Curriculum mapping: A tool to align competencies in a dental curriculum

Background. In response to the adoption of the African Medical Education Directives for Specialists (AfriMEDS) competency framework by the Health Professions Council of South Africa, all dental schools in the country were required to incorporate and implement the core competencies described in AfriMEDS in the undergraduate curricula. Objectives. To describe curriculum mapping as a tool to demonstrate the alignment of an undergraduate dental curriculum with a competency framework, such as AfriMEDS, in preparation for accreditation and curriculum review. Methods. All the module descriptors (n=59) from the first to fifth year of study were included, and outcomes were mapped against the AfriMEDS competency framework. The presence of AfriMEDS core competencies (healthcare practitioner, communicator, collaborator, health advocate, leader and manager, scholar, professional) were located (if present) within the module learning outcomes. AfriMEDS core competencies were quantified and illustrated in the form of a curriculum map. Results. Healthcare practitioner, health advocate and communicator were present across all 5 years of the undergraduate dental curriculum, while healthcare practitioner was present in 46 modules, health advocate in 8 modules and communicator in 13 modules. Competencies related to collaborator were present in the first, third and fifth year in 7 modules. Leader and manager competencies were present in the fifth year in 1 module. Professional competencies were present in the second and fifth year in 3 modules. Competencies related to scholar were present in the first, third, fourth and fifth year in 8 modules. Conclusions. From the results, it was highlighted that all AfriMEDS competencies were present in the University of the Western Cape (UWC) dental programme. Curriculum mapping identified gaps in or areas of development for the AfriMEDS competencies in the UWC dental curriculum. Curriculum mapping can be recommended as a valuable tool for curriculum development

Adapting an undergraduate dental objectively structured clinical examination (OSCE) during COVID‑19

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Curriculum mapping: A tool to align competencies in a dental curriculum

In response to the adoption of the African Medical Education Directives for Specialists (AfriMEDS) competency framework by the Health Professions Council of South Africa, all dental schools in the country were required to incorporate and implement the core competencies described in AfriMEDS in the undergraduate curricula.To describe curriculum mapping as a tool to demonstrate the alignment of an undergraduate dental curriculum with a competency framework, such as AfriMEDS, in preparation for accreditation and curriculum review.All the module descriptors (n=59) from the first to fifth year of study were included, and outcomes were mapped against the AfriMEDS competency framework. The presence of AfriMEDS core competencies (healthcare practitioner, communicator, collaborator, health advocate, leader and manager, scholar, professional) were located (if present) within the module learning outcomes. AfriMEDS core competencies were quantified and illustrated in the form of a curriculum map

The impact of an employee wellness programme in clothing/textile manufacturing companies: a randomised controlled trial

BACKGROUND: The prevalence of health risk behaviours is growing amongst South African employees. Health risk behaviours have been identified as a major contributor to reduced health related quality of life (HRQoL) and the increased prevalence of non-communicable diseases. Worksite wellness programmes promise to promote behaviour changes amongst employees and to improve their HRQoL. The aim of this study was to evaluate the short-term effects of an employee wellness programme on HRQoL, health behaviour change, body mass index (BMI) and absenteeism amongst clothing and textile manufacturing employees. METHODS: The study used a randomised control trial design. The sample consisted of 80 subjects from three clothing manufacturing companies in Cape Town, South Africa. The experimental group was subjected to a wellness programme based on the principles of cognitive behaviour therapy (CBT) as well as weekly supervised exercise classes over six weeks. The control group received a once-off health promotion talk and various educational pamphlets, with no further intervention. Measurements were recorded at baseline and at six weeks post-intervention. Outcome measures included the EQ-5D, Stanford Exercise Behaviours Scale, body mass index and absenteeism.Data was analysed with the Statistica-8 software program. Non-parametric tests were used to evaluate the differences in the medians between the two groups and to determine the level of significance. The Sign test was used to determine the within group changes. The Mann-Whitney U test was used to determine the difference between the two groups. RESULTS: At six weeks post intervention the experimental group (39 subjects) demonstrated improvement in almost every parameter. In contrast, apart from an overall decrease in time off work and a reduction in BMI for all study participants, there was no significant change noted in the behaviour of the control group (41 subjects). Seventy percent of the experimental group had improved HRQoL EQ-5D VAS scores post intervention, indicating improved perceived HRQoL. In comparison, only 58% of the control group had improved HRQoL EQ-5D VAS scores post intervention. There was no significant difference between the two groups at baseline or at six weeks post intervention. CONCLUSION: An employee wellness programme based on the principles of CBT combined with weekly aerobic exercise class was beneficial in improving the perceived HRQoL and changing health-related behaviours of clothing manufacturing employees. However, it cannot be concluded that the EWP was more effective than the once off health promotion talk as no significant changes were noted between the two groups at 6-weeks post intervention.This trial has been registered with ClinicalTrials.gov (trial registration number NCT01625039)

Effect of remote ischaemic conditioning on clinical outcomes in patients with acute myocardial infarction (CONDI-2/ERIC-PPCI): a single-blind randomised controlled trial.

BACKGROUND: Remote ischaemic conditioning with transient ischaemia and reperfusion applied to the arm has been shown to reduce myocardial infarct size in patients with ST-elevation myocardial infarction (STEMI) undergoing primary percutaneous coronary intervention (PPCI). We investigated whether remote ischaemic conditioning could reduce the incidence of cardiac death and hospitalisation for heart failure at 12 months. METHODS: We did an international investigator-initiated, prospective, single-blind, randomised controlled trial (CONDI-2/ERIC-PPCI) at 33 centres across the UK, Denmark, Spain, and Serbia. Patients (age >18 years) with suspected STEMI and who were eligible for PPCI were randomly allocated (1:1, stratified by centre with a permuted block method) to receive standard treatment (including a sham simulated remote ischaemic conditioning intervention at UK sites only) or remote ischaemic conditioning treatment (intermittent ischaemia and reperfusion applied to the arm through four cycles of 5-min inflation and 5-min deflation of an automated cuff device) before PPCI. Investigators responsible for data collection and outcome assessment were masked to treatment allocation. The primary combined endpoint was cardiac death or hospitalisation for heart failure at 12 months in the intention-to-treat population. This trial is registered with ClinicalTrials.gov (NCT02342522) and is completed. FINDINGS: Between Nov 6, 2013, and March 31, 2018, 5401 patients were randomly allocated to either the control group (n=2701) or the remote ischaemic conditioning group (n=2700). After exclusion of patients upon hospital arrival or loss to follow-up, 2569 patients in the control group and 2546 in the intervention group were included in the intention-to-treat analysis. At 12 months post-PPCI, the Kaplan-Meier-estimated frequencies of cardiac death or hospitalisation for heart failure (the primary endpoint) were 220 (8·6%) patients in the control group and 239 (9·4%) in the remote ischaemic conditioning group (hazard ratio 1·10 [95% CI 0·91-1·32], p=0·32 for intervention versus control). No important unexpected adverse events or side effects of remote ischaemic conditioning were observed. INTERPRETATION: Remote ischaemic conditioning does not improve clinical outcomes (cardiac death or hospitalisation for heart failure) at 12 months in patients with STEMI undergoing PPCI. FUNDING: British Heart Foundation, University College London Hospitals/University College London Biomedical Research Centre, Danish Innovation Foundation, Novo Nordisk Foundation, TrygFonden

'Going virtual' : innovative online faculty development during COVID-19

In response to the national lockdown in South Africa due to the COVID‑19 pandemic, educational institutions adapted their programmes to meet the challenges of the disruption in teaching and learning. In line with this need, the Sub-Saharan African FAIMER Regional Institute (SAFRI) was faced with the challenge of exploring innovative ways to continue faculty development workshops. The SAFRI programme focuses on developing African health professions educators as leaders, teachers, scholars and advocates for change at multiple levels, including individual, school and university, and the health professions. The faculty development workshops, which are traditionally face-to-face, are placed at the end of the 18-month fellowship. Playing a leadership role in developing and facilitating these workshops provides a meaningful learning experience for the fellows to become active role-players and change agents in their own institutions and the broader community of practice. Participation may foster capacity development in areas such as leadership for educational interventions and support for academic activities. It also provides fellows with authentic opportunities to draw on the theories and exposures that were gained during the fellowship. Some of the competencies to plan and implement the faculty development workshops include self and team management, leadership, conflict management and the application of educational skills.The participation of all authors in the SAFRI fellowship programme was supported by funding made available by the Foundation for Advancement of International Medical Education and Research (FAIMER).http://www.sajs.org.za/index.php/ajhpeSchool of Health Systems and Public Healt