Undergraduate dental students’ perspectives on teaching and learning during the COVID-19 pandemic: Results from an online survey conducted at a South African university using a mixed-methods approach

Background. Many institutions of higher education transitioned from classroom-based settings to remote settings as a response to the COVID-19 pandemic. However, it is unclear how undergraduate dental therapy and oral hygiene students responded to this transition in the learning environment. Objectives. To explore undergraduate dental students’ knowledge, perceptions, attitudes and practices related to clinical and theory-based learning at a South African university. Methods. A mixed-methods approach comprising a concurrent dominant status design (QUAN/qual) was used. Therefore, the study was a cross-sectional quantitative survey with descriptive qualitative data. An online, self-administered questionnaire with open- and closed-ended questions was developed to gain insights into students’ knowledge, perceptions, attitudes and learning practices during the COVID-19 pandemic. Results. Most respondents (n=86; 80.4%) agreed that they had the necessary skills to engage with online learning (p=0.04). Respondents in the first year (n=25; 76%), second year (n=24; 73%) and third year (n=32; 28%) were either unsure or did not agree that they understood online platform-based lectures better than classroom-based lectures. The major emergent themes included external (internet connectivity) and internal (students’ coping skills) barriers to online learning. Conclusions. This study highlighted dental student challenges in embracing the blended approach of teaching and learning. While this may be a new norm for curriculum delivery, it is important to include student input in curriculum-related decision-making processes

Silver nanoparticles from biological extracts and their antimicrobial activities.

Master of Science in Biochemistry. University of KwaZulu-Natal, Durban, 2017.The increasing incidence of multi-drug resistant organisms has led to the resurgence in application of Ag-based compounds. Accordingly, increased efforts have been made in the field of nanotechnology to develop silver nanoparticle (AgNP) synthetic strategies that are inexpensive and environmentally friendly without the use of hazardous chemicals. To this end, sunlight irradiation, a relatively new primary source of energy was used instead of heat to drive the synthesis of AgNPs. Biologically-derived capping substrates were independently extracted fromfresh (F) and freeze-dried (FD) leaf samples of the medicinal tree species, Moringa oleifera. Importantly, the extracted substrates advantageously displayed a dual functionality by reducing Ag+ as well as stabilising the resulting AgNPs. Yield analysis indicated a recovery ranging from 0.81 mg and 0.91 mg AgNPs per gram dry mass F and FD leaf tissue, respectively. AgNPs from both sample types were consistent in terms of their spherical shape with average diameters of 9 nm and 11 nm for F and FD samples, respectively. Fourier transform infrared (FTIR) spectroscopic analysis suggested that flavones; terpenoids and polysaccharides predominate and are primarily responsible for the reduction and subsequent capping of AgNPs. Interestingly, bioactivity screening revealed that AgNPs exhibited broad-spectrum antimicrobial activity against both bacterial and fungal strains. The results suggest that AgNPs derived from M. oleifera leaf extracts exhibit potential for application as broad-spectrum antimicrobial agents

Maternal serum fructosamine values after delivery of macrosomic babies and unexplained stillbirths

Measurement of serum fructosamine and haemoglobin A, levels and glucose tolerance tests were performed in 75 women in the immediate postpartum period. None had predisposing factors to gestational diabetes. They were divided into three groups: group I consisted of 15 women who delivered an unexplained stillbirth; group 11 of 30 women who gave birth to babies weighing between 2500 g and 3900 g at term; and group III of 30 women who delivered babies weighing≥ 4000 g. There was a significant difference in the mean level of serum fructosamine between the unexplained stillbirth and control groups (P < 0,001). Although the HbA, values varied in the three groups, there was a significant difference between the unexplained stillbirth group and the macrosomic infant group (P < 0,05). All patients had normal glucose tolerance tests

Sedation for paediatric auditory electrophysiology in South Africa

Background: The sedation of children in the medical and allied professional fields has been a topic of controversy and debate internationally. Limited information is available on the use of sedation for auditory electrophysiology testing in South Africa.Objectives: The aim of this study was to determine how sedation information is recorded in electrophysiology audiology reports where diagnostic electrophysiology testing was used, and to obtain baseline information on sedation procedures and medications used during diagnostic electrophysiology testing.Methods: Audiology reports of 169 children undergoing auditory electrophysiology testing were reviewed for sedation information.Conclusion: Sedation data is not clearly documented and the use of medical or anaesthetist monitoring during sedation is not routinely included in reports. Sedation medication is varied and does not always include medications listed as safe for use with the paediatric population. This places doubt on procedures and protocols as well as the safety mechanisms in place for auditory diagnostic testing of children in South Africa.Keywords: auditory electrophysiology, diagnostic audiology, sedatio

A case study: Promoting interprofessional community-based learning opportunities for health sciences students at the University of KwaZulu-Natal, Durban, South Africa

Background. Preventing disease and promoting health call for interprofessional collaboration of health professionals working in a team, making it important for student health professionals to experience collaborative teamwork while in training, rather than learning and working in silos. Objectives. To describe the opinions of participating students and supervising staff in an intraprofessional community-based initiative involving the disciplines of physiotherapy and dentistry at the University of KwaZulu-Natal (UKZN), Durban, South Africa. Methods. This was a qualitative descriptive study demonstrating teamwork of students from two health sciences disciplines, giving a joint health education talk to patients at a local community health centre. Data were collected from focus group discussions. Three such discussions were held with purposively selected samples: (i) 5 physiotherapy students; (ii) 6 dental therapy students; and (iii) 6 staff members from both disciplines who supervised the students. These data were analysed using thematic analysis. Ethical approval was obtained from UKZN. Results. By working collaboratively, the students believed that they learnt more about the other health professionals and obtained a deeper understanding of their roles within the healthcare team. Staff believed that the collaborative project could break down professional barriers to work cohesively in the work environment. The main difficulties encountered were the language barrier and rigid timetables. Conclusion. This case study provides an example of intraprofessional collaboration and teamwork, capable of positively influencing participating students, emphasising the need for interprofessional learning opportunities for students across all health sciences disciplines while in training

Assessment consolidates undergraduate students’ learning of community-based education

Background. Community-based education (CBE) is an empirical education experience that shifts clinical education from traditional to community settings to provide health sciences students with meaningful learning opportunities. However, assessing the effectiveness of these learning opportunities is a challenge.Objectives. To describe the methods used for assessment of CBE by the various disciplines in the School of Health Sciences, University of KwaZulu-Natal (UKZN), Durban, South Africa, and to determine how they were aligned to the anticipated learning outcomes. Methods. This qualitative study consisted of a purposively selected sample of 9 academics who participated in audio-taped interviews and focus group discussions, with the data being thematically analysed. Ethical approval was obtained from UKZN.Results. The disciplines in the School of Health Sciences used various assessment methods, ranging from simple tests, assignments and case presentations to more complex clinical assessments, blogging and portfolio assessments. Multiple methods were required to meet the anticipated learning outcomes of CBE, as a single assessment would not achieve this.Conclusion. The study findings indicated that assessment plays an important role in consolidating student learning at CBE sites, with multiple assessment methods being required to achieve graduate competencies in preparation for the workplace. Choice of assessment methods must be contextual and fit for purpose to allow for overall student development

Healthcare attendance patterns by pregnant women in Durban, South Africa

Background: High rates of perinatal mortality and morbidity and maternal mortality in South Africa remain a major problem. The Saving Mothers and Saving Babies Reports identified patient-related factors as possible causes. Among the patient-related factors was non-attendance, or attendance late in pregnancy, for antenatal care in public hospitals. It would appear that pregnant women confirm their pregnancies by visiting general practitioners, but do not attend antenatal care in the public sector. Aim: The aim of this study was to determine healthcare attendance patterns among pregnant women in Durban, South Africa. Method: This was a descriptive study. Participants were recruited and categorised into “early booker”, “late booker” and “unbooked in labour” groups. All the participants were interviewed individually using a structured questionnaire. Results: The majority of participants presented for formal “booking” late in pregnancy; 47.9% “booked” at a gestational age of six months after the last menstrual period. Among the “early bookers”, the majority (94.4%) had confirmed their pregnancy by four months of amenorrhoea, and 60.6% of these confirmed their pregnancies within the public health sector. All the “early bookers” began antenatal care prior to the 20th week of gestation. A total of 66.9% of the “late bookers” and 66.7% of the “unbooked” women also had their pregnancies confirmed at four months amenorrhoea, but 49.0% of the “late bookers” and 59.8% of the “unbooked” women confirmed their pregnancies in the private health sector. The “late bookers” also showed a delay of two to three months between confirming the pregnancy and booking visits. Of the women in this study, 49% visited a general practitioner (GP) to confirm the pregnancy after two to four months of amenorrhoea. This figure rose to 53.0% if only the “late bookers” and the “unbooked” were analysed. Further, 35.3% visited a GP more than once, either for antenatal care or because of ill health. Conclusion: It is imperative for GPs to understand the role of antenatal care and to refer pregnant women appropriately.South African Family Practice Vol. 48 (10) 2006: pp. 17-17

Students’ reflection on co-design: A cross-disciplinary collaboration between two SADC countries

This reflective article responds to the question: “What values and lessons can be gained from co-design in a culturally and disciplinarily diverse cross-university student project?” The Polar Project is regarded as just such an initiative and was intended to boost innovative product development across fields of study between two higher education institutions (HEIs) located in Southern African Development Community (SADC) region countries.As lecturers, facilitators and mentors, the article’s authors adopted a qualitative and interpretive approach for analysing student “reflections-in-action”, using both reports and reflective questionnaires during the project’s co-design process. We formulated our own analysis methods for the process of critical reflection, based on Schön’s (1987) “reflection-on-action” model, to establish a way forward for the project. Through these reflections, the following critical themes were identified: (1) rewards for cross-cultural exchange; (2) multiple appreciations for collaboration; and (3) communication and miscommunication in cross-disciplinary groups.These themes provide an account of the practical implications for extracurricular activities geared towards the agenda of internationalising higher educational practices, such as those applied in conducting this project. The contribution we hope to make is that, as HEIs enter onto internationalisation agendas, the voices and experiences of students should be recognised if, as important beneficiaries of the university system, they are to be properly considered