Publications

This collection reflects the contributions in the form of peer-reviewed outputs to the field of health sciences education made by staff while affiliated to the DHSE. 

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2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 |

2023

  1. Correia, J. C., Meyer, I., & McNamee, L. S. (2023). Form and Function: Learning Anatomy Using Ultrasound. Medical Science Educator, 33(4), 861-871. https://doi.org/10.1007/s40670-023-01806-y 
  2. Dijk, S. W., Findyartini, A., Cantillon, P., Cilliers, F. J., Caramori, U., O’Sullivan, P., & Leslie, K. M. (2023). Developing a programmatic approach to faculty development and scholarship using the ASPIRE criteria: AMEE Guide No. 165. Medical Teacher, 1-14.
  3. Gordon, C., Mitchell, V., & Doyle, G. (2023). Crafting Medical Education Differently: An Innovative Pedagogical Approach to Enhance Deep Learning in Obstetrics and Gynaecology. Scholarship of Teaching and Learning in the South, 7(1), 83-100. https://doi.org/10.36615/sotls.v7i1.297 
  4. Ige, B. O., Doyle, G., & Pienaar, L. (2023). Partnering with Students to Connect Students. South African Journal of Higher Education, 37(4), 163-180. https://doi.org/10.20853/37-4-5074 
  5. Ige, B. O., & Janse van Rensburg, V. (2023). Students Cultivating Sense of Belonging through Constructed Learning Identities. International Journal of Educational Research, AOP. 
  6. Mgobozi, A., McNamee, L. S., & Couper, I. (2023). Clinical associate students’ perceptions of factors that influence their developing professional identity: a qualitative study. BMC Medical Education, 23(1), 125. https://doi.org/10.1186/s12909-023-04109-3 
  7. Nel, D., McNamee, L. S., Wright, M., Alseidi, A. A., Cairncross, L., Jonas, E., & Burch, V. C. (2023). Competency Assessment of General Surgery Trainees: A Perspective From the Global South, in a CBME-Naive Context. Journal of Surgical Education, 80(10), 1462-1471. https://doi.org/10.1016/j.jsurg.2023.06.027 
  8. Sims, D., & Cilliers, F. J. (2023). Qualitatively speaking: Deciding how much data and analysis is enough. African Journal of Health Professions Education, 2-3. https://doi.org/10.7196/AJHPE.2023.v15i1.1657 
  9. Sims, D. A., & Cilliers, F. J. (2023). Clinician educators’ conceptions of assessment in medical education. Advances in Health Sciences Education, 28(4), 1053-1077. https://doi.org/10.1007/s10459-022-10197-5 

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2022

  1. Abrahams, A., Bugarith, K., Ige, B. O., Pienaar, L., & Doyle, G. (2022). A wrap-around student support Programme UCT. In X. Cupido, N. Frade, T. Govender, S. Pather, & E. Samkange (Eds.), Student Peer Support Initiatives in Higher Education: A collection of South African case studies. African Sun Media. 
  2. Abrahams, A., Pienaar, L., Bugarith, K., Gunston, G., & Badenhorst, E. (2022). A foundational knowledge assessment tool to predict academic performance of medical students in first-year anatomy and physiology. Advances in Physiology Education, 46(4), 598-605. https://doi.org/10.1152/advan.00017.2022 
  3. Cilliers, F. J., St‐Onge, C., & Van Der Vleuten, C. (2022). Health behaviour theories: a conceptual lens to explore behaviour change. In J. Cleland & S. J. Durning (Eds.), Researching Medical Education (1 ed., pp. 251-265). Wiley. 
  4. Gabriels, S., Muna, N., & le Roux, K. (2022). The Affordances of Visual Modes in Pedagogy on the Physics of Motion in Physiotherapy Education. In L. Shapiro & P. M. Rea (Eds.), Biomedical Visualisation (Vol. 1388, pp. 87-109). Springer International Publishing. 
  5. Ige, B. O., & Naidoo, K. L. (2022). University Students, Academic Structures and the Processes of Integration. South African Journal of Higher Education, 36(6), 1-10. https://doi.org/10.20853/36-6-5617 
  6. Muna, N. (2022). Exploring the interplay between confidence, authenticity, and risk through professional learning. In R. Govender & A. Jacobs (Eds.), Critical Reflections on Professional Learning; Context, choice and change during the COVID-19 pandemic. HELTASA Press. 
  7. Muna, N. (2022). A Multimodal Social Semiotics Perspective on Teaching and Learning Using Biomedical Visualisations. In L. Shapiro & P. M. Rea (Eds.), Biomedical Visualisation (Vol. 1388, pp. 3-21). Springer International Publishing. 
  8. Samson, S., Hutchings, C., Goolam Hoosen, T., & Thesen, L. (2022). ‘I am everywhere all at once’: pipelines, rhizomes and research writing. Higher Education, 83(6), 1207-1223. https://doi.org/10.1007/s10734-021-00738-z 
  9. Syah, N. A., Claramita, M., Susilo, A. P., & Cilliers, F. J. (2022). Culture and Learning. In M. Claramita, A. Findyartini, D. D. Samarasekera, & H. Nishigori (Eds.), Challenges and Opportunities in Health Professions Education (pp. 1-16). Springer Nature Singapore. 

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2021

  1. Badenhorst, E., Mamede, S., Abrahams, A., Bugarith, K., Cilliers, F. J., Gordon, C., Gunston, G., Zweigenthal, V., & Schmidt, H. G. (2021). What happens to misunderstandings of biomedical concepts across a medical curriculum? Advances in Physiology Education, 45(3), 526-537. https://doi.org/10.1152/advan.00203.2020 
  2. Boursicot, K., Kemp, S., Wilkinson, T., Findyartini, A., Canning, C., Cilliers, F. J., & Fuller, R. (2021). Performance assessment: Consensus statement and recommendations from the 2020 Ottawa Conference. Medical Teacher, 43(1), 58-67. https://doi.org/10.1080/0142159X.2020.1830052 
  3. Jacob, N., Cilliers, F. J., Begg, K., & Green-Thompson, L. (2021). Navigating COVID-19: Preparing medical students in a time of pandemic. African Journal of Health Professions Education, 13(1), 10-11. 
  4. Pienaar, L., Prince, R., & Abrahams, A. (2021). Development of a baseline assessment tool to establish students’ foundational knowledge of life sciences at entry to university. African Journal of Health Professions Education, 13(1), 77. https://doi.org/10.7196/AJHPE.2021.v13i1.1226 
  5. Sagahutu, J. B., Kagwiza, J., Cilliers, F. J., & Jelsma, J. (2021). The impact of a training programme incorporating the conceptual framework of the International Classification of Functioning (ICF) on knowledge and attitudes regarding interprofessional practice in Rwandan health professionals: a cluster randomized control trial. BMC Medical Education, 21(1), 139. https://doi.org/10.1186/s12909-021-02537-7

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2020

  1. Muna, N., Paxton, M., Frith, V., & Van Der Merwe, M. (2020). Unpacking the multimodal discourse demands of microscopy in a bioscience laboratory. International Journal of Science Education, 42(16), 2742-2764. https://doi.org/10.1080/09500693.2020.1836429 
  2. Sagahutu, J. B., Kagwiza, J., Cilliers, F. J., & Jelsma, J. (2020). The impact of a training programme incorporating the conceptual framework of the International Classification of Functioning (ICF) on behaviour regarding interprofessional practice in Rwandan health professionals: A cluster randomized control trial. PLOS ONE, 15(2), e0226247. https://doi.org/10.1371/journal.pone.0226247

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2019

  1. Muna, N., Goolam Hoosen, T., Moxley, K., & Van Pletzen, E. (2019). Establishing a Health Sciences writing centre in the changing landscape of South African Higher Education. Critical Studies in Teaching and Learning, 7(1). https://doi.org/10.14426/cristal.v7i1.165 
  2. Nembaware, V., African Genomic Medicine Training Initiative*, & Mulder, N. (2019). The African Genomic Medicine Training Initiative (AGMT): Showcasing a Community and Framework Driven Genomic Medicine Training for Nurses in Africa. Frontiers in Genetics, 10, 1209. https://doi.org/10.3389/fgene.2019.01209
    * Includes Pienaar, L
  3. Pienaar, L., Wolvaardt, L., Cilliers, F. J., & Burch, V. C. (2019). Involvement, self-reported knowledge and ways in which clinicians learn about assessment in the clinical years of a medical curriculum. African Journal of Health Professions Education, 11(3), 83. https://doi.org/10.7196/AJHPE.2019.v11i3.1129 
  4. Weiss, R., & Archer, A. (2019). A multimodal social semiotic approach to patient-centered communication: Authorial stance in student-designed artefacts. In M. Ellis (Ed.), Critical Global Semiotics: Understanding Sustainable Transformational Citizenship (pp. 199-213). Routledge. 

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2018

  1. Abrahams, A., Badenhorst, E., & Ige, B. O. (2018). Building a community of practice in an extended curriculum: The intervention programme. In L. Coleman (Ed.), Teaching in extended programmes in South Africa (pp. 95-105). Cape Peninsula University of Technology Fundani, Centre for Higher Education
  2. Cleland, J., Cilliers, F., & van Schalkwyk, S. (2018). The learning environment in remediation: a review. The Clinical Teacher, 15(1), 13-18. https://doi.org/10.1111/tct.12739 
  3. Gwyther, L., Parkes, J., Anderson, D., Hartman, N., & Krause, R. (2018). Building a palliative care curriculum for oncologists. The Specialist Forum,
  4. Khine, A. A., & Hartman, N. (2018). Strategies in overcoming racial and socio-cultural differences in the learning environment of post-graduate medical specialty training in South Africa. MedEdPublish, 7(62), 62.

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2017

  1. Kelly-Laubscher, R., Muna, N., & van der Merwe, M. (2017). Using the research article as a model for teaching laboratory report writing provides opportunities for development of genre awareness and adoption of new literacy practices. English for Specific Purposes, 48, 1-16. 
  2. Paxton, M., Frith, V., Kelly-Laubscher, R., Muna, N., & Van der Merwe, M. (2017). Supporting the Teaching of the Visual Literacies in the Earth and Life Sciences in Higher Education. Higher Education Research and Development, 36(6), 1264-1279. 

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2016

  1. Badenhorst, E., Hartman, N., & Mamede, S. (2016). How Biomedical Misconceptions May Arise and Affect Medical Students׳ Learning: A Review of Theoretical Perspectives and Empirical Evidence. Health Professions Education, 2(1), 10-17. http://dx.doi.org/10.1016/j.hpe.2016.01.005 
  2. Badenhorst, E., Mamede, S., Abrahams, A., Bugarith, K., Friedling, J., Gunston, G., Kelly-Laubscher, R., & Schmidt, H. G. (2016). First-year medical students' naïve beliefs about respiratory physiology. Advances in Physiology Education, 40(3), 342-348. https://doi.org/10.1152/advan.00193.2015
  3. Bozalek, V., Mitchell, V., Dison, A., & Alperstein, M. (2016). A Diffractive Reading of Dialogical Feedback Through The Political Ethics of Care. Teaching in Higher Education, 1-14. 
  4. Cilliers, F. J., & Tekian, A. (2016). Effective Faculty Development in an Institutional Context: Designing for Transfer. Journal of Graduate Medical Education, 8(2), 145-149. https://doi.org/10.4300/JGME-D-15-00117.1 
  5. Irlam, J., Pienaar, L., & Reid, S. (2016). On Being Agents of Change: A Qualitative Study of Elective Experiences of Medical Students at the Faculty of Health Sciences, University of Cape Town, South Africa. African Journal of Health Professions Education, 8(1), 41-44. 
  6. Tan, C. P. L., van Schalkwyk, S. C., Bezuidenhout, J., & Cilliers, F. J. (2016). Mapping undergraduate exit level assessment in a medical programme: A blueprint for clinical competence? African Journal of Health Professions Education, 8(1), 45-49. 
  7. Van der Merwe, L., Van Zyl, G., St Clair Gibson, A., Viljoen, M., Iputo, J., Mammen, M., Chitha, W., Perez, A., Hartman, N., & Fonn, S. (2016). South African Medical Schools: Current State of Selection Criteria and Medical Students' Demographic Profile. SAMJ: South African Medical Journal, 106(1), 76-81. 
  8. van Schalkwyk, S. C., Murdoch-Eaton, D., Tekian, A., van der Vleuten, C., & Cilliers, F. J. (2016). The Supervisor’s toolkit: A Framework for doctoral supervision in health professions education. AMEE Guide 104. Medical Teacher, 38(5), 429-442. 

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2015

  1. Badenhorst, E., Mamede, S., Hartman, N., & Schmidt, H. G. (2015). Exploring Lecturers’ Views of First-Year Health Science Students’ Misconceptions In Biomedical Domains. Advances in Health Sciences Education, 20(2), 403-420. 
  2. Cilliers, F. J. (2015). (Commentary) Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends? Perspectives on Medical Education, 4(6), 280-281. https://doi.org/10.1007/s40037-015-0229-1 
  3. Cilliers, F. J., Schuwirth, L., & van der Vleuten, C. (2015). Health behaviour theories: A conceptual lens to explore behaviour change. In J. Cleland & S. J. Durning (Eds.), Researching Medical Education. Wiley. 

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