Understanding student early departure from a Master of Public Health programme in South Africa

Background. Student departure from university without completing a qualification is a major concern in higher education. Higher Education South Africa reported that in undergraduate studies, 35% of students depart after the first year and only 15% of students who enrol complete their degree within the minimum permissible time. At postgraduate level, the departure from Masters programmes in South Africa (SA) ranged from 30% to 67% in 2010. Early departure refers to students who leave an academic programme within the first semester of commencing their studies. At one SA university, there were a total of 109 first-time Master of Public Health (MPH) student registrations in 2013 and 2014. By the end of the first semester in the respective years, a total of 27 students actively deregistered from the programme and 11 students did not sit the first-semester examinations, representing an aggregate 35% rate of early departure. The factors associated with early departure at the University of KwaZulu-Natal are not well understood.Objective. To understand factors associated with early departure in the MPH programme at the University of KwaZulu-Natal.Method. A mixed-methods design was implemented. Students who departed within the first semester of commencing the MPH programme in 2013/2014 were followed up. Data were collected using self-administered questionnaires and in-depth interviews.Results. Failure to balance work and academic obligations with poor time management, stress and academic demands related to the programme, and insufficient academic progress were found to be associated with student early departure from the MPH programme.Conclusion. Student early departure from the MPH programme was influenced by multifaceted factors. Senior students can mentor new students as early as possible in their programme. The orientation block should include development activities such as time management, stress management and effective study skills to assist mature students to cope with the demands of part-time postgraduate studies

Technology Enhanced Learning in UK higher education - 2022 pulse survey

This 2022 Technology Enhanced Learning (TEL) Survey was developed as a short ‘pulse survey’ to focus on key areas that might have been impacted by the COVID-19 pandemic and the rapid shift to online learning. The survey retained and adapted 16 questions from the 2020 Survey to enable longitudinal analysis to be undertaken with previous TEL surveys. The Survey provides an invaluable insight of provision within institutions and the emerging patterns of learning technology usage across the UK HE sector. The 2022 findings report an increased provision of centrally supported TEL tools, an increase in outsourcing of TEL provision and an increase in TEL staffing. The findings also show that the sector is undergoing a continuous review cycle for TEL services, note a small growth in fully online delivery and the limited impact of new forms of delivery such as hybrid or HyFlex learning

Tuberculosis infection prevention and control: why we need a whole systems approach.

Infection prevention and control (IPC) measures to reduce transmission of drug-resistant and drug-sensitive tuberculosis (TB) in health facilities are well described but poorly implemented. The implementation of TB IPC has been assessed primarily through quantitative and structured approaches that treat administrative, environmental, and personal protective measures as discrete entities. We present an on-going project entitled Umoya omuhle ("good air"), conducted in two provinces of South Africa, that adopts an interdisciplinary, 'whole systems' approach to problem analysis and intervention development for reducing nosocomial transmission of Mycobacterium tuberculosis (Mtb) through improved IPC. We suggest that TB IPC represents a complex intervention that is delivered within a dynamic context shaped by policy guidelines, health facility space, infrastructure, organisation of care, and management culture. Methods drawn from epidemiology, anthropology, and health policy and systems research enable rich contextual analysis of how nosocomial Mtb transmission occurs, as well as opportunities to address the problem holistically. A 'whole systems' approach can identify leverage points within the health facility infrastructure and organisation of care that can inform the design of interventions to reduce the risk of nosocomial Mtb transmission

A plan for play - An Eye View Series report

There is a simple, inexpensive and joyful way to address many of the major challenges facing society and its children; addressing the alarming mental health crisis and obesity epidemic and helping to prepare children for an ever-changing work force. The solution that is all too often overlooked and neglected is - play. The right to play is so important that it is enshrined in the UN Convention on the Rights of the Child. Research documents its importance to every aspect of child health, development and wellbeing. Yet many children have little or no access to high quality play opportunities. Play provision should be considered in relation to every aspect of children’s lives – the design of their neighbourhoods, as well as within the services they access, such as child care centres, schools, hospitals, recreation facilities, parks and adventure playgrounds. Play cannot be relegated to the places and context that adults decide are appropriate It should be woven into the fabric of every aspect of children’s lives and the communities they are part of. Equitable access to play means reducing the insidious gradient of inequity that impacts children’s lives even before they are born and continues across their lifespan. Schools are one important venue to ensure equitable access to play. For some children, it will be the only opportunity they have for this nourishing and necessary activity. Play comprises a quarter of the school year, yet teachers and support staff receive no proper training or support to ensure that children in their care – our society’s future – have fulfilling play time. We know that early life experiences set the stage for the future, and that early intervention saves unquantifiable and unnecessary suffering and costs later on – for children, families and society as a whole. We owe it to children and ourselves both now and tomorrow, to make a plan for play that sees every child in every place playing every day. This report makes that case

The profile of psychiatric symptoms exacerbated by methamphetamine use

Background: Methamphetamine use can produce symptoms almost indistinguishable from schizophrenia. Distinguishing between the two conditions has been hampered by the lack of a validated symptom profile for methamphetamine-induced psychiatric symptoms. We use data from a longitudinal cohort study to examine the profile of psychiatric symptoms that are acutely exacerbated by methamphetamine use. Methods: 164 methamphetamine users, who did not meet DSM-IV criteria for a lifetime primary psychotic disorder, were followed monthly for one year to assess the relationship between days of methamphetamine use and symptom severity on the 24-item Brief Psychiatric Rating Scale. Exacerbation of psychiatric symptoms with methamphetamine use was quantified using random coefficient models. The dimensions of symptom exacerbation were examined using principal axis factoring and a latent profile analysis. Results: Symptoms exacerbated by methamphetamine loaded on three factors: positive psychotic symptoms (suspiciousness, unusual thought content, hallucinations, bizarre behavior); affective symptoms (depression, suicidality, guilt, hostility, somatic concern, self-neglect); and psychomotor symptoms (tension, excitement, distractibility, motor hyperactivity). Methamphetamine use did not significantly increase negative symptoms. Vulnerability to positive psychotic and affective symptom exacerbation was shared by 28% of participants, and this vulnerability aligned with a past year DSM-IV diagnosis of substance-induced psychosis (38% vs. 22%, χ2(df1) = 3.66, p = 0.056). Conclusion: Methamphetamine use produced a symptom profile comprised of positive psychotic and affective symptoms, which aligned with a diagnosis of substance-induced psychosis, with no evidence of a negative syndrome

The Big Lottery Fund's Children's Play Programme: a missed opportunity to gather the evidence?

The Big Lottery Fund's Children's Play Programme provided an ideal opportunity to gather evidence of the benefits of funding children's play provision. This paper proposes that without a systematic evaluation of the programme at a national level, an opportunity to evaluate consistently, the impact of the funding on outcomes for children's play was missed

BMQ

BMQ: Boston Medical Quarterly was published from 1950-1966 by the Boston University School of Medicine and the Massachusetts Memorial Hospitals

Experiences of training and implementation of integrated management of childhood illness (IMCI) in South Africa: a qualitative evaluation of the IMCI case management training course

<p>Abstract</p> <p>Background</p> <p>Integrated Management of Childhood Illness (IMCI) is a strategy to reduce mortality and morbidity in children under-5 years by improving management of common illnesses at primary level. IMCI has been shown to improve health worker performance, but constraints have been identified in achieving sufficient coverage to improve child survival, and implementation remains sub-optimal. At the core of the IMCI strategy is a clinical guideline whereby health workers use a series of algorithms to assess and manage a sick child, and give counselling to carers. IMCI is taught using a structured 11-day training course that combines classroom work with clinical practise; a variety of training techniques are used, supported by comprehensive training materials and detailed instructions for facilitators.</p> <p>Methods</p> <p>We conducted focus group discussions with IMCI trained health workers to explore their experiences of the methodology and content of the IMCI training course, whether they thought they gained the skills required for implementation, and their experiences of follow-up visits.</p> <p>Results</p> <p>Health workers found the training interesting, informative and empowering, and there was consensus that it improved their skills in managing sick children. They appreciated the variety of learning methods employed, and felt that repetition was important to reinforce knowledge and skills. Facilitators were rated highly for their knowledge and commitment, as well as their ability to identify problems and help participants as required. However, health workers felt strongly that the training time was too short to acquire skills in all areas of IMCI. Their increased confidence in managing sick children was identified by health workers as an enabling factor for IMCI implementation in the workplace, but additional time required for IMCI consultations was expressed as a major barrier. Although follow-up visits were described as very helpful, these were often delayed and there was no ongoing clinical supervision.</p> <p>Conclusion</p> <p>The IMCI training course was reported to be an effective method of acquiring skills, but more time is required, either during the course, or with follow-up, to improve IMCI implementation. Innovative solutions may be required to ensure that adequate skills are acquired and maintained.</p