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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2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | Older

2024

  1. Daniels, N., Goolam Hoosen, T., Jayakumar, J., & Behari-Leak, K. (2024). South African new academics’ experiences of precarity: Becoming and unbecoming the condition of coloniality through collective reflexivity. Critical Studies in Teaching and Learning, 12(1). https://doi.org/10.14426/cristal.v12i1.2097
  2. Doyle, G., Roy, I. J., & Van Wyk, J. (2024). Imagery and visualised learning in classrooms. In Pedagogical strategies for 21st-century classrooms (Chap. 19). Open Book Publishers. https://doi.org/10.38140/obp1-2024-19
  3. Ebrahim, S., & Van Wyk, J. M. (2024). Engagement and learning approaches among medical students in an online surgical teaching programme: A cross-sectional study. Surgery Open Science, 22, 53–60. https://doi.org/10.1016/j.sopen.2024.10.010
  4. Ebrahim, S., Kinoo, S. M., Naidoo, M., & Van Wyk, J. M. (2024). The use of household items to support online surgical knot-tying skills training: A mixed methods study. BMC Medical Education, 24(1), 605.
  5. Kelbore, A. G., Enbiale, W., Van Wyk, J. M., & Mosam, A. (2024). Atopic dermatitis in Ethiopian children: A multicenter study of clinical severity, characteristics, and sociodemographic factors. Frontiers in Medicine, 11, 1410310.
  6. Mashamba, S. R., Mahomed, S., & Van Wyk, J. M. (2024). Infection control in schools for learners with spina bifida: A scoping review. African Journal of Disability (Online), 13, 1–8.
  7. Naidoo, K. L., Badlangana, L. N., Adam, S., Maart, R., & Van Wyk, J. M. (2024). Exploring models, practice and strategies in mentorship within health professions education in the Southern African context. African Journal of Health Professions Education, 16(4), 117–119.
  8. Park-Ross, J. F., Duys, R., Espen, B., Gray, R., & Jansen, M. (2024). The Simulation Launchpad course: Building simulation capacity in Africa. International Journal of Healthcare Simulation. https://doi.org/10.54531/hfoy7377
  9. Prahladh, S., Van Wyk, J. M., & Naidoo, D. (2024). Postgraduate Master of Medicine student perspectives on data access and record-keeping for research. African Journal of Health Professions Education, 16(1), 1–8.
  10. Talberg, H., & Van Wyk, J. M. (2024). Graduate reflections on Community Service: A view of roles in practice. BMC Medical Education, 24(1), 1276.
  11. Van Wyk, J. M. (2024). Fostering integrated, holistic, and responsive health professions education in Africa. African Journal of Health Professions Education, 16(3), e2738–e2738.

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. Moodley, Y., Van Wyk, J., Ning, Y., Wexner, S., Gounden, C., Naidoo, V., Kader, S., Neugut, A. I., & Kiran, R. P. (2023). Self-adherence to post-colonoscopy consults in patients undergoing diagnostic colonoscopy: Findings from a cross-sectional, quantitative survey at a South African quaternary hospital. PLOS ONE, 18(7), e0288752. https://doi.org/10.1371/journal.pone.0288752
  8. Naidoo, D., & Van Wyk, J. M. (2023). Competencies required to deliver a primary healthcare approach in occupational therapy: A South African perspective. Occupational Therapy International, 2023, Article 4965740.
  9. 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 
  10. 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 
  11. 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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