Establishing a method to support academic and professional competence throughout an undergraduate radiography programme

Purpose: Radiography degree programmes are coming under increasing pressurefrom the community to ensure that graduates have not only the necessary academic developmentbut also the practice-based skills. This study aims to establish a method of monitoringstudents’ progress towards, and ability to meet, academic and professional competencesthroughout a radiography programme.Methods: Questionnaires were designed for students and academic staff to determine thestages and standards of progress of competence development, and to inform the review processof the current assessment tools throughout the programme. A literature search identifiedthe appropriate pedagogy as a basis for devising the method. Another questionnaire was distributedto overseas radiography institutions to gain insights into other assessment practicesto validate the framework.Results and discussion: It was established that years of study rather than semester periodswere appropriate to allow students to meet the standards. Discrepancies were noted in theexpectations between academic staff (higher expectations) and students (more realistic) interms of the pace of development expected. As students progress at different rates, and donot experience the same clinical exposure, their ability to meet expectations may differand so both sets of expectations were combined as a range of criteria. A multi-dimensionalassessment approach should be adequate to gauge students’ progress but time and resourceeffectiveness has not yet been addressed. The portfolio was identified as the pedagogy capableof integrating all the competence assessment tools, linked by reflective writing, to gatherindividual outcomes into a whole, and form a holistic framework.Outcome: The portfolio framework will initially run as a voluntary activity and standards ofprogress corresponding to the students’ stages will be delivered to participants in advance.Participants will be required to select materials and reflect on these, as evidence of development.Faculty members will provide support and feedback to students and oversee the wholeprocess

Review of school vision screening guidelines

Abstract: Background: Vision screenings are important in identifying visual anomalies likely to disrupt the physical, intellectual, social and emotional development of children. School health services globally include vision screenings, complementing a variety of associated screening services. Aim: This review article provides evidence for content, provision and efficacy of the vision screening services for children of school-going age and reports on the current practice of children’s vision screenings worldwide including in South Africa. Methods: Studies were identified from PubMed, Ebscohost and Science Direct with the search terms utilised during the selection of electronic articles and journals for the review. The target population includes children of school-going age from 6 to 19 years without previously known conditions associated with visual anomalies and learning-related problems. The quality of vision screening programmes and policies for the school-going age children in different countries were evaluated using Wilson and Jungner criteria.1 Results: Vision screening programmes worldwide appear to support comprehensive vision screening methods among pre-schoolers (from birth to ≤ 6 years vs. children of school-going age). The development of vision screening procedures in some countries in the United States of America (USA) was found to be grounded on epidemiologic findings and principles. These may have contributed towards the formulation of national vision screening guidelines for preschoolers that supported the detection of amblyopia and its associated conditions such as strabismus, anisometropia and myopia. School-going children’s vision screenings are not supported worldwide as research has shown that there is lack of benefits for detecting other visual anomalies such as vergence and accommodative dysfunctions. This is despite evidence provided by the literature reviewed that an association exists between prevalent accommodation and vergence dysfunctions including poor ocular motilities and poor near-vision, among children of school-going age with poor academic performance. Conclusion: The guidelines worldwide support school vision screenings, especially for the pre-schoolers by the school health nurses, with other programs having considered the teachers, optometrists or orthoptists as the appropriate personnel to conduct the school vision screenings. There is still a need for the effectiveness of the school vision-screening programmes to be investigated related to the importance of detecting convergence and accommodative dysfunctions for the school going age children

Identifying behavioural barriers and facilitators to engaging men in a community-based lifestyle intervention to improve physical and mental health and well-being

Abstract Background There are few community-based lifestyle interventions designed to target physical and mental health of men. We conducted a qualitative focus group study with men to explore their perceived barriers and facilitators to uptake and engagement with interventions designed to improve their physical and mental health and wellbeing. Methods A volunteer sampling approach (advertisements posted on a premier league football club’s social media) was used to recruit men aged 28 to 65 years who were interested in improving their physical and/or mental health and wellbeing. Focus group discussions were conducted at a local premier league football club to 1) explore men’s perceived barriers and facilitators to uptake of community-based interventions; 2) identify health issues considered important to address; 3) obtain participant views on how to best engage men in community-based interventions; and 4) use the findings to inform the development of a multibehavioural complex community-based intervention (called ‘The 12th Man’). Results Six focus group discussions were conducted (duration 27 to 57 min) involving 25 participants (median age 41 years, IQR = 21 years). Thematic analyses generated seven themes: ‘Lifestyle behaviours for both mental health and physical health’; ‘work pressures are barriers to engaging with lifestyle behaviour change’; previous injuries are barriers to engagement in physical activity and exercise’; personal and peer group relationships impact on lifestyle behaviour change’; relationships between body image and self-confidence on mastery of skills for physical activity and exercise’; building motivation and personalised goal setting’; and ‘credible individuals increase uptake and continued engagement with lifestyle behaviour change’. Conclusions Findings suggest that a multibehavioural community-based lifestyle intervention designed for men should promote parity of esteem between physical and mental health. It should also acknowledge individual needs and preferences, emotions in the context of goal setting and planning, and be delivered by a knowledgeable and credible professional. The findings will inform the development of a multibehavioural complex community-based intervention (‘The 12th Man’)

Identifying behavioural barriers and facilitators to engaging men in a community-based lifestyle intervention to improve physical and mental health and well-being

Abstract Background There are few community-based lifestyle interventions designed to target physical and mental health of men. We conducted a qualitative focus group study with men to explore their perceived barriers and facilitators to uptake and engagement with interventions designed to improve their physical and mental health and wellbeing. Methods A volunteer sampling approach (advertisements posted on a premier league football club’s social media) was used to recruit men aged 28 to 65 years who were interested in improving their physical and/or mental health and wellbeing. Focus group discussions were conducted at a local premier league football club to 1) explore men’s perceived barriers and facilitators to uptake of community-based interventions; 2) identify health issues considered important to address; 3) obtain participant views on how to best engage men in community-based interventions; and 4) use the findings to inform the development of a multibehavioural complex community-based intervention (called ‘The 12th Man’). Results Six focus group discussions were conducted (duration 27 to 57 min) involving 25 participants (median age 41 years, IQR = 21 years). Thematic analyses generated seven themes: ‘Lifestyle behaviours for both mental health and physical health’; ‘work pressures are barriers to engaging with lifestyle behaviour change’; previous injuries are barriers to engagement in physical activity and exercise’; personal and peer group relationships impact on lifestyle behaviour change’; relationships between body image and self-confidence on mastery of skills for physical activity and exercise’; building motivation and personalised goal setting’; and ‘credible individuals increase uptake and continued engagement with lifestyle behaviour change’. Conclusions Findings suggest that a multibehavioural community-based lifestyle intervention designed for men should promote parity of esteem between physical and mental health. It should also acknowledge individual needs and preferences, emotions in the context of goal setting and planning, and be delivered by a knowledgeable and credible professional. The findings will inform the development of a multibehavioural complex community-based intervention (‘The 12th Man’)