Teaching pharmacology: issues of language and learning in a multilingual classroom setting

The medium for teaching and learning in South African universities is not the mother tongue of the majority of students and this has been reported to be a barrier to achievement (Department of Education, 2002). Poor English language skills, as well as poor discipline specific vocabulary knowledge, can lead to poor study techniques with the students resorting to rote learning as they are unable to interpret the recommended texts (Gow, Kember, & Chow, 1991; Shembe, 2002). In 2005 at the NMMU a significant difference was reported between the marks achieved for the Pharmacology 2 (ZCL2) module by English first language (EFL) students and the English second language students (EAL) (Boschmans & McCartney, 2005). These finding provided motivation for this study which interrogates issues of language and learning in a multilingual Pharmacology classroom. A mixed methods approach, which employed a concurrent triangulation design with quantitative dominance, was used. Two parallel studies were undertaken. One consisted of a quasi-experimental, pre-test and post-test control group design using an intervention which consisted of the application of the didactical practice of exploratory talk with an experimental sample group during ZCL2 Supplementary Instruction sessions (SI). A second study involved a parallel data collection from the ZCL303 and ZCL401 Pharmacy students at the NMMU to investigate possible effects of academic progression. Purposive, homogenous sampling was used in selection of the samples. The mean ZCL2 mark for the experimental group (58.70±14.14 percent) of students who experienced the intervention (application of exploratory talk) was significantly higher (p = .0004) than the mark achieved by the ZCL2 comparison group (46.47±14.48). This Abstract difference was of high practical significance (Cohen‟s d = 0.85). This quantitative finding was supported by the qualitative data where the students expressed support for the discussion sessions (application of exploratory talk) held during SI sessions. There was a significant increase, with academic progression, of English reading comprehension amongst the EFL students (p = .025) but not in the EAL students and BPharm1 weighted average (p < .001) as well as SI attendance (p = .02) correlated significantly with achievement in ZCL2. The findings of this study provide insights into the teaching of Pharmacology in a multilingual classroom. The qualitative results in addition to strengthening the quantitative findings through triangulation have provided a rich, deep and detailed description of the lived experiences of Pharmacology students. The data will provide insights into students‟ experiences for Pharmacy academics and are a resource for understanding student perspectives

Documentation of antipsychotic-related adverse drug reactions: An educational intervention

Antipsychotic agents are associated with harmful adverse reactions which impact negatively on patient adherence and clinical management. Accurate and complete documentation of signs and symptoms in the clinical notes is an important means of communication between healthcare providers, and an essential component in the management of antipsychotic-induced adverse drug reactions. To determine the impact of an educational intervention on the incidence and extent of antipsychotic-induced adverse drug reaction documentation in patient medical records

Teaching pharmacology: issues of language and learning in a multilingual classroom setting

The medium for teaching and learning in South African universities is not the mother tongue of the majority of students and this has been reported to be a barrier to achievement (Department of Education, 2002). Poor English language skills, as well as poor discipline specific vocabulary knowledge, can lead to poor study techniques with the students resorting to rote learning as they are unable to interpret the recommended texts (Gow, Kember, & Chow, 1991; Shembe, 2002). In 2005 at the NMMU a significant difference was reported between the marks achieved for the Pharmacology 2 (ZCL2) module by English first language (EFL) students and the English second language students (EAL) (Boschmans & McCartney, 2005). These finding provided motivation for this study which interrogates issues of language and learning in a multilingual Pharmacology classroom. A mixed methods approach, which employed a concurrent triangulation design with quantitative dominance, was used. Two parallel studies were undertaken. One consisted of a quasi-experimental, pre-test and post-test control group design using an intervention which consisted of the application of the didactical practice of exploratory talk with an experimental sample group during ZCL2 Supplementary Instruction sessions (SI). A second study involved a parallel data collection from the ZCL303 and ZCL401 Pharmacy students at the NMMU to investigate possible effects of academic progression. Purposive, homogenous sampling was used in selection of the samples. The mean ZCL2 mark for the experimental group (58.70±14.14 percent) of students who experienced the intervention (application of exploratory talk) was significantly higher (p = .0004) than the mark achieved by the ZCL2 comparison group (46.47±14.48). This Abstract difference was of high practical significance (Cohen‟s d = 0.85). This quantitative finding was supported by the qualitative data where the students expressed support for the discussion sessions (application of exploratory talk) held during SI sessions. There was a significant increase, with academic progression, of English reading comprehension amongst the EFL students (p = .025) but not in the EAL students and BPharm1 weighted average (p < .001) as well as SI attendance (p = .02) correlated significantly with achievement in ZCL2. The findings of this study provide insights into the teaching of Pharmacology in a multilingual classroom. The qualitative results in addition to strengthening the quantitative findings through triangulation have provided a rich, deep and detailed description of the lived experiences of Pharmacology students. The data will provide insights into students‟ experiences for Pharmacy academics and are a resource for understanding student perspectives

Awarness of diabetes mellitus among African traditional healers in the Nelson Mandela Metropole: research

Diabetes mellitus, a chronic illness, affects approximately 8% of black South Africans. Traditional healers are an integral part of the lifestyle of the African people. Approximately 80% of black patients consult a western doctor only after having consulted a traditional healer, yet traditional healers remain an untapped resource in South Africa. The primary objective of the study was to determine the clinical knowledge pertaining to diabetes mellitus of traditional healers in the Nelson Mandela Metropole (NMM), and to educate the healers on diabetes mellitus through the medium of interactive workshops. Three workshops were held with the healers over a seventeen-month period. The target population consisted of all traditional healers of the NMM interested in participating in the research project. The results obtained indicated that healers of the NMM had a basic knowledge about diabetes and a willingness to learn more about conventional aspects of the disease. At a feedback workshop the healers indicated that they were using the information gained during preceding workshops and that they have begun imparting the knowledge gained to other traditional healers and to their apprentices. A relationship has been established between healers of the NMM and the University of Port Elizabeth (UPE) and Port Elizabeth Technicon. Diabetes mellitus, &#3659;n chroniese siekte, affekteer na raming 8% van Suid-Afrika se swart bevolking. Tradisionele genesers is &#3659;n integrale deel van die lewenswyse van di&#3624; bevolkingsgroep. Bykans 80% van alle swart pasi&#3630;nte besoek &#3659;n tradisionele geneser voor hulle hul tot &#3659;n westerse geneesheer wend. Ten spyte hiervan bly tradisionele genesers &#3659;n onbenutte hulpbron in Suid-Afrika. Die prim&#3629;re doelwitte van di&#3624; navorsing was om die kliniese kennis van tradisionele genesers ten opsigte van diabetes te bepaal en om hulle verder oor diabetes te onderrig deur middel van interaktiewe werkswinkels. Drie werkswinkels is oor &#3659;n tydperk van sewentien maande gehou. Die teikengroep was &#3659;n groep genesers wat ge&#3636;nteresseerd was om aan die navorsing deel te neem. Die navorsing toon dat genesers in die NMM oor &#3659;n basiese kennis van diabetes mellitus beskik en gewillig was om meer van die konvensionele aspek van diabetes te leer. In &#3659;n terugvoerbespreking het die genesers te kenne gegee dat die inligting wat hulle tydens die werkswinkels verkry het, aktief deur hulle gebruik word, asook oorgedra word aan ander genesers en vakleerlinge. Die navorsing het die basis vir &#3659;n goeie verstandhouding tussen die tradisionele genesers, die Universiteit van Port Elizabeth and die Port Elizabeth Technikon gel&#3629;. Key Words: Traditional healer, Diabetes mellitus, Interactive workshops, Nelson Mandela Metropole, South Africa Health SA Gesondheid Vol.9(1) 2004: 27-3

Awareness of diabetes mellitus among African traditional healers in the Nelson Mandela Metropole

Diabetes mellitus, a chronic illness, affects approximately 8% of black South Africans. Traditional healers are an integral part of the lifestyle of the African people. Opsomming Diabetes mellitus, 'n chroniese siekte, affekteer na raming 8% van Suid-Afrika se swart bevolking. Tradisionele genesers is 'n integrale deel van die lewenswyse van dié bevolkingsgroep. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text