C. & Cilliers, FJ. (2016) The Supervisor’s toolkit: A Framework for doctoral supervision in health<br />

professions education. AMEE Guide 104. Medical Teacher, 38(5): 429-442.<br />

• van Wyk J, Naidoo S, Moodley K, Higgins-Opitz, SB. Perceptions of Final <strong>Year</strong> Medical Students of the Impact of Gender on Their Training and Future Practice.<br />

Advances in Medical Education and practice. 2016 2016(7):1-10.<br />

• van Wyk J, Knight S, Dlungwane T, Glajchen S. Developing Social Accountability in First <strong>Year</strong> Medical Students. A Case Study from the Nelson R. Mandela School<br />

of Medicine. African Journal of Health Professions Education. 2016;8(2):203-7. doi: Afr J Health Professions Educ 2016;8(2):203-207. DOI:10.7196/AJHPE.2016.<br />

v8i2.745.<br />

• von Pressentin, KB., Waggie, F. & Conradie, H. (2016) Towards tailored teaching: using participatory action research to enhance the learning experience of<br />

Longitudinal Integrated Clerkship students in a South African rural district hospital. BMC Medical Education, 16(1):1.<br />

• Wolvaardt, JE., Lindeque, BG. & du Toit, PH. (2016) Balancing the educational choices in the decision making of a dean of medicine: Fission or fusion? African<br />

Journal of Health Professions Education, 8(1): 25-29.<br />

• Wolvaardt L, Untiedt H, Pietersen M, Mostert, KM. Sharing the quest of doctoral success: Creating a circle of critical friends in Postgraduate Study in South Africa:<br />

Surviving and Succeeding. Sun Media, Stellenbosch. ISBN 978-1-928357-23-0<br />

Discipline-specific publications in 2016<br />

• Abaraogu, UO., Juliet, E. & Frantz, JM. (2016) Promotion of Physical Activity and Exercise in Daily Practice: Current Practices, Barriers and Training Needs of<br />

Physiotherapists: The Case for Eastern Nigeria. Physiotherapy Canada. 68(1): 37-45.<br />

• Abaraogu, UO., Ogaga, M., Odidika, E. & Frantz, J. (2016) Promotion of healthy nutrition in clinical practice: a cross-sectional survey of practices and barriers among<br />

physiotherapists in southeast Nigeria. Hong Kong Physiotherapy Journal. 35:21-29.<br />

• Amdeslasie, F., Kidanu, M., Ali, D. & Girma, M. (2016) Patterns of Trauma in Emergency clinics of public hospitals found in Mekelle, Tigray. Ethiopian Medical Journal,<br />

54(2).<br />

• Bere, T., Nyamayaro, P., Magidson, JF., Chibanda, D., Chingono, A., Munjoma, R., Macpherson, K., Ndhlovu, CE., O’Cleirigh, C., Kidia, K., Safren, SA. & Abas, M.<br />

(2016) Cultural adaptation of a cognitive-behavioural intervention to improve adherence to antiretroviral therapy among people living with HIV/AIDS in Zimbabwe:<br />

Nzira Itsva. Journal of Health Psychology, Feb 18.<br />

• Cubaka, VK., Schriver, M., Flinkenflögel, M. & Cotton, P. (2016) The Evolving Role of Physicians - Don’t Forget the Generalist Primary Care Providers. Comment on<br />

“Non-physician Clinicians in Sub-Saharan Africa and the Evolving Role of Physicians”. International Journal of Health Policy Management, 5(x): 1–2.<br />

• Ennion L, Rhoda A (2016). Roles and challenges of the multidisciplinary team involved in prosthetic rehabilitation, in a rural district in South Africa. Journal of<br />

multidisciplinary healthcare 9, 565.<br />

• Gebrekirkos FA., Kidanu, M., Ali, D. & Girma, M. (2016) Patterns of Trauma in Emergency clinics of public hospitals found in Mekelle, Tigray. Ethiopian Medical<br />

Journal, 54(2).<br />

• Gordon, C. (2016) Intimate partner violence is everyone’s problem, but how should we approach it in a clinical setting? South African Medical Journal, 106(10):<br />

962-965.<br />

• Lister, HE. Transformation 90 & Dhunpath, R. (2016) The taxi industry and transportation for people with disabilities: implications for universal access in a metropolitan<br />

municipality. Transformation, 90:29-48.<br />

• Maart, R., Grobler, SR., Kruijsse, HW., Osman, Y., Patel, N. & Moodley, D. (2016) The whitening effect of four different commercial denture cleansers on stained<br />

acrylic resin. South African Dental Association Journal, 71(3):106-111.<br />

• Makadzange, AT., Bogezi, C., Boyd, K., Gumbo, A., Mukura, D., Matubu, A. & Ndhlovu CE. (2016) Evaluation of the FACSPresto, a New Point of Care Device for the<br />

Enumeration of CD4% and Absolute CD4+ T Cell Counts in HIV Infection. PLoS ONE, 11(7): e0157546.<br />

• Mapipi HV, Wolvaardt JE, Senkubuge F. Adherence to rehabilitative programmes of patients living with neurological conditions: A South African context. AJPHES,<br />

22(4:2): 1157-1169.<br />

• Meeme, A., Buga, GAB., Mammen, M. & Namugowa, A. (2016) Endothelial dysfunction and arterial stiffness in pre-eclampsia demonstrated by the EndoPAT method.<br />

Cardiovascular Journal of Africa, 27: online publication.<br />

• Sahadew, N., Singaram, SV. & Brown, S. (2016) Distribution, incidence, prevalence and defaulters of patients with Diabetes Mellitus accessing Public Health care<br />

in the eleven districts of Kwazulu-Natal in South Africa. South African Medical Journal, 106(4): 389-393.<br />

• Venter F, Wolvaardt, JE. The World Health Organization’s mechanisms for increasing the health sector budget: The South African context. South African Medical<br />

Journal. 106 (8): 771-774

Publications - 2015:<br />

• Amdeslasie, F., Berhe, Y. & Gebremariam, TT. (2015). Perforated duodenal ulcer in the third trimester of pregnancy. Saudi Journal of Medicine and Medical Sciences,<br />

3:164-6.<br />

• Born, KM., Wolvaardt, JE. & McIntosh, E. (2015) Risky sexual behaviour of university students: Perceptions and the effect of a sex education tool. African Journal<br />

for Physical, Health Education, Recreation and Dance, 21(2): 502-518.<br />

• Botha, A., Jacobs, F. & Postma, C. (2015) Retrospective analysis of etiology and comorbid diseases associated with Ludwig’s Angina. Annals of Maxillofacial Surgery,<br />

5(2): 168.<br />

• Botma, Y & Nyoni, C. (2015). What went wrong? A critical refl ection of educator midwives’ inability to transfer knowledge. Journal of Nursing Education and Practice,<br />

5(6).<br />

• Burch, V, Zachariah, A., Anshu & J. Grant. (2015, in press). Module 6: Teaching and Learning in Medicine. Unit 6: Teaching Clinical Reasoning and Problem Solving.<br />

FAIMER-Keele Master’s degree in Health Professions Education: Accreditation and Assessment. FAIMER Centre for Distance Learning, CenMEDIC, London, UK.<br />

• Burch, VC. (2015 in press). More attention is now paid to assessment of clinical competence and on-the-job assessment. In International Handbook of Medical<br />

Education: What Works. Abdulrahman KB, Harden RM, Mennin S. Oxford: Routledge.<br />

• Chiwaridzo, M & Naidoo, N. (2015). Functional consequences and health-care seeking behaviour for recurrent non-specifi c low back pain in Zimbabwean adolescents:<br />

A cross-sectional study. European Spine Journal. In press.<br />

• Cilliers, FJ. (2015). (Commentary) Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends? Perspectives on Medical<br />

Education, 4(6): 280-281.<br />

• Cilliers, FJ., Schuwirth, L. & van der Vleuten, C. (2015) Health behaviour theories: A conceptual lens to explore behaviour change. In J. Cleland & S. J. Durning (Eds.),<br />

Researching Medical Education. Chichester, UK: Wiley.<br />

• Cleland, J. & Durning, SJ. (2015). Researching Medical Education. ISBN: 978-1-118-83920-1. Wiley-Blackwell, Chichester, UK. SAFRI contributions: Chapter 4:<br />

Developing the research question: setting the course for your research travels. Juanita Bezuidenhout and Susan van Schalkwyk. Chapter 13: Health behaviour<br />

theories: a conceptual lens to explore behaviour change. Francois Cilliers, Lambert Schuwirth and Cees van der Vleuten.<br />

• Cubaka, VK., Kyamanywa, P., Flinkenflögel, M., Schriver, M., Ngabire, E. & Cotton, P. (2015) Transforming health professional education in Rwanda – Contributions<br />

from Social and Community Medicine. Rwandan Journal for Medicine and Health Sciences, 2(1): 93-95.<br />

• De Villiers, MR., Cilliers, FJ., Coetzee, F., Herman, N., van Heusden, M. & von Pressentin, K. (2014). Equipping family physician trainees as teachers: a qualitative<br />

evaluation of a twelve-week module on teaching and learning. BMC Medical Education, 14: 228.<br />

• De Vries S & Geduld, H. (2015) Geography should be taught at medical school. South African Medical Journal, 105(10): 816.<br />

• Delport, R., Krüger, C., van Rooyen, M. & Pickworth, G. (2015). Developing an outcomes-based charter for medical professionalism to direct teaching and<br />

assessment. African Journal of Health Professions Education, 7(1): 10-15.<br />

• Dreyer, A., Couper, I., Bailey, R., Talib, Z., Ross, H. & Sagay, A. (2015) Identifying approaches and tools for evaluating community-based medical education<br />

programmes in Africa: supplement 1-research. African Journal of Health Professions Education, 7: 134-9.<br />

• Dreyer, A., Gibbs, A., Smalley, S., Mlambo, M., & Pandya, H. (2015). Clinical associate students’ perception of the educational environment at the University of the<br />

Witwatersrand, Johannesburg: original research. African Primary Health Care and Family Medicine, 7(1): 1-8.<br />

• Ferguson, G., Naidoo, N. & Engelsman-Smit, B. (2015). Providing opportunities for motor skills acquisition and improving physical fi tness for children with<br />

Developmental Coordination Disorder at a low-income primary school. Physical & Occupational Therapy In Pediatrics, 35(2): 147-162.<br />

• Flinkenflögel, M., Cubaka, VK., Schriver, M., Kyamanywa, P., Muhumuza, I., Kallestrup, I. & Cotton, P. (2015) The Desired Rwandan Health Care Provider:<br />

Development and delivery of undergraduate social and community medicine training. Education for Primary Care, 26(5): 343-348.<br />

• Flinkenflögel, M., Kyamanywa, P., Cubaka, VK., & Cotton, P. (2015). The next generation of Rwandan physicians with a primary health care mindset. African Journal<br />

of Primary Health Care and Family Medicine, 7(1): Art. #885, 2 pages.<br />

• Flinkenflögel, M., Kyamanywa, P., Kateera Asiimwe, B., Musafi ri, S., Kayumba, PC., Irakoze, M., Cotton, P. & Hibble, A. (2015) Umuganda for improved health<br />

professions education in Rwanda. Past present and future in training medical professionals at the University of Rwanda. Rwandan Journal for Medicine and Health<br />

Sciences, 2(1): 96-99.<br />

• Flinkenflögel, M., Ogunbanjo, G., Cubaka, V. & De Maeseneer, J. (2015) Rwandan family medicine residents expanding their training into South Africa: the use of<br />

South-South medical electives in enhancing learning experiences. BMC Medical Education, 15:124.<br />

• Frantz, JM. (2015) A peer led approach to promoting health education related to risk factors for NCDs in schools: views of peers. South African Journal of Education,<br />

35(1): 1-7.<br />

• Frantz, JM., Bezuidenhout, J., Burch, VC., Mthembu, S., Rowe, M., Tan, C., Van Wyk, JM. & Van Heerden, B. (2015) The impact of an educational faculty<br />

development programme for health professionals in Sub-Saharan Africa: an archival study. BMC Medical Education, 15(28):3-9.<br />

• Frantz, JM., Sixaba, Z. & Smith, M. (2015) A Systematic Review of the Relationship Between Family Structure and Health Risk Behaviours Amongst Young People:<br />

An African Perspective. The Open Family Studies Journal, 7(Suppl 1: M1): 1-2.

• Jooste, K., Ahanonu, L., Arunachallam, S., Rashe, H., Julie, H., Willemse, JJ., Bimray, P., Essa, I. & Hoffman, J. (2015) The meaning of self-leadership for nursing<br />

academics of a research programme in the context of a Higher Education Institution in the Western Cape. Africa Journal of Nursing and Midwifery, 2016(17): 1682-<br />

5055.<br />

• Julie, H. (2015) Piloting of a service-learning pedagogical model: Students’ perceptions of the gender based violence service-learning module at a school of nursing<br />

in the Western Cape, South Africa. African Journal for Physical, Health Education, Recreation and Dance, Supplement 1:(3): 732-750.<br />

• Julie, H. (2015) The development of an implementation framework for service-learning during the undergraduate nursing programme in the Western Cape Province.<br />

Curationis, 38(2): Art. #1563, 9 pages.<br />

• Julie, H., Adejumo, OA. & Frantz, JM. (2015) Cracking the nut of service-learning in nursing at a higher educational institution. Curationis, 38(1): Art. #117, 9 pages.<br />

• Keiller, L. & Inglis-Jassiem, G. (2015) A lesson in listening: Is the student voice heard in the rust to incorporate technology into health professions education? African<br />

Journal of Health Professions Education, 7(1): 47-50.<br />

• Khondowe, O., Nikodem, VC., Frantz, JM. & Harper, K. (2015) A physical activity programme to improve motor and cognitive development in HIV positive children on<br />

antiretroviral therapy: a randomised controlled trial. African Journal for Physical, Health Education, Recreation and Dance, 21(4:1): 1187-1199.<br />

• Khondowe, O., Nikodem, VC., Frantz, JM. & Harper, K. (2015) A systematic review on the effect of HIV infection on motor and cognitive development of infants and<br />

toddlers. African Journal for Physical, Health Education, Recreation and Dance, 21(1:2): 240-252.<br />

• Kilfoil, W.R. (Ed.), Rowe, M. et.al. (2015) Moving beyond the hype: A contextualised view of learning with technology in higher education. Pretoria: Universities South<br />

Africa.<br />

• Kumurenzi, A., Goliath, C., Mji, G., Mlenzana, N., Joseph, C., Stathum, S. & Rhoda, A. (2015) Experiences of patients and service providers with out- patient<br />

rehabilitation on services in a rehabilita on centre in the Western Cape Province. African Journal of Disability, 4(1), Art. #164, 7 pages.<br />

• Ladhani, Z., Shah, H., Wells, R., Friedman, S., Bezuidenhout, J., van Heerden, B., Campos, H., Morahan, PS. (2015) Global Leadership Model for Health<br />

Professions Education – A Case Study of the FAIMER program. Journal of Leadership Education, 14(4): 67-91.<br />

• Larkins, S., Michielsen, K., Iputo, J., Elsanousi,. Mammen, M., Graves, L., Willems,S., Cristobal, FL., Samson, R., Ellaway, R., Ross, S., Johnston,,K., Derese, A. &<br />

Neusy, AJ. (2015). Impact of selection strategies on representation of underserved populations and intention to practise: international fi ndings. Medical Education,<br />

49: 60–72.<br />

• Lawal, I., Hillier, S., Talhatu, K.., Hamzat, T. & Rhoda, A. (2015). Effectiveness of a structured circuit class therapy model in stroke rehabilitation: a protocol for a<br />

randomised controlled trial. BMC Neurology, 15:88.<br />

• Legodi, TL. & Wolvaardt, JE. (2015) A blank page: feedback from fi rst referral hospitals to primary health care clinics. South African Family Practice, 57(4): 282-285.<br />

• Louw, AJN. & De Villiers, A. (2015) Teaching First Aid in high schools: The impact on students in the health sciences extended degree programme. South African<br />

Journal for Higher Education, 29(1): 199-211.<br />

• Makadzange, AT., Higgins-Biddle, M., Chimukangara, B., Birri, R., Gordon, M., Mahlanza, T., Hugh, MC., van Dijk, JH., Bwakura-Dangarembizi, M., Ndungu, T.,<br />

Masimirembwa, C., Phelps, B., Amzel, A., Ojikutu, BO., Walker, BD. & Ndhlovu, CE. (2015) Clinical, Virologic, Immunologic Outcomes and Emerging HIV Drug<br />

Resistance Patterns in Children and Adolescents in Public ART Care in Zimbabwe. PLoS ONE, 10(12): e0144057.<br />

• Mash, R., Almeida, M., Wong, WC., Kumar, R. & von Pressentin, KB. (2015) The roles and training of primary care doctors: China, India, Brazil and South Africa.<br />

Human resources for health, 13(1): 1-9.<br />

• Mash, R., Malan, Z., von Pressentin, KB. & Blitz, J. (2015) Strengthening primary health care through primary care doctors: the design of a new national<br />

Postgraduate Diploma in Family Medicine. South African Family Practice, 10: 1-5.<br />

• Matthews, M. & van Wyk, J. (2015) Speaking the language of the patient: indigenous language policy and practice. South African Family Practice, 58(1): 30-31.<br />

• Mayeng, LM. & Wolvaardt, JE. (2015) Patient safety culture in a district hospital in South Africa: an issue of quality. Curationis, 38(1): 5 November 2015.<br />

• Mostert, VC. & Postma, TC. (2015) University of Pretoria Oral Health Centre’s capacity to complete root canal treatments. South African Dental Journal. [In Print]<br />

• Mubuuke, AG & Pope, E. (2015) Factors that infl uence radiographers` decision to pursue postgraduate education: An Exploratory Qualitative Study. Journal of<br />

Medical Imaging and Radiation Sciences, 46(2): 223-230.<br />

• Mubuuke, AG., Oria, H., Dhabangi, A., Kiguli, S. & Sewankambo, NK. (2015) An exploration of undergraduate medical students` satisfaction with faculty support<br />

supervision during community placements in Uganda. Rural and Remote Health, 15: 3591.<br />

• Mubuuke, G., Louw, AJN. & Van Schalkwyk S. (2015) Utilizing students’ experiences and opinions of feedback during problem based learning tutorials to develop<br />

a facilitator feedback guide: an exploratory qualitative study. BMC Medical Education, 16(6): 1-7.<br />

• Mudaly, R. & van Wyk, J. (2015) Pink Collar Medicine: Medical students navigating the gendered landscape of a South African medical school. South African Journal<br />

of Higher Education, 4: 229-243.<br />

• Nyoni, C. & Barnard, AJ. (2015). Perceptions of professional nurses regarding their training role at a rural hospital in Lesotho. African Journal of Health Profession<br />

Education. In press.<br />

• Peters, F., van Wyk, J. & van Rooyen, M. (2015) Intern to independent doctor: basic surgical skills required for South African practice and interns’ reports on their<br />

competence. South African Family Practice, 1:1-7.

• Phalwane, MG., Postma, TC. & Ayo-Yusuf, OA. (2015) Piloting the Community Service Attitudes Scale in a South African context with matching qualitative data.<br />

South African Dental Journal. [In Print]<br />

• Pickel-Voight, A. & Rhoda, A. (2015) Knowledge of nurses regarding dysphagia in patients post stroke in Namibia. Curationis, 38(2), Art. #1564, 7 pages.<br />

• Postma, TC. (2015) Self-regulation – the key to progress in clinical reasoning. African Journal of Health Professions Education, 7(2): 202-207.<br />

• Postma, TC. & Bronkhorst, L. (2015) Second-year dental students’ perceptions about a joint medical curriculum. African Journal of Health Professions Education,<br />

7(2): 199-201.<br />

• Postma, TC. & White, JG. (2015) Developing clinical reasoning in the classroom – analysis of the 4C/ID-model. European Journal of Dental Education, 19: 74–80.<br />

• Postma, TC. & White, JG. (2015) Developing students’ clinical reasoning skills: correlates of perceived relevance of two teaching and learning approaches. European<br />

Journal of Dental Education. (Published early view online – for later inclusion in a print issue)<br />

• Postma, TC. & White, JG. (2015) Students’ perceptions of vertical and horizontal integration in a discipline-based dental school. European Journal of Dental<br />

Education. (Published early view online – for later inclusion in a print issue)<br />

• Postma, TC. & White, JG. (2015) Socio-demographic and academic correlates of clinical reasoning in a dental school in South Africa. European Journa of Dental<br />

Education. (Published early view online – for later inclusion in a print issue)<br />

• Rhoda, A. (2015) Participation restrictions experienced by patients with stroke explored within a model of participation. Physiotherapy, 101: supplement 1: e1277.<br />

• Rhoda, A., Cunningham, N., Azaria, S. & Urimubenshi, G. (2015) Provision of inpatient rehabilitation and challenges experienced with participation post discharge:<br />

quantitative and qualitative inquiry of African stroke patients. Rhoda et al. BMC Health Services Research, 15: 423.<br />

• Rowe, M. (2015) Exploring the characteristics of capable healthcare professionals. South African Journal of Physiotherapy, 71(1), Art. #247, 6 pages.<br />

• Rowe, M. (2015). Using Google Drive to facilitate a blended approach to authentic learning, 198-203. In Bozalek, V., Ng’ambi, D. Wood, D., Herrington, J., Hardman, J.<br />

& Amory, A. (eds). Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy. Routledge, 2 Park Square,<br />

Milton Park, Abingdon, Oxon, OX14 4RN.<br />

• Shamu, T., Wellington, M., Pascoe, M., Gwanzura, L. & Ndhlovu, CE. (2015) Incidence of Nephropathy in HIV Infected Patients Receiving Highly Active Antiretroviral<br />

Therapy at Newlands Clinic: A Retrospective Study. World Journal of AIDS, 5: 113-123.<br />

• Snyman, S., von Pressentin, KB. & Clarke, M. (2015). International classifi cation of functioning, disability and health: catalyst for interproffessional education and<br />

collaborative practice. Journal of Interprofesional Care, 23: 1-7. http://www.ncbi.nlm.nih.gov/pubmed/25614229<br />

• Sommerville, TE. & Singaram, SV. (2015) The whole is greater than the sum: a longitudinal study of demographic infl uences on medical student assessment scores.<br />

Alternation, 17: 28-53.<br />

• van der Berg-Cloete, S., Snyman, L., Postma, TC. & White, JG. (2015) South African dental students’ perception of the most important non-clinical skills according<br />

to the Medical Leadership Competency Framework (MLCF). Journal of Dental Education. [In Print]<br />

• Van der Berg-Cloete, S., Snyman, L., Postma, TC. & White, JG. (2015) Dental students’ perceptions on practice management and their career aspirations. African<br />

Journal of Health Professions Education, 7(2): 194-198.<br />

• van der Merwe, N., Peeters, A., van Rensburg, SJ., Pienaar, R., Bezuidenhout, J. & Kotze, MJ. (2015) P275 Implications of discordance between reference genomes<br />

applied in breast cancer exome sequencing. The Breast, 24(1): S121.<br />

• Van Schalkwyk, SC., Bezuidenhout, J. & De Villiers, MR. (2015) Understanding rural clinical learning spaces: being and becoming a doctor. Medical Teacher,<br />

37(6): 589-594.<br />

• van Schalkwyk, SC., Kok, N., Conradie, HH. & Van Heerden BB. (2015) Academic achievement of fi nal-year medical students on a rural clinical platform: Can we<br />

dispel the myths? African Journal of Health Professions Education, 7(1): 115-118.<br />

• Van Wyk, J. & Rennie, CO. (2015) Learning anatomy through dissection: Perceptions of a diverse medical student cohort. International Journal of Morphology,<br />

33(1):89-95.<br />

• Von Pressentin, KB & Mash, B. (2015) Mastering your fellowship. Registrar section in SAFPJ. In press. [This is the fi rst edition of a regular feature aimed at<br />

preparing registrars for the FCFP(SA) examination and contains questions with model answers.]<br />

• Von Pressentin, KB. Co-author of chapter (on oral and poster presentations): South African Family Practice Manual; 3rd edition. Editors: Bob Mash, Julia Blitz.<br />

ISBN 9780627031236.<br />

• von Pressentin, KB., Hoedebecke, K. & Pinho-Costa, L. (2015) South Africa has joined a global initiative for Family Medicine advocacy. South African Family<br />

Practice, 8: 1-2.<br />

• Wanyoni, N., Frantz, JM. & Hassan, S. (2015) The effect of a knowledge-based ergonomic intervention amongst administrators at Aga Khan University hospital,<br />

Nairobi. Journal of WORK, 52(4): 843-854.<br />

• Wegner, L. & Rhoda, A. (2015) The infl uence of cultural beliefs on the utilisation of rehabilitation services in a rural South African context: Therapists’ perspective.<br />

African Journal of Disability, 4(1): 8 pages.

Publications - 2014:<br />

• Archer, E., Van Heerden, BB., Kidd, M. & Bezuidenhout, J. (2014). Making use of an existing questionnaire to measure patient-centred attitudes in undergraduate<br />

medical students: A case study. African Journal of Health Professions Education, 6(2):150-154.<br />

• Bezuidenhout , J., Van Schalkwyk, SC., Van Heerden BB & De Villiers, MR. (2014). Building a research agenda in health Professions education at a Faculty of<br />

Medicine and Health Sciences: Current research profi le and future considerations. African Journal of Health Professions Education, 6(2):169-173.<br />

• Bezuidenhout, J., van Schalkwyk, SC., van Heerden, B. & de Villiers, MR. (??) Steps in establishing a Health Professions Education research unit: Current research<br />

profi le and recommendations. African Journal of Health Professions Education, (in press).<br />

• Blitz, J., Bezuidenhout, J., Conradie, HH., De Villiers, MR. & Van Schalkwyk, SC. (2014). ‘I felt colonised’: emerging clinical teachers on a new rural teaching<br />

platform. Rural and Remote Health, 14(2511):1-9.<br />

• Blitz, J., Kok, N., van Heerden, B. & van Schalkwyk, S. (2014). PIQUE-ing an interest in curriculum renewal. African Journal of Health Professions Education,<br />

6:23-27.<br />

• Burch, V. & Hays, R. (2014). Module 2: Accreditation and Self-Review. Unit 3: Self-review in low-resource circumstances. FAIMER-Keele Master’s degree in Health<br />

Professions Education: Accreditation and Assessment. FAIMER Centre for Distance Learning, CenMEDIC, London, UK.<br />

• Burch, VC. (2014). Does simulation-based training have a future in Africa? (Editorial). African Journal of Health Professions Education, 6 (2): 117-118.<br />

• Burch, VC. (2014). Interprofessional education - is it ‘chakalaka’ medicine? (Editorial). African Journal of Health Professions Education, 6(1): 2.<br />

• Chiwaridzo, M. & Naidoo, N. (2014). Prevalence and associated characteristics of recurrent non-specifi c low back pain in Zimbabwean adolescents: a cross-sectional<br />

study. BMC Musculoskeletal Disorders, 15: 381.<br />

• de Villiers, MR., Conradie, HH., Snyman, S., van Heerden, BB. & van Schalkwyk, SC. (2014). Experiences in developing a Community-Based Education strategy<br />

– a case study from South Africa, 176-206. In Talaat, W & Ladhani, Z. (eds). Community Based Education in Health Professions: Global Perspectives. WHO EMRO.<br />

• Draper, C., Healthy Active Kids South Africa (HAKSA) Writing Team: Naidoo, N., Uys, M. & Lambert, EV. (2014). Healthy Active Kids South Africa Report card: 2014.<br />

Journal of Physical Activity and Health, 11:(Suppl 1) S199 – 200.<br />

• Figueiró-Filho, EA., Amaral, E., McKinley, D., Bezuidenhout, J. & Tekian A. (2014). Clinical Teaching with minimal, indirect supervision. Medical Education; 48:530.<br />

• Figueiró-Filho, EA., Bezuidenhout, J., Amaral, E., McKinley, D. & Tekian, A. (2014). Minimal supervision out-patient clinical teaching. The Clinical Teacher, 11: 365-<br />

369.<br />

• Jooste, K., Julie, H., Willemse,J., Le Roux, L., Arunachallam, L., Essa, I. & Rashe, H. (2014). Prior expectations of leadership programme attendees’ and their<br />

subsequent refl ections on completion of a leadership programme in a higher education institution. South African Journal of Higher Education Special edition, 28(6).<br />

• Julie, H. (2014). Towards the Development of a Defi nition of Service-Learning: converging confl icting mind maps. South African Journal of Higher Education Special<br />

edition, 28(6).<br />

• Keiller, L. & Hanekom, S. (2014). Stratetgies to increase clinical reasoning and critical thinking in physiotherapy education. South African Journal of Pnysiotherapy,<br />

70(1): 8-12.<br />

• Kordom, A., Julie, H. & Aranuchallum, S. (2014). Intimate partner violence among undergraduate student nurses at a tertiary institution in the Western Cape. South<br />

African Journal of Higher Education Special edition, 28(6).<br />

• Mammen, M. & Rusike, S. (2014). Medicinal plants used as Home Remedies: A Family Survey by First <strong>Year</strong> Medical Students. African Journal of Traditional,<br />

Complementary and Alternative Medicine, 11(5): 67-72.<br />

• Mammen, M., Nokele, LA. & Buga, GAB. (2014). Anthropometric characteristics and mean arterial pressure in preeclamptic and normotensive pregnant women<br />

visiting antenatal clinics: a case study in South Africa’s Mthatha area. Mediterranean Journal of Social Sciences, 5(17).<br />

• Maree, CM. & Wolvaardt, L. (2014). Perceived improvement of postgraduate students’ fundamental human virtues through a research proposal refi nement course.<br />

African Journal for Physical, Health Education, Recreation and Dance (AJPHERD) Supplement 1:1 (October), 96-104.<br />

• Mash, R., Essuman, A., Ratansi, R., Goodyear-Smith, F., Von Pressentin, K., Malan, Z., Van Lancker, M. & De Maeseneer, J. (2014). African Primary Care Research:<br />

Current situation, priorities and capacity building. African Journal of Primary Health Care & Family Medicine, 6(1): 6 pages.<br />

• Moodley, SV., Wolvaardt, L., Louw, M. & Hugo, J. (2014). Practice intentions of clinical associate students at the University of Pretoria, South Africa. Rural and<br />

Remote Health, 14: 2381.<br />

• Mubuuke, AG. (2014). A Phenomenological Study to explore the experiences of Ugandan women that have undergone transvaginal ultrasound. Journal of Medical<br />

Radiation Sciences, 61(2): 78-84.<br />

• Mubuuke, AG. Businge, F. & Kiguli-Malwadde, E. (2014). Using graduates as key stakeholders to inform training and policy in health professions education: the<br />

hidden potential of tracer studies. African Journal of Health Professions Education, 6(1): 52-55.<br />

• Mubuuke, AG., Mwesigwa, C., Maling, S., Rukundo, G., Kagawa, M., Lagoro, D. & Kiguli, S. (2014). Standardizing assessment practices of undergraduate medical<br />

competencies across medical schools: challenges, opportunities and lessons learned from a consortium of medical schools in Uganda. The Pan African Medical<br />

Journal, 19:382.<br />

• Naidoo, D., Van Wyk, J. & Joubert, R. (2014). Are fi nal year occupational therapy students adequately prepared for clinical practice? A case study in KwaZulu-Natal.<br />

South African Journal of Occupational Therapy, 44(3):24-28.

• Naidoo, N., Dikong, D., Bila, S., Rhodes, D. & Camp, C. (2014). Childhood obesity and playground behaviour in children with intellectual disabilities: Is there an<br />

association? Journal of Physical Activity and Health, 11: (Suppl 1) S203.<br />

• Naidoo, S., Van Wyk, J., Higgins-Opitz, S. & Moodley, K. (2014). An evaluation of stress in medical students at a South African university. South African Family<br />

Practice, 56(5): 1-5.<br />

• Postma, TC. & White, JG. (2014). Developing clinical reasoning in the classroom – analysis of the 4C/ID-model. European Journal of Dental Education. 2014 May<br />

9.doi:10.1111/eje.12105 (Epub ahead of print)<br />

• Unger, M., Keiller, L., Inglis-Jassiem, G. & Hanekom, SD. (2014) Teaching my peers: Perceptions of tutors in physiotherapy practical skills training. African Journal of<br />

Health Professions Education, 6(2), Suppl 1: 203-206.<br />

• Uys, M., Grobler, MN., Naidoo, N., Tremblay, MS. & Lambert, EV. (2014). Validation of key components of the Canadian Assessment of Physical Literacy (CAPL) in<br />

10 year-old South African children. Journal of Physical Activity and Health, 11: (Suppl 1) S205.<br />

• van Schalkwyk, SC., Bezuidenhout, J., Conradie, HH., Fish, T., Kok, NJ., van Heerden, BH. & De Villiers, MR. (2014). ‘Going rural’: driving change through a rural<br />

medical education innovation. Rural and Remote Health, 14: 2493.<br />

• Van Wijk, E., Traut, A. & Julie, H. (2014). Environmental and nursing-staff factors contributing to aggressive and violent behaviour of patients in mental health<br />

facilities. Curationis, 37(1), Art. #1122, 9 pages.<br />

• von Pressentin, KB. (co-author of a chapter in the textbook), Clarke, M; et. al. (2014) Vlok’s Community Health, 6th Ed; JUTA.<br />

• Wolvaardt, L. (2014). Looking over the conceptual horizon: a living-theory of practice. Educational Journal of Living Theories (eJOLTS), 7(2): 54-73.<br />

Publications - 2013:<br />

• Frantz, J. & Rowe, M. (2013). Technology-mediated learning in physiotherapy education: The social construction of practice knowledge. South African Journal of<br />

Physiotherapy, 69(3):9-12.<br />

• Frantz, J., Rowe, M., Hess, D., Rhoda, A., Sauls, B. & Wegner, L. (2013). Student and staff perceptions of the introduction of Objective Structured Practical<br />

Examinations: A pilot study. African Journal of Health Professions Education 2013;5(2):72-74. DOI:10.7196/ajhpe.218<br />

• Rowe, M., Bozalek, V. & Frantz, J. (2013). Using Google Drive to facilitate a blended approach to authentic learning. British Journal of Educational Technology,<br />

44(4):594-606.<br />

• Frantz, J. & Rowe, M. (2013). Developing refl ection and research skills through blogging in an evidence-based practice postgraduate physiotherapy module. African<br />

Journal of Health Professions Education, 5(1):3-7.<br />

• Burch, V. & van Heerden, B. (2013). Are community service doctors equipped to address priority health needs in South Africa? South African Medical Journal,<br />

103(12): 905.<br />

• Rogers, RL., Scalea, T. & Geduld, H. (2013) Vascular Emergencies: Expert Management for the Emergency Physician. Cambridge University Press: New York.<br />

• Sobuwa, S., Hartzenberg, HB., Geduld, H. & Uys, C. (2013). Outcomes following prehospital airway management in severe traumatic brain injury. South African<br />

Medical Journal, 103(9).: 751-753.<br />

• Landry, A., Geduld, H., Koyfman, A. & Foran, M. (2013). An overview of acute burn management in the Emergency Centre. African Journal of Emergency Medicine,<br />

3(1): 22-29.<br />

• Joseph, C. & Rhoda, A. (2013). Activity limitations and factors infl uencing functional outcome of patients with stroke following rehabilitation at a specialized facility in<br />

the Western Cape. African Health Sciences, 13(3): 646-654.<br />

• Mlenzana, NB., Frantz, JM., Rhoda, AJ. & Eide, AH. (2013). Barriers to and facilitators of rehabilitation services for people with physical disabilities: A systematic<br />

review. African Journal of Disability, 2(1): 1-6.<br />

• Muli, G. & Rhoda, A. (2013). Quality of life amongst young adults with stroke living in Kenya. African Health Sciences, 13(3): 632-638.<br />

• Frantz, JM., Rhoda, AJ. & de Jongh, J. (2013). Using appreciative inquiry to develop a research capacity development programme. South African Journal of Higher<br />

Education, 27(1): 48-59.<br />

• Mthembu, SZ. & Mtshali, FG. (2013). Conceptualisation of knowledge construction in community service-learning programmes in nursing education. Curationis<br />

(online), 36(1): 1-10.<br />

• Maart, R.D. & Bitzer, E.M. (2013). Aligning clinical assessment with course elements in prosthodontic dentistry: a South African case. Journal of Dental Education,<br />

77(9): 1129-1139.<br />

• Maart, R. (2013). Effectiveness of Denture Cleaners With Stain Removal From Acrylic Resin. J Dent Res Vol 92 Spec Iss BL 31 Southern and East Africa.<br />

• Naidoo, J., Ncama, B., Mchunu, G., Majeke, S., Ndebele, T. and Myeza, T.(2013). Minibus taxi drivers’ sexual beliefs and practices associated with HIV in KwaZulu-<br />

Natal, South Africa. Curationis, 36(1): 1-6.<br />

• Kutesa,A., Nkamba, EM., Muwazi,L., Rwenyonyi, WBCM (2013). Weight, height and eruption times of permanent teeth of children aged 4—15 years in Kampala,<br />

Uganda BMC Oral Health, 13:15 doi:10.1186/1472-6831-13-15<br />

• Mubuuke, G. (2013). Participatory action research: the key to successful implementation of innovations in health professions education. African Journal of health<br />

Professions Education, 5(1): 30-33.

• Mthembu, S & Mtshali, F. (2013). Conceptualisation of knowledge construction in community service-learning programmes in nursing. Curationis, 36(1).<br />

• Kennedy, M. & Julie, H. (2013). Nurses experiences and understanding of workplace violence in a trauma and emergency department in South Africa. Health SA<br />

Gesondheid, 18(1).<br />

Publications - 2012:<br />

• Oltmann, C. (2012). Using aspects of Bernstein’s pedagogic device to review and re-align the pharmacy curriculum at Rhodes University. African Journal of Health<br />

Professions Education. Dec., 4(3): 96.<br />

• Oltmann, C. & Boughey, C. (2012). Using critical realism as a framework in pharmacy education and social pharmacy research. Research in Social and Administrative<br />

Pharmacy. 8 (4):333-337.<br />

• Wen, LS., Geduld, H., Nagurney, JT. & Wallis, LA. (2012) Perceptions of graduates from Africa’s fi rst emergency medicine training program at the University of Cape<br />

Town/Stellenbosch University. Canadian Journal of Emergency Medicine, 14(12): 97-105.<br />

• von Pressentin KB, Conradie HH, & Mash R.(2012). A medical audit of the management of cryptococcal meningitis in HIV-positive patients in the Cape Winelands<br />

(East) district, Western Cape. South African Family Practice, 54(4): 339-346.<br />

• Naidoo, J., Mchunu, G., Ncama, B., Majeke, S., Ndebele, T. and Myeza, T.(2012). KwaZulu Natal minibus taxi drivers’ perceptions on HIV/AIDS: relating to transmission,<br />

prevention, support and effects on the industry. SAHARA, 9(4): 210-217.<br />

• Kutesa A, Buwembo W, Muwazi L, Rwenyonyi CM, (2012). Prediction of width of un-erupted incisors, canines and premolars in a Ugandan population: A cross<br />

sectional study. BMC Oral Health, 12:23.<br />

• van Schalkwyk, S., Bezuidenhout, J., Burch, VC., Clarke, M., Conradie, H., van Heerden, B. & de Villiers, M. (2012). Developing an educational research framework<br />

for evaluating rural training of health professionals: A case for innovation. Medical Teacher, 34: 1064-1069.<br />

• Mhlaba, GT & Mthembu S. (2012). Clinical mentoring: the views of nursing students and clinical mentors. Journal of Community Health Sciences, 7(2).<br />

• Vasuthevan, S & Mthembu, S. (2012). De Haan’s Health of Southern Africa. <strong>10th</strong> Edition. Juta, Cape Town.<br />

• Keiller, L & Louw, A. (2012). Approaches toward learning in Physiotherapy. South African Journal of Physiotherapy, 69(1): 36-40.<br />

• Mostert-Wentzel, K., Swart, JJ., Masenyetse, LJ., Sihlali, BH., Cilliers, R., Clarke, L., Maritz, J., Prinsloo, E-M. & Steenkamp, L. (2012). Effect of kinesio taping on<br />

explosive muscle power of gluteus maximus of male athletes: original research. South African Journal of Sports Medicine, 24(3): 75-80.<br />

Publications - 2011:<br />

• Kutesa, A., Rwenyonyi, CM., Muwazi,L., Buwembo, W. (2011). Root and Canal Morphology of Maxillary First Premolar Teeth in a Ugandan Population. Open Journal<br />

of stomatology, 1(1).<br />

Publications - 2010:<br />

• Mostert-Wentzel, K., Grobler, SH., Moore, R., Ferreira, N., Lumley, M. & Burelli, K. (2010). Effect of work-based physiotherapy and ergonomics programme on workrelated<br />

upper-extremity musculo-skeletal disorders in car-seat seamstresses. Occupational Health Southern Africa. 01/2010: 2-11.<br />

Publications - 2009:<br />

• Mtshali, NG. (2009). Implementing community- based education in basic nursing education programs in South Africa. Curationis, 32(1): 25-31.

The SAFRI Fellowship means so much more than any one person can accurately convey. In this collection<br />

of talks, ten voices enthuse, discuss, challenge and encourage. None of us can be less than enthusiastic<br />

after any contact with this unique fellowship. Hearing new opinions and teasing them out with mutual respect<br />

has been the substance of many a productive discussion. We have been challenged at every turn – from<br />

the application stage, to meeting for the fi rst time, to robust debates leading to productive change and to the<br />

development of the scholarship that is one of the hallmarks of the Fellowship.<br />

Encouragement requires special attention in all education endeavours. This value continues to be the yeast<br />

that keeps the SAFRI Fellowship alive and rising. The Fellows are connected and supported so that they are<br />

enabled to encourage others.<br />

The talks are not arranged in any order of importance, and you will fi nd scholarship, polemic, gratitude, vision,<br />

technical expertise and friendship in different measure. The fi rst and last talks are given by the founding cochairs,<br />

who we love, and to whom we all owe a debt of gratitude.<br />

Please listen carefully, laugh and cry, and share the TEN talks. They are really Stories Worth Sharing<br />

• SAFRI Fellowship – are we better together? Juanita Bezuidenhout<br />

• Listening to the voices – Images of the future. Mubuuke Gonzaga<br />

• How do we maintain our standards in Health Sciences Education? Jack Boulet<br />

• Technology is a superhero who has lost her keys; and password. Paula Barnard<br />

• Rethinking faculty development in health professionals’ education. Jose Frantz<br />

• Networking of institutions and individuals: relationship makes a difference in Health Sciences<br />

Education. Ludo Badlangana<br />

• SAFRI: Gateway to Collaboration. Ralf Graves and team<br />

• The ripple SAFRI created, reached Ethiopia. Fasika Gebrekirkos<br />

• Send not to know for whom the bell tolls – Ubuntu in Health Sciences Education Alan Barnard<br />

• TEN FAIMER tips for successful leadership. Vanessa Burch<br />

You can watch these TEN Talks on the SAFRI YouTube channel:<br />


Bill Gates said that ‘Africa is on the rise’. The value and contribution of SAFRI fellows to their own institutions as well as to local<br />

and international organisations are often seen in the form of promotions and appointments. Here is a taste of the ‘rise’ of<br />

SAFRIans based on only what was reported in the 5-year period (source: newsletters 2012-2016).<br />

Posted in<br />

June 2012:<br />

Christian Chinyere<br />

Ezeala: 2008 Fellow<br />

(Fiji Islands)<br />

Promoted to Associate<br />

Professor of Pharmacology<br />

in the Dept. Of Health<br />

Science, Fiji National<br />

University in January 2012.<br />

Mohamed Labib: 2011<br />

Fellow (Zambia)<br />

Promoted as Head of<br />

Dept of Surgery, School<br />

of Medicine, University of<br />

Namibia. He will be in<br />

charge of the<br />

development of surgery<br />

curriculum.<br />

Posted in<br />

September 2012:<br />

Posted in<br />

January 2013:<br />

Safinah Museene:<br />

2009 Fellow (Uganda)<br />

Appointed as Principal for<br />

Nursing and Midwifery<br />

Schools in Uganda on 13th<br />

July 2012 by Uganda<br />

Education Service<br />

Commission.<br />

Juanita Bezuidenhout:<br />

2005 FAIMER Fellow<br />

(South Africa)<br />

Promoted as a Full<br />

Professor in Anatomical<br />

Pathology.<br />

Kemi Ogah: 2011<br />

Fellow (Tanzania)<br />

Promoted to the position<br />

of Associate Dean of the<br />

Faculty of Health<br />

Sciences, KIU<br />

Dar-es-Salaam, Tanzania<br />

campus.<br />

Zerihun Gebremichae:<br />

2012 Fellow (Ethiopia)<br />

Zerihun has recently<br />

been promoted to the<br />

Dean of College of<br />

Medicine and Health<br />

Sciences, Hawassa<br />

University in Ethiopia.

Posted IN<br />

may 2013:<br />

Stephen Mshana: SAFRI<br />

2011 Fellow (Tanzania)<br />

Promoted from a Senior<br />

Lecturer to an Associate<br />

Professor in the<br />

Microbiology/Immunology<br />

Department, Catholic<br />

University of Health and<br />

Allied Sciences in Tanzania.<br />

Mike Kagawa: 2011 Fellow<br />

(Uganda)<br />

Mike was recently appointed<br />

as Director of Postgraduate<br />

Studies in the Dept. of<br />

Obstetrics and Gynaecology<br />

at Makerere University in<br />

Uganda.<br />

Posted IN<br />

August 2013:<br />

Christian Ezeala: 2008<br />

Fellows (Fiji Islands)<br />

Maaike Flinkenflogel:<br />

2012 Fellow (Rwanda)<br />

Christian has recently been<br />

appointed Associate Dean<br />

(Research) in the College<br />

of Medicine, Nursing, and<br />

Health Sciences, at the Fiji<br />

National University.<br />

Promoted to the acting<br />

head of the Family and<br />

Community Medicine<br />

Department (FAMCO) at<br />

the National University of<br />

Rwanda.<br />

Posted IN<br />

January 2014:<br />

Gonzaga Mubuuke: 2009<br />

Fellow (Uganda)<br />

He has been appointed as<br />

Editor of the Journal of<br />

Medical Imaging and<br />

Radiation Sciences (JMIRS)<br />

He has been appointed as<br />

Editor of the Global Journal<br />

of Epidemiology and Public<br />

Health (GJEPH).<br />

Posted in<br />

July 2014:<br />

Champion Nyoni:<br />

2013 Fellow (Lesotho)<br />

Promoted to Head of<br />

Department: Midwifery and<br />

Reproductive Health for the<br />

Paray School of Nursing in<br />

Lesotho.<br />

Klaus von Pressentin: 2013<br />

Fellow (South Africa)<br />

Fasika Gebrekirkos:<br />

2013 Fellow (Ethiopia)<br />

Appointed as Senior lecturer<br />

and EuropeAid research<br />

project co-ordinator for the<br />

Division of Family Medicine<br />

and Primary Care, Faculty of<br />

Medicine and Health<br />

Sciences, Stellenbosch<br />

University.<br />

Appointed as head of the<br />

head of Health Professions<br />


Ronel Maart: 2013<br />

Fellow (South Africa)<br />

Appointed Deputy<br />

Chairperson of Student<br />

affairs committee in<br />

2014.<br />

Posted IN<br />

November 2014:<br />

Gonzaga Mubuuke<br />

Became a<br />

Johns-Hopkins-Fogarty<br />

African Bioethics Fellow<br />

after attending a Fellowship<br />

training in Bioethics and<br />

Research Ethics at Johns<br />

Hopkins University,<br />

Maryland, USA.<br />

Posted IN<br />

February 2015:<br />

Posted IN<br />

August 2015:<br />

Karien Mostert-Wentzel:<br />

2008 Fellow (South<br />

Africa)<br />

Promoted to Senior<br />

Lecturer.<br />

Sara-Lavinia Brair:<br />

2011 Fellow (Sudan)<br />

Appointed as the Dean of<br />

the Deanship of Scientific<br />

research at Al Neelain<br />

University in Sudan.<br />

Posted IN<br />

october 2016:<br />

Heike Geduld: 2011 Fellow<br />

(South Africa)<br />

Became the President of the<br />

African Federation for<br />

Emergency Medicine.

irthday<br />


This morning, at<br />

fi rst light, I went<br />

for a walk on the<br />

mountain that<br />

casts its shadow<br />

on Scarborough<br />

every afternoon.<br />

The air was crisp<br />

and clear, the light<br />

soft and inviting and the view stunning. As I stared<br />

at the vista all the way across to Table Mountain I<br />

thought about SAFRI and how much each person<br />

means to me. Lost in my thoughts I picked a handful<br />

of fynbos fl owers.<br />

When I came home I<br />

put them in my favourite<br />

pewter vase on the<br />

fi replace in the lounge.<br />

They looked magnifi cent.<br />

As I stood there<br />

appreciating each fl ower,<br />

my thoughts wandered<br />

back to SAFRI and the<br />

sun setting on its fi rst decade. Indeed, I prefer to<br />

think of it as the new moon rising on its second<br />

decade.<br />

In the vase I started to see<br />

the SAFRI family….<br />

At the back stand the tall<br />

Restios,<br />

those who have been there<br />

from the beginning.<br />

Teaching baby steps and<br />

stumbles at Monkey Valley.<br />

Later, learning to walk, run,<br />

fl y and soar high in the blue<br />

African sky.<br />

Prominently placed,<br />

a yellow Cullumia<br />

bringing light and fun<br />

into the family.<br />

Always smiling,<br />

always looking up and<br />

forward.<br />

The life and soul of a<br />

SAFRI party, or even<br />

just a cup of coffee<br />

and a muffin at<br />

the Newlands Sun.<br />

In the centre, a squad of white<br />

honey-scented Agathosma<br />

buds.<br />

Those who put their hands<br />

together and make light<br />

work of big tasks. E’s who<br />

like to be together and draw<br />

strength from each other. Safrians are always just<br />

a WhatsApp, email, phone call or SMS away.<br />

Then the dandelion F’s.<br />

Fynbos friends and<br />

neighbours.<br />

Caring and gentle, the<br />

lightness of being.<br />

Always there to provide<br />

support and a broad<br />

shoulder,<br />

when needed.<br />

Deep in the bunch are the dark horse, purple<br />

Lobelias.<br />

INTJ’s who say too little and think too much.<br />

Just enough depth to highlight the yellow daisies.<br />

A light breeze disperses them, each to his own.<br />

Yellow Senecios,<br />

in the shadow of<br />

big sister Cullumia<br />

bring a delicate<br />

balance.<br />

The P’s who are<br />

always there to<br />

offer more options,<br />

more ideas, more<br />


Each fl ower carefully picked for the vase.<br />

Some stems are smooth and easy to handle;<br />

others prickle and scratch.<br />

The right touch needed to pick each one.<br />

SAFRI, the pewter vase, the keeper of all.<br />

Happy birthday, my girl,<br />

you have become a home for all.<br />

Enkosi sikele’ iAfrika.<br />

2008 - SAFRI<br />

started its fi rst<br />

sessions at<br />

Monkey Valley<br />

Resort near<br />

Noordhoek, a<br />

beautiful setting<br />

near the sea.<br />

Simple but<br />

comfortable<br />

conference facilities and accommodation set<br />

in very relaxed surroundings. Walks along the<br />

beach on offer in the evenings when the sessions<br />

were done.<br />

2008 -Faculty at Monkey<br />

Valley Resort<br />

2013 - SAFRI<br />

sessions now held<br />

at the Newlands<br />

Southern Sun<br />

Hotel in Claremont.<br />

Facilities and<br />

accommodation<br />

now much more<br />

sophisticated with<br />

sessions more structured, additional activities and<br />

evening meals offered in different cultural themes.<br />

Poster Day has become a highlight at these sessions.<br />

Poster Day - 2013<br />

2013 - SAFRI celebrates 5-<strong>Year</strong>s<br />

2013 - Faculty & Fellows and some party animals<br />

2018 - SAFRI<br />

r e a c h e s<br />

10-<strong>Year</strong>s and<br />

has grown and<br />

developed into<br />

an organization<br />

with a new BOD<br />

and changed<br />

academic<br />

structures. An<br />

on-line diploma course is being developed and<br />

planned for the future. Many of the original Fellows<br />

are now active Faculty Members and several have<br />

gone on to complete PhD’s and develop new<br />

ideas and projects in their respective departments.<br />

Several of the Sub-Saharan African countries are<br />

now represented in the SAFRI membership, each<br />

representative being able to bring new thoughts and<br />

ideas to the sessions each year. Fellows go home<br />

after the sessions having been able to network with<br />

others in the group and together with the support of<br />

their supervisors and mentors are able to develop<br />

their projects and make valuable contributions to their<br />

communities and often have their work published.<br />

2018 – Faculty and Fellows at the Newlands<br />

Southern Sun Hotel

There is no scarcity. There is just perfectly<br />

enough.<br />

I can stand tall, with my roots deep<br />

in the ground, tapping into the essence<br />

of that which is so deep, so ancient and<br />

inexhaustible”.<br />

May you experience the intensity of a life fi lled<br />

with each moment of living.<br />

When we enter SAFRI we have no concept<br />

of the impact it will have on our lives. When I<br />

became a FAIMER fellow in 2005 I embarked on<br />

a journey that would forever changed me; a<br />

journey of discovery that will never end. Most<br />

importantly I discovered what matters to me.<br />

My wish for you is that SAFRI has the same<br />

impact on you, so that you will be able to say:<br />

I am walking from my old into my new<br />

journey, with great relief and gratitude for<br />

the opportunity to learn about true friendship;<br />

learn so much about myself and others; to<br />

grow into myself. This journey of becoming,<br />

pared down with no fanciful fl uff. To<br />

fi guratively stand naked in front of the mirror,<br />

recognise who I see and liking that, not<br />

hiding or cringing; standing strong seeing my<br />

essence. That core of love and being, giving,<br />

sharing, joy, serenity, depth, compassion. I feel<br />

it fl ow out up into the world, and it is like<br />

a fragrant tree with delicious fruit. The aroma<br />

fl oats on the currents in the air, swirling<br />

around. It reaches out in a network of delicate<br />

tendrils, sharing what I have to offer and<br />

inviting all creatures to share in that.<br />

How far SAFRI has come since it was conceptualised<br />

and conceived by Vanessa and Ralf, nurtured by<br />

Dot, and delivered for the fi rst time by the founding<br />

faculty to the 2008 fellows! Since then SAFRI has<br />

grown in size and stature with almost 200 fellows<br />

from at least 16 countries in Sub-Saharan Africa.<br />

The impact on the health professionals, teachers,<br />

students, patients, faculties and the health care<br />

systems in the region and beyond is remarkable<br />

and testimony to the contributions of everyone who<br />

has been part of the journey. Having the privilege<br />

to be a member of the dedicated SAFRI team and<br />

inspirational community of fellows has undoubtedly<br />

been a highlight of my professional career and has<br />

turned my life upside down, in the best possible<br />

way. Happy Birthday, SAFRI - you are just getting<br />


I would like to thank FAIMER and SAFRI for the<br />

opportunity they have afforded us to develop and<br />

hone our skills under expert guidance. Most of<br />

us came as rough diamonds that were polished<br />

off to become confi dent scholars in the fi eld of<br />

Health Professions Education. Some of us were<br />

transformed from loners to selfl ess contributors<br />

and leaders in a newly found community of<br />

practice that most can relate to. This community<br />

of practice has become a dependable network<br />

and a source of fruit-bearing collaboration that<br />

now stands at the forefront of innovation at<br />

many African institutions. True leaders such as<br />

Vanessa Burch and Juanita Bezuidenhout have<br />

set the tone by creating an environment of growth<br />

and empowerment. This environment has indeed<br />

touched the hearts of many. Thank you FAIMER<br />

and SAFRI for an unbelievable journey.<br />

Kind Regards<br />

which has revolutionised the UCT curriculum; to<br />

Liz who is just generally a rock star, but in particular<br />

spent time on all fours, bum in air with me to map<br />

out my Masters dissertation; to Francois who<br />

kindly shouted at me over dinner at the hotel one<br />

night about getting my Masters done; to Vanessa<br />

who is everything I hope to be when I grow up,<br />

and has mentored and nurtured me in ways she<br />

is not even aware of; and fi nally to my super Prof<br />

side-kick, the Champion to my Diva- Yang to my<br />

Yin and general co- lover of unicorns- thanks for<br />

all the hilarity-induced splenic infarctions. See<br />

you at our inaugurals...<br />

Dear SAFRI, I would like to thank you for your<br />

patience and encouragement and my SAFRI<br />

colleagues for their support and team spirit!<br />

Happy birthday!<br />

Dear SAFRI friends<br />

Thank you for friendship, for the challenges<br />

that you posed and helped me to overcome, for<br />

encouraging words and strict discipline from time<br />

to time. You have understood me.<br />

What I have learned about medical education<br />

has given me opportunities that I did not dream<br />

possible. What I have learned from the network<br />

of like-minded people is that I am not alone.<br />

What I learned about myself was sometimes<br />

uncomfortable, but always valuable.<br />

SAFRI fi lls the space<br />

The space in one’s mind where only the true love<br />

of health professions education can thrive<br />

SAFRI fi lls the space<br />

The space in one’s heart where only the true<br />

love of your SAFRI friends can wait for the next<br />

meeting<br />

SAFRI fi lls the space<br />

The space in one’s soul where the voice whispers<br />

that you ‘are’ you because of SAFRI<br />

But mostly SAFRI just fi lls the space!<br />

I would like to wish SAFRI and every beating<br />

heart that makes up the whole a happy birthday.<br />

Enkosi kakulu, asante sana, sanbonani, baie<br />

dankie, kea leboha, thank you.<br />

To SAFRI in general-you make my heart beat to<br />

the tune of African Health Professions Education.<br />

You have inspired me beyond all expectations,<br />

and my passion is frequently commented on<br />

by students and colleagues. Everyone on the<br />

journey has contributed, but a few warrant special<br />

mention. To Juanita (JBez) for dragging me by<br />

the hair to apply for SAFRI- I’m indebted forever!<br />

To Abby for helping me develop a kick-ass project

This is one of my favorite SAFRI photos because it<br />

really takes me back to the fi rst year of the SAFRI<br />

fellowship. Monkey Valley was an idyllic setting<br />

to launch such an adventure. The fi rst group of<br />

fellows was fantastic, the weather was perfect,<br />

a glorious beach was a few yards away and the<br />

company couldn’t have been better. Thank you,<br />

SAFRI, for ten years of fabulous memories!

In Memoria<br />

Enoch Kwizera: FAIMER Class 2007 SAFRI Faculty<br />

(2007—2012)<br />

The passing of Kwizera on 1 February 2013 deeply saddened and shocked so many, in both the<br />

FAIMER and SAFRI families. He was very much loved and admired by all.<br />

Many tributes and condolences were posted on the listserv from SAFRI and FAIMER members.<br />

We have selected a few of them, which capture the essence of Kwizera as he is so fondly<br />

remembered and acknowledged.<br />

The South African FAIMER fellows and SAFRI community knew Enoch very well and he was like<br />

family and an inspiration to us all. He was a man of many talents and a tremendous asset for his<br />

Faculty of Health Sciences at Walter Sisulu University. Our deepest condolences also to Marykutty<br />

and other friends at WSU. He will be sorely missed.<br />

I send you very sad news of the passing away, this afternoon of one of us, Prof Enoch Kwizera,<br />

Class 2007. So sad, he was so strong, so full of joy and so up beat with life and then comes to this!<br />

Condolences to all of you his friends. I am personally shattered, we were together since 1981 and<br />

even when he relocated to South Africa in 1987, we were “together.”<br />

Kwizera, as I knew him, was a quiet giant of medical education in Africa. He was a visionary who<br />

came to SA in the worst years of political injustice and paved the way to success for students “no one<br />

else wanted to educate”. My greatest joy is that he lived to see the fi rst years of a new democracy<br />

and emerging equity—education of a high quality for all South Africans. He inspired me to dream and<br />

believe in the future of Africa. I will miss him when we gather in March.<br />

I’m torn up and I know I’m not alone as all Fellows who got to know him will attest. His lessons remain<br />

with us and that’s how I will keep him going in my work. Asante sana Mzee. Safari nzuri! It was indeed<br />

a privilege to have counted Kwizera as a friend. A great man; an extraordinary mind; an interesting<br />

way with words and a lovely sense of humour. He was well-loved and will be sorely missed. Our<br />

condolences to his family, friends and colleagues.

This SAFRI photomosaic is composed of<br />

all the group photos over the ten years.<br />

It really does take all of us to turn the<br />

world upside down.

A heartfelt thank you to Sipho Nkabinde,<br />

a Graphic Designer, from the Foundation<br />

for Professional Development who was<br />

tireless in the compilation of the SAFRI<br />

birthday book and who did not judge us<br />

for our emergent approach.

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