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Background. Longitudinal integrated clerkships (LICs) are increasingly being implemented across the globe for their educational benefits and the recruitment of rural medical practitioners. As new LICs are established, it is important to explore the extent to which these benefits manifest, and the influence of LICs on the career journeys of graduates. Stellenbosch University’s LIC has been running for 11 years, and to date the career outcomes of graduates have not been described. Objectives. To explore factors that influence the career journeys of graduates from Stellenbosch University’s LIC. Methods. An interpretivist, qualitative study was performed. Semi-structured interviews that were recorded and transcribed were conducted (8 graduates, ≥5 years after graduation). Inductive thematic analysis was done. Participants were asked to depict their career journeys. These pictures and an interview guide were used as prompts during the interviews. Results. Three themes were generated from the data: (i) feeling prepared for the career journey; (ii) acquiring a new motivation and career goals; and (iii) unexpected influences on career journeys. The availability of posts and transformative influences are important factors in the career journeys of LIC graduates. These graduates were enabled by their undergraduate training to explore non-traditional career options and preferred working in rural environments. Although individual priorities caused many participants to work in urban settings, they indicated a desire to return to rural environments. Conclusions. The LIC training at Stellenbosch University acts as a significant influence on the early career journeys of such graduates, which are possibly achieved in two ways. Firstly, LIC supports the development of professional identities among its graduates. Secondly, LIC supports transformative learning within a safe learning environment that leads to changes in perspectives regarding the graduates’ responsibility towards patients and communities.

Background. Problem-based learning (PBL) has been adopted across many health professions training institutions. Small-group student tutorials are a major component of PBL. Facilitator feedback during a tutorial is a key activity to promote self-regulated learning.Objective. To explore ways in which students use feedback to promote self-regulated learning in a PBL environment.Methods. This was an exploratory qualitative study in which individual interviews and focus group discussions were conducted with health science students who had experience of the tutorial process. Data were collected through audio recording and writing of field notes. Thematic analysis was employed to generate the reported themes.Results. Students used feedback in various ways that can lead to self-regulated learning. Their experiences were summarised into three themes, i.e. activation of prior knowledge; reflection; and formulation of a personal learning plan. From the findings, a conceptual model linking feedback and selfregulated learning in a PBL context was developed.Conclusion. In this study, we propose a conceptual model illustrating how feedback is a major activity in the critical pathway that leads to self-regulatedlearning.

Background. The concept of peer-assisted teaching or peer-assisted learning (PAL) has been receiving more attention in the teaching of medical and alliedhealth students. Many advantages have been described in the literature, but much more research is needed. Challenges with the academic platform at aspecific institution of higher learning necessitate investigation into the current literature on PAL, which can inform decisions in terms of teaching and learning of allied health professions students.Objective. To critically appraise evidence of the effectiveness and implementation of PAL during the professional clinical skills training of undergraduate students in allied health professions to make informed future decisions on teaching and learning.Methods. A literature search was conducted by an experienced librarian in the Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa and the researcher in multiple electronic databases (MEDLINE, CINAHL, Africa-Wide Information, ERIC and PubMed) published from 2000 to 2014.Results. One hundred and seventy-five articles on PAL in health professions training were identified. The selected articles (n=20) were independentlycritically appraised by two researchers by means of the standardised critical appraisal skills programme (CASP) and the Author Manuscript of theNational Institutes of Health on Appraising Quantitative Research in Health Education. Nine articles were identified to be reviewed (two by the same author).Conclusion. The findings with regard to the limited number of articles reviewed suggested that PAL may address some of the needs of the new generation of students and may be beneficial to the student tutor, student tutee and clinical supervisor. More evidence is needed in terms of the questions arising from the review, especially with regard to occupational therapy, dietetics and nutrition, and optometry, to fully implement PAL.

Background. The inclusion of ‘management’ competencies in medical curricula is widely propagated. There is some evidence in the literature that undergraduate dental students regard clinical skills as more important than management skills. Objective. To investigate student perceptions regarding Dental Practice Management (DPM) as a subject in the undergraduate dental curriculum at the University of Pretoria, South Africa (SA) and to relate these perceptions to their future career aspirations. Method. A cross-sectional survey was conducted in 2012 by means of an anonymous questionnaire among second-, third-, fourth- and fifth-year dental students (N=228) at the University of Pretoria’s School of Dentistry. Results. Of the 192 respondents, 92% (n=177) agreed that DPM should be a subject in an undergraduate curriculum, but there was no correlation with their career aspirations. Leadership and management skills (77.6%), people skills (64.6%), communication and listening skills (46.4%) and personal style (42.2%) were seen as the most important non-clinical skills. Students indicated their career aspirations as follows: private practice owners (45.3%, n=81), public sector and military (15.1%, n=27), working abroad (13.4%, n=24) and Medicross/Intercare (11.2%, n=21). There were statistically significant differences (p=0.001) among the study years with regard to private practice aspirations. Most students (81.7%, n=156) indicated that they would specialise if afforded the opportunity. Conclusion. In light of the prospects of the National Health Insurance (NHI) in SA, management and leadership skills will be vital to the successful long term implementation of the NHI; hence, academic institutions and government should address these issues as a priority in their undergraduate curricula.