SAFRI 2016 1

SUB-SAHARAN AFRICA FAIMER REGIONAL INSTITUTE (SAFRI)

ANNUAL REPORT

2016

SAFRI 2016 1

CONTENTS

OveRvIew 3Director’s report .......................................................................................................................4Current board of Directors .......................................................................................................5SAFRI Timeline ..........................................................................................................................6What do we do? ........................................................................................................................8

DIStAnce LeARnIng 9How are fellows selected for the fellowship programme? ......................................................10New developments .................................................................................................................10

SAFRI wORk gROupS OR SquADS 13GEEK Squad (Technology) .......................................................................................................14TEACH Squad (Curriculum Development and Design) ..........................................................14CHEER Squad (Marketing and Community) ...........................................................................14LEAD Squad (Leadership and Advocacy) ................................................................................15SEEK Squad (Research) ...........................................................................................................15

the SAFRI FeLLOwShIp cLASS OF 2016 16African footprint ......................................................................................................................17List of fellows with their affiliations, formal title and project title ...........................................18

hIghLIghtS OF 2016 22Awards ....................................................................................................................................23

ActIOn ShOtS OF pOSteR DAy 20

the pOSt gRADuAte DIpLOmA In heALth pROFeSSIOnS eDucAtIOn AnD LeADeRShIp

Why do we need this diploma? ...............................................................................................11Who should do this diploma? ..................................................................................................11Who can enroll? .......................................................................................................................11When will this diploma start? ...................................................................................................11What is this diploma? ...............................................................................................................12

SAFRI 2016 2

RepORt cOmpILeD by

J Bezuidenhout, J van Wyk, D Manning, J Frantz, S NicolEdited: V Burch / JE Wolvaardt

FInAncIAL RepORt 30Auditor’s Report ......................................................................................................................31Budget 2016 ............................................................................................................................31Budget 2017 ............................................................................................................................31

ReSeARch RepORt 24 Achievements ..........................................................................................................................25Appointments ..........................................................................................................................25SAFRI in 2018 ..........................................................................................................................25Health Professions Education Publications in 2016 .................................................................26Discipline-Specific Publications in 2016 ...................................................................................28

OveRvIew

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SAFRI 2016 4

This has been a particularly significant year in the existence of the Sub-Saharan Africa-FAIMER Regional Insti-tute (SAFRI). Several significant changes occurred during the last year:

• Submission of an application for the registration of a post graduate diploma in health professions educa-tion and leadership through the Foundation for Professional Development.

• Launch of the SAFRI squads.

I want to make use of this opportunity to thank the SAFRI board for all their hard work and commitment. We can be proud of what we have achieved in SAFRI. I stand in humble awe and gratitude of each of you. Your commitment, care and dedication is an example to all in health professions education. You have enriched my life and the lives of each SAFRI fellow and faculty who crossed your paths.

Juanita Bezuidenhout

DIRectOR’S RepORt

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cuRRent bOARD OF DIRectORS

Juanita Bezuidenhout(chairperson)

MBChB, FCPath (SA), MMed, PhD Professor: Centre for Health Professions Education, Faculty of Medicine

and Health Sciences, Stellenbosch University

Vanessa BurchMBBCh (Witwatersrand), MMed (Cape Town), PhD (Erasmus), FCP (SA), FRCP (London). Professor and

Chair of Clinical Medicine: Faculty of Health Sciences, University of Cape Town

Lakshini McNameeBSc(Hons) UK, DipClinChem Zim,

MEd (UKZN), PhD (UKZN) Educational Advisor: Centre for Health Professions Education (CHPE);

Stellenbosch University.

Marietjie van RooyenMMed(FamMed); MBChB(Pret)

Senior Lecturer: Department of Family Medicine, Faculty of Health Sciences, University of Pretoria

Liz WolvaardtBCur (Pret), MPH(Pret), PGCHE (Pret), PhD (Cur. & Instruct. Design & Dev.) (Pret) Senior lecturer,

School of Health Systems and Public Health, Faculty of Health Sciences, University of Pretoria

Dianne Manning(SAFRI co-director)

BScHons(Anatomy), MEd, PhD (Witwaters-rand) Deputy Dean Education: Faculty of Health Sciences, University of Pretoria

Jose FrantzBSc, MSc, PhD (Physiotherapy)

Dean of Faculty of Community and Health Sciences: University of the Western Cape

Veena SingaramBMedSc (UKZN), MMedSc (UKZN),

PhD (MA) Principal Investigator: Clinical and Professional Practice Research Group (CaPPRe)

Jacky van Wyk(SAFRI co-director)

BSc[Ed] (UWC); B.Ed (UND); M.Ed (UKZN); PhD (UKZN); FAIMER (2004/5) Academic Leader Research:

Nelson Mandela School of Clinical Medicine

Farai MadzimbamutoBSc, MBChB, MMed, FRCA

Professor (Associate) Anaesthesia: University of Zimbabwe

Ben van HeerdenMBChB, MSc, MMed (Int). Director: Undergraduate Medical Program (MB,ChB) Unit, Faculty of Medicine

and Health Sciences, Stellenbosch University

2001

2006

2002

New FAIMER fellows:Dan Kayongo

Vanessa Burch

Elizabeth Wasserman

New FAIMER fellows:

Ben van Heerden Marietjie van Rooyen

We reached the critical mass required to initiate formal discussion around establishing a FAIMER Regional Institute in South Africa.

In November 2006 Prof Marietjie de Villiers, then vi-de-dean Education at the Faculty of Medicine and Health Sciences, Stellenbosch University, hosted a meeting that was attended by all the South African-based FAIMER fel-lows, some FAIMER fellows from other African countries, key individuals in Health Professions Education in South Africa, and Bill Burdick, co-director of the FAIMER insti-tute and Vice-President of FAIMER. The conclusions at that meeting were:• The time was right to start a regional Institute based

in South Africa, but for Southern Africa, and the name SAFRI (Southern Africa FAIMER Regional Institute) was agreed on.

• SAFRI should not be affiliated with any single tertiary institution, due to the political climate and the exclu-siveness associated with that. Also on a practical level, faculty would not be released to teach on a programme affiliated with another institution.

• SAFRI will be interdisciplinary and applicants from all the disciplines based at Health Sciences / Dental / Medical and Nursing Faculties / Schools would be considered.

The thought of SAFRI probably started the mo-ment Vanessa Burch and Dan Kayongo attended the first FAIMER fellow-ship in 2001, just after 9/11.

By 2006 there were nine FAIMER fellows from South Africa.

2005

New FAIMER fellows:

Juanita Bezuidenhout

David Cameron

2004New FAIMER fellows:

Jacky van Wyk

Francois Cilliers

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2008

2013

SAFRI took her next important step when Vanessa Burch, in February 2007, went on a short sabbatical at the FAIMER Institute in Philadelphia, USA, where she met the recently-appointed Director for Regional FAIMER Institute, Ralf Graves. They focused on conceptualising a SAFRI programme.

In May 2007 SAFRI was constituted as a voluntary organisation at a meeting attended by the nine FAIMER fellows mentioned above, plus the two 2007 FAIMER fellows from South Africa, Enoch Kwizera and Gboyega Ogunban-jo, Christina Tan, a FAIMER fellow from Malaysia visiting South Africa at the time and Bill Burdick.

The founding members and first council were:

1. Dan Kayongo (chairperson)2. Francois Cilliers (vice-chair)3. Jacqueline van Wyk (secretary)4. David Cameron (treasurer)5. Vanessa Burch (executive co-director of the fellowship)6. Gboyega Ogunbanjo (executive co-director of the fellowship)7. Juanita Bezuidenhout8. Enoch Kwizera9. Ben van Heerden10. Marietjie van Rooyen11. Elizabeth Wasserman

The SAFRI fellowship was launched in March 2008 at Monkey Valley in Cape Town with an intake of 13 fellows.

After two years at Monkey Valley we relocated to The Southern Sun Newlands, where we have been since.

The not-for-profit SAFRI com-pany was established in 2013 in response to the requirements of South African tax laws. Due to its small size, the executive commit-tee of the board manages both the company and the SAFRI fel-lowship.

2007

SAFRI tImeLIne

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SAFRI 2016 8

whAt DO we DO?

The Sub-Saharan Africa-FAIMER Regional Institute (SAFRI) offers a fellowship program that can be completed in 17 months, with an option to continue working with a SAFRI faculty mentor on an individual scholarship project for an additional seven months. The core fellowship program is comprised of three residential sessions with two distance learning sessions between them. The residential sessions are held over a period of 7 consecutive days (per session). The first two are held one year apart. The third (final) residential session occurs approximately four months after the second residential session and includes attendance at the annual conference of the South Africa Association of Health Educationalists (SAAHE).

The themes addressed in the SAFRI fellowship programme are leadership, project planning, research and scholarship development and educational methods. Curriculum topics include student assessment, good teaching practices, pro-gramme evaluation, distance learning, leadership, change management, project design and management, conflict man-agement, educational research and scholarship, and qualitative and quantitative data collection and analysis.

SAFRI’s distance learning sessions focus on the mentoring of Fellows, network building, and the exchange of ideas through participation in an accredited, certificate-bearing distance learning programme. Fellows are also required to design and implement a faculty development workshop at their home institution during the second distance learning session as part of their professional portfolio. As a part of the distance learning sessions, Fellows are provided with the opportunity to complete a series of online courses aimed at further development of their skills in research, management and assessment.

Over the course of the program, each Fellow designs and implements an education innovation project at his or her home institution. Project summaries and results are shared by Fellows in poster presentations during the second resi-dential session. Each Fellow also prepares an abstract of the project for submission to the SAAHE conference.

DIStAnce LeARnIng

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hOw ARe FeLLOwS SeLecteD FOR the FeLLOwShIp pROgRAmme?

new DeveLOpmentS

The distance learning modules are working well. The fellows are able to log into the SAFRI portal, access their coursework notes, upload their tutor marked assignments and download their marked tutor marked assign-ments and certificates. The portal runs smoothly under Lianne Keiller’s watchful eye. The discussion forum on the portal is not being used, but rather the list serve.

All applications are reviewed electronically by three reviewers from the pool of SAFRI alumni. Allocations of reviewers is done by administrative staff to ensure that no application is reviewed by someone from the same institution. Reviews are done online and make use of the FAIMER selection and scoring criteria. Once all the applications are reviewed, a selection panel reviews the scores and comments and make the final selection based on the available budget and any predetermined strategic criteria (e.g. institutions or countries who have never applied).

The need for additional activities to maintain the SAFRI community of practice, to expand the current offering and to provide an environment where continuous learning can take place resulted in the development of a post graduate diploma in health professions education and leadership and the launch of the SAFRI squads.

DIStAnce LeARnIng

SAFRI 2016 11

the pOSt gRADuAte DIpLOmA In heALth pROFeSSIOnS eDucAtIOn AnD LeADeRShIp

why DO we neeD thIS DIpLOmA?

whO ShOuLD DO thIS DIpLOmA?

whO cAn enROLL?

when wILL thIS DIpLOmA StARt?

The rationale of the SAFRI Postgraduate Diploma in Health Professions Education and Lead-ership is to develop suitably qualified leaders in Health Professions Education (HPE) to meet the increasing complexity of HPE in a fast and continuously changing educational landscape. This qualification responds to the increasing demand for individuals with specialized knowl-edge and leadership skills to best educate the 21st century health professionals and to ensure the delivery of quality of health care in Sub-Saharan Africa.

This qualification is aimed at health professions educators and practitioners who wish to fur-ther develop their leadership, management and pedagogical knowledge and skills in a global and inter-professional context. The programme is intended to catalyse the emergence of HPE leaders; introduce the graduates to a community of practice and build their capacity in educational research.

SAFRI is planning this online qualification as both an extension of the SAFRI fellowship (for those interested) and for open enrollment. SAFRI fellows will be able to apply for recogni-tion of prior learning and be accredited for up to 50% of the programme’s credits. SAFRI fellows will be able to do this diploma for free. Open enrollment students will pay for the programme.

The application to have the diploma registered is complete and we are waiting for feedback. In the interim, work on developing each module has started and the modules will be made available as they are completed.

SAFRI 2016 12

whAt IS thIS DIpLOmA?

mODuLe 1: LeADeRShIp AnD mentORIng In hpe

mODuLe 2: InStRuctIOnAL DeSIgn In hpe

mODuLe 3: pROject mAnAgement AnD evALuAtIOn

mODuLe 4: InnOvAtIOn ReSeARch pROject

SAFRI’s Postgraduate Diploma in Health Professions Education and Leadership is a modular online programme. There are four compulsory modules and one elective module (current two choices). Each module has a number of themes.

Theme 1: Understanding, developing and managing self and othersTheme 2: MentorshipTheme 3: Leadership approaches and strategiesTheme 4: Managing and leading changeTheme 5: Resilience and self-care

Theme 1: Teaching and LearningTheme 2: AssessmentTheme 3: Curriculum Development

Theme 1: Theories and models of project management and evaluationTheme 2: Process of project planning and evaluationTheme 3: Tools and resources for managing and evaluating projects

Electives (students must pick one of the two):

Option 1: Scientific Peer ReviewTheme 1: Critically read with understandingTheme 2: Provide the author with guidanceTheme 3: Advise the editors

Option 2: Faculty Development for Health ProfessionalsTheme 1: Core Concepts of Faculty Development (FD), principles, theories models and current best

practiceTheme 2: Integrating leadership, teaching and research as DF initiativesTheme 3: Conceptualize, design and implement an online FD Activity

SAFRI wORk gROupS OR SquADS

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The SAFRI squads are the brainchild of Heike Geduld and Liz Wolvaardt. The aim of the workgroups or squads is to develop a number of expanded opportunities to sustain fellowship involvement in the SAFRI community post completion. As from 2017 it will be compulsory for all new Fellows to sign up in a group for a period of at least one year post completion. All others (including Faculty) are volunteers. There are five squads and each squad is led by two to four core members; past Fellows will be invited to participate and all graduating fellows will be asked to sign up for at least one year post completion. The squads will work within the recommendations from the SAFRI management team with regards to priorities and can suggest projects.

The squads are as follows:

Leaders: Lianne Keiller, Heike Geduld, Sara Brair, Michael RowePurpose: To advance the awareness, design and development of technology in order to promote the

vision of SAFRISuggested activities: • Explore the use of technology to build / enhance the community of practice• Understand the needs of the SAFRI community with regards to technology and develop interventions

to support these

Leaders: Francois Cilliers, Alwyn Louw, Innocent Besigye, Di ManningPurpose: Support the extension of new teaching activities within institutions that have SAFRI FellowsSuggested activities: • Develop SAFRI handbook of simulation in limited resource environments• Identify and use opportunities in their own institutions to advance teaching e.g. peer observation of

teaching

Leaders: Liz Wolvaardt, Abigail Dreyer, Milly KabangaPurpose: Sustain and expand the SAFRI community and promote the SAFRI brand in Sub-Saharan AfricaSuggested activities: • Create a FRIENDS OF SAFRI group• Drive SAFRI social media strategy• Develop a media and branding strategy for promoting SAFRI itself

GEEK Squad: Technology

TEACH Squad: Curriculum Development and Design

CHEER Squad: Marketing and Community

SAFRI wORk gROupS OR SquADS

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Leaders: Juanita Bezuidenhout, Rati Ndhlovu, Karien Mostert, Jacky van WykPurpose: To support and promote leadership development within the SAFRI communitySuggested activities: • Identify potential leadership mentors in the SAFRI community and Friends of SAFRI• Identify resources and opportunities for leadership development in the community

Leaders: Jose Franz, Anthea Rhode, Mubuuke Gonzaga, Vanessa BurchPurpose: To support and promote fellows in SAFRI-related research endeavorsSuggested activities: • Establish list of published SAFRI projects• Follow up with unpublished SAFRI projects in order to establish a gap analysis of obstacles to publication• Establish available resources directory within the SAFRI/FAIMER community to promote publication• SAFRI handbook of qualitative research

LEAD Squad: Leadership and Advocacy

SEEK Squad: Research

the SAFRI FeLLOwShIpcLASS OF 2016

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SAFRI 2016 17

The African footprint of the 2016 graduating class:

the SAFRI FeLLOwShIp

cLASS OF 2016

SAFRI 2016 18

Hiba Ahmed - University of KhartoumThe effect of introducing peer-facilitated Problem-Based Learning (PBL) as an additional tool of instruction into the traditional Human Anatomy courses for second-year medical students at the Faculty of Medicine, University of Khartoum.

Ganiat Omoniyi-Esan - Obafemi Awolowo UniversityPerceptions of Medical Students about their Learning Environment during Pathology Posting at Obafemi Awolowo University Ile-Ife, Nigeria.

Fredrick Wambu - Nairobi HospitalExploring perceptions and experiences of stakeholders about clinical education at the Nai-robi hospital school of nursing.

Bontle Motshidisi - Institute of Health Sciences SeroweExperiences of Institute of Health Sciences-Serowe faculty regarding formulation of learning outcomes and programme design in Botswana.

Naledi Mannathoko - University of BotswanaAn investigation of the self-perceived causes of distress of medical students at the University of Botswana Faculty of Medicine.

Stephane Tshitenge - University of BotswanaEvaluation of Problem Based Learning by Clinical Phase Students at Faculty of Medicine of the University of Botswana.

Belinda Scrooby - North West UniversityFrom cranium to coccyx: how can IPE for anatomy work?

Chivaugn Gordon - University of Cape TownWe think a doctor should be able to…”What are the expectations of community organisation workers dealing with abused women with respect to Medical graduates’ competencies to address Intimate-Partner Violence?

Godfrey Esoh - National Polytechnic Bamenda, School of medical and biomedical sciencesPerception of community members on the social accountability of health professionals in the Mbachongwa health area in Bamenda, Cameroon.

LISt OF FeLLOwS wIth theIR AFFILIAtIOnS, FORmAL tItLe AnD pROject tItLe

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Hendrik Lombaard - University of PretoriaIntroducing blended learning on the use of the partogram into the 3rd year medical stu-dents` Obstetrics Block: a randomized quasi-experimental study.

Karl-Heinz Merbold - University of PretoriaDeveloping and piloting a measure of exodontia competence.

Nazlie Beckett - University of Cape TownExpectations and experiences of final year medical students regarding family medicine rural rotations, and relationship with intention to practise in a rural setting after graduation.

Nonhlanhla Nzima - MedunsaAn Assessment of Geriatric Dentistry Content in the Undergraduate dental Curriculum at Sefako Makgatho Health Sciences University.

ActIOn ShOtS OF pOSteR DAy

20SAFRI 2016

SOme ActIOn ShOtS OF pOSteR DAy

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hIghLIghtS OF 2016

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Jose Frantz received the Champion of Research Capacity De-velopment and Transformation at the SA Higher Education In-stitutions award at the NRFs national awards.

Champion Nyoni was a recipient of the 2016 International Fellowship in Medical Education. He will therefore pursue a Master’s degree in Health Professions Education: Accreditation and Assessment through the FAIMER-Keele Distance Learning program.

Vanessa Burch and Corne Postma were awarded national Teaching at University (TAU) fellowships by the Council for Higher Education and the Higher Education Learning and Teaching Consortium of Southern Africa (HELTASA)

Godfrey Esoh was the winner of the “Projects that work competition”. The project that won this award is titled “Infrastructure building for degree level nursing education in Cameroon” - which was implemented at the Higher Institute of Applied Medical Sciences, in collaboration with the University of Buea Cameroon and the University of East Anglia, UK, from 2007 to 2009.

AwARDS

ReSeARch RepORt

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AchIevementS

AppOIntmentS

SAFRI In 2018

Chivaugn Gordon passed her MPhil in Health Professions Education (Stellenbosch University) Cum Laude.

Lakshini McNamee graduated with a PhD in Education (University of KwaZulu-Natal)

Karien Mostert has been nominated for an Education Award in the Faculty of Health Sciences, University of Pretoria

Pragashnie Govender graduated with her PhD in Occupational Therapy (University of KwaZulu-Natal)

Zukisa Tshabalala was paid tribute to on International Women’s Day, by the American International Health Alliance, due to her role in introducing and supporting the new mid-level medical cadre of Clinical Associates in South Africa’s national health system.

Heike Geduld became the President of the African Federation for Emergency Medicine.

Innocent Besigye has been appointed to the board of the African Journal of Primary Health Care and Family Medicine.

Julia Blitz was appointment as Vice-Dean of Teaching and Learning at Stellenbosch University.

Milly Morkel was appointed Deputy Associate Dean for Academic Affairs in the School of Medicine at the Faculty of Health Sciences at the University of Namibia.

Applications open: 1 July- 30 September 2017Applicant reviews: 12 -15 October 2017Shortlisting meeting: 14 November 2017Session 1 (2018): 28 February to 6 March 2018Session 3 (2018): 4 March to 8 March 2018

The scholarship of education in the context of SAFRI includes development as a researcher so that we ensure research-led education. It is evident from the output of 2016 that scholarship has expanded and that fellows have activiely engaged in the area of publication.

ReSeARch RepORt

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Abraham, RM. & Singaram, VS. (2016) Third-year medical students’ and clinical teachers’ perceptions of formative assessment feedback in the simulated clinical setting. African Journal of Health Professions Education, 8(1): 121-125.

Aldous, C., Clarke, D., van Wyk, J. & Rout, C. (2016) Avoiding the distant elephant: a model to approach the research component of specialization. BMC Medical Ed-ucation, 16(1):1.

Bae, C., Geduld, H., Wallis, LA., Smit, D. & Reynolds, T. (2016) Professional development needs of young Emer-gency Medicine specialists in Africa: Results of a South Africa, Ethiopia, Tanzania and Ghana Survey. African Journal of Emergency Medicine, 6:94-97.

Bagwandeen, CI. & Singaram, VS. (2016) Feedback as a means to improve clinical competencies: Registrars’ perceptions of the quality of feedback provided by con-sultants in an academic hospital setting. African Journal of Health Professions Education, 8(1): 117-120.

Bagwandeen, CI. & Singaram, VS. (2016) Feedback as a means to improve clinical competencies: Consultants’ perceptions of the quality of feedback given to regis-trars. African Journal of Health Professions Education, 8(1):113-116.

Burch VC, Lewis J, Subramaney U, Katurura A, Quinot G, Singh S, Dhunpath R. Towards a conceptual frame-work for interdisciplinary teaching and learning dialogues in higher education. Alternation 2016;23: 233-264.

Cilliers, FJ. & Tekian, A. (2016) Effective Faculty De-velopment in an Institutional Context: Designing for Transfer. Journal of Graduate Medical Education, 8(2): 145-149

Dreyer A, Keiller L, Wolvaardt L, Frantz JM. Using criti-cal friends to build writing success. Med Ed, Vol 50(11), pp 1170-1171.

Filies G, Yassin Z, Frantz JM (2016). Students’ views of learning about an interprofessional world café method. African Journal of Health Professions Education. 8(2): 229-233.

Frantz J, Filies G, Jooste K, Keim M, Mlenzana N, Laattoe N, Roman N, Schenck C, Waggie F, Rhoda A (2016). Reflection on an interprofessional communi-ty-based participatory research project. African Journal of Health Professions Education. 8(2): 234-237.

Frantz, J., Roman, N., Mlenzana, N., Keim, M., Laattoe, N., Schenck, C., Waggie, F., & Rhoda, A. (2016). Re-flection on an interprofessional community based par-ticipatory research project. African Journal of Health Professions Education. 8(2): 1-4

Gebrekirkos FA, Van Wyk JM. Impact of Bedside Teaching Activities on the Patients’ Hospital Experience at an Ethiopian Hospital African Journal of Health pro-fessions Education. 2016; 8(2):144-7.

Hamid, S. & Singaram, VS. (2016) Exploring the re-lationship between demographic factors, performance and fortitude in a group of diverse 1st-year medical stu-dents. African Journal of Health Professions Education, 8(1): 99-103.

Hamid, S. & Singaram, VS. (2016) Motivated strategies for learning and their association with academic perfor-mance of a diverse group of 1st-year medical students. African Journal of Health Professions Education, 8(1): 104-107.

Hess, D. & Frantz, J. (2016) Knowledge of and be-liefs about EBP amongst final year undergraduate PT students at a local university in SA. African Journal of Health Professions Education. 8(2): 174-177

Julie H, Hess-April L, Cassiem W, Wilkenson J, Rhoda A (2016). Academics’ knowledge and experiences of in-terprofessional education and practice. African Journal of Health Professions Education. 8(2): 222-224

Knight, S., Van Wyk, J. & Mahomed, S. (2016) Teaching Research: A programme to develop research capacity in undergraduate medical students at the University of KwaZulu-Natal, South Africa. BMC Medical Education.

Konje, ET., Kabangila, R., Manyama, M. & van Wyk, J. (2016) What basic clinical procedures should be mastered by junior clerkship students?

heALth pROFeSSIOnS eDucAtIOn pubLIcAtIOnS In 2016

SAFRI 2016 27

Experience at a single medical school in Tanzania. Ad-vances in Medical Education and Practice, 7: 173–179.

Kuehne, J. & Keiller, L. (2016) African answers to African problems using mobile technology. Medical Education, 50: 571-572.

Kutesa, A. & Frantz, J. (2016) Perceptions of un-dergraduate dental students at Makarere College of Health Sciences towards patient record keeping. Afri-can Journal of Health Professions Education, 8(1).

Maart, R. & Mostert-Wentzel, K. (2016) The way for-ward with communication for dental students at the University of the Western Cape. African Journal of Health Professions Education, 8(1):69-71.

Mash, R., Blitz, J., Malan, Z. & von Pressentin, K. (2016) Leadership and governance: learning out-comes and competencies required of the family phy-sician in the district health system. South African Fam-ily Practice, 28:1-4.

Motala, M. & Van Wyk, J. (2016) South African–Cu-ban Medical Collaboration: students’ perceptions of training and perceived competence in clinical skills at a South African institution. South African Family Prac-tice, 1(1): 1-6.Mubuuke, AG., Louw, AJN. & Schalkwyk, VS. (2016) Utilizing students` experiences and opinions of feed-back during problem based learning tutorials to devel-op a facilitator feedback guide: an exploratory quali-tative study. BMC Medical Education, 16(1):6.

Murdoch-Eaton, D., Louw, AJN. & Bezuidenhout, J. (2016) Effect of curriculum changes to enhance ge-neric skills proficiency of 1st-year medical students. African Journal of Health Professions Education, 8(1):15-19.

Naidoo, D. & van Wyk, J. (2016) Fieldwork practice for learning: Lessons from occupational therapy stu-dents and their supervisors. African Journal of Health Professions Education, 8(1): 37-40.

Naidoo D, van Wyk J, Joubert RW. Exploring the Oc-cupational Therapist’s Role in Primary Health Care: Listening to Voices of Stakeholders. African Journal of Primary Health Care & Family Medicine. 2016;8(1):1-9.

Nyoni, CN. & Barnard, A. (2016) Perceptions of professional nurses regarding their training role at a hospital in Lesotho. African Journal of Health Profes-sions Education. [in press]

Postma, TC. & White, JG. (2016) Developing inte-grated clinical reasoning competencies in dental stu-dents using scaffolded case-based learning – empirical evidence. European Journal of Dental Education, 8(3): 180-188.

Rhoda A, Waggie F, Fillies G, Frantz J (2016). Using operative models (ICF and CBR) within an interpro-fessional context to address community needs. Af-rican Journal of Health Professions Education. 8(2): 214-216

Rhoda A, Laattoe N, Smithdorf G, Roman N, Frantz JM (2016). Facilitating community-based interprofes-sional education and collaborative practice in a health sciences faculty: Student perceptions and experienc-es. African Journal of Health Professions Education. 8(2): 225-228.

Roman N, Rondganger C, Frantz J (2016). Commu-nity-university partnership to enhance wellbeing of families: factors that sustain it. The Social Work Prac-titioner- Researcher 28 (3), 278-287.

Roy IJ, Van Wyk JM. Challenges of Academic Liter-acy for in-Service Teachers. The-Independent-Jour-nal-of-Teaching-and-Learning. 2016; 11:43-55.

Rowe, M. (2016) Physiotherapy students have much to learn from the humanities. The Conversation: Afri-ca, 17 March 2016.

Rowe, M. & Oltmann, C. (2016) Randomised con-trolled trials in educational research: Ontological and epistemological limitations. African Journal of Health Professions Education, 8(1): 6–8.

Rowe, M. (2016) Technology is no longer a luxury for universities, it’s a necessity. The Conversation: Africa, 10 February 2016.

Rowe, M. (2016) Technology will make lecturers re-dundant – but only if they let it. The Conversation: Africa, 12 January 2016.Tan, CPL., van Schalkwyk, SC., Bezuidenhout, J. & Cilliers, F. (2016) Mapping undergraduate exit-lev-

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el assessment in a medical programme: A blueprint for clinical competence? African Journal of Health Professions Education, 8(1):45-49.

van der Merwe, LJ., van Zyl, GJ., St Clair Gibson, A., Viljoen, M., Iputo, JE., Mammen, M., Chitha, W., Perez, AM., Hartman, N., Fonn, S., Green-Thomp-son, L., Ayo-Yusuf, OA., Botha, GC., Manning, D., Botha, SJ., Hift, R., Retief, P., van Heerden, BB., & Vol-mink, J. (2016) South African medical schools: Cur-rent state of selection criteria and medical students’ demographic profile. South African Medical Journal, 106(1):76-81.

van Schalkwyk, SC., Murdoch-Eaton, D., Tekian, A., van der Vleuten, C. & Cilliers, FJ. (2016) The Super-visor’s toolkit: A Framework for doctoral supervision in health professions education. AMEE Guide 104. Medical Teacher, 38(5): 429-442.

van Wyk J, Naidoo S, Moodley K, Higgins-Opitz, SB. Perceptions of Final Year Medical Students of the Im-pact of Gender on Their Training and Future Practice. Advances in Medical Education and practice. 2016 2016(7):1-10.

van Wyk J, Knight S, Dlungwane T, Glajchen S. De-veloping Social Accountability in First Year Medical Students. A Case Study from the Nelson R. Mandela School of Medicine. African Journal of Health Pro-fessions Education. 2016;8(2):203-7. doi: Afr J Health Professions Educ 2016;8(2):203-207. DOI:10.7196/AJHPE.2016.v8i2.745.

von Pressentin, KB., Waggie, F. & Conradie, H. (2016) Towards tailored teaching: using participatory action research to enhance the learning experience of Lon-gitudinal Integrated Clerkship students in a South Af-rican rural district hospital. BMC Medical Education, 16(1):1.

Wolvaardt, JE., Lindeque, BG. & du Toit, PH. (2016) Balancing the educational choices in the decision mak-ing of a dean of medicine: Fission or fusion? African Journal of Health Professions Education, 8(1): 25-29.

Wolvaardt L, Untiedt H, Pietersen M, Mostert, KM. Sharing the quest of doctoral success: Creating a cir-cle of critical friends in Postgraduate Study in South Africa: Surviving and Succeeding. Sun Media, Stellen-bosch. ISBN 978-1-928357-23-0

Abaraogu, UO., Juliet, E. & Frantz, JM. (2016) Pro-motion of Physical Activity and Exercise in Daily Prac-tice: Current Practices, Barriers and Training Needs of Physiotherapists: The Case for Eastern Nigeria. Physiotherapy Canada. 68(1): 37-45.

Abaraogu, UO., Ogaga, M., Odidika, E. & Frantz, J. (2016) Promotion of healthy nutrition in clinical prac-tice: a cross-sectional survey of practices and barriers among physiotherapists in southeast Nigeria. Hong Kong Physiotherapy Journal. 35:21-29.

Amdeslasie, F., Kidanu, M., Ali, D. & Girma, M. (2016) Patterns of Trauma in Emergency clinics of public hospitals found in Mekelle, Tigray. Ethiopian Medical Journal, 54(2).

Bere, T., Nyamayaro, P., Magidson, JF., Chibanda, D., Chingono, A., Munjoma, R., Macpherson, K., Ndhlovu, CE., O’Cleirigh, C., Kidia, K., Safren, SA. & Abas, M.

(2016) Cultural adaptation of a cognitive-behavioural intervention to improve adherence to antiretroviral therapy among people living with HIV/AIDS in Zim-babwe: Nzira Itsva. Journal of Health Psychology, Feb 18.

Cubaka, VK., Schriver, M., Flinkenflögel, M. & Cot-ton, P. (2016) The Evolving Role of Physicians - Don’t Forget the Generalist Primary Care Providers. Com-ment on “Non-physician Clinicians in Sub-Saharan Af-rica and the Evolving Role of Physicians”. International Journal of Health Policy Management, 5(x): 1–2.

Ennion L, Rhoda A (2016). Roles and challenges of the multidisciplinary team involved in prosthetic rehabil-itation, in a rural district in South Africa. Journal of multidisciplinary healthcare 9, 565.

Gebrekirkos FA., Kidanu, M., Ali, D. & Girma, M. (2016) Patterns of Trauma in Emergency clinics of

DIScIpLIne-SpecIFIc pubLIcAtIOnS In 2016

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public hospitals found in Mekelle, Tigray. Ethiopian Medical Journal, 54(2).

Gordon, C. (2016) Intimate partner violence is everyone’s problem, but how should we approach it in a clinical setting? South African Medical Journal, 106(10): 962-965.

Lister, HE., Transformation 90 & Dhunpath, R. (2016) The taxi industry and transportation for people with disabilities: implications for universal access in a met-ropolitan municipality. Transformation, 90:29-48.

Maart, R., Grobler, SR., Kruijsse, HW., Osman, Y., Pa-tel, N. & Moodley, D. (2016) The whitening effect of four different commercial denture cleansers on stained acrylic resin. South African Dental Association Journal, 71(3):106-111.

Makadzange, AT., Bogezi, C., Boyd, K., Gumbo, A., Mukura, D., Matubu, A. & Ndhlovu CE. (2016) Evaluation of the FACSPresto, a New Point of Care Device for the Enumeration of CD4% and Absolute CD4+ T Cell Counts in HIV Infection. PLoS ONE, 11(7): e0157546.

Mapipi HV, Wolvaardt JE, Senkubuge F. Adherence to rehabilitative programmes of patients living with neurological conditions: A South African context. AJPHES, 22(4:2): 1157-1169.

Meeme, A., Buga, GAB., Mammen, M. & Namugowa, A. (2016) Endothelial dysfunction and arterial stiff-ness in pre-eclampsia demonstrated by the EndoPAT method. Cardiovascular Journal of Africa, 27: online publication.

Sahadew, N., Singaram, SV. & Brown, S. (2016) Dis-tribution, incidence, prevalence and defaulters of pa-tients with Diabetes Mellitus accessing Public Health care in the eleven districts of Kwazulu-Natal in South Africa. South African Medical Journal, 106(4): 389-393.

Venter F, Wolvaardt, JE. The World Health Organi-zation’s mechanisms for increasing the health sector budget: The South African context. South African Medical Journal, 106 (8): 771-774.

FInAncIAL RepORt

30SAFRI 2016

SAFRI 2016 31

The audit report for the financial year 1 January 2015 to 31 December 2015 was received from the SAFRI appointed auditors Boshoff Drotsky

A budget of R1 780 000 was approved by FAIMER to support the programme for 14 returning 2015 fellows and 20 new fellows in 2016. This budget was made up of a grant from FAIMER of US$97 000 (R1 455 00 at an exchange rate of 1US$=R15) plus R325 000 from the accumulated surplus. The annual cost of the programme per fellow was calculated to be R52 500, or R105 000 for the fellowship.

The actual expenditure for 2016 was R 1 571 568.00, R208 432 less than the budget. Areas in which the budget had exceeded the actual expenditure were accommodation and conference fees (R90 908) payment for management of the programme (R42 288), and transport (R30 136)

A budget of R1 657 600.00 for 2017 has been approved by FAIMER made up of a grant of US$97 000 (R1 311 440 at an expected exchange rate of 1US$=R13.52/) and R346 160 from SAFRI reserves. The exchange rate improved slightly between the time of calculation (1US$=R13.24/) and an actual transfer amount of R1 284 686 was received.

FInAncIAL RepORt

AuDItORS’ RepORt

buDget 2016

buDget 2017

SAFRI 2016 32

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