Browsing Scholarship of Teaching and Learning by Author "Frantz, Jose M."
Now showing items 1-14 of 14
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Beyond knowledge and skills: the use of a Delphi study to develop a technology-mediated teaching strategy
Rowe, Michael; Frantz, Jose M.; Bozalek, Vivienne (BioMed Central, 2013)Background: While there is evidence to suggest that teaching practices in clinical education should include activities that more accurately reflect the real world, many educators base their teaching on transmission models ... -
Challenges and opportunities related to postgraduate evidence-based practice module using blended learning
Frantz, Jose M.; Himalowa, S.; Karuguti, W.; Kumurenzi, A.; Mulenga, D.; Sakala, M. (Health and Medical Publishing Group, 2011)The use of information and communications technology (ICT) has become integral to health professions education worldwide. The incorporation of online facilities and maintaining of the face-to-face element make blended ... -
Cracking the nut of service learning in nursing at a Higher Education Institution
Julie, Hester; Adejumo, Oluyinka; Frantz, Jose M. (AOSIS Publishing, 2015)BACKGROUND: The readiness of academics to engage in the service-learning (SL) institutionalisation process is not accentuated in research on SL institutionalisation in South Africa. The argument has been advanced that ... -
An exploration of learning styles used by social work students: a systematic review
Frantz, Jose M.; Roman, Nicolette V.; de Jager, Mariana (UNISA Press, 2017)Social work educators are faced with the challenge of ensuring that students from diverse backgrounds are fully equipped with the necessary knowledge and skills. However, to be effective social work educators, the educator ... -
Exploring the key performance areas and assessment criteria for the evaluation of students' clinical performance: a Delphi study
Joseph, Conran; Hendricks, Candice; Frantz, Jose M. (AOSIS Publishing, 2011)BACKGROUND: Evaluating students’ clinical performance is an integral part of the quality assurance in a physiotherapy curriculum, however, the objectivity during clinical examination have been questioned on numerous ... -
Facilitating community-based interprofessional education and collaborative practice in a health sciences faculty: student perceptions and experiences
Rhoda, Anthea; Laattoe, N.; Smithdorf, G.; Roman, Nicolette V.; Frantz, Jose M. (Health and Medical Publishing Group, 2016)BACKGROUND: Interprofessional education (IPE) aims at facilitating the collaborative practice of healthcare professionals. However, students have varied experiences with IPE and the collaborative practice initiatives ... -
Integrating research into teaching: needs assessment for staff development
De Jongh, Jo-Celene; Frantz, Jose M.; Rhoda, Anthea (Health and Medical Publishing Group, 2014)Background: The scholarship of teaching involves the integration of research into teaching activities, critical reflection of practice, and communication, and dissemination of the practice of one’s subject. However, it is ... -
Learning styles among nursing students, the implications for higher education institutions: A systematic review
Frantz, Jose M.; Mthembu, Sindi (Unisa Press, 2014)Understanding the learning styles of nursing students has been highlighted as an area in the scholarship of teaching that needs attention. The aim of this review was to determine the common learning styles of nursing ... -
Physiotherapy Students’ Use of Online Technology as part of their Learning Practices: A Case Study
Rowe, Michael; Frantz, Jose M.; Bozalek, Vivienne (Aosis, 2012)The relevance of non-technical skills have long been acknowledged as important components of clinical learning, and there is evidence that integrating technology can facilitate their development by encouraging reflection, ... -
The role of blended learning in clinical education: A systematic review
Rowe, Michael; Frantz, Jose M.; Bozalek, Vivienne (Association for Medical Education in Europe, 2012)BACKGROUND: Developing practice knowledge in healthcare is a complex process that is difficult to teach. Clinical education exposes students to authentic learning situations, but students also need epistemological access ... -
Student and staff perceptions and experiences of the introduction of Objective Structured Practical Examinations: a pilot study
Frantz, Jose M.; Rowe, Michael; Hess, Danelle; Rhoda, Anthea; Sauls, Hess; Wegner, Liezel (Health and Medical Publishing Group, 2013)Background. The Objective Structured Practical Examination (OSPE) is widely recognised as one of the more objective methods of assessing practical skills in healthcare programmes, including undergraduate physiotherapy ... -
Students’ views of learning about an interprofessional world café method
Filies, Gerard C.; Yassin, Zeenat; Frantz, Jose M. (Health and Medical Publishing Group, 2016)BACKGROUND. Interprofessional education (IPE) and practice were conceived as a means to improve quality of care by bringing together the health and social professions to learn and work collaboratively in teams. This ... -
Technology-mediated learning in physiotherapy education: the social construction of practice knowledge.
Frantz, Jose M.; Rowe, Michael (Aosis Publishing, 2013)Clinical practice is complex, requiring practitioners to interpret a diverse range of inter-related variables in order to make clinical decisions as part of patient management. This process is often intuitive and therefore ... -
Using Google Drive to facilitate a blended approach to authentic learning
Rowe, Michael; Bozalek, Vivienne; Frantz, Jose M. (Wiley-Blackwell, 2013)While technology has the potential to create opportunities for transformative learning in higher education, it is often used to merely reinforce didactic teaching that aims to control access to expert knowledge. Instead, ...