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Article ; Online: Voices of Silence: Experiences in Disseminating Scholarship as a Global South Researcher.

Mokhachane, Mantoa / Green-Thompson, Lionel / Wyatt, Tasha R

2023 Volume 36, Issue 2, Page(s) 235–243

Abstract: ... ...

Abstract	Issue
MeSH term(s)	Humans ; Fellowships and Scholarships ; Education, Medical ; Biomedical Research
Language	English
Publishing date	2023-02-26
Publishing country	United States
Document type	Journal Article
ZDB-ID	1038640-3
ISSN	1532-8015 ; 1040-1334
ISSN (online)	1532-8015
ISSN	1040-1334
DOI	10.1080/10401334.2023.2181815
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Article ; Online: Socially accountable anaesthesia: matching human resources with community need for safe care.

Biccard, B M / Green-Thompson, L

Anaesthesia

2018 Volume 73, Issue 3, Page(s) 271–274

MeSH term(s)	Anesthesia ; Anesthesiology/education ; Health Resources ; Humans ; Social Responsibility ; Standard of Care ; Uganda
Language	English
Publishing date	2018-02-07
Publishing country	England
Document type	Editorial
ZDB-ID	80033-8
ISSN	1365-2044 ; 0003-2409
ISSN (online)	1365-2044
ISSN	0003-2409
DOI	10.1111/anae.14161
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Article ; Online: The introduction of competency-based medical education for postgraduate training in South Africa.

Nel, D / Burch, V / Adam, S / Ras, T / Mawela, D / Buch, E / Green-Thompson, L

South African medical journal = Suid-Afrikaanse tydskrif vir geneeskunde

2022 Volume 112, Issue 9, Page(s) 742–743

Abstract: speci. ...

Abstract	-speci.
MeSH term(s)	Clinical Competence ; Competency-Based Education ; Education, Medical, Graduate ; Humans ; South Africa
Language	English
Publishing date	2022-08-30
Publishing country	South Africa
Document type	Editorial
ZDB-ID	390968-2
ISSN	2078-5135 ; 0038-2469 ; 0256-9574
ISSN (online)	2078-5135
ISSN	0038-2469 ; 0256-9574
DOI	10.7196/SAMJ.2022.v112i9.16717
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Article ; Online: Graduates' Reflections on Professionalism and Identity: Intersections of Race, Gender, and Activism.

Mokhachane, Mantoa / Wyatt, Tasha / Kuper, Ayelet / Green-Thompson, Lionel / George, Ann

Teaching and learning in medicine

2023 , Page(s) 1–11

Abstract: ... ...

Abstract	Phenomenon
Language	English
Publishing date	2023-06-19
Publishing country	United States
Document type	Journal Article
ZDB-ID	1038640-3
ISSN	1532-8015 ; 1040-1334
ISSN (online)	1532-8015
ISSN	1040-1334
DOI	10.1080/10401334.2023.2224306
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Article ; Online: Medical students' views on what professionalism means: an Ubuntu perspective.

Mokhachane, Mantoa / Green-Thompson, Lionel / George, Ann / Wyatt, Tasha / Kuper, Ayelet

Advances in health sciences education : theory and practice

2023

Abstract: Medical training has become a global phenomenon, and the Physician's Charter (PC), as a missionary document, is key to training those outside the Global North. Undergraduate and postgraduate students in the medical profession are sometimes trained in ... ...

Abstract	Medical training has become a global phenomenon, and the Physician's Charter (PC), as a missionary document, is key to training those outside the Global North. Undergraduate and postgraduate students in the medical profession are sometimes trained in contexts foreign to their social and ontological backgrounds. This might lead to confusion and blunders, creating an impression of what might look and feel unprofessional to those unfamiliar with the local context. Understanding the cultural backgrounds of the trainees is crucial, and the reverse is also as important. It is essential for clinicians and trainees to understand the cultural backgrounds of their patients to avoid miscommunication. In this phenomenological study, we recruited participants in 2020 who were in their first to fourth year of study of medical training during the #FeesMustFall protests. We used data from this extensive study looking at students' experiences during their training amidst protest and social upheavals in a South African tertiary institution. For this paper, we examined what professionalism means to the student participants using an African Ubuntu lens. Ubuntu and the Collective Finger theory were used to investigate what professionalism means to participants. The Ubuntu philosophy was compared to the PC. In the findings, the clinical space is hierarchical, silencing and the opposite of what Ubuntu means. In comparison to the PC, respect is overarching while compassion and responsibility are the most comparable to the Charter. This study adds an African voice to the professionalism discourse while showing African elements that could be aligned to the PC to challenge the current global discourses.
Language	English
Publishing date	2023-09-15
Publishing country	Netherlands
Document type	Journal Article
ZDB-ID	1352832-4
ISSN	1573-1677 ; 1382-4996
ISSN (online)	1573-1677
ISSN	1382-4996
DOI	10.1007/s10459-023-10280-5
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Article ; Online: Rethinking professional identity formation amidst protests and social upheaval: a journey in Africa.

Mokhachane, Mantoa / George, Ann / Wyatt, Tasha / Kuper, Ayelet / Green-Thompson, Lionel

Advances in health sciences education : theory and practice

2022 Volume 28, Issue 2, Page(s) 427–452

Abstract: The under-representation of minoritized or previously oppressed groups in research challenges the current universal understanding of professional identity formation (PIF). To date, there has been no recognition of an African influence on PIF, which is ... ...

Abstract	The under-representation of minoritized or previously oppressed groups in research challenges the current universal understanding of professional identity formation (PIF). To date, there has been no recognition of an African influence on PIF, which is crucial for understanding this phenomenon in places like South Africa, a society in which the inequity of the apartheid era still prevails. In addition, there is little data examining how social upheaval could impact PIF. This study uses interviews with medical students to explore PIF within the context of social upheaval during the 2015-2016 protests that rocked South Africa when students challenged asymmetries of power and privilege that persisted long after the country's democratic transition. The combination of the primary author's autoethnographic story, weaved into the South African sociohistorical context and ubuntu philosophy, contributes to this study of PIF in the South African context. The use of an African metaphor allowed the reorientation of PIF to reflect the influence of an ubuntu-based value system. Using the calabash as a metaphor, participants' experiences were framed and organized in two ways: a calabash worldview and the campus calabash. The calabash worldview is a multidimensional mixture of values that include ubuntu, reflections of traditional childhoods, and the image of women as igneous rocks, which recognizes the power and influence on PIF of the women who raised the participants. Introducing an African ubuntu-based perspective into the PIF discourse may redirect the acknowledgement of context and local reality in developing professional identity.
MeSH term(s)	Humans ; Female ; Social Identification ; Students, Medical ; Africa ; Philosophy
Language	English
Publishing date	2022-10-27
Publishing country	Netherlands
Document type	Journal Article
ZDB-ID	1352832-4
ISSN	1573-1677 ; 1382-4996
ISSN (online)	1573-1677
ISSN	1382-4996
DOI	10.1007/s10459-022-10164-0
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Article ; Online: Doctor retention and distribution in post-apartheid South Africa: tracking medical graduates (2007-2011) from one university.

George, Ann / Blaauw, Duane / Thompson, Jarred / Green-Thompson, Lionel

Human resources for health

2019 Volume 17, Issue 1, Page(s) 100

Abstract: Background: Doctor emigration from low- and middle-income countries represents a financial loss and threatens the equitable delivery of healthcare. In response to government imperatives to produce more health professionals to meet the country's needs, ... ...

Abstract	Background: Doctor emigration from low- and middle-income countries represents a financial loss and threatens the equitable delivery of healthcare. In response to government imperatives to produce more health professionals to meet the country's needs, South African medical schools increased their student intake and changed their selection criteria, but little is known about the impact of these changes. This paper reports on the retention and distribution of doctors who graduated from the University of the Witwatersrand, South Africa (SA), between 2007 and 2011. Methods: Data on 988 graduates were accessed from university databases. A cross-sectional descriptive email survey was used to gather information about graduates' demographics, work histories, and current work settings. Frequency and proportion counts and multiple logistic regressions of predictors of working in a rural area were conducted. Open-ended data were analysed using content analysis. Results: The survey response rate was 51.8%. Foreign nationals were excluded from the analysis because of restrictions on them working in SA. Of 497 South African respondents, 60% had completed their vocational training in underserved areas. At the time of the study, 89% (444) worked as doctors in SA, 6.8% (34) practised medicine outside the country, and 3.8% (19) no longer practised medicine. Eighty percent of the 444 doctors still in SA worked in the public sector. Only 33 respondents (6.6%) worked in rural areas, of which 20 (60.6%) were Black. Almost half (47.7%) of the 497 doctors still in SA were in specialist training appointments. Conclusions: Most of the graduates were still in the country, with an overwhelmingly urban and public sector bias to their distribution. Most doctors in the public sector were still in specialist training at the time of the study and may move to the private sector or leave the country. Black graduates, who were preferentially selected in this graduate cohort, constituted the majority of the doctors practising in rural areas. The study confirms the importance of selecting students with rural backgrounds to provide doctors for underserved areas. The study provides a baseline for future tracking studies to inform the training of doctors for underserved areas.
MeSH term(s)	Cross-Sectional Studies ; Developed Countries ; Developing Countries ; Emigration and Immigration/statistics & numerical data ; Female ; Healthcare Disparities/statistics & numerical data ; Humans ; Male ; Physicians/statistics & numerical data ; Physicians/supply & distribution ; Professional Practice Location/statistics & numerical data ; South Africa
Language	English
Publishing date	2019-12-16
Publishing country	England
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ISSN	1478-4491
ISSN (online)	1478-4491
DOI	10.1186/s12960-019-0439-4
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Article ; Online: Managing assessment during curriculum change: Ottawa Consensus Statement.

Hays, Richard B / Wilkinson, Tim / Green-Thompson, Lionel / McCrorie, Peter / Bollela, Valdes / Nadarajah, Vishna Devi / Anderson, M Brownell / Norcini, John / Samarasekera, Dujeepa D / Boursicot, Katharine / Malau-Aduli, Bunmi S / Mandache, Madalina Elena / Nadkar, Azhar Adam

Medical teacher

2024 , Page(s) 1–11

Abstract: Curriculum change is relatively frequent in health professional education. Formal, planned curriculum review must be conducted periodically to incorporate new knowledge and skills, changing teaching and learning methods or changing roles and expectations ...

Abstract	Curriculum change is relatively frequent in health professional education. Formal, planned curriculum review must be conducted periodically to incorporate new knowledge and skills, changing teaching and learning methods or changing roles and expectations of graduates. Unplanned curriculum evolution arguably happens continually, usually taking the form of "minor" changes that in combination over time may produce a substantially different programme. However, reviewing assessment practices is less likely to be a major consideration during curriculum change, overlooking the potential for unintended consequences for learning. This includes potentially undermining or negating the impact of even well-designed and important curriculum changes. Changes to any component of the curriculum "ecosystem "- graduate outcomes, content, delivery or assessment of learning - should trigger an automatic review of the whole ecosystem to maintain constructive alignment. Consideration of potential impact on assessment is essential to support curriculum change. Powerful contextual drivers of a curriculum include national examinations and programme accreditation, so each assessment programme sits within its own external context. Internal drivers are also important, such as adoption of new learning technologies and learning preferences of students and faculty. Achieving optimal and sustainable outcomes from a curriculum review requires strong governance and support, stakeholder engagement, curriculum and assessment expertise and internal quality assurance processes. This consensus paper provides guidance on managing assessment during curriculum change, building on evidence and the contributions of previous consensus papers.
Language	English
Publishing date	2024-05-20
Publishing country	England
Document type	Journal Article
ZDB-ID	424426-6
ISSN	1466-187X ; 0142-159X
ISSN (online)	1466-187X
ISSN	0142-159X
DOI	10.1080/0142159X.2024.2350522
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Article ; Online: "We just don't have the resources": Supervisor perspectives on introducing workplace-based assessments into medical specialist training in South Africa.

Ras, Tasleem / Stander Jenkins, Louis / Lazarus, Colin / van Rensburg, Jacques Janse / Cooke, Richard / Senkubuge, Flavia / N Dlova, Abegail / Singaram, Veena / Daitz, Emma / Buch, Eric / Green-Thompson, Lionel / Burch, Vanessa

BMC medical education

2023 Volume 23, Issue 1, Page(s) 832

Abstract: Background: South Africa (SA) is on the brink of implementing workplace-based assessments (WBA) in all medical specialist training programmes in the country. Despite the fact that competency-based medical education (CBME) has been in place for about two ...

Abstract	Background: South Africa (SA) is on the brink of implementing workplace-based assessments (WBA) in all medical specialist training programmes in the country. Despite the fact that competency-based medical education (CBME) has been in place for about two decades, WBA offers new and interesting challenges. The literature indicates that WBA has resource, regulatory, educational and social complexities. Implementing WBA would therefore require a careful approach to this complex challenge. To date, insufficient exploration of WBA practices, experiences, perceptions, and aspirations in healthcare have been undertaken in South Africa or Africa. The aim of this study was to identify factors that could impact WBA implementation from the perspectives of medical specialist educators. The outcomes being reported are themes derived from reported potential barriers and enablers to WBA implementation in the SA context. Methods: This paper reports on the qualitative data generated from a mixed methods study that employed a parallel convergent design, utilising a self-administered online questionnaire to collect data from participants. Data was analysed thematically and inductively. Results: The themes that emerged were: Structural readiness for WBA; staff capacity to implement WBA; quality assurance; and the social dynamics of WBA. Conclusions: Participants demonstrated impressive levels of insight into their respective working environments, producing an extensive list of barriers and enablers. Despite significant structural and social barriers, this cohort perceives the impending implementation of WBA to be a positive development in registrar training in South Africa. We make recommendations for future research, and to the medical specialist educational leaders in SA.
MeSH term(s)	Humans ; Educational Measurement/methods ; South Africa ; Workplace ; Education, Medical, Graduate/methods ; Internship and Residency ; Clinical Competence
Language	English
Publishing date	2023-11-06
Publishing country	England
Document type	Journal Article
ZDB-ID	2044473-4
ISSN	1472-6920 ; 1472-6920
ISSN (online)	1472-6920
ISSN	1472-6920
DOI	10.1186/s12909-023-04840-x
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Article ; Online: Knowledge gaps among South African healthcare providers regarding the prevention of neonatal group B streptococcal disease.

Price, Caris A / Green-Thompson, Lionel / Mammen, Vijay G / Madhi, Shabir A / Lala, Sanjay G / Dangor, Ziyaad

PloS one

2018 Volume 13, Issue 10, Page(s) e0205157

Abstract: Objective: To evaluate obstetric healthcare provider knowledge regarding the prevention of group B streptococcal disease in South African infants.: Methods: Questionnaires exploring knowledge, attitudes and beliefs around group B streptococcal ... ...

Abstract	Objective: To evaluate obstetric healthcare provider knowledge regarding the prevention of group B streptococcal disease in South African infants. Methods: Questionnaires exploring knowledge, attitudes and beliefs around group B streptococcal prevention were administered to consenting doctors and maternity nurses in a tertiary academic hospital. Qualitative assessments (focus groups) were undertaken with junior doctors and nurses. Results: 238 participants completed the questionnaire: 150 (63.0%) doctors and 88 (37.0%) nurses. Overall, 22.7% of participants correctly identified the risk-based prevention protocol recommended at this hospital. Most doctors (68.0%) and nurses (94.3%) could not correctly list a single risk factor. A third of doctors did not know the correct antibiotic protocols, and most (80.0%) did not know the recommended timing of antibiotics in relation to delivery. Focus group discussions highlighted the lack of knowledge, awareness and effective implementation of protocols regarding disease prevention. Conclusions: Our study highlighted knowledge gaps on the risk-based prevention strategy in a setting which has consistently reported among the highest incidence of invasive group B streptococcal disease globally. In these settings, education and prioritization of the risk-based intrapartum antibiotic strategy is warranted, but an alternative vaccine-based strategy may prove more effective in preventing invasive group B streptococcal disease in the long-term.
MeSH term(s)	Academic Medical Centers ; Anti-Bacterial Agents/therapeutic use ; Clinical Protocols ; Focus Groups ; Health Knowledge, Attitudes, Practice ; Humans ; Infant, Newborn ; Nurses/psychology ; Obstetrics ; Physicians/psychology ; Prospective Studies ; Risk Factors ; South Africa ; Streptococcal Infections/prevention & control ; Streptococcus agalactiae ; Tertiary Care Centers
Chemical Substances	Anti-Bacterial Agents
Language	English
Publishing date	2018-10-05
Publishing country	United States
Document type	Journal Article
ISSN	1932-6203
ISSN (online)	1932-6203
DOI	10.1371/journal.pone.0205157
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