Browsing by Author "Louw, A."

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    Approaches toward learning in physiotherapy
    (AOSIS Publishing, 2013-11-11) Keiller, L.; Louw, A.
    The aim of this study was to investigate the approaches toward learning of undergraduate Physiotherapy students in a PBl module to enhance facilitation of learning at the Stellenbosch University, Division of Physiotherapy in South Africa. This quantitative, descriptive study utilized the revised Two-factor Study Process Questionnaire (r-SPQ-2f) to evaluate the study cohorts’ approaches toward learning in the module. results of the data instruments were analysed statistically and discussed in a descriptive manner. There were a statistically significant greater number of students who adopted a deep approach toward learning at the commencement of the academic year. Students showed a trend toward an increase in their intrinsic interest in the learning material as the module progressed. Students in the Applied Physiotherapy module (ATP) started to shift their focus from a surface learning approach to a deep learning approach. further research is needed to determine the long-term changes in approach toward learning and the possible determinants of these changes. This can be done in conjunction with the implementation of quality assurance mechanisms for learning material and earlier preparation of students for the change in the learning environment.
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    Divide and conquer may not be the optimal approach to retain the desirable estrogenic attributes of the cyclopia nutraceutical extract, SM6Met
    (Public Library of Science, 2015) Mortimer, M.; Visser, K.; De Beer, D.; Joubert, E.; Louw, A.
    The genus Cyclopia, an indigenous South African fynbos plant used to prepare honeybush tea, contains phytoestrogenic compounds. An extract from C. subternata, SM6Met, displays three desirable estrogenic attributes for future development of a phytoestrogenic nutraceutical, namely, ERα antagonism, ERβ agonism, and also antagonism of E2-induced breast cancer cell proliferation. Activity-guided fractionation of SM6Met was used in an attempt to isolate and identify compounds conferring the desirable estrogenic profile to SM6Met. Initial liquid-liquid fractionation of SM6Met yielded a polar fraction (PF) and a non-polar fraction (NPF), with the desirable estrogenic attributes retained in the NPF. Subsequent high performance counter-current chromatography (HPCCC) fractionation of the NPF yielded three fractions (F1-F3). Interestingly, the fractions revealed separation of the previously demonstrated positive estrogenic attributes of the NPF into separate fractions, with F1 and F2 acting as ERα antagonists, only F2 inducing antagonism of E2-induced breast cancer cell proliferation and only F3 retaining robust ERβ agonist activity. In terms of major polyphenols, quantitative HPLC and liquid chromatography tandem mass spectrometry (LC-MS/MS) indicated that HPCCC fractionation resulted in a divergence of polyphenolic classes, with F1 emerging as the dihydrochalcone-rich fraction and F2 as the flavanone- and benzophenone-rich fraction, while the xanthones, flavones and phenolic acids were retained in F3. F3 was re-engineered into F3R by reassembling the major polyphenols identified in the fraction. F3R could, however, not replicate the effect of F3. In conclusion, although activity-guided fractionation results suggest that retention of all the desirable estrogenic attributes of the original SM6Met in one fraction is not an attainable goal, fractionation is a useful tool to enhance specific desirable estrogenic attributes.
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    Teaching first aid in high schools : the impact on students in the health sciences extended degree programme
    (UNISA Press, 2015) Louw, A.; De Villiers, A.
    Previously, first-year medical and physiotherapy students participating in the extended degree programme (EDP) at Stellenbosch University, South Africa, spent eight weeks shadowing interns at a tertiary hospital during a clinical module. In 2011, student numbers had doubled from the previous year making it impossible to accommodate the entire group in the clinical setting. Consequently, the group was divided into two, allowing one group to participate in a service-learning project (SLP), while the other group spent four weeks in the clinical setting as before. The two groups switched after four weeks. A qualitative approach was used to determine students' perceptions of the SLP. Data was obtained from structured reflective reports about students' experiences of the one-week period during which they taught First Aid to high school learners. Open-ended, written response questionnaires completed by students at the end of the four-week SLP generated further useful data regarding the logistics and administration of the project as a whole. Similar to findings reported in international studies, analysis of qualitative data indicated an increase in student motivation in terms of their studies and vocation; an enhanced sense of civic responsibility and social justice; improved group interaction and personal communication skills; as well as increased compassion and decreased racism. Besides gaining First Aid knowledge and skills, students became increasingly aware of the population they would be serving once they graduated and of their role as professionals within this community. Thus, a service-learning teaching strategy may contribute towards producing service-driven and culturally competent physicians and community leaders.