Browsing by Author "Louw, A. J. N."

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    Core competencies required by toxicology graduates in order to function effectively in a Poisons Information Centre : a Delphi study
    (Elsevier, 2020) Marks, C. J.; Louw, A. J. N.; Couper, I.
    Introduction: The availability of trained Medical Toxicologists in developing countries is limited and education in Medical Toxicology remains inadequate. The lack of toxicology services contributes to a knowledge gap in the management of poisonings. A need existed to investigate the core competencies required by toxicology graduates to effectively operate in a Poisons Information Centre. The aim of this study was to obtain consensus from an expert group of health care workers on these core competencies. This was done by making use of the Delphi technique. Methodology: The Delphi survey started with a set of carefully selected questions drawn from various sources including a literature review and exploration of existing curricula. To capture the collective opinion of experts in South Africa, Africa and also globally, three different groups were invited to participate in the study. To build and manage the questionnaire, the secure Research Electronic Data Capture (REDCap) web platform was used. Results: A total of 134 competencies were selected for the three rounds and in the end consensus was reached on 118 (88%) items. Panel members agreed that 113 (96%) of these items should be incorporated in a Medical Toxicology curriculum and five (4%) should be excluded. Discussion: All participants agreed that effective communication is an essential skill for toxicology graduates. The curriculum can address this problem by including effective pedagogy to enhance oral and written communication skills. Feedback from panellists indicated that the questionnaires were country-specific and not necessarily representative of all geographical locations. This is an example of the ‘battle of curriculum design’ where the context in which the curriculum will be used, will determine the content. Conclusion: The Delphi method, based on three iterative rounds and feedback from experts, was effective in reaching consensus on the learning outcomes of a Medical Toxicology curriculum. The study results will ultimately improve education in Medical Toxicology.
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    Self-directed learning : status of final-year students and perceptions of selected faculty leadership in a Nigerian medical school – a mixed analysis study
    (Health and Medical Publishing Group, 2017) Nottidge, T. E.; Louw, A. J. N.
    Background. Self-directed learning (SDL) is the essential mechanism of lifelong learning, which, in turn, is required for medical professionals to maintain competency because of advancing technology and constantly evolving disease care and contexts. Yet, most Nigerian medical schools do not actively promote SDL skills for medical students. Objective. To evaluate the status of SDL behaviour among final-year students, and the perceptions of faculty leadership towards SDL in a Nigerian medical school. Methods. A mixed research method was used, with a survey consisting of a validated Likert-based self-rating scale for SDL (SRSSDL) to assess students’ SDL behaviour. Focus group discussions with selected faculty leaders were thematically analysed to assess their perceptions of SDL. Results. The medical students reported moderate SDL behaviour, contrary to faculty, who considered their students’ SDL behaviour to be low. Faculty leadership further defined SDL as the self-motivated student demonstrating initiative in learning under the guidance of teachers, who use interactive forums for teaching. Furthermore, teachers and students should partner towards the goal of ensuring that student learning takes place. Teachers expressed concerns about SDL methods in medical schools owing to the fear that this will require medical students to teach themselves medicine without expert guidance from teachers. Conclusion. This study suggests that final-year students have a low to moderate level of SDL behaviour. The index faculty are willing to develop teacherguided self-motivated learning for their students, rather than strict SDL. Faculty should be concerned about this behaviour and should encourage SDL in such a way that students realise its benefits to become lifelong learners. Further study of the perceptions about self-regulated learning are recommended.
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    Self-regulated learning : a key learning effect of feedback in a problem-based learning context
    (Health and Medical Publishing Group, 2017) Mubuuke, A. G.; Louw, A. J. N.; Van Schalkwyk, S.
    Background. Problem-based learning (PBL) has been adopted across many health professions training institutions. Small-group student tutorials are a major component of PBL. Facilitator feedback during a tutorial is a key activity to promote self-regulated learning. Objective. To explore ways in which students use feedback to promote self-regulated learning in a PBL environment. Methods. This was an exploratory qualitative study in which individual interviews and focus group discussions were conducted with health science students who had experience of the tutorial process. Data were collected through audio recording and writing of field notes. Thematic analysis was employed to generate the reported themes. Results. Students used feedback in various ways that can lead to self-regulated learning. Their experiences were summarised into three themes, i.e. activation of prior knowledge; reflection; and formulation of a personal learning plan. From the findings, a conceptual model linking feedback and selfregulated learning in a PBL context was developed. Conclusion. In this study, we propose a conceptual model illustrating how feedback is a major activity in the critical pathway that leads to self-regulated learning.
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    Staking van studie aan landbou-opleidingsinstellings in die Wes-Kaap : waarskynlike oorsake en strategiee vir students-ondersteuning
    (Stellenbosch : University of Stellenbosch, 2005-03) Louw, A. J. N.; Bitzer, E. M.; Troskie-de Bruin, C.; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
    Student dropout at higher education institutions in South Africa is an aspect that is receiving increasing attention from the various role-players who have an interest in this aspect due to the negative influence it has on students, higher education institutions, and the economy of the country. Higher education institutions that offer agriculture as a course of study also have to deal with this problem. Approximately one quarter of the students who are admitted at most agricultural training institutions are forced to discontinue their studies or do so voluntarily. Most of these cessations of study occur during or near the end of the first year of study. The cessation of studies is not the only negative aspect. The low pass rate of students at higher education institutions in South Africa is also alarming. The main object of this study was to ascertain why students discontinued their studies and why they took longer than the minimum time allowed to complete their studies. In order to substantiate this theory, an attempt was made to obtain both an international and a national perspective of the student dropout rate in general, as well as to determine what factors were responsible or contributed to successful completion of their studies by students. A background perspective of agricultural education in South Africa was included. The literature reviews are supplemented by a qualitative investigation of students who discontinued their studies specifically at agricultural higher education institutions. A case study approach was employed, in which an in-depth interview strategy was utilised to obtain descriptive and illustrative data. The study demonstrated that dropout rates can be attributed mainly to academic and/or social factors. These factors prevented adequate integration, which is essential to successful studies, from occurring. Various academic factors may be the reason for inadequate academic integration, of which the most important were unclear objectives, a lack of motivation, wrong academic expectations, a misconception of hard work, as well as a lack of the necessary explanatory knowledge in the agricultural study field. New students’ academic adjustment appeared to be the most problematic factor. It appeared that new students were insufficiently prepared to make the adjustment, and in fact, less prepared for this step than was generally the case in the past. Ineffective social integration was the result of too little student participation in social activities or the absence of adequate opportunities for social activities at agricultural training institutions. Unbalanced and unhealthy social activities were often the major factors that contributed to student dropout. Furthermore, the study demonstrated that non-academic factors such as inadequate accommodation or financial problems were not significant causative factors for student dropout, but rather non-academic factors such as unbalanced or unhealthy social activities and poor time management. After the probable causes for student dropout had been established, a theoretical framework was created that could offer possible explanation for the student dropout rates at agricultural training institutions. The framework was created to establish student dropout from a longitudinal perspective, and not only to explain the phenomenon as a result of what had occurred during the time that the student was at the institution. The framework was therefore designed to explain student dropout against the background of the student, together with various factors that were related to students or the institution and which were responsible for inadequate integration. From this framework it was possible to develop individual models for specific agricultural training institutions or for one specific institution in respect of the dropout phenomenon.