Browsing by Author "Philips, L."

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    Allied health professional rural education: Stellenbosch University learners’ experiences
    (Health & Medical Publishing Group, 2016-10) Pillay, M.; Bester, J.; Blaauw, Renee; Harper, A.; Msindwana, A.; Muller, J.; Philips, L.
    ENGLISH SUMMARY : Background: Rural clinical training is not widely established or documented for allied health sciences (AHS) learners. This article focuses on the experiences of AHS learners from Stellenbosch University’s uKwanda Rural Clinical School. Objective: To explore learners’ practices with regard to rural clinical training in the AHS. Methods: A total of 22 documented reflections and seven educator or learner semi-structured focus group discussions, using critical conversations, were analysed with methods such as textual and thematic analysis and qualitative research software (ATLAS.ti, Germany). Results: The perception of rural clinical training was reported as an overwhelmingly positive experience. Practices positioned ‘rural’ as a catalyst for developing learners’ emerging identities as policy brokers, and as best when delivered by team participation. Professional education curricula were reported as dependant on: (i) context; (ii) educators; and (iii) how time was managed. Conclusion: Rural-based learning is a humanising experience for health science learners.
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    Determinants of serum 25-hydroxyvitamin D levels in healthy young adults living in the Western Cape, South Africa
    (South African Academy of Family Physicians, 2019-10-28) Visser, Janicke; Knight, K.; Philips, L.; Visser, W.; Wallace, M.; Nel, D. G.; Blaauw, Renee
    Background: Vitamin D deficiency is fast emerging as a global pandemic. In South Africa few studies have been conducted to determine the vitamin D status of the healthy population. Methods: This prospective study with an analytical component investigated vitamin D status of healthy undergraduate students at two time points (winter and summer) at Stellenbosch University. Serum 25(OH)D was determined, anthropometric measurements taken and dietary vitamin D intake estimated (food-frequency questionnaire). Skin tone was determined (Fitzpatrick skin type classification), and a skin reflectometry device used to measure dermal melanin content. Results: Results of 242 students indicated a mean serum 25(OH)D of 63.80 ± 41.35 ng/ml and a high prevalence of vitamin D sufficiency (88%). Significantly more females experienced suboptimal vitamin D levels than males (18 vs. 5%; p < 0.01). Participants with lighter skin tones had higher levels of 25(OH)D than those with darker skin tones (chi-square = 24.02; p = 0.02). The majority (60.74%) had a normal BMI, although there was no significant relationship between BMI and serum 25 (OH)D (Spearman’s r=–0.11; p = 0.09). Total mean dietary vitamin D intake was 7.99 ± 13.81 mcg, with 87.2% having inadequate intake (< 15 mcg). The relationship between total vitamin D intake and serum 25(OH)D was found to be significant in winter (p < 0.001) and summer (p = 0.01). Serum vitamin D levels were significantly higher in the winter phase (p < 0.001). Conclusions: A low prevalence of vitamin D deficiency was found amongst healthy young adults, despite low dietary vitamin D intakes. Significant relationships were found between serum 25(OH)D and gender, skin tone and vitamin D intake. Further studies need to be conducted, especially in high-risk groups, before results are applied to the greater South African public.
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    Engagement of dietetic students and students with hearing loss : experiences and perceptions of both groups
    (Health and Medical Publishing Group, 2018) Smit, Y.; Marais, M.; Philips, L.; Donald, H.; Joubert, E.
    Background. Final-year dietetic students from Stellenbosch University (SU) present selected training sessions during their Rural Clinical School (RCS) rotation to professional cookery students of the National Institute for the Deaf (NID). Objective. To describe experiences and perceptions of dietetic students and NID students before and after training sessions. Methods. A descriptive, phenomenological approach was followed. SU students (N=23) reflected on experiences before and after providing training to NID students. Two focus group discussions were conducted with NID students (N=19) after training to explore their experiences related to the training. An experienced interpreter facilitated discussion topics using South African Sign Language (SASL). Voice recordings were transcribed verbatim and thematic content analysis was performed manually. Results. NID students described feelings of uncertainty and fear of the unknown prior to the training. These feelings turned to excitement and curiosity as the presentations continued. They were positive about the learning experience and described it as wonderful and interesting. SU students described it as challenging, but valuable in gaining insight into living with deafness. The experience positively influenced their professional and personal development. Students were appreciative of and grateful for the opportunity to engage with and learn from each other. Suggestions were made to improve future training sessions based on identified barriers, such as overcoming communication challenges and clarifying reciprocal misperceptions. Perceptions changed when similarities between student groups were realised. Conclusion. The overwhelmingly positive experience of both groups is a strong motivation to continue with this initiative. SU students recognised the importance of health promotion to persons with impairments.