Presentation with some preliminary findings of a study we conducted after placing a final year physiotherapy students with a visual impairment in the Intensive Care Unit.
Open Online Courses in Health Professions Education: A systematic reviewMichael Rowe
I'm working on a systematic review of the literature on Open Online Courses in Health Professions Education, with two colleagues from Monash University. These are the preliminary findings from that review that I presented at the SAAHE conference in 2016.
Digital literacy of an international group of physiotherapy studentsMichael Rowe
As part of the International Ethics Project (https://internationalethicsproject.wordpress.com/) we conducted a survey of digital literacy in an international sample of physiotherapy students. These are the preliminary findings of that survey.
Using the web to empower agents of changeMichael Rowe
These are the slides from the presentation I gave at The Network: Towards Unity for Health conference in Fortaleza, Brazil (2014).
The talk looked at how we're trying to prepare health professional students for an increasingly complex health system, but we're still using teaching methods that originated centuries ago. I ask questions about how we can change teaching practices to take into account the characteristics we expect of our graduates. I discussed the importance of taking a critical stance towards the implementation of technological solutions, and to be careful of making assumptions about the use of technology to solve all problems.
Creating and implementing an open online courseMichael Rowe
Presentation for the 2014 SAAHE conference, where I discuss a project I ran in 2013. We created an open online course in professional ethics and had our students complete the course in collaboration with qualified physiotherapists from around the world.
Open, online course in Professional EthicsMichael Rowe
Description of the design and implementation of an open, online course in Professional Ethics, that I ran during August 2013 in the Department of Physiotherapy, University of the Western Cape
This is the presentation I will be giving as part of my contribution to the SAFRI session that is currently being held in Cape Town. SAFRI stands for the South African FAIMER Regional Institute.
This is the presentation I used for a workshop on Ethics in research and clinical practice, which I gave in our department in order to accumulate the required number of CPD points for physiotherapists.
The use of Information and Communication Technology to support South African ...Michael Rowe
This is the first conference presentation I ever gave. It was in 2008 at the South African Association of Health Educators (SAAHE) conference at Stellenbosch University.
I came across it just now and thought I'd put it up here, just for the sake of being complete.
This is the presentation I gave at the Centre for Teaching and Learning at Stellenbosch University.
I began by exploring some of the ways in which the education system is broken, and how the select application of certain types of technologies may be a useful part of the solution. This first section was to contextualise the second part of the presentation...
...which was to demonstrate a few examples of how I integrate certain services, applications and devices into my own PLE, before finally...
...highlighting the challenges we face in moving this idea forward, as well as suggesting guidelines that acknowledge the challenges, but which still facilitate an appropriate application of the PLE concept.
Few of the ideas expressed in the presentation are solely my own (other than choosing the images), and I've tried to give credit where it is due.
Collaborative knowledge construction with wikisMichael Rowe
This is the presentation that I gave at the HELTASA conference in Johannesburg on 27 November, 2009.
I discuss social media in general, and wikis in particular, as well as their role and application in higher education.
I go on to discuss the results of a wiki-based assignment that I gave to a class of fourth year physiotherapy students, and their experiences with the wiki.
In our department, we're required to present our study proposals for comment before submission to Higher Degrees. This allows for the group to give feedback for final corrections in the hope that the proposal is accepted without having to make major revisions.
This is the proposal presentation I gave to my department a few days ago. The feedback I received, although mainly editorial, means that the structure of this content is not the same as it will be in the final submission e.g. the Method has received another step in the process.
The use of ICT by South African physiotherapy studentsMichael Rowe
I presented some of the results from my Masters study at the Higher Education as a Social Space (HESS) conference at Rhodes University in Grahamstown last year.
I tried to determine which ICT services / tools South African physiotherapy students used as part of their studies. This was done in 2006, before the whole "social media" thing hit South Africa.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
Supporting a student with visual impairment in the ICU
1. Supporting a student with
visual impairment in the ICU
Michael Rowe
Blake Boggenpoel
Shamila Gamiet
Julie Phillips
Tania Steyl
2. Background
The South African government has ratified the UNRCPD which
means that it has a legal obligation to facilitate both education
and employment, for PWDs.
Students with disabilities continue to form only a small
proportion of the total number of higher education enrolments
(Eagleton, 2008).
The Department of Physiotherapy at the University of the
Western Cape (UWC) began accepting and supporting
students with visual impairments in 1996, graduating 8 since
then, all of whom worked in the health system (Steyl, 2010).
3. Background (cont.)
HPCSA has a new requirement for all students to be placed in
the ICU as part of their clinical training
In 2015 one of our final year students - who has a VI - asked
why he was the only one in the class who did not get an ICU
placement.
4. Aim
The aim of the study was to explore the experiences of the
student, clinician and clinical coordinator with the placement
of a student with a visual impairment in the ICU.
5. Method
Design: Case study with student involvement (Willig, 2008)
Setting: GSH ICU and neuro clinical rotations
Sample: UWC student, GHS clinician, UWC clinical coordinator
Data gathering: Interviews with self-developed guide,
conducted by a 3rd party
Data analysis: Thematic analysis
6. Method | Ethics
United Kingdom has a long history of educating
physiotherapists with visual disability, initially in a segregated
setting (Thomas, 1957) but more recently as part of the
mainstream undergraduate programme (Atkinson & Hutchinson, 2013)
Student support in the ICU setting is essential (Atkinson &
Hutchinson, 2013)
VI coordinator at UWC, clinician, supervisor and student
prepared for the placement with meetings and clinical visits to
manage expectations (Steyl, 2010)
7. Results | Different expectations
“I was more focused on the environment, asking the student,
what do you think of the space, what do you think you’re
going to need...then [the clinician] said to me, we’re not here
for that, we’re here to see how [the student] performs. So it
was quite a surprise for us when they asked him to read the
folder, assess the patient and treat the patient.”
“with other placements [the student] is used to assessing and
treating the patient and then he does digital recordings of his
notes and then he writes it up later. And GSH/ICU was saying
that cannot happen in ICU; he cannot write up his notes later,
he needs to complete the notes before he leaves the ICU”
8. Results | Different expectations (2)
“we tried to give the least complicated patient to [the student],
whereas with the other students we just monitor what was
happening with the patient regardless of the complications.”
“For every two hours that [the student] was in the ICU he
needed to be constantly supervised; he cannot be left
independently.”
“There’s a big difference when you’re sitting behind your desk
and thinking about this as a manager, and actually being in the
clinical setting and seeing the student. That was more positive;
they were very keen to help and they admired us for doing
this.”
9. Results | Negative perceptions
“this person is disabled and this person should not be allowed
in ICU; if this was my mother or my grandfather or a family
member, I would not want someone who cannot see, treating
me or my family member in an ICU”
“it does raise the question that you’re in ICU and as a patient
am I being disadvantaged by having somebody that isn’t as
aware and can’t work independently?”
“the feedback that I got from the patients was, wow, this is
fantastic, this is a great step that you’re taking, we admire your
university for doing this, for supporting the student”
10. Results | Negative perceptions (2)
“Is this in the best interest of the patient – because where’s
this going to lead to? Are we now going to say that this person
is qualified to [work in] an ICU? I don’t think they are.”
“This opens up the idea that now we are saying that with this
little bit of training and the hours he spent there, that when he
qualifies...he hasn’t worked independently in this area for us to
qualify him in that aspect. He should never be allowed to work
independently in an ICU after he graduates.”
11. Results | Preparation
“I think it was just overcoming the perception that we can’t
have disabled people working in the ICU – I think that was the
biggest thing. Once we were over that…”
“I think that we also need to prepare the nursing staff; I don’t
think they were ready for a visually impaired student.”
“The sister there gave [the student] the bedside charts and put
readings on for him so that he could take it home and so that
when he comes back into the ICU he’s familiar...where’s the
temperature, where’s the heart rate, where’s the blood
pressure, where are the ventilator settings.”
12. Results | Challenges
“We can enlarge the readings but it’s still difficult due to the
contrast in colours; I can see if something is white on black or
black on white. But, for example, I had a difficult time to read
the invasive blood pressure which was red on black.”
“where the patient was situated in the ICU in relationship to
where the windows were. The blinds couldn’t adjust and I'm
photophobic.”
“the monitor was set up quite high and it’s fixed, so it can’t
move down, which made it difficult to actually read everything
out.”
13. Conclusion
“I would definitely recommend this because it gives you a lot of
experience. I remember a student I knew that was in fourth year
when I was in my first year. She also had a vision impairment and
she didn’t go on an ICU block. I I told her about this ICU trial that
we are doing, and she said that would have been nice to have
because when you go out on comserve you have to adapt and
you can’t just tell people, sorry I can’t do this because I didn’t
have any experience. She only started this year introducing
herself to the ICU. Luckily there were clinicians who were willing
to help her.”