Possibilities for long-term shifts in higher education assessment praxis: Reflecting on COVID-19 as a stimulus for change

It is widely recognized that assessment impacts on the process and behavior of learning. In this article, we, as academic staff development professionals in two faculties at a research intensive South African university, explore the assessment challenges, processes and behaviours that emerged in the context of Emergency Remote Teaching and Learning during the Covid 19 pandemic. We argue that an analysis of changes in assessment culture and behaviour point to possibilities for a shift from the pre-Covid-19 dominance of the “assessment of learning” paradigm, to an orientation of assessment where both “assessment of learning” and “assessment for learning” are more equitably balanced, with potentially profound implications for shaping the ways students construct their understandings and succeed academically

An audit of the perioperative anaesthetic management of ventriculoperitoneal shunt insertion in the paediatric population at Inkosi Albert Luthuli Central Hospital

Objective: Our study included an assessment of current anaesthetic practice in paediatric ventriculoperitoneal shunt insertion (VPSI), a review of shunt revision and complication rates, an evaluation of the incidence of congenital syndromes, retroviral disease and tuberculosis meningitis, and differentiation with regard to the age groups in which shunt surgery most commonly occurs.Method: This is was a retrospective audit study. We reviewed information obtained from the computerised database on children from birth to 18 years of age undergoing VPSI at Inkosi Albert Luthuli Central Hospital from 1 September 2012 to 1 September 2013.Results: One hundred and ten children were included in the study. Arnold-Chiari II and Dandy-Walker syndrome were associated with 8 (7.3%) and 9 (8.2%) of the children, respectively. Tuberculosis meningitis was documented in 21 (19.1%) of the cases. The majority of the anaesthetic techniques included a volatile induction and maintenance of anaesthesia (VIMA) approach, with opioid-sparing practice. Laryngoscopy was not difficult and most of the children were extubated. Half of the shunt insertions were performed in infancy. One fourth of the children required shunt revisions within three months, and these were mostly blocked shunts.Conclusion: The anaesthetist needs to be cognisant of differences in the anatomy and physiology in these patients, and to have an awareness of associated syndromes and co- morbidities. A VIMA approach seems to be appropriate and the anaesthetist must be prepared to manage the infant age group, together with complications that result in revision surgery.Keywords: hydrocephalus, paediatric, anaesthesia, ventriculoperitoneal shunt, congenital syndromes, shunt revisio

Learning to belong: Navigating liminal spaces between disciplinary and teaching identities

The continuous professional learning of academics as university teachers is a national imperative in South Africa. At our university, a Postgraduate Diploma in Education (Higher Education) was introduced in 2015 with the aim to professionalise university teaching through a formal qualification. Students (i.e., candidates) must transition in two ways: firstly, from being disciplinary specialists to being students again; and secondly, into the community of scholarly teaching in higher education. This article examines the liminality experienced by candidates as they navigate the programme and learn to belong to a new scholarly teaching community. Drawing on empirical data collected from graduates and programme coordinators, the authors track candidates’ shifting identities and showcase how, though initially turbulent and unsettling, the process of learning to belong to a new teaching identity can be rewarding and enriching. The authors conclude by discussing the conditions required to enable candidates to acquire a strong university-teacher identity

G402 The impact of a standardised transcranial doppler training programme in screening children with sickle cell disease: a european multi-centre perspective

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A dedicated vascular access clinic for children on haemodialysis: Two years' experience

BACKGROUND: Arteriovenous fistula (AVF) formation for long-term haemodialysis in children is a niche discipline with little data for guidance. We developed a dedicated Vascular Access Clinic that is run jointly by a transplant surgeon, paediatric nephrologist, dialysis nurse and a clinical vascular scientist specialised in vascular sonography for the assessment and surveillance of AVFs. We report the experience and 2-year outcomes of this clinic. METHODS: Twelve new AVFs were formed and 11 existing AVFs were followed up for 2 years. All children were assessed by clinical and ultrasound examination. RESULTS: During the study period 12 brachiocephalic, nine basilic vein transpositions and two radiocephalic AVFs were followed up. The median age (interquartile range) and weight of those children undergoing new AVF creation were 9.4 (interquartile 3-17) years and 26.9 (14-67) kg, respectively. Pre-operative ultrasound vascular mapping showed maximum median vein and artery diameters of 3.0 (2-5) and 2.7 (2.0-5.3) mm, respectively. Maturation scans 6 weeks after AVF formation showed a median flow of 1277 (432-2880) ml/min. Primary maturation rate was 83 % (10/12). Assisted maturation was 100 %, with two patients requiring a single angioplasty. For the 11 children with an existing AVF the maximum median vein diameter was 14.0 (8.0-26.0) mm, and the median flow rate was 1781 (800-2971) ml/min at a median of 153 weeks after AVF formation. Twenty-two AVFs were used successfully for dialysis, a median kt/V of 1.97 (1.8-2.9), and urea reduction ratio of 80.7 % (79.3-86 %) was observed. One child was transplanted before the AVF was used. CONCLUSIONS: A multidisciplinary vascular clinic incorporating ultrasound assessment is key to maintaining young children on chronic haemodialysis via an AVF

'Birth to Ten' - pilot studies to test the feasibility of a birth cohort study investigating the effects of urbanisation in South Africa

Birth to Ten' is a birth cohort study currently being conducted in the Johannesburg-Soweto area. This paper describes the various pilot studies that were undertaken to investigate the feasibility of a cohort study in an urban area. These studies were designed to determine the monthly birth rate, the timing, frequency and duration of maternal antenatal visits, the timing and frequency of visits to well-baby clinics and the accuracy and reliability of routinely collected growth data. In addition, a birth data collection form was tested to ascertain the . appropriateness of its use in clinics within the study area

How to be or not to be? A critical dialogue on the limitations and opportunities of academic development in the current higher education context

In the tumultuous time we find ourselves, debates about pedagogy have taken centre stage once again. Concerns raised by the student protests of 2015 and 2016 have highlighted the urgent need to re-think traditional teaching, learning and assessment practices, as well as the development of decolonised and transformative curricula.Traditional notions of academic and professional development are now being tested and contested, insofar as they are able to respond to student challenges in appropriate, responsive, legitimate and relevant ways. As a professional organisation dedicated to supporting learning and teaching, the executive team of HELTASA responded to the challenge in this article by engaging with perspectives on the purpose, role and conceptualisation of academic development in the current decolonial moment in the South African Higher Education landscape. Critical processes that enable academics to engage, share thoughts and debate epistemological, pedagogical and methodological options to support students and academics are much needed. And the context and spirit in which these debates occur may be as important as the debates themselves.At its annual conference, the executive team facilitated a critical dialogue with conference delegates on the limitations and opportunities of AD in our current context. Given the diverse teaching and learning contexts and institutional differentiation in the sector, this article explores individual and collective theorised observations, reflections and experiences of the seven facilitators who led the CD. These reflections were analysed and discussed against the backdrop of AD as well as the affordances of CD as a participatory learning and engagement methodology. The findings showed that there is dire need to re-imagine, not only AD’s role but alternative forms of critical engagement in the sector

Unemployment, Education and Skills Constraints in Post-Apartheid South Africa

This paper investigates the relationship between education and unemployment in post-apartheid South Africa, and probes the argument that employment growth has been inhibited particularly by skills constraints. We use probit regression analysis to show that higher education protected against unemployment in both 1995 and 2003, and that overall, the relative benefits to tertiary education rose over the period