10th Year Anniversary Photo Book

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Publications - 2015: • Amdeslasie, F., Berhe, Y. & Gebremariam, TT. (2015). Perforated duodenal ulcer in the third trimester of pregnancy. Saudi Journal of Medicine and Medical Sciences, 3:164-6. • Born, KM., Wolvaardt, JE. & McIntosh, E. (2015) Risky sexual behaviour of university students: Perceptions and the effect of a sex education tool. African Journal for Physical, Health Education, Recreation and Dance, 21(2): 502-518. • Botha, A., Jacobs, F. & Postma, C. (2015) Retrospective analysis of etiology and comorbid diseases associated with Ludwig’s Angina. Annals of Maxillofacial Surgery, 5(2): 168. • 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, 5(6). • 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. FAIMER-Keele Master’s degree in Health Professions Education: Accreditation and Assessment. FAIMER Centre for Distance Learning, CenMEDIC, London, UK. • 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 Education: What Works. Abdulrahman KB, Harden RM, Mennin S. Oxford: Routledge. • Chiwaridzo, M & Naidoo, N. (2015). Functional consequences and health-care seeking behaviour for recurrent non-specifi c low back pain in Zimbabwean adolescents: A cross-sectional study. European Spine Journal. In press. • Cilliers, FJ. (2015). (Commentary) Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends? Perspectives on Medical Education, 4(6): 280-281. • 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.), Researching Medical Education. Chichester, UK: Wiley. • Cleland, J. & Durning, SJ. (2015). Researching Medical Education. ISBN: 978-1-118-83920-1. Wiley-Blackwell, Chichester, UK. SAFRI contributions: Chapter 4: Developing the research question: setting the course for your research travels. Juanita Bezuidenhout and Susan van Schalkwyk. Chapter 13: Health behaviour theories: a conceptual lens to explore behaviour change. Francois Cilliers, Lambert Schuwirth and Cees van der Vleuten. • Cubaka, VK., Kyamanywa, P., Flinkenflögel, M., Schriver, M., Ngabire, E. & Cotton, P. (2015) Transforming health professional education in Rwanda – Contributions from Social and Community Medicine. Rwandan Journal for Medicine and Health Sciences, 2(1): 93-95. • De Villiers, MR., Cilliers, FJ., Coetzee, F., Herman, N., van Heusden, M. & von Pressentin, K. (2014). Equipping family physician trainees as teachers: a qualitative evaluation of a twelve-week module on teaching and learning. BMC Medical Education, 14: 228. • De Vries S & Geduld, H. (2015) Geography should be taught at medical school. South African Medical Journal, 105(10): 816. • Delport, R., Krüger, C., van Rooyen, M. & Pickworth, G. (2015). Developing an outcomes-based charter for medical professionalism to direct teaching and assessment. African Journal of Health Professions Education, 7(1): 10-15. • Dreyer, A., Couper, I., Bailey, R., Talib, Z., Ross, H. & Sagay, A. (2015) Identifying approaches and tools for evaluating community-based medical education programmes in Africa: supplement 1-research. African Journal of Health Professions Education, 7: 134-9. • Dreyer, A., Gibbs, A., Smalley, S., Mlambo, M., & Pandya, H. (2015). Clinical associate students’ perception of the educational environment at the University of the Witwatersrand, Johannesburg: original research. African Primary Health Care and Family Medicine, 7(1): 1-8. • Ferguson, G., Naidoo, N. & Engelsman-Smit, B. (2015). Providing opportunities for motor skills acquisition and improving physical fi tness for children with Developmental Coordination Disorder at a low-income primary school. Physical & Occupational Therapy In Pediatrics, 35(2): 147-162. • Flinkenflögel, M., Cubaka, VK., Schriver, M., Kyamanywa, P., Muhumuza, I., Kallestrup, I. & Cotton, P. (2015) The Desired Rwandan Health Care Provider: Development and delivery of undergraduate social and community medicine training. Education for Primary Care, 26(5): 343-348. • Flinkenflögel, M., Kyamanywa, P., Cubaka, VK., & Cotton, P. (2015). The next generation of Rwandan physicians with a primary health care mindset. African Journal of Primary Health Care and Family Medicine, 7(1): Art. #885, 2 pages. • Flinkenflögel, M., Kyamanywa, P., Kateera Asiimwe, B., Musafi ri, S., Kayumba, PC., Irakoze, M., Cotton, P. & Hibble, A. (2015) Umuganda for improved health professions education in Rwanda. Past present and future in training medical professionals at the University of Rwanda. Rwandan Journal for Medicine and Health Sciences, 2(1): 96-99. • Flinkenflögel, M., Ogunbanjo, G., Cubaka, V. & De Maeseneer, J. (2015) Rwandan family medicine residents expanding their training into South Africa: the use of South-South medical electives in enhancing learning experiences. BMC Medical Education, 15:124. • 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, 35(1): 1-7. • 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 development programme for health professionals in Sub-Saharan Africa: an archival study. BMC Medical Education, 15(28):3-9. • Frantz, JM., Sixaba, Z. & Smith, M. (2015) A Systematic Review of the Relationship Between Family Structure and Health Risk Behaviours Amongst Young People: 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 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- 5055. • 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 in the Western Cape, South Africa. African Journal for Physical, Health Education, Recreation and Dance, Supplement 1:(3): 732-750. • Julie, H. (2015) The development of an implementation framework for service-learning during the undergraduate nursing programme in the Western Cape Province. Curationis, 38(2): Art. #1563, 9 pages. • 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. • 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 Journal of Health Professions Education, 7(1): 47-50. • Khondowe, O., Nikodem, VC., Frantz, JM. & Harper, K. (2015) A physical activity programme to improve motor and cognitive development in HIV positive children on antiretroviral therapy: a randomised controlled trial. African Journal for Physical, Health Education, Recreation and Dance, 21(4:1): 1187-1199. • 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 toddlers. African Journal for Physical, Health Education, Recreation and Dance, 21(1:2): 240-252. • 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 Africa. • Kumurenzi, A., Goliath, C., Mji, G., Mlenzana, N., Joseph, C., Stathum, S. & Rhoda, A. (2015) Experiences of patients and service providers with out- patient rehabilitation on services in a rehabilita on centre in the Western Cape Province. African Journal of Disability, 4(1), Art. #164, 7 pages. • Ladhani, Z., Shah, H., Wells, R., Friedman, S., Bezuidenhout, J., van Heerden, B., Campos, H., Morahan, PS. (2015) Global Leadership Model for Health Professions Education – A Case Study of the FAIMER program. Journal of Leadership Education, 14(4): 67-91. • 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. & Neusy, AJ. (2015). Impact of selection strategies on representation of underserved populations and intention to practise: international fi ndings. Medical Education, 49: 60–72. • 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 randomised controlled trial. BMC Neurology, 15:88. • 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. • 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 Journal for Higher Education, 29(1): 199-211. • Makadzange, AT., Higgins-Biddle, M., Chimukangara, B., Birri, R., Gordon, M., Mahlanza, T., Hugh, MC., van Dijk, JH., Bwakura-Dangarembizi, M., Ndungu, T., Masimirembwa, C., Phelps, B., Amzel, A., Ojikutu, BO., Walker, BD. & Ndhlovu, CE. (2015) Clinical, Virologic, Immunologic Outcomes and Emerging HIV Drug Resistance Patterns in Children and Adolescents in Public ART Care in Zimbabwe. PLoS ONE, 10(12): e0144057. • 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. Human resources for health, 13(1): 1-9. • Mash, R., Malan, Z., von Pressentin, KB. & Blitz, J. (2015) Strengthening primary health care through primary care doctors: the design of a new national Postgraduate Diploma in Family Medicine. South African Family Practice, 10: 1-5. • 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. • 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. • Mostert, VC. & Postma, TC. (2015) University of Pretoria Oral Health Centre’s capacity to complete root canal treatments. South African Dental Journal. [In Print] • Mubuuke, AG & Pope, E. (2015) Factors that infl uence radiographers` decision to pursue postgraduate education: An Exploratory Qualitative Study. Journal of Medical Imaging and Radiation Sciences, 46(2): 223-230. • Mubuuke, AG., Oria, H., Dhabangi, A., Kiguli, S. & Sewankambo, NK. (2015) An exploration of undergraduate medical students` satisfaction with faculty support supervision during community placements in Uganda. Rural and Remote Health, 15: 3591. • Mubuuke, G., Louw, AJN. & Van Schalkwyk S. (2015) Utilizing students’ experiences and opinions of feedback during problem based learning tutorials to develop a facilitator feedback guide: an exploratory qualitative study. BMC Medical Education, 16(6): 1-7. • Mudaly, R. & van Wyk, J. (2015) Pink Collar Medicine: Medical students navigating the gendered landscape of a South African medical school. South African Journal of Higher Education, 4: 229-243. • Nyoni, C. & Barnard, AJ. (2015). Perceptions of professional nurses regarding their training role at a rural hospital in Lesotho. African Journal of Health Profession Education. In press. • 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 competence. South African Family Practice, 1:1-7.
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CONTENTS
Page 7 and 8:
The SAFRI team in 2018 The complete
Page 10 and 11:
Teaching and Learning: What was lea
Page 12 and 13:
Christian Chinyere Ezeala (Mulungus
Page 14 and 15: Reflection on leadership By Mubuuke
Page 16 and 17: If professional practice were stabl
Page 18 and 19: SAFRI 2011 How well do you know SAF
Page 20 and 21: Celebrating diversity: Embracing cu
Page 22 and 23: A Success Journey - Poems of each p
Page 24 and 25: Enoch Sepako - Botswana “How do j
Page 26 and 27: Ronel Maart - South Africa “Denta
Page 28 and 29: Since graduating as a fellow, I hav
Page 30 and 31: I used to believe with all my might
Page 32 and 33: to make a poster about it for SAAHE
Page 34 and 35: Anthems, and our heart for Sub-Saha
Page 36 and 37: “Our dream, our destiny” Poster
Page 38 and 39: “Everyone from SAFRi looked so po
Page 40 and 41: Faculty development at Nursing coll
Page 43 and 44: safri milestones, &
Page 45 and 46: Milestone 2: Is that a crocodile at
Page 47 and 48: Milestone 4: Poster Day A key miles
Page 49 and 50: And once done, it is time to pose w
Page 52 and 53: Milestone 6: Graduation Is there an
Page 56 and 57: Every memorable movie has a theme s
Page 58 and 59: Marietjie (FAIMER, 2004) The power
Page 60 and 61: One measure of the SAFRI’s measur
Page 62 and 63: • Gebrekirkos FA, Van Wyk JM. Imp
Page 66 and 67: • Phalwane, MG., Postma, TC. & Ay
Page 68 and 69: • Naidoo, N., Dikong, D., Bila, S
Page 70 and 71: The SAFRI Fellowship means so much
Page 72 and 73: Posted IN may 2013: Stephen Mshana:
Page 75 and 76: irthday wishes
Page 77 and 78: Each fl ower carefully picked for t
Page 79 and 80: I would like to thank FAIMER and SA
Page 81 and 82: In Memoria Enoch Kwizera: FAIMER Cl
Page 83: A heartfelt thank you to Sipho Nkab
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10th Year Anniversary Photo Book

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