South African Tertiary Institutions Research Articles

Poor Health Behaviour in Medical Students at a South African University: A Cross-Sectional Survey Study.

Personal health behaviours and lifestyle habits of health professionals influence their counselling practices related to non-communicable diseases (NCDs). There are limited data on the prevalence of unhealthy lifestyle habits among medical students and the impact of acquired health knowledge throughout the curriculum. The aim of this study was to determine and compare the prevalence of modifiable behavioural NCD risk factors of medical students in different academic years at a South African tertiary institution. A cross-sectional observational study of 532 consenting medical students was conducted. Participants completed five online questionnaires regarding lifestyle behaviours (physical activity, dietary habits, smoking, alcohol consumption and sleep). Lifestyle-related risk factors with the highest prevalence were poor sleep quality (66.0%), low levels of habitual physical activity (55.8%) and low-to-moderate diet quality (54.5%). There were no differences between academic years for all risk factors measured. Over 60% of the cohort had two or more NCD risk factors and this prevalence did not differ across the degree program with the acquisition of more health knowledge. Medical students have a high prevalence of poor sleep quality, low levels of physical activity and low-to-moderate diet quality, which does not appear to change over the course of their academic career. Sleep hygiene, regular physical activity and healthy nutrition should be targeted in intervention programmes and be more prevalent in the medical curriculum.

Anatomical human body donation in South Africa: Inconsistencies of informed consent

IntroductionInformed consent is critical for maintaining the ethical standards associated with the utilization of human donor bodies by tertiary education institutions. Body donation programs undertake the responsibility for procuring human donor bodies for didactic and research purposes. However, its processes require scrutiny regarding best practice guidelines and the South African National Health Act (SA-NHA) (2013). Moreover, acknowledging and addressing the current perceptions of human body donation are indispensable in bridging the gap between academia and society. This study aimed to compare informed consent documentation and procedures across South African tertiary education institutions and their affiliated human body donation programs (HBDP) in accordance with international guidelines. The findings were used to create a human body donation form template aligned to current international best practices for consideration by the South African HBDP. MethodologyA review of information and consent forms collected from South Africa’s eight HBDP was conducted. The analyses consisted of a broad evaluation of information provided, ranging from the terms-of-use for human donor bodies to the commitments made by HBDP to body-donors. The results were considered in conjunction with the International Federation of Associations of Anatomists and other recent publications on informed consent in HBDP. ResultsOnly two of the eight HBDP provided information and consent forms in more than one language. Most allowed donors to select how their bodies will be utilized – education, training and/or research. Some (6/8) made provisions for the next-of-kin to receive the cremains. Only one tertiary educational institution mentioned the occurrence of a memorial service in its documentation. An HBDF template was created aligned to current international best practices for presentation and possible adaption by SA HBDP. Discussion & conclusionsHuman body donation forms (HBDF) requires thorough examination for the promotion and sustainability of HBDP. Effective communication by employing standardized non-technical terminology conveyed in language that is understandable and native to potential donors facilitates the deliverance of informed consent. Inconsistencies regarding the use and management of bodies catalyze the weakening perception of human body donation. Thus, this process of securing informed consent for body donation should be conducted in conjunction with public awareness campaigns and underpinned by the necessary policy and legislative reform.

English additional language undergraduate students’ engagement with the academic content in their curriculum in a South African speech-language and hearing training program

BackgroundThe emergence of the Speech-Language and Hearing (SLH) professions in South Africa took place during the era of racial segregation. Consequently, the culture and language of these professions have predominantly reflected the minority White population, even in SLH training programs. English has remained the language of learning and teaching (LOLT) in most South African tertiary institutions, with a strong Western cultural influence. Given the increasing diversity in these institutions, a mismatch between the language of instruction and that of English Additional Language (EAL) students poses academic challenges for this population, prompting the need for this study.AimThis study aims to investigate the learning and social experiences of EAL undergraduate students enrolled in South African SLH training programs, with a specific focus on exploring their engagement with academic content in the curriculum.MethodsA cross-sectional online survey design was employed, and a total of 24 EAL students participated in the study. Descriptive and thematic analysis methods were utilized for data analysis.ResultsThe findings revealed that EAL students encountered academic challenges primarily related to their proficiency in the LOLT, which were most pronounced in lectures and examinations, while being relatively less pronounced in assignments. Complementary use of indigenous languages, simplification of complex terminology and self-employed strategies to cope in response to the existing academic language challenges are highlighted. These findings underscore the significance of addressing pedagogical approaches, language policies, and curriculum transformation towards a more Afrocentric perspective.ConclusionThe study highlights the academic difficulties faced by EAL students in South African SLH training programs. The implications for future interventions in this context are highlighted. The findings emphasize the need for pedagogical reforms, language policy considerations, and curriculum transformation that embraces Afrocentric perspectives. Addressing these issues is crucial to ensure equitable educational experiences and support the success of EAL students in the SLH field.

Develop a retirement plan and stick to it


 
 
 This study explores the relationship between financial literacy, behavior and attitude, and retire- ment savings decisions. Members of a South African tertiary institution’s retirement fund were sur- veyed and multistage multivariate regression and mediation analyses showed that developing and conforming to a retirement plan positively influenced financial attitude and behavior. This indicates that interventions should focus on the specific behaviors which drive retirement planning, rather than financial literacy in isolation. Use of formal tools such as consulting with a financial planner also increases the relative risk of successful retirement planning. This presents a tangible and linear approach towards improved financial behavior.
 
 

De/colonising Theoretical Literatures and the Educational Qualifications to Unpack the Grotesque Skills Gap in South Africa

The research uses decolonial theory to delineate the conceptualisation of the academic qualifications provided by South African tertiary institutions and their relevance to closing the national skills gap. Decolonising the South African educational system represents a progressive approach that is new to both students and educators. Both government and employers acknowledge a skills shortage in South Africa. However, the question of where the skills should be provided is unanswered. Graduates are expected to have specific skills before entering the labour market. The study uses desktop research that focuses on secondary data to explore the phenomenon. The research has two objectives: to present a decolonial explanation of the relationship between academic qualifications and national skills needs and to explore ways of integrating current academic qualifications offered by educational institutions in South Africa to address the national skills gap. The study explores how the content of the National Qualification Framework and its relevance in skills development can be decolonised. The study found that the existing educational qualification programmes in South African tertiary institutions are unable to address the skills gap effectively due to emerging needs highlighted in recent literature. To address this issue, there is a need to restructure academic qualifications to better align them with the country's skill shortages or explore alternative approaches to aligning knowledge and skills. The study recommends examining the national skills shortage beyond the higher education institutions’ academic structure and looking at other factors, such as workplace discrimination in training and development. Collaboration between stakeholders, employers and tertiary education institutions should be encouraged for curriculum development and alternative means of skills acquisition.

WhatsApp platform uses in Teaching and Learning in South African Tertiary Institutions

Over the past decade, there has been a growth in the usage of new technologies, such as WhatsApp applications, for teaching and learning in educational settings. This study investigates how the WhatsApp platform influences teaching and learning in tertiary institutions. It focuses on tertiary institutions where WhatsApp platforms have become essential for online learning. Connectivism learning theory is applied as a conceptual framework to analyse the influence of the WhatsApp platform on teaching and learning at tertiary institutions. Using a qualitative methodology, a scoping analysis was conducted of 13 academic publications published between 2018 and 2023, which focused on the use of the WhatsApp platform as a learning tool. The study found a notable growth in the usage of WhatsApp as a teaching and learning tool in higher institutions. In addition, the study established that no clear policy guides the use of WhatsApp platforms in teaching and learning in tertiary institutions. Nevertheless, adopting WhatsApp in higher education has several advantages, including improved connections between lecturers and students. The study suggests utilising WhatsApp platforms to improve instruction in higher education facilities and a policy must be developed that speaks to the formal use of WhatsApp in teaching and learning. Future studies should concentrate on the effects of further use of new technologies on teaching and learning in tertiary institutions.

Medical students’ views on what professionalism means: an Ubuntu perspective

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.

How Do Students Pull Themselves Up by Their Bootstraps When They Have No Shoes? A Perspective on the Function of Meritocracy at South African Tertiary Institutions During Emergency Remote Teaching and Learning

The post-apartheid era in South Africa has been characterised by increased access to higher education. A dominant expectation by those within these institutions, who claim to be upholding the university’s academic standards, is that previously excluded students must use their own agency to ensure their academic success. This bootstrapping approach transfers responsibility for academic progression and success to students, absolving institutional stakeholders from addressing structural, curricular and transformational issues that affect student success. Moreover, bootstrapping as agent of student success pays insufficient attention to the social systemic factors impeding the progress of students. The aim of this discussion is to illustrate how the context of emergency remote teaching and learning within the Covid-19 pandemic has accented the expectation that student merit alone will guarantee participation and success in academia. This article further challenges this meritocracy myth as myopic and offers a contextual analysis on how student agency alone cannot ensure student success. Finally, this article will outline how more involved engagement with structural and systemic action is needed by higher education institutions in South Africa.

Reinforcing the Role of ICT in Enhancing Teaching and Learning Post-COVID-19 in Tertiary Institutions in South Africa

The use of Information Communication Technology (ICT) in higher education is becoming more and more prevalent with the over-proliferation of technological development we find ourselves in. The educational landscape in South African tertiary institutions has been affected by the COVID-19 pandemic, resulting in increased use of ICT. In turn, this has transformed these institutions' teaching, learning, and research. Central to this transformation has been challenges facing both teachers and administrators, including the need for a great demonstration of the value of ICT through improved output on teaching, learning and research. This paper examines the use of ICT in enhancing teaching and learning in South African tertiary institutions during and post COVID-19. Using an extensive secondary review approach, the report observes that ICT has been widely embraced in tertiary institutions during the COVID-19 pandemic lockdown. However, a minority of students and lecturers still lack the technological expertise to utilise modern technologies. In addition, limited funding in some rural universities hinders the purchasing of modern ICT equipment to support teaching and learning in tertiary institutions. The paper recommends increasing the value of ICT usage in the teaching and learning process post-COVID-19. Regular workshops and in-service training of both teaching staff, students and administrators in pedagogical issues and administration should be increased.

Detecting Learning Patterns in Tertiary Education Using K-Means Clustering

We are in the era where various processes need to be online. However, data from digital learning platforms are still underutilised in higher education, yet, they contain student learning patterns, whose awareness would contribute to educational development. Furthermore, the knowledge of student progress would inform educators whether they would mitigate teaching conditions for critically performing students. Less knowledge of performance patterns limits the development of adaptive teaching and learning mechanisms. In this paper, a model for data exploitation to dynamically study students progress is proposed. Variables to determine current students progress are defined and are used to group students into different clusters. A model for dynamic clustering is proposed and related cluster migration is analysed to isolate poorer or higher performing students. K-means clustering is performed on real data consisting of students from a South African tertiary institution. The proposed model for cluster migration analysis is applied and the corresponding learning patterns are revealed.

Exploring Gender Conformity in a South African Tertiary Institution: A Field Experiment

This field experiment aimed to answer the following research question: Is there a significant association between gender and conformity in a South African context? The methodological foundations for our research question (within a South African context) were laid by the United States of America field experiment of Carter et al. (2019) and accordingly unobtrusive observation was used to observe male and female conformity. The setting for the field experiment was a cafeteria on campus at a tertiary institution in South Africa. Statistical data analysis revealed a significant association between gender and conformity, with males less conforming and more non-conforming than expected, and females more conforming and less non-conforming than expected. Moreover, a content analysis of observed verbal behavior revealed the following five categories: females expressed anger, females critically questioned gender signs, males expressed amusement at the experience, males casually inquired about gender signs, and finally that groups influence vocal expression. In contrast to international studies, our results show high rates of non-conformity and amusement amongst males and high rates of conformity and anger amongst females.

The New Kid on the Block: How South African Tertiary Institutions Respond to the Emerging Profession of Mechatronic Engineering

The New Kid on the Block: How South African Tertiary Institutions Respond to the Emerging Profession of Mechatronic Engineering

A Critical Review of the Adopted Academic Advising Approaches at the Durban University of Technology: Unpacking its Strengths and Challenges

This paper offers a critical review of the adopted academic advising strategies at the Durban University of Technology. It is worth acknowledging that academic advising as a scholarly practice is in its developmental stage at South African tertiary institutions. The paper draws on the experiences of the authors as academic advisors to reflect on the strengths and challenges of the practices of academic advising. It interrogates and analyses the authors’ experiences vis-a-vis the extant literature on academic advising practices. In this way, the paper engages and advances best practices while simultaneously contributing to the body of literature on academic advising in South Africa.

Evaluating the implementation of the standard treatment guidelines (STGs) and essential medicines list (EML) at a public South African tertiary institution and its associated primary health care (PHC) facilities

BackgroundThe standard treatment guidelines (STGs) and essential medicines list (EML) were a policy option recommended in the National Drug Policy for South Africa in 1996 to address the irrational and bloated medicines procurement list. STGs/EML serve as a tool to promote cost-effective use of medicines; rational prescribing; and improve accessibility to medicines for all citizens. The purpose of this study was to evaluate the use and implementation of the STGs/EML by prescribers at a public tertiary institution and its associated Primary Health Care (PHC) facilities in the uMhlathuze subdistrict of KwaZulu Natal. The study aimed to provide feedback and to make recommendations to policy makers to improve the use and implementation of the STGs/EML and to inform National Health Insurance (NHI) policy development.MethodAn observational quantitative descriptive research design was used. A retrospective audit of prescriptions was conducted, and questionnaires were utilized to collect data from prescribers and the facilities to evaluate the utilization of the STGs/EML and the rational use of medicines. All descriptive analyses were presented as counts with percentages, and Fisher’s exact test was used to compare results. The data was summarized, reduced, and analysed using SAS statistics software.Results107 medical doctors (97%) responded to the questionnaire at hospital level and 98 nurses (98%) responded to the questionnaire at the PHC level. Results revealed that the majority of doctors, 94.4%, had access to the latest STGs/EML compared with only 41.8% of nurses. 70.3% and 78.3% of doctor’s and nurse’s prescriptions, respectively, adhered to the guidelines. 94.9% of nurses requested training on the use of STGs/EML as most of them had not received formal training on its use.ConclusionThis study showed suboptimal adherence to STGs/EML by all prescribers, in contrast to previous research amongst nurses when hardcopies were available. Training on the use of the STGs/EML is needed at PHC level and improved monitoring of STGs/EML compliance is necessary. This study may be replicated for a wider population to paint a national picture and to periodically assess the extent of the implementation of the STGs/EML.

Preliminary evidence of promise of a sexual violence risk reduction intervention for female students in South African tertiary education institutions

ABSTRACT Campus sexual violence risk reduction and resistance interventions have been developed and tested among female students in the global North and proven effective. Evidence-based interventions to prevent sexual violence tested amongst female students in the global South and in South African campuses are lacking. We present preliminary evidence of promise of Ntombi Vimbela! (NV!), a sexual violence prevention intervention piloted amongst first year female students in eight purposively selected campuses in South Africa. Focus group discussions were conducted with 118 female students who participated in NV! workshops. Most students found the content of NV! relevant and reported having experienced its positive effects. They perceived that NV! empowered them with skills to assess and deal with sexual assault risky situations. NV! changed their attitudes and beliefs about gender, shifted their acceptance of rape myths and beliefs, improved communication skills, enhanced self-esteem, and confidence to defend oneself in risky sexual assault situations. Few participants were unsure whether they will be able to use the skill in real life. These findings indicate a range of short-term positive outcomes which we anticipate would reduce the risk of sexual assault among first year female students. This suggests that NV! should be subject to further evaluation.

A randomized control trial comparing vaginal and laparoscopically-assisted vaginal hysterectomy in the absence of uterine prolapse in a South African tertiary institution

ObjectivesThe primary objectives of this study were to estimate blood loss, operation time and cost differences in patients undergoing vaginal hysterectomy (VH) versus laparoscopically-assisted vaginal hysterectomy (LAVH). The secondary objectives were to determine differences in hospital stay, need for postoperative analgesia, intra- and immediate post-operative complications, and the rate of conversion to laparotomy. VH was hypothesized to be the preferred route for hysterectomy for benign uterine conditions. Study DesignA randomized control study was undertaken at the Department of Obstetrics and Gynaecology of the Charlotte Maxeke Johannesburg Academic Hospital and included the women admitted between January 2017 and December 2019 for hysterectomy due to benign conditions, meeting the inclusion criteria (vaginally accessible uterus, estimated uterine size ≤ 12 weeks of gestation or ≤ 280 g on ultrasound examination and pathology confined to the uterus). Surgical procedures were performed by the residents in training under the supervision of specialists with large experience. The patient demographic characteristics, uterine weight, operative time, estimated blood loss(expressed as the difference between preoperative and postoperative day one serum haemoglobin),direct surgery-associated costs, intra- and immediate post-operative complications and the length of hospital stay were recorded and comparatively analysed among patients randomly placed in VH and LAVH group. ResultsA total of 227 women were included (151 patients underwent VH and 76 LAVH, upon 2:1 randomization, performed on this way to reflect the previous pattern of operating of the unit). The patients were matched with respect to age, parity and body mass index. No significant differences between two groups were found in mean uterine weight and also in mean serum haemoglobin shift, intra- and immediate post-operative complications, and convalescence period duration. There were statistically significant differences in operating time and in cost between the two procedures. On average, LAVH took longer than VH to be performed (62.8 ± 9.3 vs 29.9 ± 6.6 min, p < 0.0001) and it was more costly, mainly due to the longer operating time and required disposables. An amount of 15698.20 South African Rand (ZAR) or 1145.85 United States Dollar (USD) more were needed to perform LAVH in comparison to VH. All VHs and LAVHs were successfully accomplished without major complications or conversation to laparotomy. ConclusionOur data indicate that VH is a feasible and safe alternative for a large group of women with benign pathology and non-prolapsed uteri, being a faster and less costly procedure than LAVH.

Perceived Challenges of Implementing An Integrated Talent Management Strategy at A Tertiary Institution in South Africa

The aim of this study was to investigate and delineate the perceived challenges of implementing an integrated talent management strategy at a South African tertiary institution. The study was conducted at a relatively new university that opened its doors on the 1st of January 2015. Since the inception of the university under study, the institution has grown considerably but without proper policies and strategies in place to ensure its competitiveness and sustainability within the current Higher Education and Training sector in the country. A qualitative research methodology in the form of semi-structured interviews conducted with a convenience sample of 10 participants was employed to execute the study. The sample was drawn from the population of directors and official representatives of administrative, academic and support staff. The inclusion of these participants was premised on the idea that by virtue of their job description, they would be most exposed to talent management issues. Results of the study indicate that the major challenges experienced in implementing an integrated talent management strategy at the university include lack of management commitment and budget, as well as unionism and resistance to change amongst staff. As such, the primary recommendations of this study are for demonstrated commitment by university management towards accessing adequate finances to facilitate the implementation of a sound talent management strategy that will assist in promoting both the quality and longevity of the tertiary education institution in question.

Risk as productive in landscape architecture pedagogy

This paper explores the notion of “productive risk” as a way of understanding how diverse students can become re-makers of landscape architectural design practices and education. We trace the design trajectories of two first-year students at a South African tertiary institution and examine how the students negotiate the risk of drawing on their own experiences and resources in order to access conventionalised disciplinary practices. It is important to recognise students’ brought-along resources, but we also need to recognise the risk involved for the students and teachers in drawing on these resources. This risk needs to be seen in the light of a history of colonised education where diverse resources and experiences were often disregarded or devalued. We show how these students contextualise landscape architecture in terms of their own experiences and draw on their resources as prompts to space-making for the imagined users of their designs. We surface the risk in terms of students’ experiential resources as well as the use of unusual model-building materials and techniques. The high levels of engagement that these two students demonstrate in their design trajectories reveal the importance of making a connection between diverse contexts and the landscape architectural classroom. We argue that a pedagogy that embraces risk as productive can recognise and validate the rich knowledge, resources and experiences that students bring with them.

Analysing personal financial wellness amongst employees of a South African tertiary institution

The financial health of employees is increasingly becoming important in many organisations. Personal financial wellness not only contributes to the overall well-being of employees but also affects their job productivity. Thus, employers need the necessary knowledge to evaluate and address employees’ personal financial wellness levels effectively. The main objective of this study was to analyse the level of personal financial wellness amongst employees at a South African tertiary institution and gain insight which employers can use in addressing the needs of their staff with regard to personal finances. The study followed a cross-sectional design. Primary data were collected using a self-administered questionnaire from 60 attendees of a personal finance workshop, using the validated Personal Finance Well-being Scale. Practically visible to practically significant correlations were found between the number of years employed, income tax percentage paid on income earned, age, number of years being a homeowner and personal financial well-being, respectively. There were also practically non-significant correlations between general health levels, highest qualification, the number of children living in a household, number of children or other financially responsible adults and personal financial well-being. Employees’ sources of advice also seemed to influence their financial well-being. Respondents indicated that they experienced high financial stress to overwhelming stress and were dissatisfied with their current financial situation. It is also the first study to determine the level of financial wellness amongst a group of employees in the higher education sector using the Personal Finance Well-being Scale and only the third study that was found to use this scale amongst employees. This should enable employers to better support their employees.

Prevalence and characteristics of incidental colorectal polyps in patients undergoing colonoscopy at a South African tertiary institution.

There is a lack of data on the frequency and pattern of colorectal adenomas in sub-Saharan Africa to guide diagnostic and preventive strategies for colorectal cancer (CRC) in the region. To describe polyp characteristics and adenoma frequency in patients at average risk of CRC, who are undergoing colonoscopy for bowel symptoms at a tertiary hospital in South Africa (SA). Colonoscopy records from the prospective endoscopy database at Groote Schuur Hospital, Cape Town, SA, from August 2014 to February 2017, were retrieved. The presence of polyps, and their morphology, size, site and number in relation to ethnicity, symptoms and colonoscopy quality indicators were analysed. The histological type and grade were obtained from laboratory records and analysed. The primary endpoint was the adenoma detection rate (ADR). Age, gender, ethnicity, symptoms, bowel preparation and caecal intubation rates were also compared between patients with adenomas and those without. Of 1 334 colonoscopies, 342 were performed in patients at increased risk of premalignant lesions; these were excluded from the analysis. Polyps were identified in 172 of the remaining 992 patients (17.3%), whose self-declared ethnicity was mixed race (76%), white (12%), black African (11%) or Asian (1%). The quality of bowel preparation and caecal intubation rate were similar between patients with polyps and those without. Patients with polyps were older than those without polyps (mean age 61.5 (standard deviation 12.9) v. 56.3 (17.4) years; p&lt;0.002). On histological examination of these polyps, 119 were adenomas, 26 were hyperplastic and 27 were normal. The majority of the adenomas were tubular (80%), and there were only 6% with high-grade dysplasia. Half (51%) of the adenomas were in the proximal colon, and the overall ADR was 12%. The ADR (prevalence) was highest in white and Asian South Africans (18% each), followed by that in persons of mixed race (13%), but much lower in black Africans (5%). This study provides a benchmark ADR for our catchment population and potentially across Africa. There is evidence of a continuing differential colorectal neoplasia risk according to ethnicity, with fewer adenomas being detected in black South Africans.