African Journal of Health Professions Education
AJHPE is an online, quarterly, peer-reviewed journal that covers matters related to education for health professionals.
The AJHPE is published under an Attribution-Non Commercial International Creative Commons Attribution (CC-BY-NC 4.0) License. Under this license, authors agree to make articles available to users, without permission or fees, for any lawful, non-commercial purpose. Users may read, copy, or re-use published content as long as the author and original place of publication are properly cited. Exceptions to this license model is allowed for UKRI and research funded by organisations requiring that research be published open-access without embargo, under a CC-BY licence. As per the journals archiving policy, authors are permitted to self-archive the author-accepted manuscript (AAM) in a repository.
Actions speak louder than words: Are we role modelling what we hope for?
Copyright (c) 2025 W Cordier https://creativecommons.org/licenses/by-nc/4.0
Copyright (c) 2025 C Naidu https://creativecommons.org/licenses/by-nc/4.0
Technology-enhanced learning and the pursuit of cognitive justice: Perils, pearls, and possibilities
Copyright (c) 2025 S Titus-Dawson https://creativecommons.org/licenses/by-nc/4.0
Copyright (c) 2025 Claudia Naidu https://creativecommons.org/licenses/by-nc/4.0
Transforming health professions education in Africa: A vision for alignment through competency-based education
Copyright (c) 2025 C N Nyoni, J A Asamani https://creativecommons.org/licenses/by-nc/4.0
AFROGAMES: Developing culturally relevant board games for equitable heathcare education
Background. Despite the benefits of serious games as an effective teaching tool in professional training, it is important to acknowledge that games are not neutral, as they often reinforce hegemonic Western and Eurocentric perspectives. Game-based learning (GBL) has proven to be an effective educational tool, however, it often reproduces these dominant cultural ideologies. Therefore, there is a need for culturally sensitive alternatives that reflect the health needs of Black communities. Objective. This paper reports the innovative process of developing ‘Afrogames’, a series of board games designed to facilitate the professional development of healthcare professionals through culturally relevant Afro-referenced content that supports inclusive and equitable health professions education (HPE). Methods. Using a design thinking approach, six board games were developed to address core topics such as skin care, mental health, sex education, aging, self-care and indigenous medicine. The approach used the following design stages: ideation, immersion, prototyping, and development. Results. The games incorporate elements of Black cultural values, civilisational principles and biological specificities. Each game was iteratively tested with healthcare professionals and students, with feedback used to refine the design and educational content. Conclusion. Afrogames offer a culturally responsive and engaging method for training healthcare professionals. By centering Afro-referenced narratives and values, they help challenge systemic biases in education and, in doing so, support the development of culturally competent healthcare professionals. Furthermore, the games mediate positive engagement towards the provision of equitable healthcare.
Copyright (c) 2026 S Costa Ferreira, S Titus-Dawson https://creativecommons.org/licenses/by-nc/4.0
Characterising the need for anatomy teaching videos in a South African university: Lecturer perspective
Background. Human anatomy is central to health professions education. However, recently anatomical education has faced increased challenges in the form of enlarged class sizes, reduced lecturer‐to‐student ratios, limited training time and variable practical exposure. Technological advances, particularly tailor‐made video‐based content, may enhance the anatomy teaching experience by providing an interactive and engaging visual experience, without compromising the quality of optimal education. Objective. The aim of this study was to define the ability and affinity of lecturing staff at the Faculty of Medicine and Health Sciences, at a large South African university, and their need for the use of anatomy teaching videos as educational material. Methods. To achieve this, an observational, survey‐based design tool incorporating both quantitative and qualitative research elements was administered. Results. Twelve responses were used for final analysis. Results revealed an increased use of online and video‐based content by lecturing staff to structure and create teaching material; however, videos for anatomy‐specific teaching purposes are underutilised. This can possibly be attributed to a lack of available, reliable and relevant anatomy teaching videos. There is a great need for such a resource with results showing an enthusiastic response from participants at the prospect of creating and integrating tailor‐made, subject‐specific videos for anatomy learning in current curricula. Conclusion. This initiative will help address the challenges currently faced in medical and health professions education and lead the way for future transformative learning, bridging the gap between traditional teaching methods and interactive technology‐assisted education.
Copyright (c) 2026 D Lamprecht, J Pieterse, J Layman-Lemphane, A Alblas, K Baatjes https://creativecommons.org/licenses/by-nc/4.0
The impact of the COVID‐19 lockdown on the learning experiences of optometry students at a South African university
Background. Optometry students are primarily trained using didactic lectures, supported by essential in‐person practical training to enable transfer of clinical skills. However, the COVID‐19 pandemic and subsequent lockdown measures forced universities worldwide to move to online learning. The disruption to teaching and learning caused by lockdown measures significantly changed the way optometry students experienced both teaching and learning. Objective. To understand optometry students’ learning experiences during the COVID‐19 lockdown. Methods. This qualitative study employed purposive sampling to explore the learning experiences of optometry students during the COVID‐19 lockdown. Data were collected through virtual focus group interviews, utilising a semi‐structured interview guide. Data were anonymised, transcribed and thematically analysed using conventional content analysis. Results. A total of 13 students in the second, third and fourth years of study participated in the study. The analysis revealed four key themes, namely: ‘Personal and peripheral influences’, ‘Environmental and organisational limitations’, ‘Direct barriers to the new online teaching and learning platform’ and ‘Student perceptions on the way forward for teaching and learning’. Conclusion. Preparedness for abrupt shifts to online learning is crucial for maintaining quality learning outcomes. In optometry a hybrid approach that integrates both online learning with in‐person training is recommended during times of major disruptions, to ensure that essential clinical competence is developed and that students have continued access to peer support.
Copyright (c) 2026 D Van Staden, A Munsamy, V Chetty https://creativecommons.org/licenses/by-nc/4.0
‘Come, let’s exercise’: A qualitative analysis of undergraduate physiotherapy students’ perceptions of treating patients with cancer
Background. Education and training of undergraduate physiotherapy students in exercise prescription to cancer patients have recently come under the spotlight, with studies highlighting the absence of this focus in training programmes in numerous countries. However, no literature investigating exercise prescription to cancer patients by physiotherapists in South Africa (SA) could be found. Objectives. To explore the perceptions of final-year physiotherapy students at an SA university about their preparedness to include exercise in the management of cancer patients. Methods. A qualitative study design was used, with focus groups as data collection method. Purposive sampling was applied that resulted in 13 students volunteering to participate in one of two focus group discussions. Ethical approval was obtained to conduct this study. A semi-structured interview guide was followed. Manual thematic analysis was conducted using Braun and Clarke’s six-step process. Results. Two themes were identified, i.e. students’ lack of knowledge within the context of physiotherapy and their responses to prescribing exercises to cancer patients. The students’ lack of basic knowledge of cancer made them feel unsure of their role and unsafe in prescribing exercises to their patients. Many participants reported reacting emotionally to the complex and life-threatening nature of their patients’ condition. Participants further described a lack of debriefing channels to manage their feelings. Conclusion. This study highlighted the need for foundational knowledge and skills to enable a safer transition for healthcare students to include exercises in the management of cancer patients. Future research should consider the impact of managing patients with life-threatening conditions on the emotional wellbeing of health professions students and their professional identity development
cancer patients; exercise; undergraduate training
Copyright (c) 2026 L Williams, S Van Schalkwyk https://creativecommons.org/licenses/by-nc/4.0
Copyright (c) 2025 Claudia s Naidu https://creativecommons.org/licenses/by-nc/4.0
Copyright (c) 2025 L Wolvaardt https://creativecommons.org/licenses/by-nc/4.0
The perspective of undergraduate nursing students regarding simulation learning: Insights from Botswana
Background. Simulation is used in nursing education to help students attain practical skills before they are placed in a clinical setting. Its effectiveness in bridging the gap between theory and practice has been documented. Simulation mimics the real clinical area situation and fosters nursing students’ learning. Globally the demand for nurses and nurse educators has increased. The scarcity of nurse educators has created an enormous shortage, resulting in a high student-to-educator ratio. During the COVID-19 pandemic, simulation-based learning was appreciated, yet the perspectives of undergraduate nursing students regarding simulation-based learning remain under-researched in Botswana and low-income countries. Objective. To explore undergraduate nursing students’ perceptions regarding the use of low-fidelity simulation learning. Methods. The study used a descriptive qualitative design to explore undergraduate nursing students’ perceptions regarding simulation learning. The sample for the survey was twenty (n=20) third- and fourth-year Bachelor of Nursing Science students registered for a simulation-based course in the academic years 2020-2021 and 2021-2022. Three focus group interviews were conducted between 15 and 30 May 2024. Thematic data analysis was done. Results. Twenty participants, comprising 35% (n=7) males and 65% (n=13) females, aged between 18 and 24 with a mean age of 22.18 (standard deviation 0.87), were interviewed. Three themes emerged: perception of the benefits of simulation-based learning, students’ experiences, and challenges regarding simulation-based learning. Conclusion. Generally, participants appreciated simulation learning, because it allowed them to acquire nursing care skills in a non-threatening and safe environment. However, the researcher’s perspective and self-selection bias of participants may have influenced the study findings.
Copyright (c) 2025 G Lubinda, W B Tshiamo, D B Maripe-Perera, M Sabone https://creativecommons.org/licenses/by-nc/4.0
Fostering skills development of undergraduate occupational therapy students through experiential group work
Experiential learning is increasingly recognised as an effective teaching approach in health sciences, promoting active engagement and translation of theory into practice. This article describes the implementation of an experiential group work week for third-year occupational therapy students at the University of Cape Town, South Africa. Students participated in small groups, facilitated by clinician-educators, engaging in diverse therapeutic modalities including life skills, role play, projective art and activity-based assessment. These sessions provided hands-on opportunities to explore group dynamics, develop interpersonal and therapeutic skills and enhance clinical reasoning. Reflection sessions enabled students to integrate experiential insights into their professional development and future practice. By combining theory with practical experience, this teaching approach bridges gaps between academic learning and clinical application, fostering self-awareness and preparedness for practice. Recommendations include the continued integration of structured experiential learning and guided reflection throughout the curriculum to strengthen student competence and readiness for clinical environments.
Copyright (c) 2026 Z Syed https://creativecommons.org/licenses/by-nc/4.0
Copyright (c) 2024 https://creativecommons.org/licenses/by-nc/4.0
Developing time management skills of undergraduate students undertaking second- and third-year level dental clinical-based training
Background. Developing time management skills is an essential yet under-reported aspect of dental undergraduate training. Additionally, there is a paucity of studies that have examined how time management skills developed in undergraduate dental curricula. Objectives. A targeted curricula review was conducted to identify expressions of time management across the theoretical, preclinical and clinical aspects of the training programmes. In addition, the study compared the extent to which second- and third-year students developed their clinical time management skills. Methods. A combination of qualitative and quantitative data was used. Phase 1 included a document analysis using a data extraction sheet to capture curricular documents comprising 25 dental therapy and 25 oral hygiene modules. Data were analysed using content analysis. Phase 2 included a self- administered questionnaire to collect data from the identified students (N=90). Both closed and open-ended questions were included. Inferential and descriptive statistics and thematic analysis were used to analyse the data. Results. Phase 1: Two themes emerged from the curriculum review. Explicit statements on time management were in one first-year module, i.e. Academic Skills and Clinical Practice. This module included statements on time management skills and educating students on how to be productive in managing their time at university. Implicit statements on time management were in modules named Clinical Practice in Prevention 1 and 2, and Clinical Practice in Oral Hygiene 1 and 2. These modules indicated that students’ time management skills were required for patient management and complete clinical portfolios. Phase 2: The 3rd-year cohort developed higher time management scores (mean 2.91) than the 2nd-year (mean 2.81), signifying a statistically significant relationship (p=0.049). Two major themes emerged from the analysis of the open-ended questions. Participants expressed that time management enabled them to plan, prepare and be punctual and organised to accomplish their clinical tasks. Participants identified the following factors: knowledge of clinical procedures, students’ commitment to learning, patient consultation form, punctuality and cooperation of patients, and the waiting period to use radiographic equipment. Conclusion. Students’ time management skills appear to be developed implicitly in the curricula and mainly through clinical training exposure. Curriculum developers can ensure that time management skills are explicitly expressed in all levels of undergraduate curricula. This would encourage students to consciously develop and apply such skills as part of preclinical and clinical training.
Copyright (c) 2025 A Gopie, S Singh https://creativecommons.org/licenses/by-nc/4.0
An exploration of first-year medical students’ experiences of assessment in a renewed medical programme
Background. Formative assessment approaches in the form of multiple and varied assessment opportunities have been shown to positively influence and promote self-regulated learning. Objective. This research aims to explore how first-year medical students experienced ongoing, multiple, varied, low-stakes (no- or low-grade) assessments during a newly developed introductory module implemented as part of a renewed curriculum process. Method. A qualitative and exploratory research design drawing on an interpretivist paradigm was used. Twenty-seven purposively sampled first-year students participated in four focus group discussions where they discussed their experiences of assessment. The discussions were recorded and transcribed. Transcriptions were thematically analysed. Results. Three themes were identified, reflecting a range of experiences pertaining to the assessment approach, namely: (i) students experienced several emotions; (ii) students underwent a series of adjustments and changes in response to the assessment requirements; and (iii) students’ experiences are viewed as journeys as they transitioned into higher education. Assessment literacy and assessment-specific factors were key contributors to shaping student experiences. Conclusions. The study revealed that the development of self-regulatory skills and assessment literacy is necessary as students transition from secondary education into an integrated medical curriculum, and that the assessment design and tasks are important for student self-regulation. The findings support literature on the role of formative assessment and highlight how assessment literacy can enable self-regulated learning and smoother transitions into higher education.
formative assessment, self-regulated learning, assessment literacy, student transitions, low-stakes assessment
Copyright (c) 2026 R English, A Hansen, S Van Schalkwyk https://creativecommons.org/licenses/by-nc/4.0
Performance of Grade 12 rural origin health science students supported by the Umthombo Youth Development Foundation
Background. It has been advocated that to address healthcare worker shortages in rural areas, rural students should be recruited to study health sciences as they are more likely to live and work in rural areas. This poses a challenge, as rural areas in South Africa (SA) are dominated by non-fee-paying quintile 1 - 3 schools that are under-resourced in terms of physical and human resources. Entry requirements for health science disciplines are academically demanding, with good marks required in mathematics, physical sciences and life sciences, while limited spaces are available at universities. National secondary school-leaving examination results are generally poor and are affected negatively by quintile level, with quintile 1 schools performing worse than quintile 5 schools. The Umthombo Youth Development Foundation (UYDF) seeks to address staff shortages at rural hospitals by investing in rural youth. Objective. To investigate how rural origin learners supported by the UYDF, the majority of whom attended quintile 1 - 3 rural schools, achieved school- leaving results that enabled them to be accepted to study for a health science qualification. Methods. This was a cross-sectional, retrospective study using a survey developed from UYDF student narratives. The survey was compiled in Google Forms and emailed to 211 UYDF students of the class of 2024, of whom 89% responded. The results were supplemented with extracts from stories submitted by two recent graduates. Results. There were 81% of participants (n=167) who completed their secondary schooling at a quintile 1 - 3 school, while 13% (n=25) completed their schooling at a fee-paying quintile 4 school, and 2% (n=3) at a quintile 5 school. There were 56% of the respondents who reported having a sufficient number of teachers, whereas 70% reported having sufficient classrooms. More than 90% reported that they had a mathematics and life sciences teacher in Grades 11 and 12, while 89% reported having a physical science teacher in Grades 11 and 12. Sixty percent of students achieved between 76% and 85% in Grade 12 for English, with only 10% achieving ≤70%. Fifty-seven percent of students achieved 81 - 90% for isiZulu, with only two students achieving ≤70%. Seventy-two percent of students achieved between 76% and 100% for mathematics in Grade 12, 77% achieved between 76% and 100% for physical science, and 90% achieved between 76% and 100% for life sciences. There were 96% of students who attributed their good results to their hard work and dedication, 90% to working through past examination papers and 78% to having good teachers. Conclusion. Motivated by their poor family circumstances, students, through their hard work and dedication, good teachers and extra lessons, achieved secondary school results allowing them to meet and even exceed the entry requirements for medical and allied health science study programmes at SA universities. Using past examination papers could be a strategy promoted more widely to help students in quintile 1 - 3 schools to better prepare for assessments, thereby improving their examination results and post-school options.
University admission criteria for health sciences
Copyright (c) 2025 R G MacGregor, A J Ross https://creativecommons.org/licenses/by-nc/4.0
National perspectives guiding occupational therapy education transformation: Highlights from the pandemic
Background. Globally, all educational programmes were disrupted by the COVID‐19 pandemic. This necessitated the exploration of how higher education institutions responded during this crisis to facilitate preparedness for similar emergencies in the future. Objective. To explore how occupational therapy educational programmes in South Africa (SA) responded to the pandemic and examine the influences of external factors such as national and higher education institution policies, professional associations and professional boards. Method. An exploratory qualitative design was used. Data were gathered through interviews with purposively selected participants, specifically the heads of departments or their proxies, along with representatives from the professional board and professional association (n=9), and analysed thematically. Results. Four major themes emerged from the study, namely: (i) adaptation of occupations to an online instructional environment; (ii) prioritising the person; (iii) environmental systems: interuniversity collaboration and stakeholder engagement; and (iv) emerging pathways for occupational therapy education. These themes synthesise the transformation of occupational therapy education and highlight future implications. Conclusion. Occupational therapy education in SA must constantly adapt to contextual changes, such as the COVID‐19 pandemic and technological advances.
Occupational Therapy Educational Programme
Occupational Therapy educational programme
Copyright (c) 2025 N Ndaba, P Govender, D Naidoo, S Mafuleka https://creativecommons.org/licenses/by-nc/4.0
Rural students’ motivation to study a health science degree
Background. South Africa (SA) faces a critical shortage of healthcare workers, particularly in rural areas, while available spaces to study health science qualifications are limited, and therefore, understanding the motivation of health science students is important to ensure the health needs of the country are met. This study aims to understand the motivations of the rural-origin Umthombo Youth Development Foundation (UYDF)-supported students in pursuing a health science qualification, and the factors that influenced their decision. Methods. The study employed a cross-sectional design, surveying 181 current UYDF students (86% response rate) across 13 health science disciplines. A self-developed questionnaire was used that included four structured questions, allowing participants to select multiple responses. Results. Of the 181 respondents, 91% reported being motivated by altruistic reasons, such as a desire to help others and improve healthcare in their communities, while 81% reported a desire to improve their family circumstances. Financial remuneration (19%) and the high status of the profession (15%) were lesser considerations. The greatest influence on their decision was the need to improve their family circumstances (67%), followed by addressing staff shortages in their community (60%). Personal experiences with the healthcare system influenced 53% of the respondents to choose their career, while only 39% reported parental influence on their career choice. Most respondents (80%) had researched their chosen profession before applying, with 45% having spoken to professionals and 27% job-shadowed in their field. Almost all (98%) medical students were studying their first choice, while 36% of respondents studying other disciplines were studying their first choice. The majority (60%) of respondents decided to study a health science qualification while in secondary school. Discussion. The findings suggest that rural-origin respondents in this study are motivated by both altruistic motivations and a desire to improve their socioeconomic and community conditions, which may contribute to a higher likelihood of long-term retention in rural healthcare settings. Conclusion. The motivations of rural students to pursue health science careers stem primarily from a deep desire to improve both their community and personal circumstances. For many, their motivation is reinforced by a personal experience of inadequate health service delivery. These insights should be considered by universities in their selection of students, and by the Department of Health, so that the critical healthcare needs in underserved regions of SA can be addressed.
health sciences, health science students, motivation to study health sciences, rural health science students, rural health
Intent to work with older people after graduation: A descriptive survey among student nurses in the Western Cape Province, South Africa
Background. Ensuring that adequate numbers of well-prepared nurses respond appropriately to the unique and often complex health needs of a growing number of older persons in South Africa, requires not only an investigation of the intent of nursing students to work with older people after graduation, but also of their knowledge about and attitudes towards older people. Objectives. To describe undergraduate nursing students’ knowledge of ageing, attitudes towards older people and their intention to work with older people after graduation. Methods. A survey was conducted of undergraduate nursing students (N=240) from a university in the Western Cape Province, South Africa. Stratified random sampling by year level was used to select students, and a self-administered questionnaire was completed. The questionnaire included two validated scales, i.e. an adapted Facts on Aging Quiz from Breytspraak and Badura, and Kogan’s Attitudes Toward Old People scale. In addition, specific questions about previous exposure and intent to work with older people upon graduation were included in the questionnaire. Descriptive data analysis was done using SPSS version 28. Data were analysed by seniority of students and compared for knowledge total scores, attitudes and intent to work. Results. A response rate of 100% was achieved from 240 respondents ‒ most of them being female (n=198; 82.5%) and with an average age of 22.9 (standard deviation (SD) 5.4) years. The average knowledge score was 15.4/25 (61.6%), with no significant differences between junior and senior students. There were significant differences between males and females, with males having higher-rated positive appreciation attitudes towards older persons (49.0 (3.1) (95% confidence interval (CI) 44.9 - 53.1) v. 45.3 (9.2) (95% CI 44.0 - 46.6); t=2.2; p=0.030). A lower proportion of senior students than junior students indicated an intention to work with older people after graduation (40.9% v. 60.8%, respectively; χ2=9.4; p=0.002). Conclusion. More research is needed to determine the factors that could possibly contribute to the increasing lack of interest and thus intent to work with older people among nursing students after graduation.
Fostering integrated, holistic, and responsive health professions education in Africa
Experience of academic remediation in a South African medical undergraduate programme — the voice of remediating students
Background. The purpose of remediation is to provide targeted support and interventions to individuals who are struggling academically, providing support for the improvement and achievement of learning goals. Objective. The purpose of this study was to explore the perceptions and experiences of undergraduate medical students regarding academic remediation within the Nelson Mandela Fidel Castro (NMFC) final-year integration programme at the University of the Witwatersrand (Wits) and, by so doing, present a Global South narrative around providing remediation as a pedagogical intervention for medical education. Methods. In a qualitative exploratory study design, in-depth interviews were conducted with Wits-NMFC students as part of a wider study that included focus group discussions with clinical educators with thematic analysis. Results. The findings revealed a need to deconstruct the meaning of remediation in a student-centred manner, clarify the procedural approach to successful remediation for students, provide student-centred support, and consider the multidimensional reasons for poor academic performance by students through an individualised approach. Conclusion. Holistic and structured remediation of learners with identified gaps is crucial in health profession education to achieve the outcomes of clinically competent healthcare providers. A comprehensive approach that is student-centred and addresses individual factors that impact academic performance is imperative to a successful remediation programme
Copyright (c) 2026 A Ugwuanyi, P Sodo, S Pillay, R Cooke https://creativecommons.org/licenses/by-nc/4.0
The role of artificial intelligence (AI) in medical education: A pilot study on ChatGPT’s impact on history-taking skills and objective structured clinical examination (OSCE) preparedness in undergraduate medical students
Background. Effective communication, particularly history-taking, is essential for medical professionals to ensure accurate diagnoses and treatment plans. Traditional training methods, such as role-playing and standardised patients, can be resource intensive. Advances in artificial intelligence (AI) offer new solutions, with ChatGPT, an advanced AI language model, capable of simulating patient interactions, providing scalable and flexible practice opportunities that enhance clinical skills training. Objectives. This pilot study explores medical students’ perceptions of using ChatGPT as a virtual patient for history-taking practice and evaluates its potential impact on objective structured clinical examination (OSCE) preparedness by comparing pre- and post-intervention OSCE scores. Methods. Two hundred second-year medical students were invited to participate; 40 students completed the post-practice survey. These participants used ChatGPT (versions 3.5 and 4.0) to practice history-taking using prompts aligned with the Calgary-Cambridge framework. The survey evaluated usability, realism, skill improvement, feedback quality, and satisfaction. Separately, OSCE performance data for the entire class from the 2023 cohort (pre-ChatGPT) and 2024 cohort (post-ChatGPT) were compared using a two-sample t-test to assess differences in history-taking scores. Qualitative survey responses were thematically analysed. Results. Among survey respondents, 85% found ChatGPT easy to use, 75% rated the scenarios as realistic, and 80% reported improvements in history- taking skills. Additionally, 78% felt better prepared for their OSCE. A statistically significant 4% increase in OSCE history-taking scores was observed between the 2023 cohort (mean 39/50, 78%) and the 2024 cohort (mean 41/50, 82%; p<0.05). Qualitative feedback highlighted ChatGPT’s flexibility, ease of access, and immediate feedback, though students noted limitations in emotional nuance and occasional technical challenges. Conclusion. The improvement in OSCE history-taking scores at a class-wide level suggests a potential association between ChatGPT use and enhanced clinical performance. While only a subset of students completed the survey, their responses indicate that ChatGPT is a valuable supplement to traditional training, particularly for self-directed practice. These findings support the integration of AI into clinical education to strengthen communication skills and OSCE preparedness. Future research should include broader participation and long-term evaluations to fully determine the role of AI in medical education.
ChatGPT, Virtual patient, AI in medical education, History-taking skills, Objective Structured Clinical Examination (OSCE), Artificial intelligence, Clinical skills development,
Copyright (c) 2026 R Abraham, D Mohanlal https://creativecommons.org/licenses/by-nc/4.0
Assessing emergency care providers’ eligibility for progression to higher qualifications
Background. Emergency care (EC) education in South Africa (SA) has traditionally focused on vocational short-course training, leaving EC providers lacking formal EC qualifications. Legislative changes have introduced a three-tiered qualification system aligning with international and national standards. This system includes a 1-year higher certificate, a 2-year diploma, and a 4-year professional degree in emergency medical care (EMC). Objectives. To evaluate whether current EC providers working in Limpopo Province, SA, meet the educational requirements to transition to the new National Qualification Framework (NQF)-aligned EMC qualifications. Methods. This study employed a retrospective, quantitative, descriptive design, conducted as a desktop exercise involving EC providers working for the Limpopo state-owned Emergency Medical Service (EMS) in the Capricorn District. Using a total population sampling approach, relevant documents from the archive storeroom were included for all qualified EC providers in the Capricorn District. Results. Of the 319 participants, 99.4% (n=317) completed matric, while 0.6% did not. The majority (56.5%, n=180) of participants were basic ambulance assistants, mostly male (61.1%) and aged 40 - 49 years (56.4%). For the higher certificate programme, 97.2% (n=308) did not meet the mathematics requirement, either because it was not one of their subjects or they did not achieve the required symbol. Similarly, 88.3% (n=280) did not meet the biology requirement, 98.1% (n=311) did not meet the physical science requirement, while 55% (n=174) met the English requirement. For the diploma programme, 98.4% (n=312) did not meet the mathematics requirement, 98.7% (n=313) did not meet the biology requirement, 99.7% (n=316) did not meet the physical science requirement, and 86.8% (n=275) did not meet the English requirement. For the Bachelor’s degree programme, 99.4% (n=315) did not meet the mathematics requirement, 98.7% (n=313) did not meet the biology requirement, 100% (n=317) did not meet the physical science requirement, and 87.1% (n=276) did not meet the English requirement. Only three participants met the criteria for the higher certificate programme. None met the criteria for the diploma or Bachelor’s degree programme. Conclusion. Most EC providers do not meet the prerequisite subject and symbol requirements for entry into EMC programmes. None of the participants qualified for the diploma or Bachelor’s degree programmes, and only three met the criteria for the higher certificate. This highlights educational barriers that hinder career progression for EC providers. Bridging these gaps through matric upgrade programmes, recognition of prior learning and bridging programmes is crucial to expanding access to higher education.
Copyright (c) 2025 P Selahla, S Sobuwa, G Chule https://creativecommons.org/licenses/by-nc/4.0
Digital learning strategies to train primary healthcare workers in sub‐Saharan Africa: A scoping review
Background. Primary healthcare workers in sub-Saharan Africa often face challenges regarding training. Digital learning strategies may improve the competencies of healthcare workers in this resource-limited region without them having to leave their postings. Objective. To map the existing literature on digital learning strategies to train primary healthcare workers in sub-Saharan Africa. Methods. This scoping review complies with the Population Concept Context guidelines of Arksey and O’Malley and is reported according to the PRISMA 2020 checklist. A systematic search (Ovid/MEDLINE, embase.com, Elsevier/Scopus, African Index Medicus) was performed from inception until December 2023 in collaboration with a medical information specialist. Two independent reviewers screened titles, abstracts and full texts. Results. Twenty-three studies were included from 11 of 44 sub-Saharan countries (25%). Studies addressed digital (61%) and blended (39%) learning strategies. Training covered infectious diseases (57%), substance use (17%), mental health (8%), sexual/reproductive health (8%), non-communicable diseases (8%) and neonatal resuscitation (4%). Training duration ranged from 6 hours to 18 months. The sample size varied between 20 and 55 415 participants. Types of healthcare workers who participated ranged from nurses to community healthcare workers, midwives, clinical officers, doctors and laboratory staff. Studies measured feasibility (n=12, 52%), knowledge (n=15, 65%) and skills (n=16, 69%). Feasibility was overall positive in digital (75%) and blended (100%) strategies. Knowledge increased with digital (91%) and blended (100%) strategies. Skills improved with digital (85%) and blended (100%) strategies. Challenges included limited access to networks (81%) and devices (72%). Conclusion. Digital learning strategies are feasible tools to improve the knowledge and skills of primary healthcare workers in sub-Saharan Africa. Addressing challenges, such as network and device access, should be taken into account.
Copyright (c) 2025 L Klootwijk, L van Houten, J Ket, S Mostert, G Kaspers https://creativecommons.org/licenses/by-nc/4.0
Exploring academics’ and clinical supervisors’ perspectives on teaching and training time management skills in undergraduate dental programmes
Background. Academics and clinical supervisors play a vital role in developing skills such as time management within the competency-based undergraduate dental curricula. However, it is unclear how academics and clinical supervisors include time management skills as part of the training programmes. The present study was done to explore academics’ and clinical supervisors’ perspectives on developing time management skills in dental therapy and oral hygiene programmes. Objectives. To identify time management skills taught in the training programmes; to describe participants’ engagement with time management skills in practical training; and to discover the mechanisms of monitoring time management in the clinic. Methods. Following an exploratory, qualitative research design, a semi-structured interview schedule was used to gather data from 13 participants. Criterion-purposive sampling was used to select study participants. The interview schedule focused on gathering participants’ perspectives using seven open-ended questions. Data collected were converted into transcripts and inductively analysed through thematic analysis. Results. Academics’ and clinical supervisors’ development of time management skills emerged as three significant themes. Theme 1 described the time management skills lectured in the first year of the curricula. Theme 2 identified the impact of time allocation on practical training for students to manage their time. Theme 3 reported the mechanisms to monitor and track students’ clinical time management. Conclusion. Participants teach and train time management skills to enable students to work towards their goals and meet deadlines. These skills play an essential role in clinical training, where they are enhanced so that students can meet their competency requirements.
Self-reported dental fear among oral healthcare students at a university in South Africa
Background. Odontophobia (also known as dental fear) is an extreme version of fear experienced when a patient is about to receive dental treatment. Dental fear is a prevalent issue that affects not only patients but also oral healthcare students. Objective. To investigate the prevalence and severity of dental fear among undergraduate oral healthcare students at a university in South Africa. Understanding dental fear in this population is essential, as it can influence both the students’ own dental experiences and their future professional interactions with fearful patients. Methods. A descriptive cross-sectional study was conducted using the Dental Fear Survey (DFS) questionnaire, which assesses dental fear across three domains: avoidance, physiological arousal, and fear of specific stimuli. The study included 135 participants, of whom 126 completed the survey. Participants were divided into preclinical and clinical groups to determine if the level of education and clinical experience affected their dental fear. Results. The results showed that 16.7% of participants had low dental fear, 52.4% had moderate dental fear, and 30.9% had high dental fear. Preclinical students reported significantly higher fear of stimuli such as seeing and hearing the drill compared with clinical students. Female students consistently reported higher fear scores than male students across various dental fear measures. Conclusions. Dental fear remains a concern among oral healthcare students, particularly in the earlier stages of their education. Clinical experience appears to mitigate fear associated with specific dental stimuli. The findings highlight the importance of addressing dental fear during dental education to improve students’ comfort and confidence, which could positively impact their future interactions with fearful patients.
Copyright (c) 2025 F Dhansay, K Mtshali, W Rossouw, J Strydom, A Sampson, L Swanepoel, L Van Niekerk https://creativecommons.org/licenses/by-nc/4.0