• Neurophobia : the inconvenient truth 

  Venter, Gerda; Bosman, Marius C.; Lubbe, Johanna (Spanish Association of Anatomy, 2023-09)

  Medical schools have implemented strategies in response to neurophobia to counteract the negative perception and improve neuroscience experiences for undergraduate medical students. In this study, we explored the attitudes, ...
• Using a social justice lens to explore the possibilities and limitations of flexible learning provision in a South African TVET college 

  Van Wyk, Gertrude; Huang, Cheng-Wen; Hodgkinson-Williams, Cheryl Ann (African Minds, 2022-03)

  In its preamble, the Department of Higher Education and Training’s (DHET) strategic plan for 2015 to 2020 identified ways to expand access to education and training. However, in South Africa, Technical and Vocational ...
• Introducing open learning as a means towards social justice in post-school education and training 

  Mayisela, Tabisa; Govender, Shanali C.; Hodgkinson-Williams, Cheryl Ann (African Minds, 2022-03)

  This volume investigates the uptake of ‘open learning’ in South African Technical Vocational Education and Training (TVET) colleges and higher education institutions. Comprised of 16 studies focused on activities at a range ...
• A reflexive lens on preparing and conducting semi-structured interviews with academic colleagues 

  Buys, Tania Lee; Casteleijn, Daleen; Heyns, Tanya; Untiedt, Hannelie (Sage, 2022-11)

  In qualitative research, researchers often conduct semi-structured interviews with people familiar to them, but there are limited guidelines for researchers who conduct interviews to obtain curriculum-related information ...
• Engaging Open Science Key Stakeholders in South Africa’s Higher Education Institutions: Report 2022 

  University of Pretoria; PLOS (Public Library of Science); Training Centre in Communication (TCC Africa) (Department for Education Innovation, University of Pretoria, 2022)

  On 21st June 2022, Training Centre in Communication (TCC Africa), University of Pretoria, and PLOS, partnered for a workshop engaging open science key stakeholders from the University of Pretoria, Sefako Makgatho Health ...
• Neurophobia : a side effect of neuroanatomy education? 

  Venter, Gerda; Lubbe, J.C. (Irene); Bosman, Marius C. (Springer, 2022-11)

  Neuroanatomy in the medical curriculum tends to be challenging for both lecturers and students. Students and lecturers perceive the relevance and importance of neuroanatomy differently. If not taught sufficiently, students ...
• Teaching and Learning Review, 2021 

  Dave, Rita; Uitenweerde, Mariki; Du Pisani, Almero; Lowe, Nathan; Kilfoil, W.R. (Wendy Ruth), 1952- (Department for Education Innovation, University of Pretoria, 2021)
• Using a social media project as a way to get students to communicate conservation messages to the general public 

  Shrader, A.M. (Adrian); Louw, Ina (Routledge, 2023)

  For conservation biologists to be effective, they need to be able to communicate to the general public. In today’s world, communicating means tapping into social media platforms. To get our final-year undergraduate students ...
• The use of reflective photography in a large service-learning module 

  Jordaan, Martina; Jordaan, Dolf (Common Ground Research Networks, 2021)

  The Faculty of Engineering, Built Environment and Information Technology (EBIT) at a university in South Africa presents a compulsory undergraduate course, Community-based Project (code: JCP). It entails students working ...
• Teaching and Learning Review, 2018 

  Dave, Rita; Uitenweerde, Mariki; Du Pisani, Almero; Lowe, Nathan; Kilfoil, W.R. (Wendy Ruth), 1952- (Department for Education Innovation, University of Pretoria, 2018)
• Teaching and Learning Review, 2017 

  Dave, Rita; Uitenweerde, Mariki; Du Pisani, Almero; Lowe, Nathan; Kilfoil, W.R. (Wendy Ruth), 1952- (Department for Education Innovation, University of Pretoria, 2017)
• Student Success at the University of Pretoria, 2009-2019: A Systemic, Intentional and Data-Informed Strategy 

  Kilfoil, W.R. (Wendy Ruth), 1952-; Duncan, Norman; Lemmens, Juan-Claude; Jordaan, A.J.J. (Dolf); Mouton, H.J. (Hugo); Naidoo, Ana; Potgieter, Marietjie; Louw, Ina; Byles, Hestie Sophia; Eloff, Irma; Liebenberg, Elmarie; Vally, Rehana; Antonites, Alex J.; Kilfoil, W.R. (Wendy Ruth), 1952- (Department for Education Innovation, University of Pretoria, 2021)

  Preface: In essence, the publication provides an exposé of the evolution of an increasingly complex and comprehensive student success strategy developed by a South African university (viz the University of Pretoria). The ...
• The teaching mix matters : rethinking veterinary education at a South African university 

  Pienaar, M.; Mostert, El-Marie (University of the Free State, 2021-03)

  Globally, the COVID-19 pandemic necessitated a shift in teaching and learning practices. The University of Pretoria in South Africa was not entirely unprepared for this event, since the university’s teaching strategy ...
• From work-integrated learning to virtual case studies : navigating an alternative to fieldwork in paediatric occupational therapy 

  Van Niekerk, Karin; Uys, Kitty; Lubbe, J.C. (Irene) (Health and Medical Publishing Group, 2021-09)

  Work-integrated learning (WIL) is a crucial component of learning in the undergraduate occupational therapy (OT) programme. WIL provides essential work exposure, allows for theory-practice integration and forms part of ...
• Teaching pharmacology online : not just another narration 

  Cordier, Werner; Lubbe, J.C. (Irene) (Health and Medical Publishing Group, 2021-09)

  The COVID-19 pandemic placed educators in unique circumstances, not only due to their discipline- and student-specific considerations, but also their personal and professional milieu. Given a series of sudden ...
• Do we assess what we set out to teach in obstetrics : an action research study 

  Adam, Sumaiya; Lubbe, J.C. (Irene); Van Rooyen, Marietjie (Health and Medical Publishing Group, 2021-06)

  BACKGROUND: Medical education empowers students to transform theoretical knowledge into practice. Assessment of knowledge, skills and attitudes determines students' competency to practice. Assessment methods have been ...
• Breaking the isolation : online group assignments 

  Adam, Sumaiya; Coetzee, Melantha; Lubbe, J.C. (Irene) (Health and Medical Publishing Group, 2021-09)

  The COVID‑19 pandemic forced educators to go online in a hurry in 2020 and adapt their teaching and assessment approaches. However, despite the urgency, teaching and assessment still need to remain constructively aligned, ...
• Do we assess what we set out to teach in obstetrics : an action research study 

  Adam, Sumaiya; Lubbe, J.C. (Irene); Van Rooyen, Marietjie (Health and Medical Publishing Group, 2021-06)

  BACKGROUND. Medical education empowers students to transform theoretical knowledge into practice. Assessment of knowledge, skills and attitudes determines students’ competency to practice. Assessment methods have been ...
• Bringing literature to life : a digital animation to teach analogue concepts in radiographic imaging during a pandemic - lessons learnt 

  Essop, Hafsa; Lubbe, J.C. (Irene); Kekana, Mable (Health and Medical Publishing Group, 2021-09)

  The fourth industrial revolution is upon us, bringing with it modern trends and new imaging equipment and techniques to radiography. While resource-rich institutions have successfully moved from analogue to digital equipment, ...
• Pedagogy to probity 

  Roos, Heleen; Lubbe, J.C. (Irene) (Health and Medical Publishing Group, 2021-09)

  At midnight, Thursday 26 March 2020, South Africa (SA) was declared a state of disaster and entered a nationwide lockdown to curb the rapid spread of COVID‑19. South Africans were instructed to stay home and all but ...

View more