AJHPE is an online, quarterly, peer-reviewed journal that covers matters related to education for health professionals.

 

Current Issue

Early online

Published: 2026-04-20

Forum

Fostering skills development of undergraduate occupational therapy students through experiential group work

Z Syed

e3105

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Scientific Letter/Short Report

AFROGAMES: Developing culturally relevant board games for equitable heathcare education

S Costa Ferreira, S Titus-Dawson

e3640

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The simulation assessment tool limiting assessment bias (SATLAB): A student perspective from a South African university

A Makkink, I Adam

e2489

Research Articles

‘Come, let’s exercise’: A qualitative analysis of undergraduate physiotherapy students’ perceptions of treating patients with cancer

L Williams, S Van Schalkwyk

e3291

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Evaluating a three-year home-based interprofessional education program: Student, lecturer and community outcomes at a Thai university

C Ploylearmsang, C Seehanart, D Chaiyatham, T Poophalee, T Srisaknok

e1838

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Longitudinal integrated clerkship engagement of clinical associate students in South Africa: Evidence of e-logbook data

L Tshotetsi, C Steyn, M Louw, S Ngcobo, E Madela-Mntla, Z Tshabalala

e2463

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Experience of academic remediation in a South African medical undergraduate programme — the voice of remediating students

A Ugwuanyi, P Sodo, S Pillay, R Cooke

e2728

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An exploration of first-year medical students’ experiences of assessment in a renewed medical programme

R English, A Hansen, S Van Schalkwyk

e2110

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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

R Abraham, D Mohanlal

e2711

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Characterising the need for anatomy teaching videos in a South African university: Lecturer perspective

D Lamprecht, J Pieterse, J Layman-Lemphane, A Alblas, K Baatjes

e3599

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The impact of the COVID‐19 lockdown on the learning experiences of optometry students at a South African university

D Van Staden, A Munsamy, V Chetty

e3485

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