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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 not clear what the needs of academics in the Faculty of Community and Health Sciences at the University of the Western Cape, Bellville, South Africa, are with regard to integrating research into their teaching practices. Objective. To present the findings of the views, perceptions and experiences of academics in the abovementioned faculty regarding their understanding and integration of research into their teaching activities. Methods. The study followed a cross-sectional research design. Data were collected by means of an electronic questionnaire to explore the academics' views and perceptions with regard to the integration of research into their teaching and related experiences. Data were analysed using the first two phases of the Appreciative Inquiry process as a guideline. Results. It was evident that participants had a clear understanding of research. The majority understood that the scholarship of teaching involved both the lecturer and the learner and, most importantly, the conducting of research to share it with others. Conclusion. Findings from the needs assessment can be used as a guideline to assist in strategies for staff development. Academics need to give equal attention to both teaching and research. The scholarship of teaching facilitates this through the integration of research into teaching. [ABSTRACT FROM AUTHOR]

Background. Ethics training strives to facilitate critical thinking, objective analysis and clinical reasoning skills to equip students with the ability to make an impartial and unbiased decision in different contexts and diverse client populations. This enhances students' learning experiences. Occupational therapy (OT) students are expected to work in a variety of contexts. They experience many sources of conflict in their fieldwork practice on a daily basis, while at the same time upholding professional values, responsibilities and duties. Objectives. To determine the issues that students face in their fieldwork practice and address these in an ethical manner. Methods. Qualitative research was done among fourth-year OT students by means of an open-ended questionnaire. Results. Three major themes relevant to ethical issues were identified: professional-student relationship; professional boundaries; and disclosure of information and keeping information confidential. Conclusion. The salient themes identified reflect the primary ethical tensions in the international literature from the UK and Canada, but little evidence has been reported from South Africa. Taking cognizance of this, those who are involved in the training of healthcare professionals should incorporate the identified issues in the class discussions. For many students their fieldwork practice may be their first experience with some of the aforementioned issues. Alluding to these in a safe environment (class situation) and equipping the students with a framework of analysis are very important. [ABSTRACT FROM AUTHOR]