10th Year Anniversary Photo Book

CONTENTS

Welcome to the SAFRI 10
Year Birthday Book
Our birthday book is a collection of contributions from each
SAFRI graduated cohort, the hard work of the SEEK and
UBER squad as well as some digging through the SAFRI
newsletters and photo archives. Our 10 year journey is
indeed a celebration of our individual journeys as well as
the path that FAIMER and SAFRI has forged in promoting
health professions education in Africa.
The First chapter of the book is a timeline of the major
milestones in SAFRI and an overview of the SAFRI team
in this, our tenth, year.
The Second chapter is a diverse showcase of all the
birthday contributions from the 10 graduated cohorts
(2008-2017), their group photo and a word cloud of their
SAFRI projects.
The Third chapter is an eclectic collection of special SAFRI
milestones and some of our ‘top 10’ picks.
The Fourth and final chapter in our birthday book is a
message board of birthday wishes.
We hope that you enjoy this celebration of SAFRI and will
join us in wishing SAFRI a very happy birthday.

The SAFRI team in 2018
The complete SAFRI team is a long list of FAIMER
and SAFRI faculty both past and present who have
conceptualised, built, and developed SAFRI over the
past ten years. In addition to the hundreds of hours of
course work, preparation, facilitation and mentoring
that the full SAFRI volunteer force has contributed
over the years, a number of us also hold positions
and portfolios in SAFRI in 2018:
Board of Directors
Vanessa Burch – Chairperson of the SAFRI Board of
Directors
Ralph Graves – FAIMER Director Regional Institutes
Dianne Manning – Chief Executive Officer of SAFRI
Company
Jacky van Wyk – SAFRI Regional Co-director
Francois Cilliers – South African Association of
Health Educationalists (SAAHE) representative
External Members:
Prof Debbie Murdoch-Eaton
Prof Eunice Seekoe
Dr Gustaaf Wolvaardt
Other Portfolios
Liz Wolvaardt – SAFRI Regional Co-director
Lianne Keiller – Online Learning
Marietjie van Rooyen – Online Learning
Francois Cilliers – SAFRI Faculty Development
Dot Bransby – SAFRI Administrator
Champion Nyoni – UBER squad leader
Ronel Maart – UBER squad leader
Chivaugn Gordon – UBER squad leader
Abigail Dreyer – CHEER squad leader
Alan Barnard – LEAD squad leader
Corne Postma – TEACH squad leader
Ludo Badlangana – SEEK (info) squad leader
Jose Frantz – SEEK (research) squad leader

2006
2004
Ben van Heerden
Marietjie van Rooyen
We reached the critical mass required to
initiate formal discussion around establishing
a FAIMER Regional Institute in South Africa.
2001
2008
Vanessa Burch and Dan
Kayongo attended the fi rst
FAIMER fellowship in 2001,
and conceptualized an
African fellowship.By 2006
there were nine FAIMER
fellows from South Africa.
Jacky van Wyk
Francois Cilliers
The SAFRI
fellowship
was
launched
in March
2008 at Monkey Valley in Cape
Town with an intake of 13 fellows.
After two years at Monkey Valley
we relocated to The Southern Sun
Newlands, where we have been
since.
2016
2016- SAFRI introduces
working groups or ‘squads’
to expand fellows’ options
to participate in the SAFRI
community.
Dan Kayongo
Juanita Bezuidenhout
The not-for-profi t
SAFRI company was
established in 2013
in response to the
requirements of
South African tax
laws.
2017- SAFRI
registers a
Postgraduate
Diploma in
Health Professions
Education and
Leadership.
2017
Vanessa Burch
Elizabeth Wasserman
2002
David Cameron
2005
In 2007
SAFRI was
constituted
as a voluntary
organisation
at a meeting attended by the nine FAIMER
fellows, plus the two 2007 FAIMER
fellows from South Africa, Enoch Kwizera
and Gboyega Ogunbanjo, Christina Tan,
a FAIMER fellow from Malaysia visiting
South Africa at the time and Bill Burdick.
2013
2007

Teaching and Learning: What was
learned, and how was your practice
changed?
Jose Frantz (Faculty of Community and Health
Sciences, University of the Western Cape, South
Africa)
Positive learning outcomes are the desired goal
for any learning program and module taught. It is
however important to understand that in order for us
to ensure positive learning outcomes, it is essential
that we take a structured approach to designing
learning plans. All fellows that have passed through
the SAFRI program defi nitely experience the
“crossing the river activity”.

The crossing the river activity has become a core
component of my teaching when I teach Research
Methodology. The crossing the river activity at
SAFRI teaches us about planning, teamwork,
communication and endurance.
I taught Research Methodology to Physiotherapy
honours students from all over Africa. As an
introduction to research methodology and as part of
my first and last lecture I used the crossing the river
activity as a learning activity to demonstrate that
research methodology has the following outcomes:
• Understanding of careful planning of the blueprint
for the project
• Communication between all stakeholders to
ensure successful implementation of the project
• Understanding that poor planning could leave you
stuck in the middle of the river
• Understanding that careful planning allows you
to success no matter what the challenges are
(crocodiles)
This activity is used at the end of the course again
to remind students which steps they have forgotten
and where they can improve in order to ensure that
the implementation of their research project is a
success. The activity also opened my eyes to using
activities that will make an impact to demonstrate a
point rather than letting the students read about it or
talking about it.
Alwyn Louw (Faculty
of Medicine and Health
Sciences, Stellenbosch
University, South Africa)
In 2007 I was approached by
two very well-known SAFRIfellows,
Ben van Heerden
and Juanita Bezuidenhoudt,
to apply for SAFRI. Initially
I thought it had something
to do with a tour into the
wild and was therefore very excited. Soon I found
out it was a fellowship programme in Teaching and
Learning, and my enthusiasm fell a little bit because
I was trained in teaching and learning and regard
myself as a ‘little bit’ of an expert. Hindsight – it was
one of the best experiences I ever had in teaching
and learning, and because of the following reasons:
I soon found out that I am not much of a teaching and
learning expert, and that I could and still can learn
so much about this field. I had (and still have) the
privilege to serve on the faculty team, and I truly can
state that I learn so much every year. Initially I mostly
learned about research in teaching and learning, but
also quite a number of new ideas about teaching
practices. It was quite exciting to get back at my home
university and tried out some of these newly learned
teaching strategies. Most of it I still use today and it
found most of it very effective. Interestingly, every
time I used some of these techniques or strategies –
or just when I do something that was learnt at SAFRI,
I tend to connect it to the specific circumstances
when we dealt with it at SAFRI. I can see the venue
and the specific people involved in that, and that is
somehow very satisfactory. I wish I could remember
more, but I will often ‘run’ to my SAFRI files of 2008
(and later) because I still remember this or that a
person said or this and that about something – and I
want to look it up.
The networks I built there are still present today – ten
years later. I am quite a strong introvert on the MBTIscale,
and SAFRI ‘forced’ me out of it. SAFRI ‘forced’
me to open-up my Johari window and that resulted in
making good friends with my fellows and other faculty
members. I like to think of a SAFRI family, and really
appreciate each and everyone’s companionship.
It is always very nice to meet my 2008 buddies at
conferences or other places, and we immediately
connect every time. In some cases we helped each
other out in matters like sharing research ideas, or
being external examiners in appropriate studies. I
wish we could do more research work together.
It is amazing how new fellows engage into the SAFRI
family time after time! Hats off to FAIMER with the
initiative as well as the way in which they have lead
SAFRI over the years! Hats off also to the people
in charge of SAFRI over the years – it is a daunting
task that they free willingly do year after year – thank
you so much!
I have to say – I am very proud to say I was in the
first SAFRI-group (2008), and also proud to say that
I am the very first Stellenbosch University SAFRIfellow.

Christian Chinyere Ezeala
(Mulungushi University
School of Medicine,
Zambia)
SAFRI marked my initiation
into a new profession
in medical and health
sciences. What I learned
varied from effectiveness
in teaching, assessment,
leadership, teamwork,
educational scholarship, to project management. To
me the greatest impact was not what was taught, but
how it was taught. SAFRI changed my perspective
about teaching and learning. Now, to me teaching is
a hobby. Today, I teach with passion, I mentor with
affection.
SAFRI set me on the stage for professional
development and unending opportunities. Since
SAFRI, I have worked as academic in four different
universities in Africa and outside Africa. I am today
a full professor. I have advanced my education,
moving on to get two earned doctorate degrees, PhD
in Pharmacology (2010), and DLitt et Phil in Health
Studies (Scholarship of teaching and learning)
(2017).
Frank Peters (Faculty of
Health Sciences, University
of Pretoria, South Africa)
What a difference happened
with me since 2008! From
a novice educator to a
supervisor on post grad
research studies and
running a serious post grad
programme. From a “Jump
the Gun” extrovert doctor
nearly “drowning my fellow SAFRIans in the river”
to a more innovative medical educator presenting
several papers in different countries and nationally.
I have also published 2 papers as a result of my
SAFRI involvement. With our 2nd SAFRI session,
my colleagues already had their protocols, but I
was still stuck at the aim; not to say anything about
objectives. In the end, however, my project took me
to AMEE, SAAHE and Sudan where I’ve presented
my work. perspective about teaching and learning.
Now, to me teaching is a hobby. Today, I teach with
passion, I mentor with affection.
I was working as a Medical specialist in a district
hospital during SAFRI, then I was promoted as a
Principal Specialist the next year after SAFRI and
started to develop a satellite for Post-Graduate
training, with the University of Pretoria, in a regional
hospital. After HPCSA accreditation in 2012 the
hospital became a Tertiary Post-Graduate Training
Hospital.
Different domains have already had registrars that
completed their training as specialists during the
past 6 years at our satellite platform.
I am also very humbled to announce that I was
promoted to an Adjunct Professor as from January
2018. To be a fellow of SAFRI was a very blessed
10 years!
Veena Singaram (School
of Clinical Medicine,
University of KwaZulu-
Natal, South Africa)
My chapter in SAFRI helped
strengthen and stimulate my
ability to create a teaching
and learning process that
promoted my growth into an
independent researcher. This
was an important enabling
factor in my Doctoral journey in Medical Education
and even now as a Doctoral supervisor.
It was dauntingly refreshing to be exposed to the
pedagogical theory and research on teaching and
learning and their application in health professions
education. Assimilating this into current practice was
facilitated by the wonderful meaningful interactions
with my fellows, SAFRI facilitators and experts.
One of the key ideas that was nourished during my
SAFRI journey was related to collaborative learning
in Problem Based Tutorials. Being exposed to the
importance of the validity and reliability of the use
of instruments, in our multicultural diverse learning
environments, stimulated the development of a
Tutorial Group Effectiveness Instrument (TGEI). To
date this instrument has been validated and adopted
for use in different settings. It is also currently being
translated to an Indonesian language.

I am deeply grateful for the teaching and learning
experiences created by the SAFRI fellowship and
the opportunity to be a part of SAFRI as a life-long
learner.
Karien Mostert-Wentzel
(Faculty of Health Sciences,
University of Pretoria,
South Africa)
SAFRI 2008 was indeed the
launch of my career as a
scholarly educator. I found the
supervisor for my PhD in my
class, the esteemed Prof. José
Frantz, my exact opposite in
terms of leadership profile. The syllabi of the study
units that I teach at my institution were enriched
with material and experience from on-site sessions.
Apart from having the responsibility of coordinating
the departmental community-based education, I
was on the steering committee to develop new interprofessional
modules on health leadership over four
years involving five departments from the Faculty
of Health Sciences and one from Humanities. The
curriculum framework which I developed was used
to develop the outcomes for the modules. It was an
honour to have also acted as a Faculty member on
the SAFRI programme for the past few years, and
to have accompanied fellows with their education
projects. My research has resulted in publications
and national and international presentations, one
which won the award for Best Presentation in the
Africa Region at an international physiotherapy
conference. I was also one of three Education Awardwinners
in the Faculty of Health Sciences in 2017.

Reflection on leadership
By Mubuuke Gonzaga
Leadership is not about speed, ideas, efficiency, or power. . .
It is about knowing your own limitations and celebrating the
gifts of others,
It is growing in wisdom, understanding the number of our
days, and seeking to understand rather than be understood.
It is caring for people, always hoping for, and expecting the
best.
It is being brave enough to be vulnerable in front of others.
It is seeing the big picture of where things are, and building
a road to the future with limited casualties.
It is helping each person to sing their song from the heart,
and leading the band in praise to their Maker.
It is moving with the people towards a desired future
Celebrating the successes along the way
Appreciating the strengths of team members
Together, mitigating the weaknesses
Working in a team always
Walking steadily towards
A shared Vision!

Uncertain times
By Michael Rowe
A reflection on career progression
The theme of this chapter is Professional
development: Post fellowship on a personal and
professional level, which I have taken the liberty of
re-interpreting slightly. This poetic license refl ects
the way in which I have come to think about
academic career progression since starting the
SAFRI Fellowship in 2010.
As the context of higher education becomes
increasingly ambiguous and uncertain, we need
to explore different models for understanding
the academic and intellectual project of nation
building. This small contribution to the 10 year
SAFRI celebration is my attempt to do something
like that.
“‘The world breaks everyone.
The some become Strong at
the Broken places.
ERNEST HEMINGWAY

If professional practice were stable, repetitive and
predictable, we would only ever need to follow rules.
However, the nature of practice is that it is uncertain
and unpredictable.
Complex systems have many rich, non-linear
interactions between agents that feed back into future
interactions in uncontrolled ways, making prediction
of outcomes impossible. The boundaries of these
systems are difficult or impossible to define and they
require a constant flow of energy to maintain the
organisation within them. Complex systems evolve
over time and their history is co-responsible for their
current behaviour.
Higher education is a complex space.
Move into spaces that increase
your options.
KEVIN KELLY
“Normal” problems have well-defined and stable
problem statements with clear solutions that can be
evaluated as being right or wrong.
Wicked problems - the kinds of problems we
find in complex systems - are poorly defined and
ambiguous, and often associated with strong moral,
political and professional issues. Since they are
strongly stakeholder dependent, there is often little
consensus about what the problem is, let alone how
to deal with it. They include dynamic sets of complex,
interacting issues that evolve over time in a social
context.
Career progression is a wicked problem.
SOME PROBLEMS ARE SO COMPLEX
THAT YOU HAVE TO BE HIGHLY
INTELLIGENT AND WELL INFORMED
JUST TO BE UNDECIDED ABOUT
THEM.
Once we see that the hard boundary of the discipline
is really just a misguided suggestion, we are free
to explore outside of that space. The boundary
becomes porous, allowing us to move into the
adjacent possible spaces. Boundaries, whether
professional or epistemological, serve to constrain,
rather than expand, our thinking.
Work outside the boundaries of the discipline.
THE BOUNDARIES OF KNOWLEDGE
ARE CONSTRUCTED IN WAYS THAT
SEEM UNQUESTIONABLE, WHICH
MAKES IT NECESSARY TO
INTERROGATE OUR ASSUMPTIONS
HENRY GIROUX
Innovation is more systematic than we may think.
New ideas in any field are found just beyond the
current cutting edge, in the adjacent space that
contains the possible new combinations of existing
ideas.
We need to grind away in order to expand the cutting
edge, thereby opening up new problems in the
adjacent possible space. Innovation happens as we
keep working at edge of what is possible, expanding
the boundary of what we know and understanding
into new spaces, thereby creating new edges.
We need to do difficult intellectual work at the edge
of our understanding.
I WANT TO STAND AS CLOSE TO THE
EDGES AS I CAN WITHOUT GOING
OVER: OUT ON THE EDGES YOU
CAN SEE ALL THE KINDS OF THINGS
YOU CAN’T SEE FROM THE CENTRE
KURT VONNEGUT
If we want answers to the really big questions we
cannot remain confined within a single discipline
because reality isn’t confined to a single discipline. In
fact, single disciplines are defined more by university
architecture and budgets than anything else.

No matter how good you are, you can’t do it all
yourself. So you need to be embedded as a node
within a network that you can contribute to; that you
can provide value for.
In order to understand networks and their participants,
we can evaluate the location
and grouping of actors in the network. This gives us
insight into the roles and groupings in a network –
who are the connectors, mavens, leaders, bridges,
and isolates?
Where are the clusters and who is in them?
Who is in the core of the network, and who is on the
periphery?
Understand your role in the network.
We would do well to remember that life is what we
spend our time on, and that it
would be a great pity to wake up one day and realise
that we’ve missed out on all the things we say we
care about.
For myself, I imagine that my regrets won’t include
the papers I didn’t publish and the grants I didn’t win.
Instead I worry that I’ll have missed the countless
small moments of connection that make up a life. So
at the end, this is where I find myself:
Work hard on difficult problems at the cutting edge,
add value for others; but remember to keep some
space at the core that is just for me.
EVERYBODY SHOULD SIT QUIETLY
BY A LITTLE STREAM AND LISTEN
MAURICE SENDAK
LEVER POINTS ARE THOSE POINTS
IN A NETWORK WHERE SMALL
DIRECTED ACTIONS MAY CAUSE
LARGE CHANGES IN AGGREGATE
BEHAVIOUR

SAFRI 2011
How well do you know
SAFRI? The class of
2011 have set you an
opportunity to test your
knowledge!

SAFRI 2011
CROSSWORD PUZZLE
Across
3. According to the SAFRI logo, what do we
want to fl ip over?
6. What does the ‘M” in TMA stand for?
10. What is the acronym of the conference
where we present in session 5?
12. What waits for you in the river?
14. What is Vanessa Burch’s nickname at
SAFRI?
Down
1. What is ‘coming’?
2. What items of clothing are project
planning tools?
4. Who is the ‘fullstop’ in our SAFRI lives?
5. What is the second word in FAIMER
stand for?
7. What was the previous SAFRI
chairperson’s fi rst name?
8. What four letter word is often used at
SAFRI?
9. Currently how many contact sessions
does SAFRI have?
11. How old is SAFRI this year?
13. Manager, what is that on your back?

Celebrating diversity: Embracing
cultural and social aspects of the
fellowship
By Ludo Badlangana, Anthea Rhoda & Abigail Dreyer
A lot can be said about cultural diversity and
how it enriches the lives of those who choose to
embrace it. The 2012 SAFRI Fellowship cohort
was diverse in that we had 17 Fellows from nine
African countries - over half of the countries that
are associated with SAFRI to date. Our cohort
came from these countries:
Botswana (2) Rwanda (1) Uganda (1)
Ethiopia (1) South Africa (6) Zambia (1)
Nigeria (1) Tanzania (2) Zimbabwe (2)
An important goal of the Fellowship was the
research project that we needed to complete and
came back and present. This was the same for
everybody irrespective of nationality and academic
rank. We were all on the same level.
Anyone who has completed the SAFRI fellowship
knows that that achievement came with a lot of hard
work that required numerous hours of commitment
towards our research projects. Right from the fi rst
day until the end of our presentations at SAAHE
the following year, we were constantly required to
defend our research projects and interests. After
all, we birthed the concept of our research ideas
and no one was going to defend or believe in what

we wanted to do more than ourselves. So, our
projects shaped us as we began to make an impact
in health professions education at our respective
institutions. Towards the end of our SAFRI journey,
we grew in confidence and conviction of what
our projects had become, and our take home
messages went beyond simple statements that our
projects were complete. Instead we learnt that we
indeed could impact the health professions arena
by adding new knowledge in that field no matter
how small our project seemed to be when we left
at the end of Session 1.
Having a common goal, which was the project,
created a community of practice, where we at
times felt we needed to ensure that as a group
we were successful, encouraging each other not
wanting anyone to be left behind. None of us were
prepared for the impact SAFRI would have on
our lives beyond the completion of our fellowship.
SAFRI moves you from being what you do to what
you become. You become part of a unique family
that goes beyond the academic ties that come with
being health profession educators. The SAFRI
family has an impact on many aspects of your lives
– both professionally and personally. Ultimately,
it does not matter where in the world you come
from because SAFRI leads you to share the same
responses, the same human reaction towards the
project timelines, TMA deadlines and everything in
between.
In the end, the SAFRI fellowship facilitated the start
of our scholarship of learning. The community of
practice that we now belong to has been instrumental
in our career trajectories. SAFRI became part
of our culture, our way of doing things. We could
apply the knowledge and skills learnt to facilitate
promotions and increase outputs, others became
SAFRI Faculty, others have been promoted at their
respective institutions. This benefit of SAFRI was
common throughout the group in various ways,
proof that this was not dependent on cultural or
social background. We remain forever changed by
this experience. It is a privilege to be a part of this
richness in academic diversity from our continent!

A Success Journey - Poems of
each project
By Anoud Omer - Sudan
Here are some SAFRIANS, one of their kind
Warm hearts, bright souls and of course great minds
All presented projects, with questions well defi ned
Supported by methods, the best ever designed

Annet Mutebi-Kutesa - Uganda
“Evidence based approach for improving
medical records for better learning and
teaching at the MakCHS Dental Clinic”
Medical records are key for patients’ care
Tools both students & teachers must share
and when using systems with efficient software
records are kept; more accurate and fair
Anoud Omer - Sudan
“Faculty development on social accountability at
the University of Khartoum Faculty of Medicine:
what are the challenges?”
Schools are accountable to many social roles
all should work for these common goals
but challenges are faced, the loads and many roles
Trainings, more involvement are needed in wholes
Bernhard Gaede - South Africa
“Using a modified Delphi technique as a
participatory approach to developing a rural
health module in an undergraduate medical
curriculum”
Rural health curricula are so unique
that all involved in design must speak
Do a lot of discussions, much critique
Applying the method: Delphi technique
Champion Nyoni - Lesotho
“Professional nurses
perception of their training role at Paray
hospital, Lesotho”
Nurses were asked about roles they take
Teaching students and modules they make
and since education is the issue at stake
Adjustments are needed for the new intake

Enoch Sepako - Botswana
“How do junior medical students identify and
utilise resources in a PBL curriculum?”
In PBL sessions, knowledge is core
Resources are different to learn and explore
although students have much already in store
They are encouraged to do more & more
Everlyne Rotich - Kenya
“Identification of health needs of mother- baby
pairs in the first 6 weeks after birth: perceptions
of mothers from the Moi Teaching and Refferal
Hospital, Kenya”
New motherhood is an adventure so grand
Information is needed always at hand
And the roles of nurses has again expand
To ensure all is known, and done as planned
Fasika Amdeslasie - Ethiopia
“Impact of Bedside teaching activities on the
patients’ hospital experience at Mekele University
hospital”
In a teaching hospital, are patients satisfi ed?
Where teaching & management go side by side
Are the roles of students distinctly clarifi ed?
and rights of patients continuously verifi ed?
Jane Namatovu - Uganda
“Introduction of a Master of Medicine Family
Medicine training by distance education at
Makerere University College of Health Sciences – A
needs assessment”
Distance learning was considered a precedent
for important programs it’s a true investment
Yet, issues of supervision as well as assessment
Required attention and proper adjustment

Joanne Naidoo - South Africa
“A situational analysis towards a reflective
community of practice (CoP) for postgraduate
research supervision at the University of
KwaZulu-Natal”
Postgraduate research was found at risk
Challenges and gaps are both in mix
A need is there to install new ticks
and pinpoint issues in order to fi x
Klaus von Pressentin - South Africa
“Enhancing the workplace-based learning
experience of Longitudinal Integrated Clerkship
students in a South African rural district
hospital”
In a rural district, where Clerkships were used
An integration model was also introduced
Effective learning was notably produced
& even more, when numbers were reduced
Milly Morkel - Namibia
“Development of skills laboratory training for
second year medical students at the University
of Namibia (UNAM), School of Medicine (SoM)”
A pioneer school with a great dream
Training Namibia’s local health team
Skillful doctors in every theme
trained in skill labs truly supreme
Mmapula (Rainy) Dube - South Africa
“Perceptions of final year Medical Students
About Their Service Learning Activities During a
Primary Care rotation”
Medical students are always on the run
Many activities, all must be done
But which are better, those that are fun?
Or just hard work where fun is none?

Ronel Maart - South Africa
“Dental student-patient communication”
In clinical practice, communication is core
The skill to practice and practice much more
Courses are added to teach it, therefore
Criteria must be set with a passing score
Ruebecca Ebrahim - South Africa
“Needs Assessment for a Service-Learning
Module in the Course Oral Health II for
students of Dental Therapy and Oral Hygiene
at University of Limpopo (Medunsa Campus)”
In service learning, clarity is demanded
Multi-disciplining should be adopted
Enrolled students must be guided
Using standards already provided
Takaedza Munangatire - Lesotho
“Exploration of High Fidelity Simulation: Nursing
lecturers’ perceptions and experiences at Paray
School of Nursing”
Schools are using High Fidelity Simulation
An important tool to support education
Yet, training is needed, resources for installation
and above all a strategy for utilization

Theme: Community and network:
community of practice and
networking opportunities
Deshini Naidoo
(School of
Health Sciences,
University of
KwaZulu-Natal,
South Africa)
I was relatively new
to academia and
the research ethos
when I started my
SAFRI journey. It was quite daunting on the fi rst day
when I met my new fellows who were all strangers
at the time. The wonderful aspect of the fellowship
programme is that you learn not only how to improve
your knowledge and skills as health educators and
researchers but also how to network fi rstly with
the fellows and teachers from your year as well as
the rest of the SAFRI family. In the fi rst year you
learn though networking with these fellows and the
teachers how other health education programmes
are implementing and through this interacting gain
valuable lessons that you can take to your own
programme to foster change and improvement in
educational practices.

Since graduating as a fellow, I have found that
SAFRI is an immense family with fellows in many
institutions in Sub-Saharan Africa. The critical
factor is that this creates a network who is positive
about health education and who provides support
and encouragement to fellows even if your own
institution/colleagues are less than encouraging.
Additionally, if you require help in finding resources
such as articles or wanting to collaborate on a
project there are fellow educators who have been
through the SAFRI programme so have the same
passion for health professions education and
research and think likewise. Furthermore you often
meet SAFRI colleagues at conferences and in this
way colleagues in similar workshops help gear
discussion toward practical solutions and for the
greater good. Finally, hearing about research and
accomplishments generated by fellow SAFRIans
helps to inspire projects and acts as a mentor to
inspire you toward greater achievements and to
envision how you could potentially influence your
own programme.
Mirriam Shawa
(Paray School
of Nursing,
Lesotho)
Being a
SAFRIan has
opened so
many doors for
communities of
practice for me
as an individual. SAFRI has contributed in various
ways to my professional and academic growth.
The knowledge that I amassed is forever coming
in handy in my daily performance as a leader and
colleague in my institution. Work in academia is
never without challenges and requires one to consult
other academics through communities of practice.
Having learnt about different personalities and how
they influence the way we appreciate the world, has
made interaction with colleagues in various spheres
to be very enriching.
come to my rescue whenever I need assistance
with my own studies or work stuff. I have received
a lot of support from SAFRI fellows whenever I get
stuck with my PhD research project that I am working
on. Some fellows have continuously assisted in
reviewing and critiquing my work contributing to
my support system during the lonely PhD journey.
There was one time when I was struggling with the
concepts of ‘systematic review’ and ‘integrative
review’ and unable to clearly differentiate them and
decide on one. I engaged with one SAFRI fellow in
long discussions, searching, and sharing information
about these two research designs. We shared one
article by Whittemore and Knafl (2005) which clearly
distinguished the integrative review from other review
methods. Sharing and discussing this article with
the other fellow gave me a better understand and
enabled informed decision making about the review
approach I was going to use.
Another experiences was at the time that I was
preparing to go and present my research project
proposal at the colloquium. During this time the SAFRI
fellows in my institution supported and helped me
prepare for that presentation. They agreed to be part
of the mock colloquium where I presented the project
proposal and they questioned and critiqued my work.
I had to defend my work as though I was before a
real colloquium. Their comments and suggestions
they made helped me make amendments to my
work, and boosted my confidence at the colloquium
where I successfully presented and defended my
PhD project proposal.
SAFRIans are really walking with me on my PhD
journey. Having decided to use the integrative
review I still had to find reviewers to help me in the
project. Who else could I call upon but the SAFRI
fellows to be part of the reviewers for the integrative
review. I contacted some SAFRIans for assistance
and I got two who were willing to be reviewers for
the integrative review. I have been able to request
for assistance and assist other colleagues finding
articles and sharing other materials.
At a personal level I have experienced community of
practice from SAFRIans in my institution and others
through the listserv. These colleagues have always

Another experience of community of practice is
relates to change of the curriculum for nursing
education in Lesotho which was introduced
in 2014. Most nurse educators in the nursing
education institutions in Lesotho were at different
levels of capacity to implement the new curriculum.
One SAFRI fellow was very instrumental in
faculty development activities to capacitate other
educators on implementing the new curriculum.
There was sharing of knowledge and skills related to
workbook development, assessment and programs
of assessment. As fellows we were able to share
the knowledge on assessment and blueprinting
acquired from SAFRI. The knowledge from SAFRI
came in handy as we shared knowledge with nurse
educators from other institutions in Lesotho.
Finally I would say to new fellows do not suffer or
struggle alone, SAFRI is indeed a source of ongoing
support and a good platform for establishing
communities of practice.
Danelle Hess (Faculty of
Community and Health,
University of the Western
Cape, South Africa)
I certainly do not fully utilize
my SAFRI network to the
best of my ability. If people
do not reach out to me – I
tend to withdraw and stay
in my corner and I admit to
my lack of commitment. Not
using my network opportunities could very well be
a result of a fear of “putting myself out there” and
possible rejection – a fear that I am indeed working
through. However, this year (after a few individuals
reached out to me) I have been asked to contribute
to an abstract submission for a SAAHE workshop
on clinical teaching. The abstract has now been
submitted and reaction & progress is being
anticipated.
Since completing the fellowship, I have transitioned
from an associate lecturer to a lecturer and I have
also registered for my PhD (with a focus on medical
education) - this has been extremely positive. My
current research interests are clinical reasoning
(broadly) and should anyone express interest in
this area, please do let me know and I will do the
reaching out this time.
In conclusion, although I have not used my networks
as well as I could have, being a part of SAFRI has
taught me so much. I have greatly applied the wellreceived
resources (even my TMA’s) during my
fellowship and it is great to refer to, as an excellent
point of reference.
Thank you SAFRI! Long live!
Grace Phalwane
(School of Oral Health
Sciences, Sefako
Makgatho University,
South Africa)
I used to believe . . .
and then I learned some
more
I used to believe that I
was the lead, and what
the students need was to follow, and then I learned
some more.
I used to believe that my teaching style gave cause
to smile, and I enjoyed my delivery
style, and then I learned some more.
I used to believe that students learned according to
my notes, would give me cause to gloat and then I
learned some more.
I used to believe that students will always be
bright and white and all would be enabled and not
disabled and then I learned some more. I used to
believe that the knowledge learnt in college gave
lifelong sources for my courses and then I learned
some more.

I used to believe with all my might and height, I
could shelter students from the mess of real life and
then I learned some more. I used to believe that I’d
be beholden Terry Barrett 63 to the curriculum of
olden and then I learned some more.
I used to believe that there were new learning and
teaching methodology and they were a load of
codology and then I learned some more.
I used to believe that talk of process was all hocuspocus
and then I learned some more.
I used to believe that their workload was vicious
and that their assessment was not pernicious and
then I learned some more.
I used to believe that education of the visceral
should be peripheral and stirring emotion would
cause commotion and then I learned some more.
I used to believe that the role of assessor was not
an oppressor that lecturers grades need not to be
explained and then I learned some more.
I used to believe that you can start new courses
with promises of resources and then I learned some
more.
I used to believe that Heads were there to fear I’d
better watch out and steer well clear and then I
learned some more.
Now we are going to ask for ear
It’s time we got everything out in the clear.

Conferences and poster day:
reflections on presenting educational
research at poster day and at SAAHE
By Chiv Gordon
My SAFRI presentation journey began in the year
I became a SAFRI fellow. One of the 2014 fellows
presented a low-fi delity skills training idea that
he had had; using cardboard boxes to represent
the chest cavity for training on how to insert chest
drains. I remember so clearly what Tiger Mom said
to him- that the
project was
genius, given
the resourceconstrained
skills training
opportunities
that were
available to
him in his
country. To
hear someone built up like that was amazing. This
made me see my own low-fi delity Pap smear skills
training innovation (using toilet roll inners and
melons) in a whole new light. Up to then, it had to me
been a way to make training more tangible and fun. I
never dreamed that anyone else could be interested
in it. But after Tiger Mom’s comments, I decided

to make a poster about it for SAAHE that year. It
happened to be the year that SAAHE joined with
TUFH, so there was a large international audience
in attendance. I used the SAFRI poster guidelines
and designed the poster myself.
When I saw all
the other posters,
I felt quite
embarrassed
about my one- I
thought it was too
basic. The poster
presentation
went well and
there were lots of
questions and a
lot of interest was
shown. Imagine
my shock when I
won the SAAHE
best poster prize!
I subsequently
had a friend in the UK ask me for tips on how to do
a good poster for her postgraduate students, one of
whom, using those tips, went on to win her own poster
prize!. From this experience I learned that SAFRI
celebrates creativity and innovation, even when the
impact of what a fellow is doing may not be apparent
to them at the time. It also underscored the fact that,
as Champion’s email signature says: “a candle loses
nothing by lighting another candle”. SAFRI encourages
us to “pay it forward”.
really love the creative challenge of designing a
captivating poster, and I am extremely proud of this
one. I relied on the goodwill of strangers to help
me do a photo shoot of a colleague whose face
was to be the centrepiece. Within a day of putting
out a request, I
had a studio and
a photographerfor
free- because
the research
was on such a
pressing and
emotive topic:
intimate partner
violence. I’ve
always been
a confident
speaker, so
the SAFRI
presentation
went well for
me. What was
really gratifying,
though, was seeing fellows who started out being
shy and unsure that what they had to say was
worth listening to, really come out of their shells
and shine that day. SAFRI makes us realise our
worth. As for my own poster- it went on to win the
runner- up for best poster award at SAAHE 2016.
It was also accepted to the big international Royal
College of Obstetrics & Gynaecology conference
in 2017. But for me the true magic about my
project was that it really influenced and enhanced
the way I teach about IPV. The insights I got from
the study participants were invaluable. I have
also expanded the curriculum on this topic into
the junior years, and was invited to write about
it for the South African Medical Journal. My new
knowledge also took an unexpected turn- several
of my own students have come to me for help with
their own situations of abuse. I have been able
to help them in profound ways because of the
knowledge I gained through my SAFRI project. And
that’s the incredible thing about SAFRI- it guides
us and gives us the confidence to make actual,
doable, material change in our environments. I
am a change unicorn!
When it came time to design my poster for my SAFRI
project, I turned again to the poster guidelines. I

Class of 2016
Our SAFRI Journey
Astrid Turner, South Africa
Corné Nel, South Africa
Deogratias Mbuka, Botswana
Dorcas Ayo Ekau, Uganda
Fadia Gamieldien, South Africa
Fungai Muzeya, Lesotho
Jason Marcus, South Africa
Josephine Eziyi, Nigeria
Julie (Jules) Jay, South Africa
Liezl Smit, South Africa
Linus Ndegwa, Kenya
Marybeth (MB) Maritim, Kenya
Michelle Janse van Rensburg, South Africa
Natalie Whalley, South Africa
Pragashnie (Pre) Govender, South Africa
Richard Cooke, South Africa
Rudo Gwini, Zimbabwe
Soraya Maart, South Africa
Tim Nottidge, Nigeria
Zukisa (Zuki) Tshabalala

Anthems, and our heart for
Sub-Saharan Africa
First Residential Session
Cape Town, March 2016
First day… LINUS
Working together is better
than working alone
“What is quite marked
is that it’s a very
appreciative
community. No ideas
are too far-fetched or
too small”
“It’s about building
people up…”
Linus, Rudo, Jason, Marybeth,
and Josephine
“…to translate the care and
love that I have received
[from SAFRI] to others and
create a better learning
environment for our students.
And if we create a better
environment for our students,
then they will be better
graduates and better health
care givers and ultimately, we
will be able to serve the
community better.”
Learning for life
“Because we’re happy…”
Let’s turn the world
upside down!
Jules, Tim, and
Corné
“SAFRI has been an
awesome experience
for me. I have learnt
a lot in terms of me
as a teacher. Now I
have a lot of tools
helping me structure
what I do.”
“I’m really
excited.
I’ve learnt
a lot”
“Co-creating
knowledge…”
Finding our own voices…
Astrid
“I’m much more
confident now.
I’m looking
forward to
improving more
and more.”
“Together we can cross
the river”
Together
Crossing the river
together
HAPPY - Honourable,
Approachable, Positive,
Productive, Yearning for
learning…
“SAFRI has changed how I
teach my students. It has
helped me know that we are
not just teaching for service
and promotion. You also have
to consider those you are
teaching to make sure that
you teach them right, in a
way that is more beneficial to
them, and not just the way I
choose to do it.”
“Positive links for
positive outcomes”
Marybeth, Tim, and
Richard
Listening to our students’ voices
Liezl
Fruitful discussions and reflections
“Yeah, we're all wonderful,
wonderful people
So when did we all get so
fearful?
Now we're finally finding
our voices
So take a chance, come
help me sing this…”
From the song ‘Read all
about it, Part III’, by Emile
Sandé
“Collaboration
will
continue…”
Reflections
It’s about our students
Natalie and Richard
Corné, Zuki, and Liezl
Fungai, Deogratias,
Linus, Rudo, and
Michelle
“It’s better together…”
“Collectively we will
reach our dream…”
Natalie and Rudo
A poem by Fadia about her work in
mental health:
“We’ve heard mental health service users
say it’s a “catch-22”
There’s nowhere to go and nothing to do
OTs have to take a stand and think
outside the box about their game plan
The time is now to integrate, we have no
time to perseverate
Extend your hands, extend your feet,
health and rehab workers are here to
share the heat
We’ve heard it before and we know it for
sure,
There’s no one size for all – that’ll just
cause mental health to fall”
Marybeth, Zuki, Astrid,
Liezl, and Josephine
“The Heart of
SAFRI Citizenship”
Fadia, Tim, Dorcas,
Jules, and Pre
Our learning
Josephine

Connections – the Africa Dinner
Reflections of our journey
Deogratias, Zuki,
Linus, and Marybeth
A unique sub-group of
SAFRIans – the SAFRIOTs!
SAFRI Occupational Therapists!
Jules, Fadia, Pre, and
Michelle
Celebrations at the
Africa Dinner!
Jason, Astrid, Liezl,
and Pre
Faculty
Juanita Bezuidenhout, Vanessa
Burch, Ben van Heerden,
Jacky van Wyk, Dianne Manning,
José Frantz, Francois Cilliers,
Marietjie van Rooyen,
Hester Julie, Michael Rowe, Heike
Geduld, Lianne Keiller, Abigail
Dreyer, Karien Mostert, Anthea
Rhoda, Firdouza Waggie, Liz
Wolvaardt, Lakshini McNamee, Niri
Naidoo, Corne Postma, Rhena
Delport, Angelika
Reinbrech-Schütte, Marykutty
Mammen, Alwyn Louw,
Ralf Graves, Mubuuke Gonzaga,
Rati Ndhlovu, Champion Nyoni,
and Susan Nicol
Thank You!
Tim and Richard
Fungai, Rudo, and
Linus
Marybeth and Rudo
Poster presentations
Second Residential Session
Welcome Helga. Another SAFRIOT!
“A lot of the
learning
took place in
conversations”
Dorcas, Michelle, Deogratias,
and Josephine
Poster day
“…the kind of environment
that allows you to make
mistakes… it’s a safe
environment when others
are encouraging you”
Poster presentations
of projects
Fadia, Helga, and Michelle
Corné
Poster day explanations
Deogratias
“We love our [SAFRI] family”
“Sithanda umndeni wethu”
“Nous aimons notre famille”
“Ons is baie life vir ons familie”
Pre
Deogratias and
Richard
Linus
Poster day
“I have met friends
and am hoping that
the lifelong
friendships will
continue, together
helping each other,
exchanging ideas,
making it a better
journey.”
Josephine, Rudo, Natalie, and Soraya

“Our dream, our destiny”
Poster presentations
Marybeth
Poster day questions
Michelle, Linus,
Josephine, and Tim
Poster day questions
Connectedness
Helga
Josephine
Richard
Michelle, Linus,
Josephine, and Tim
Fadia and Tim
Creative problem solving
Soraya, Josephine, and
Liezl
Fungai and Michelle
Josephine
“The personal
journey was
quite
astounding.
It was
life-changing.”
Liezl, Soraya, and Tim

Third Residential Session
Presenting workshops
Reflections at graduation
“For me, it was a
very, very good
learning
experience to see
the journey of
other SAFRIANS. I
think that was very
heart warming.”
Linus
THANK YOU to ALL the Faculty!
“I was always
apologising
for my
weaknesses.
Now I’m acting
out of my
strengths.”
“It gives you some
food for thought
about how you are
going to contribute
to this [SAFRI]
family. What’s
going to be your
role?”
Richard, Dianne Manning, Corné, and
Vanessa Burch
“Work has become
more exciting for me.
Now I know what I’m
doing … I see myself as
a leader now.”
Thank you SAFRI and FAIMER
“It’s remarkable
that a seed that
was sown 10 years
ago could produce
a wonderful tree in
such a short
period”
“It’s a huge
opportunity
and privilege.”
“The Faculty do
not look down on
you. They want
that seed in you to
grow and they
actually nurture it.”
2016 SAFRI Fellows Graduation, June 2017
“I have really
enjoyed it. It
has been
wonderful. I’m
truly humbled
by the
experience.”
“You’ve become part of a
movement for change
and improvement.
You’ve become part of a
legacy.
There is an opportunity
to make changes”
Jack Boulet (FAIMER), Richard,
and Vanessa Burch (SAFRI)
“…it is also a
time where we
have seen that
this is a
stepping stone
to greater
heights.”
Standing, from L to R: Fungai, Deogratias, Richard, Corné, Tim,
Josephine, Natalie, Soraya, Helga, Liezl, Linus
Sitting, from L to R: Rudo, Michelle, Fadia
“I’m sad that this is officially
over. I know some of us will
see each other. Still, the whole
group will probably not be
together again. So that’s sort
of sad.”
“The practical
application of
learning was
incredibly
valuable.”
“Interprofessional
teaching and
learning was
modelled. I’ve
never been in a
space like that…”
You become a
different person,
with a lot of
potential
Liezl, Linus, Tim, and Josephine

“Everyone from
SAFRi looked so
polished. This is not
how we started. We
had so many
questions… Now
you look at your
fellow SAFRIans…
so in control and so
polished in 18
months.”
Tim
Soraya
Rudo
Fungai
SAAHE 2017: We did it!
Michelle
Liezl, Fadia, Deogratias, and
Josephine
Fadia
“The support
that you get
from your
[SAFRI]
colleagues is
really wonderful.
It has helped me
to reflect on how
I can impact on
others.”
Corné doing an oral
presentation of her project
“A really
brilliant
week.”
Contributions from the
2016 SAFRI Fellows
Compiled by
Michelle Janse van
Rensburg
“The ball is now
in our court.
Let’s honour
the
investment.”
Top: Soraya, Natalie, Liezl
Middle: Deogratias and Helga
Bottom L: Rudo, Liezl, Natalie, Soraya, and Corné

2017 Fellows & Faculty

Faculty development at Nursing
colleges of Lesotho
By Portia Shanduka
Since 2013 to date there are EIGHT SAFRI
Fellows. One of the 8 Fellows is a Faculty
member and author of this E-Book. The impact
of faculty development includes personal
development and extended to other nursing
colleges in Lesotho. Some of the focus areas of
faculty development workshops:
• Leadership: Strategic planning, Accreditation,
Curriculum development and review.
• Research: Methodology & conducting research,
Students’ research supervision.
• Education and Assessment: Programs of
Assessment, Setting up and conducting OSCE,
Blueprinting
SAFRI and Faculty Development
at my institution- Paray School of
Nursing
Areas covered by Safri Fellows
• Simulation-Based education
• E-Learning and Blended Learning
• Service Learning and Community Engagement
• Performance Appraisals
• Interactive Learning
•
Safri Fellow in Session at Paray

SAFRI FELLOW IN ACTION. Facilitator with
passion- Turned himself into 2in 1 =‘Facilitator
Simulator’
Editor: Ronel Maart
SAFRI Faculty
University of the Western Cape

safri
milestones,
&

Milestone 1: The SAFRI
welcome
Remember that iconic movie “The Sound of Music”?
Well, in SAFRI we also have our “favourite things”
and so we composed our own lyrics and the Faculty
now sing this at the start of each SAFRI welcome.
We apologise to the original songwriter and dare you
to try it out. You might think that some of it does
not quite fit the melody, but you underestimate the
SAFRI singers to make things work…………….
Annual sessions and new fellow intakes
Prepping the workshops and banter-fi lled emails
Writing up project proposals to share
These are a few of my favourite things
Critical readers and management advice
Help with a reference and student-woe sharing
Working with like-minded colleagues afar
These are a few of my favourite things
Career advancement as HPE leaders
Surviving the dean and ethics bottom-feeders
Catching up yearly on changes at home
Singing this song and writing a poem
When the date comes
When my work is due
And I’m screaming mad
I simply remember my SAFRI friends
And then I don’t feel so bad
Putting up posters and showing off projects
Acting a bit crazy and no-one objects
Sharing our work with a wide audience
These are a few of my favourite things
Coming together as one massive tribe
Working together across huge divides
FAIMER, Brazil, India, China and us
These are a few of my favourite things
Then comes the moment the fellowships’ done
SAAHE, Graduation, some dancing and fun
Best friends forever we promise to be
These are a few of our favourite things
When my heart aches
When my mind goes
When I’m feeling blue
I simply remember my SAFRI friends
And then we include all of YOU

Milestone 2: Is that a
crocodile at your feet?
Picture it, we are in Africa. It is hot and
steamy, there is screaming to watch out
for the crocodiles and hippopotami.
People are clinging together and too many
of us are trying to stand on magic, sinking
lily pads. Blood is flowing, limbs are
amputated and was that not a sacrifice
who just floated by? If that is not bad
enough there is a storm front ‘Ben’
approaching. And you did not manage on
the first try? Oh dear, you get to do it all
again and join the ranks of all SAFRIans,
who are all guilty of participating in ‘the
worst river-crossing ever’!

Milestone 3:
The re-entry
Every first-year group of
Fellows is faced with a
dilemma: how to welcome
the returning Fellows
back? Every group has
their style and here is
some of the evidence of
re-entries from the SAFRI
photo archives.

Milestone 4:
Poster Day
A key milestone in the
SAFRI journey is poster
day. First there is the dry
run (‘We have to do what?’
‘In how many minutes?’)
and the signing up to
attend sessions (‘No, you
cannot be in two places at
the same time’) the day
before.
Then the big day starts with a plenary.
Soon followed by four smaller parallel presentations.

Next is the mad scramble by first year fellows to
answer the key questions.
Once done we all move past the coffee and tea and go
back to plenary for the much-feared flipchart feedback by
the first year Fellows.
Second-year Fellows field questions and comments
by Fellows, Faculty and guests.

And once done, it is time to pose with supervisors at
the posters!

Milestone 5: Africa Night
We all know a few facts about Africa. Some of us
remember how really big we are (Africa is larger
than the USA, India, China, Mexica and a big slice
of Europe combined). Some of us might even
remember that Africa is the most centrally located
continent in the world as both the prime meridian,
and the equator cut across it (in our case ‘X’ really
does mark the spot!). The animals are dangerous
– the hippopotamus being far more dangerous
than the mild zebra for example. And the people?
Well give us half a chance and some fabric and
stand back!
Here are some memories from the last three Africa
Nights when we started our SAFRI photo frame
project and in this our tenth year we went all out
and had a SAFRI TV with the required chicken
feathers. SAFRI TV – the channel you cannot
switch off.

Milestone 6:
Graduation
Is there any sweeter word
in the academic
dictionary?
Graduation……………
Graduation 2011 Fellows
Graduation 2010 Fellows
Graduation 2013 Fellows
Graduation 2012 Fellows
Graduation 2016 Fellows
Graduation 2015 Fellows

Milestone 7: FAIMER @ SAFRI
All the SAFRI milestones would not have been
possible without FAIMER. Over the years FAIMER
has contributed to the academic and social fabric
of SAFRI. These contributions have ranged from
behind-the-scenes work, facilitating sessions in
the formal SAFRI programme, presenting
skills-building workshops at local universities,
facilitating workshops at SAAHE and presenting
at plenary sessions at SAAHE. So a heartfelt
thank you to FAIMER and those who form part of
our FAIMER@SAFRI milestone! In alphabetical
order by surname: Bill Burdick, Jack Boulet,
Debbie Diserens, Janet Grant, Danette McKinley,
Stewart Mennin, Page Morahan, John Norcini,
Mary Beth Scallen and Ara Tekian. The inimitable
Ralf Graves deserves a category of her own (and
more photos) as she has walked the journey with
us every step of the way!
Here are some of these moments and faces from the
SAFRI photo archive.

Every memorable movie has a theme song that
captures the mood and sets the tone. SAFRI’s ten
years has been a rich source of memories and with
every memory there is a song that takes you right
back! Here in no particular order are 10 of the best
moments in the SAFRI journey…..
1
Favourite Things – Sound of
Music soundtrack
2
Take me to the river – Talking
heads
3
Crocodile Rock – Elton John
4
Make the circle bigger – JR
5
Full circle – Dolly Parton
6
In the middle of the
Night – Billy Joel
7
Night Shift – The
Commodores
8
I’m so excited – The
Pointer Sisters
9
Nice to see you – Mango
Groove
10
Praying for time – George
Michael

Wikipedia describes a speech community as: ‘a group of
people who share a set of linguistic norms and expectations
regarding the use of language. It’s a concept mostly associated
with sociolinguistics and anthropological linguistics. Exactly
how to define speech community is debated in the literature.
Definitions of speech community tend to involve varying
degrees of emphasis on the following shared community
membership and shared linguistic communication.”
And as a result our language ‘inside SAFRI’ is peppered with
abbreviations with wild abandon. But sometimes things can
go wrong………..
Here are the ten things that TMA stand for (for those who have
forgotten, it actually stands for Tutor Marked Assignment):
1. Tiger Mom’s around (so look bright, even if it kills you)
2. Tore My Aorta (and so my assignment is late)
3. Tea Made Ably (by my long-suffering mate)
4. The Madness Abounds (no explanation needed on this
one!)
5. Training my abs (so that I can dance at the re-entry)
6. To- Morrow -is Another day! (so why worry about the
deadline)
7. To Mesmerize Abigail (is fun as she falls over then)
8. The Most Appalling (river crossing of all time)
9. Tree Meeting After (as it has been one of those days)?
10. Ten Minutes Away (because you make the deadline
within the last 10 min!)

Marietjie (FAIMER,
2004)
The power of
empowering people....
the way in which we all
change after a SAFRI
experience.... you sort
of expect it, but I am
constantly taken aback
by the magnitude of the
change in people.
Alan (2012)
My unexpected and
helpful SAFRI
growth/learning point is
that my own personal
development is as
important as my
technical knowledge of
education principles.
Self-awareness is vital.
Mubuuke (2009)
The degree of
omradeship,
networking and
collaboration among
SAFRI Fellows and
Faculty. It is amazing
and I never expected
that this was to be a
life-long networking
with other colleagues.
Anoud (2013)
“In educational
research, Simplicity
wins", refining your
educational
research question to
simple, achievable
and applicable
questions is the best
way to tackle your
research problem.
Rati (2011)
Vanessa Burch commented once to "make
time for your electronic life". I have tried as
much as possible to adhere to this and
also to make sure that I make sure that I
prioritize my email responses when I am
dealing with my electronic life! I now find I
do have a large chuck of my life being
spent dealing with issues electronically.
This involves also making time to respond
to reviews of various documents timeously.
If one does not do this, you find that you
are not reviewing manuscripts/ even
students’ protocols/ thesis in time. "Making
time for your electronic life" also makes
you realize how much you need to
exercise! Otherwise you really become a
"couch potato"! I am still reminding myself
to exercise more often! But every time I get
off my computer I get that little voice
saying you have to make up for the time at
the computer!
Chivaugn (2015)
Learned that it is possible to
appreciate aspects of people
who are completely different to
you, or with whom you struggle
or have a difficult relationship.
The 'difficult relationship' issue
has not so far applied to any of
my fellow fellows- it was
something I leaned about work
colleagues through reflecting
for one of the TMAs.
Portia (2017)
When facilitators role
played out a conflict
scenario and it was so
high fidelity that I felt
uncomfortable and so
emotional. This was a
great lesson for me on
how to facilitate micro
skills and issues on
attitudes and emotions.
Naledi (2015)
Africans-can-solve-African problems" -
a quote that was said by Vanessa
many times. I understood this as
saying as people from this continent
since we live-know-and
-best-understand our issues and
challenges, we should not undermine
ourselves rather, we should believe
and know that we are competent and
able to come up with the appropriate
solutions. Our SAFRI project
investigations were contextual to our
areas of work/ stay and the
recommended suggestions were also
contextual. This was a practical way of
living out the above-mentioned quote
and an encouragement that we are not
just meant to be whistle-blowers but
also meant to be part of the solution or
become a change agent.
Gerda (2017)
No matter what medical
or health professions you
are in, you have a
responsibility to be the
best health professions
educator that you can
be. SAFRI is a great
professional
development opportunity
for health professions
education.
Ronel (2013)
Community of
practice and
collaboration is a
synonym for SAFRI!.
My SAFRI-journey
continues to develop
me as health
professions scholar.

Gerda (2017)
That first day coming back in
the second year, seeing all
our SAFRI family again. It felt
like coming home again. We
are from different institutions,
professions and countries, but
we all felt connected and part
of a community. Receiving
news of our SAFRI fellows as
they make a difference in the
world - those are such "wow"
moments.
Mubuuke (2009)
When Vanessa gave me a lovely hug
after my poster presentation and
whispered to me that am destined for
greater things. At that time, I had just
completed my Bachelor’s degree at
Makerere University when I joined
SAFRI as a Fellow in 2009. That
lovely hug has inspire me since then
to where I am (Completed two different
Masters Degrees, PG Fellowships,
completed my PhD, serving on journal
editorial boards, peer reviewer, served
as consultant to projects etc.)
Rati (2011)
There were so many memorable
moments at SAFRI, I cannot
think of just one! I guess all my
visits had memorable moments
but the main ones were how
"artistic" people were, such as
first year fellows coming up with
"new songs" year in year out!
The posters at SAFRI were
always memorable! SAFRI
encouraged to have fun even
during serious business.
Alan (2012)
The crossing the river
introduction when my
prejudgment was exposed
and I grew the most. The
creative sessions were very
good. Also the abstract
writing boot-camp sessions.
Also meeting up with people
who would never otherwise
have crossed my path.
Ronel (2013)
' Crossing the river'
exercise as fellow
and as faculty.
Each group brings
a unique
experience.
Anoud (2013)
Understanding my MBTI
(ENFJ), and those of
my colleagues. I
remember looking
around the table to the
other ENFJs. It felt like
looking at a mirror!
Marietjie (FAIMER,
2004)
When the fellows I
worked with
presented their
posters and the river
crossing every year -
it never gets old.
Chivaugn (2015)
I was really struggling to get my Masters
written up. One night at the first year
contact session, Lady Liz put her elegant
bum down on the carpet with me and
helped me map out on all fours how to go
about finishing the Masters monster. Liz is
one of the busiest people I know, so for her
to offer me her time so freely made me feel
amazing- like I was worth investing in, and
important enough for her to take an hour out
of her time to help me. That moment
solidified the SAFRI family experience like
no other- the devoted and giving nature of
the SAFRI Faculty is unlike any 'normal' cutthroat
academic environment. SAFRI is all
about growth and empowerment and love
and unicorns!
Naledi (2015)
Definitely Graduation! Hearing back
from the staff members and
supervisors, on our work, our efforts
and their encouraging words, that
was deeply touching and
inspirational. I still have the video
clips saved. P.S. although my
supervisor could not make it at the
time, i.e. the lovely Marietjie van
Rooyen, I was so grateful by how
deeply involved and attentive she
was to me throughout my research
and fellowship programme.
Portia (2017)
When I made and presented
the poster for my SAFRI
journey. I keep looking back
at it and am so proud of my
milestones. I have really
grown so much as a
professional. SAFRI has
made me grow and I will
always cherish my poster.

One measure of the SAFRI’s measure of infl uence is the number of times a SAFRI author is cited. As it is the tenth birthday for SAFRI here are the top ten
listed fellows in descending order of citations that were found in May 2018 (source: Research Gate, May 2018).
No Name Last name Institution Profession
Fellowship
Year
Research Gate
Publications
Research
Gate
Citations
1 Nyengo Mkandawire Malawi University Medical 2009 62 1748
2
Olufunmilayo
(Funmi)
3 Stephen Mshana
4 Joanne Naidoo
5 Chiratidzo (Rati) Ndhlovu
Fawole University of Ibadan Medical 2011 140
Weill Bugando University
University of Kwa-Zulu
Natal
Science 2011 156
Nursing 2013 29
Medical 2011 44
6 Ericka L'Abbe University of Pretoria Anthropology 2017 135 554
7 François de Villiers
8 Jose Frantz
9 Hilda Mujuru
10 Timothy Nottidge
Sefako Makgatho
Health Sciences
University
University of the
Western Cape
University of
Zimbabwe
University of Uyo
College of Health
Sciences
Medical 2008 75
Physiotherapy 2008 112
Medical 2012 47
Medical
2016 25
1434
1339
1094
815
467
427
401
341
SAFRI is part of the larger FAIMER family and SAFRI’s core faculty have their origins as FAIMER fellows. SAFRI also sometimes invite prominent scholars
in the fi eld of health professions education to become a Fellow through a process of peer review. As it is the tenth birthday for SAFRI here are the top ten of
this group in descending order (source: Research Gate, May 2018).
No Name Last name Institution
University of Zimbabwe
Profession
Fellowship
Year
Research
Gate
Publications
Research
Gate
Citations
1 Rhena Delport University of Pretoria Nursing Peer-Review 107 2613
2 Vanessa Burch University of Cape Town Medical FAIMER 70 1510
3 Sarah Kiguli Makerere University Medical FAIMER 84 1401
4 Francois Cilliers
5 Marietjie de Villiers
6 Elsie Kiguli-Malwadde
7 Elizabeth Wasserman
8 Jacqueline van Wyk
University of
Stellenbosch
University of
Stellenbosch
Medical Education Partnership
Initiative
University of
Stellenbosch
University of
Kwa-Zulu Natal
Medical FAIMER 28
Medical Peer-Review 48
Medical FAIMER 74
Medical FAIMER 29
Education FAIMER 45
9 Gboyega Ogunbanjo University of Limpopo Medical FAIMER 203 361
10 John Tumbo University of Limpopo Medical FAIMER 15 275
659
503
492
470
361
These twenty SAFRI health professions educators have a total of 17 265 citations between them. Imagine the real effect of the entire SAFRI community!

The contribution of SAFRI to the development and promotion of the scholarship of health professions
education is evident in the acceleration of scholarly outputs in the form of journal articles. Here are
the extracts from the SAFRI newsletters (2012-2016). Although less than the 10 years as suggested in
the title – and based on self-reporting which is often an under-reporting – SAFRI is clearly on the rise.
80
70
SAFRI journal article outputs (2009-2016)
76
60
60
50
40
30
35
20
20
10
0
1 1 1
11
2009 2010 2011 2012 2013 2014 2015 2016
Publications - 2016:
Health professions education publications in 2016
• Abraham, RM. & Singaram, VS. (2016) Third-year medical students’ and clinical teachers’ perceptions of formative assessment feedback in the simulated clinical
setting. African Journal of Health Professions Education, 8(1): 121-125.
• Aldous, C., Clarke, D., van Wyk, J. & Rout, C. (2016) Avoiding the distant elephant: a model to approach the research component of specialization. BMC Medical
Education, 16(1):1.
• Bae, C., Geduld, H., Wallis, LA., Smit, D. & Reynolds, T. (2016) Professional development needs of young Emergency Medicine specialists in Africa: Results of a
South Africa, Ethiopia, Tanzania and Ghana Survey. African Journal of Emergency Medicine, 6:94-97.
• Bagwandeen, CI. & Singaram, VS. (2016) Feedback as a means to improve clinical competencies: Registrars’ perceptions of the quality of feedback provided by
consultants in an academic hospital setting. African Journal of Health Professions Education, 8(1): 117-120.
• Bagwandeen, CI. & Singaram, VS. (2016) Feedback as a means to improve clinical competencies: Consultants’ perceptions of the quality of feedback given to
registrars. African Journal of Health Professions Education, 8(1):113-116.
• Burch VC, Lewis J, Subramaney U, Katurura A, Quinot G, Singh S, Dhunpath R. Towards a conceptual framework for interdisciplinary teaching and learning dialogues
in higher education. Alternation 2016;23: 233-264.
• Cilliers, FJ. & Tekian, A. (2016) Effective Faculty Development in an Institutional Context: Designing for Transfer. Journal of Graduate Medical Education, 8(2):
145-149.
• Dreyer A, Keiller L, Wolvaardt L, Frantz JM. Using critical friends to build writing success. Med Ed, Vol 50(11), pp 1170-1171.
• Frantz J, Filies G, Jooste K, Keim M, Mlenzana N, Laattoe N, Roman N, Schenck C, Waggie F, Rhoda A (2016). Refl ection on an inter-professional community-based
participatory research project. African Journal of Health Professions Education. 8(2): 234-237.
• Frantz, J., Roman, N., Mlenzana, N., Keim, M., Laattoe, N., Schenck, C., Waggie, F., & Rhoda, A. (2016). Refl ection on an inter-professional community based
participatory research project. African Journal of Health Professions Education. 8(2): 1-4.

• Gebrekirkos FA, Van Wyk JM. Impact of Bedside Teaching Activities on the Patients’ Hospital Experience at an Ethiopian Hospital African Journal of Health
professions Education. 2016; 8(2):144-7.
• Hamid, S. & Singaram, VS. (2016) Exploring the relationship between demographic factors, performance and fortitude in a group of diverse 1st-year medical
students. African Journal of Health Professions Education, 8(1): 99-103.
• Hamid, S. & Singaram, VS. (2016) Motivated strategies for learning and their association with academic performance of a diverse group of 1st-year medical students.
African Journal of Health Professions Education, 8(1): 104-107.
• Hess, D. & Frantz, J. (2016) Knowledge of and beliefs about EBP amongst fi nal year undergraduate PT students at a local university in SA. African Journal of Health
Professions Education. 8(2): 174-177.
• Julie H, Hess L, Cassiem W, Wilkenson J, Rhoda A (2016). Academics’ knowledge and experiences of interprofessional education and practice. African Journal of
Health Professions Education. 8(2): 222-224.
• Knight, S., Van Wyk, J. & Mahomed, S. (2016) Teaching Research: A programme to develop research capacity in undergraduate medical students at the University
of KwaZulu-Natal, South Africa. BMC Medical Education.
• Konje, ET., Kabangila, R., Manyama, M. & van Wyk, J. (2016) What basic clinical procedures should be mastered by junior clerkship students? Experience at a single
medical school in Tanzania. Advances in Medical Education and Practice, 7: 173–179.
• Kuehne, J. & Keiller, L. (2016) African answers to African problems using mobile technology. Medical Education, 50: 571-572.
• Kutesa, A. & Frantz, J. (2016) Perceptions of undergraduate dental students at Makarere College of Health Sciences towards patient record keeping. African Journal
of Health Professions Education, 8(1).
• Maart, R. & Mostert-Wentzel, K. (2016) The way forward with communication for dental students at the University of the Western Cape. African Journal of Health
Professions Education, 8(1):69-71.
• Mash, R., Blitz, J., Malan, Z. & von Pressentin, K. (2016) Leadership and governance: learning outcomes and competencies required of the family physician in the
district health system. South African Family Practice, 28:1-4.
• Motala, M. & Van Wyk, J. (2016) South African–Cuban Medical Collaboration: students’ perceptions of training and perceived competence in clinical skills at a South
African institution. South African Family Practice, 1(1): 1-6.
• Mubuuke, AG., Louw, AJN. & Schalkwyk, VS. (2016) Utilizing students` experiences and opinions of feedback during problem based learning tutorials to develop a
facilitator feedback guide: an exploratory qualitative study. BMC Medical Education, 16(1):6.
• Murdoch-Eaton, D., Louw, AJN. & Bezuidenhout, J. (2016) Effect of curriculum changes to enhance generic skills profi ciency of 1st-year medical students. African
Journal of Health Professions Education, 8(1):15-19.
• Naidoo, D. & van Wyk, J. (2016) Fieldwork practice for learning: Lessons from occupational therapy students and their supervisors. African Journal of Health
Professions Education, 8(1): 37-40.
• Naidoo D, van Wyk J, Joubert RW. Exploring the Occupational Therapist’s Role in Primary Health Care: Listening to Voices of Stakeholders. African Journal of
Primary Health Care & Family Medicine. 2016;8(1):1-9.
• Nyoni, CN. & Barnard, A. (2016) Perceptions of professional nurses regarding their training role at a hospital in Lesotho. African Journal of Health Professions
Education. [in press]
• Postma, TC. & White, JG. (2016) Developing integrated clinical reasoning competencies in dental students using scaffolded case-based learning – empirical
evidence. European Journal of Dental Education, 8(3): 180-188.
• Rhoda A, Waggie F, Fillies G, Frantz J (2016). Using operative models (ICF and CBR) within an inter-professional context to address community needs. African
Journal of Health Professions Education. 8(2): 214-216.
• Rhoda A, Laattoe N, Smithdorf G, Roman N, Frantz JM (2016). Facilitating community-based interprofessional education and collaborative practice in a health
sciences faculty: Student perceptions and experiences. African Journal of Health Professions Education. 8(2): 225-228.
• Roman N, Rondganger C, Frantz J (2016). Community-university partnership to enhance wellbeing of families: factors that sustain it. The Social Work Practitioner-
Researcher 28 (3), 278-287.
• Roy IJ, Van Wyk JM. Challenges of Academic Literacy for in-Service Teachers. The-Independent-Journal-of-Teaching-and-Learning. 2016; 11:43-55.
• Rowe, M. (2016) Physiotherapy students have much to learn from the humanities. The Conversation: Africa, 17 March 2016.
• Rowe, M. & Oltmann, C. (2016) Randomised controlled trials in educational research: Ontological and epistemological limitations. African Journal of Health
Professions Education, 8(1): 6–8.
• Rowe, M. (2016) Technology is no longer a luxury for universities, it’s a necessity. The Conversation: Africa, 10 February 2016.
• Rowe, M. (2016) Technology will make lecturers redundant – but only if they let it. The Conversation: Africa, 12 January 2016.
• Tan, CPL., van Schalkwyk, SC., Bezuidenhout, J. & Cilliers, F. (2016) Mapping undergraduate exit-level assessment in a medical programme: A blueprint for clinical
competence? African Journal of Health Professions Education, 8(1):45-49.

• van der Merwe, LJ., van Zyl, GJ., St Clair Gibson, A., Viljoen, M., Iputo, JE., Mammen, M., Chitha, W., Perez, AM., Hartman, N., Fonn, S., Green-Thompson, L., Ayo-
Yusuf, OA., Botha, GC., Manning, D., Botha, SJ., Hift, R., Retief, P., van Heerden, BB., & Volmink, J. (2016) South African medical schools: Current state of selection
criteria and medical students’ demographic profi le. South African Medical Journal, 106(1):76-81.
• van Schalkwyk, SC., Murdoch-Eaton, D., Tekian, A., van der Vleuten, C. & Cilliers, FJ. (2016) The Supervisor’s toolkit: A Framework for doctoral supervision in health
professions education. AMEE Guide 104. Medical Teacher, 38(5): 429-442.
• van Wyk J, Naidoo S, Moodley K, Higgins-Opitz, SB. Perceptions of Final Year Medical Students of the Impact of Gender on Their Training and Future Practice.
Advances in Medical Education and practice. 2016 2016(7):1-10.
• van Wyk J, Knight S, Dlungwane T, Glajchen S. Developing Social Accountability in First Year Medical Students. A Case Study from the Nelson R. Mandela School
of Medicine. African Journal of Health Professions Education. 2016;8(2):203-7. doi: Afr J Health Professions Educ 2016;8(2):203-207. DOI:10.7196/AJHPE.2016.
v8i2.745.
• von Pressentin, KB., Waggie, F. & Conradie, H. (2016) Towards tailored teaching: using participatory action research to enhance the learning experience of
Longitudinal Integrated Clerkship students in a South African rural district hospital. BMC Medical Education, 16(1):1.
• Wolvaardt, JE., Lindeque, BG. & du Toit, PH. (2016) Balancing the educational choices in the decision making of a dean of medicine: Fission or fusion? African
Journal of Health Professions Education, 8(1): 25-29.
• Wolvaardt L, Untiedt H, Pietersen M, Mostert, KM. Sharing the quest of doctoral success: Creating a circle of critical friends in Postgraduate Study in South Africa:
Surviving and Succeeding. Sun Media, Stellenbosch. ISBN 978-1-928357-23-0
Discipline-specific publications in 2016
• Abaraogu, UO., Juliet, E. & Frantz, JM. (2016) Promotion of Physical Activity and Exercise in Daily Practice: Current Practices, Barriers and Training Needs of
Physiotherapists: The Case for Eastern Nigeria. Physiotherapy Canada. 68(1): 37-45.
• Abaraogu, UO., Ogaga, M., Odidika, E. & Frantz, J. (2016) Promotion of healthy nutrition in clinical practice: a cross-sectional survey of practices and barriers among
physiotherapists in southeast Nigeria. Hong Kong Physiotherapy Journal. 35:21-29.
• Amdeslasie, F., Kidanu, M., Ali, D. & Girma, M. (2016) Patterns of Trauma in Emergency clinics of public hospitals found in Mekelle, Tigray. Ethiopian Medical Journal,
54(2).
• Bere, T., Nyamayaro, P., Magidson, JF., Chibanda, D., Chingono, A., Munjoma, R., Macpherson, K., Ndhlovu, CE., O’Cleirigh, C., Kidia, K., Safren, SA. & Abas, M.
(2016) Cultural adaptation of a cognitive-behavioural intervention to improve adherence to antiretroviral therapy among people living with HIV/AIDS in Zimbabwe:
Nzira Itsva. Journal of Health Psychology, Feb 18.
• Cubaka, VK., Schriver, M., Flinkenflögel, M. & Cotton, P. (2016) The Evolving Role of Physicians - Don’t Forget the Generalist Primary Care Providers. Comment on
“Non-physician Clinicians in Sub-Saharan Africa and the Evolving Role of Physicians”. International Journal of Health Policy Management, 5(x): 1–2.
• Ennion L, Rhoda A (2016). Roles and challenges of the multidisciplinary team involved in prosthetic rehabilitation, in a rural district in South Africa. Journal of
multidisciplinary healthcare 9, 565.
• Gebrekirkos FA., Kidanu, M., Ali, D. & Girma, M. (2016) Patterns of Trauma in Emergency clinics of public hospitals found in Mekelle, Tigray. Ethiopian Medical
Journal, 54(2).
• Gordon, C. (2016) Intimate partner violence is everyone’s problem, but how should we approach it in a clinical setting? South African Medical Journal, 106(10):
962-965.
• Lister, HE. Transformation 90 & Dhunpath, R. (2016) The taxi industry and transportation for people with disabilities: implications for universal access in a metropolitan
municipality. Transformation, 90:29-48.
• Maart, R., Grobler, SR., Kruijsse, HW., Osman, Y., Patel, N. & Moodley, D. (2016) The whitening effect of four different commercial denture cleansers on stained
acrylic resin. South African Dental Association Journal, 71(3):106-111.
• Makadzange, AT., Bogezi, C., Boyd, K., Gumbo, A., Mukura, D., Matubu, A. & Ndhlovu CE. (2016) Evaluation of the FACSPresto, a New Point of Care Device for the
Enumeration of CD4% and Absolute CD4+ T Cell Counts in HIV Infection. PLoS ONE, 11(7): e0157546.
• Mapipi HV, Wolvaardt JE, Senkubuge F. Adherence to rehabilitative programmes of patients living with neurological conditions: A South African context. AJPHES,
22(4:2): 1157-1169.
• Meeme, A., Buga, GAB., Mammen, M. & Namugowa, A. (2016) Endothelial dysfunction and arterial stiffness in pre-eclampsia demonstrated by the EndoPAT method.
Cardiovascular Journal of Africa, 27: online publication.
• Sahadew, N., Singaram, SV. & Brown, S. (2016) Distribution, incidence, prevalence and defaulters of patients with Diabetes Mellitus accessing Public Health care
in the eleven districts of Kwazulu-Natal in South Africa. South African Medical Journal, 106(4): 389-393.
• Venter F, Wolvaardt, JE. The World Health Organization’s mechanisms for increasing the health sector budget: The South African context. South African Medical
Journal. 106 (8): 771-774

Publications - 2015:
• Amdeslasie, F., Berhe, Y. & Gebremariam, TT. (2015). Perforated duodenal ulcer in the third trimester of pregnancy. Saudi Journal of Medicine and Medical Sciences,
3:164-6.
• Born, KM., Wolvaardt, JE. & McIntosh, E. (2015) Risky sexual behaviour of university students: Perceptions and the effect of a sex education tool. African Journal
for Physical, Health Education, Recreation and Dance, 21(2): 502-518.
• Botha, A., Jacobs, F. & Postma, C. (2015) Retrospective analysis of etiology and comorbid diseases associated with Ludwig’s Angina. Annals of Maxillofacial Surgery,
5(2): 168.
• Botma, Y & Nyoni, C. (2015). What went wrong? A critical refl ection of educator midwives’ inability to transfer knowledge. Journal of Nursing Education and Practice,
5(6).
• Burch, V, Zachariah, A., Anshu & J. Grant. (2015, in press). Module 6: Teaching and Learning in Medicine. Unit 6: Teaching Clinical Reasoning and Problem Solving.
FAIMER-Keele Master’s degree in Health Professions Education: Accreditation and Assessment. FAIMER Centre for Distance Learning, CenMEDIC, London, UK.
• Burch, VC. (2015 in press). More attention is now paid to assessment of clinical competence and on-the-job assessment. In International Handbook of Medical
Education: What Works. Abdulrahman KB, Harden RM, Mennin S. Oxford: Routledge.
• Chiwaridzo, M & Naidoo, N. (2015). Functional consequences and health-care seeking behaviour for recurrent non-specifi c low back pain in Zimbabwean adolescents:
A cross-sectional study. European Spine Journal. In press.
• Cilliers, FJ. (2015). (Commentary) Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends? Perspectives on Medical
Education, 4(6): 280-281.
• Cilliers, FJ., Schuwirth, L. & van der Vleuten, C. (2015) Health behaviour theories: A conceptual lens to explore behaviour change. In J. Cleland & S. J. Durning (Eds.),
Researching Medical Education. Chichester, UK: Wiley.
• Cleland, J. & Durning, SJ. (2015). Researching Medical Education. ISBN: 978-1-118-83920-1. Wiley-Blackwell, Chichester, UK. SAFRI contributions: Chapter 4:
Developing the research question: setting the course for your research travels. Juanita Bezuidenhout and Susan van Schalkwyk. Chapter 13: Health behaviour
theories: a conceptual lens to explore behaviour change. Francois Cilliers, Lambert Schuwirth and Cees van der Vleuten.
• Cubaka, VK., Kyamanywa, P., Flinkenflögel, M., Schriver, M., Ngabire, E. & Cotton, P. (2015) Transforming health professional education in Rwanda – Contributions
from Social and Community Medicine. Rwandan Journal for Medicine and Health Sciences, 2(1): 93-95.
• De Villiers, MR., Cilliers, FJ., Coetzee, F., Herman, N., van Heusden, M. & von Pressentin, K. (2014). Equipping family physician trainees as teachers: a qualitative
evaluation of a twelve-week module on teaching and learning. BMC Medical Education, 14: 228.
• De Vries S & Geduld, H. (2015) Geography should be taught at medical school. South African Medical Journal, 105(10): 816.
• Delport, R., Krüger, C., van Rooyen, M. & Pickworth, G. (2015). Developing an outcomes-based charter for medical professionalism to direct teaching and
assessment. African Journal of Health Professions Education, 7(1): 10-15.
• Dreyer, A., Couper, I., Bailey, R., Talib, Z., Ross, H. & Sagay, A. (2015) Identifying approaches and tools for evaluating community-based medical education
programmes in Africa: supplement 1-research. African Journal of Health Professions Education, 7: 134-9.
• Dreyer, A., Gibbs, A., Smalley, S., Mlambo, M., & Pandya, H. (2015). Clinical associate students’ perception of the educational environment at the University of the
Witwatersrand, Johannesburg: original research. African Primary Health Care and Family Medicine, 7(1): 1-8.
• Ferguson, G., Naidoo, N. & Engelsman-Smit, B. (2015). Providing opportunities for motor skills acquisition and improving physical fi tness for children with
Developmental Coordination Disorder at a low-income primary school. Physical & Occupational Therapy In Pediatrics, 35(2): 147-162.
• Flinkenflögel, M., Cubaka, VK., Schriver, M., Kyamanywa, P., Muhumuza, I., Kallestrup, I. & Cotton, P. (2015) The Desired Rwandan Health Care Provider:
Development and delivery of undergraduate social and community medicine training. Education for Primary Care, 26(5): 343-348.
• Flinkenflögel, M., Kyamanywa, P., Cubaka, VK., & Cotton, P. (2015). The next generation of Rwandan physicians with a primary health care mindset. African Journal
of Primary Health Care and Family Medicine, 7(1): Art. #885, 2 pages.
• Flinkenflögel, M., Kyamanywa, P., Kateera Asiimwe, B., Musafi ri, S., Kayumba, PC., Irakoze, M., Cotton, P. & Hibble, A. (2015) Umuganda for improved health
professions education in Rwanda. Past present and future in training medical professionals at the University of Rwanda. Rwandan Journal for Medicine and Health
Sciences, 2(1): 96-99.
• Flinkenflögel, M., Ogunbanjo, G., Cubaka, V. & De Maeseneer, J. (2015) Rwandan family medicine residents expanding their training into South Africa: the use of
South-South medical electives in enhancing learning experiences. BMC Medical Education, 15:124.
• Frantz, JM. (2015) A peer led approach to promoting health education related to risk factors for NCDs in schools: views of peers. South African Journal of Education,
35(1): 1-7.
• Frantz, JM., Bezuidenhout, J., Burch, VC., Mthembu, S., Rowe, M., Tan, C., Van Wyk, JM. & Van Heerden, B. (2015) The impact of an educational faculty
development programme for health professionals in Sub-Saharan Africa: an archival study. BMC Medical Education, 15(28):3-9.
• Frantz, JM., Sixaba, Z. & Smith, M. (2015) A Systematic Review of the Relationship Between Family Structure and Health Risk Behaviours Amongst Young People:
An African Perspective. The Open Family Studies Journal, 7(Suppl 1: M1): 1-2.

• Jooste, K., Ahanonu, L., Arunachallam, S., Rashe, H., Julie, H., Willemse, JJ., Bimray, P., Essa, I. & Hoffman, J. (2015) The meaning of self-leadership for nursing
academics of a research programme in the context of a Higher Education Institution in the Western Cape. Africa Journal of Nursing and Midwifery, 2016(17): 1682-
5055.
• Julie, H. (2015) Piloting of a service-learning pedagogical model: Students’ perceptions of the gender based violence service-learning module at a school of nursing
in the Western Cape, South Africa. African Journal for Physical, Health Education, Recreation and Dance, Supplement 1:(3): 732-750.
• Julie, H. (2015) The development of an implementation framework for service-learning during the undergraduate nursing programme in the Western Cape Province.
Curationis, 38(2): Art. #1563, 9 pages.
• Julie, H., Adejumo, OA. & Frantz, JM. (2015) Cracking the nut of service-learning in nursing at a higher educational institution. Curationis, 38(1): Art. #117, 9 pages.
• Keiller, L. & Inglis-Jassiem, G. (2015) A lesson in listening: Is the student voice heard in the rust to incorporate technology into health professions education? African
Journal of Health Professions Education, 7(1): 47-50.
• Khondowe, O., Nikodem, VC., Frantz, JM. & Harper, K. (2015) A physical activity programme to improve motor and cognitive development in HIV positive children on
antiretroviral therapy: a randomised controlled trial. African Journal for Physical, Health Education, Recreation and Dance, 21(4:1): 1187-1199.
• Khondowe, O., Nikodem, VC., Frantz, JM. & Harper, K. (2015) A systematic review on the effect of HIV infection on motor and cognitive development of infants and
toddlers. African Journal for Physical, Health Education, Recreation and Dance, 21(1:2): 240-252.
• Kilfoil, W.R. (Ed.), Rowe, M. et.al. (2015) Moving beyond the hype: A contextualised view of learning with technology in higher education. Pretoria: Universities South
Africa.
• Kumurenzi, A., Goliath, C., Mji, G., Mlenzana, N., Joseph, C., Stathum, S. & Rhoda, A. (2015) Experiences of patients and service providers with out- patient
rehabilitation on services in a rehabilita on centre in the Western Cape Province. African Journal of Disability, 4(1), Art. #164, 7 pages.
• Ladhani, Z., Shah, H., Wells, R., Friedman, S., Bezuidenhout, J., van Heerden, B., Campos, H., Morahan, PS. (2015) Global Leadership Model for Health
Professions Education – A Case Study of the FAIMER program. Journal of Leadership Education, 14(4): 67-91.
• Larkins, S., Michielsen, K., Iputo, J., Elsanousi,. Mammen, M., Graves, L., Willems,S., Cristobal, FL., Samson, R., Ellaway, R., Ross, S., Johnston,,K., Derese, A. &
Neusy, AJ. (2015). Impact of selection strategies on representation of underserved populations and intention to practise: international fi ndings. Medical Education,
49: 60–72.
• Lawal, I., Hillier, S., Talhatu, K.., Hamzat, T. & Rhoda, A. (2015). Effectiveness of a structured circuit class therapy model in stroke rehabilitation: a protocol for a
randomised controlled trial. BMC Neurology, 15:88.
• Legodi, TL. & Wolvaardt, JE. (2015) A blank page: feedback from fi rst referral hospitals to primary health care clinics. South African Family Practice, 57(4): 282-285.
• Louw, AJN. & De Villiers, A. (2015) Teaching First Aid in high schools: The impact on students in the health sciences extended degree programme. South African
Journal for Higher Education, 29(1): 199-211.
• Makadzange, AT., Higgins-Biddle, M., Chimukangara, B., Birri, R., Gordon, M., Mahlanza, T., Hugh, MC., van Dijk, JH., Bwakura-Dangarembizi, M., Ndungu, T.,
Masimirembwa, C., Phelps, B., Amzel, A., Ojikutu, BO., Walker, BD. & Ndhlovu, CE. (2015) Clinical, Virologic, Immunologic Outcomes and Emerging HIV Drug
Resistance Patterns in Children and Adolescents in Public ART Care in Zimbabwe. PLoS ONE, 10(12): e0144057.
• Mash, R., Almeida, M., Wong, WC., Kumar, R. & von Pressentin, KB. (2015) The roles and training of primary care doctors: China, India, Brazil and South Africa.
Human resources for health, 13(1): 1-9.
• Mash, R., Malan, Z., von Pressentin, KB. & Blitz, J. (2015) Strengthening primary health care through primary care doctors: the design of a new national
Postgraduate Diploma in Family Medicine. South African Family Practice, 10: 1-5.
• Matthews, M. & van Wyk, J. (2015) Speaking the language of the patient: indigenous language policy and practice. South African Family Practice, 58(1): 30-31.
• Mayeng, LM. & Wolvaardt, JE. (2015) Patient safety culture in a district hospital in South Africa: an issue of quality. Curationis, 38(1): 5 November 2015.
• Mostert, VC. & Postma, TC. (2015) University of Pretoria Oral Health Centre’s capacity to complete root canal treatments. South African Dental Journal. [In Print]
• Mubuuke, AG & Pope, E. (2015) Factors that infl uence radiographers` decision to pursue postgraduate education: An Exploratory Qualitative Study. Journal of
Medical Imaging and Radiation Sciences, 46(2): 223-230.
• Mubuuke, AG., Oria, H., Dhabangi, A., Kiguli, S. & Sewankambo, NK. (2015) An exploration of undergraduate medical students` satisfaction with faculty support
supervision during community placements in Uganda. Rural and Remote Health, 15: 3591.
• Mubuuke, G., Louw, AJN. & Van Schalkwyk S. (2015) Utilizing students’ experiences and opinions of feedback during problem based learning tutorials to develop
a facilitator feedback guide: an exploratory qualitative study. BMC Medical Education, 16(6): 1-7.
• Mudaly, R. & van Wyk, J. (2015) Pink Collar Medicine: Medical students navigating the gendered landscape of a South African medical school. South African Journal
of Higher Education, 4: 229-243.
• Nyoni, C. & Barnard, AJ. (2015). Perceptions of professional nurses regarding their training role at a rural hospital in Lesotho. African Journal of Health Profession
Education. In press.
• Peters, F., van Wyk, J. & van Rooyen, M. (2015) Intern to independent doctor: basic surgical skills required for South African practice and interns’ reports on their
competence. South African Family Practice, 1:1-7.

• Phalwane, MG., Postma, TC. & Ayo-Yusuf, OA. (2015) Piloting the Community Service Attitudes Scale in a South African context with matching qualitative data.
South African Dental Journal. [In Print]
• Pickel-Voight, A. & Rhoda, A. (2015) Knowledge of nurses regarding dysphagia in patients post stroke in Namibia. Curationis, 38(2), Art. #1564, 7 pages.
• Postma, TC. (2015) Self-regulation – the key to progress in clinical reasoning. African Journal of Health Professions Education, 7(2): 202-207.
• Postma, TC. & Bronkhorst, L. (2015) Second-year dental students’ perceptions about a joint medical curriculum. African Journal of Health Professions Education,
7(2): 199-201.
• Postma, TC. & White, JG. (2015) Developing clinical reasoning in the classroom – analysis of the 4C/ID-model. European Journal of Dental Education, 19: 74–80.
• Postma, TC. & White, JG. (2015) Developing students’ clinical reasoning skills: correlates of perceived relevance of two teaching and learning approaches. European
Journal of Dental Education. (Published early view online – for later inclusion in a print issue)
• Postma, TC. & White, JG. (2015) Students’ perceptions of vertical and horizontal integration in a discipline-based dental school. European Journal of Dental
Education. (Published early view online – for later inclusion in a print issue)
• Postma, TC. & White, JG. (2015) Socio-demographic and academic correlates of clinical reasoning in a dental school in South Africa. European Journa of Dental
Education. (Published early view online – for later inclusion in a print issue)
• Rhoda, A. (2015) Participation restrictions experienced by patients with stroke explored within a model of participation. Physiotherapy, 101: supplement 1: e1277.
• Rhoda, A., Cunningham, N., Azaria, S. & Urimubenshi, G. (2015) Provision of inpatient rehabilitation and challenges experienced with participation post discharge:
quantitative and qualitative inquiry of African stroke patients. Rhoda et al. BMC Health Services Research, 15: 423.
• Rowe, M. (2015) Exploring the characteristics of capable healthcare professionals. South African Journal of Physiotherapy, 71(1), Art. #247, 6 pages.
• Rowe, M. (2015). Using Google Drive to facilitate a blended approach to authentic learning, 198-203. In Bozalek, V., Ng’ambi, D. Wood, D., Herrington, J., Hardman, J.
& Amory, A. (eds). Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy. Routledge, 2 Park Square,
Milton Park, Abingdon, Oxon, OX14 4RN.
• Shamu, T., Wellington, M., Pascoe, M., Gwanzura, L. & Ndhlovu, CE. (2015) Incidence of Nephropathy in HIV Infected Patients Receiving Highly Active Antiretroviral
Therapy at Newlands Clinic: A Retrospective Study. World Journal of AIDS, 5: 113-123.
• Snyman, S., von Pressentin, KB. & Clarke, M. (2015). International classifi cation of functioning, disability and health: catalyst for interproffessional education and
collaborative practice. Journal of Interprofesional Care, 23: 1-7. http://www.ncbi.nlm.nih.gov/pubmed/25614229
• Sommerville, TE. & Singaram, SV. (2015) The whole is greater than the sum: a longitudinal study of demographic infl uences on medical student assessment scores.
Alternation, 17: 28-53.
• van der Berg-Cloete, S., Snyman, L., Postma, TC. & White, JG. (2015) South African dental students’ perception of the most important non-clinical skills according
to the Medical Leadership Competency Framework (MLCF). Journal of Dental Education. [In Print]
• Van der Berg-Cloete, S., Snyman, L., Postma, TC. & White, JG. (2015) Dental students’ perceptions on practice management and their career aspirations. African
Journal of Health Professions Education, 7(2): 194-198.
• van der Merwe, N., Peeters, A., van Rensburg, SJ., Pienaar, R., Bezuidenhout, J. & Kotze, MJ. (2015) P275 Implications of discordance between reference genomes
applied in breast cancer exome sequencing. The Breast, 24(1): S121.
• Van Schalkwyk, SC., Bezuidenhout, J. & De Villiers, MR. (2015) Understanding rural clinical learning spaces: being and becoming a doctor. Medical Teacher,
37(6): 589-594.
• van Schalkwyk, SC., Kok, N., Conradie, HH. & Van Heerden BB. (2015) Academic achievement of fi nal-year medical students on a rural clinical platform: Can we
dispel the myths? African Journal of Health Professions Education, 7(1): 115-118.
• Van Wyk, J. & Rennie, CO. (2015) Learning anatomy through dissection: Perceptions of a diverse medical student cohort. International Journal of Morphology,
33(1):89-95.
• Von Pressentin, KB & Mash, B. (2015) Mastering your fellowship. Registrar section in SAFPJ. In press. [This is the fi rst edition of a regular feature aimed at
preparing registrars for the FCFP(SA) examination and contains questions with model answers.]
• Von Pressentin, KB. Co-author of chapter (on oral and poster presentations): South African Family Practice Manual; 3rd edition. Editors: Bob Mash, Julia Blitz.
ISBN 9780627031236.
• von Pressentin, KB., Hoedebecke, K. & Pinho-Costa, L. (2015) South Africa has joined a global initiative for Family Medicine advocacy. South African Family
Practice, 8: 1-2.
• Wanyoni, N., Frantz, JM. & Hassan, S. (2015) The effect of a knowledge-based ergonomic intervention amongst administrators at Aga Khan University hospital,
Nairobi. Journal of WORK, 52(4): 843-854.
• Wegner, L. & Rhoda, A. (2015) The infl uence of cultural beliefs on the utilisation of rehabilitation services in a rural South African context: Therapists’ perspective.
African Journal of Disability, 4(1): 8 pages.

Publications - 2014:
• Archer, E., Van Heerden, BB., Kidd, M. & Bezuidenhout, J. (2014). Making use of an existing questionnaire to measure patient-centred attitudes in undergraduate
medical students: A case study. African Journal of Health Professions Education, 6(2):150-154.
• Bezuidenhout , J., Van Schalkwyk, SC., Van Heerden BB & De Villiers, MR. (2014). Building a research agenda in health Professions education at a Faculty of
Medicine and Health Sciences: Current research profi le and future considerations. African Journal of Health Professions Education, 6(2):169-173.
• Bezuidenhout, J., van Schalkwyk, SC., van Heerden, B. & de Villiers, MR. (??) Steps in establishing a Health Professions Education research unit: Current research
profi le and recommendations. African Journal of Health Professions Education, (in press).
• Blitz, J., Bezuidenhout, J., Conradie, HH., De Villiers, MR. & Van Schalkwyk, SC. (2014). ‘I felt colonised’: emerging clinical teachers on a new rural teaching
platform. Rural and Remote Health, 14(2511):1-9.
• Blitz, J., Kok, N., van Heerden, B. & van Schalkwyk, S. (2014). PIQUE-ing an interest in curriculum renewal. African Journal of Health Professions Education,
6:23-27.
• Burch, V. & Hays, R. (2014). Module 2: Accreditation and Self-Review. Unit 3: Self-review in low-resource circumstances. FAIMER-Keele Master’s degree in Health
Professions Education: Accreditation and Assessment. FAIMER Centre for Distance Learning, CenMEDIC, London, UK.
• Burch, VC. (2014). Does simulation-based training have a future in Africa? (Editorial). African Journal of Health Professions Education, 6 (2): 117-118.
• Burch, VC. (2014). Interprofessional education - is it ‘chakalaka’ medicine? (Editorial). African Journal of Health Professions Education, 6(1): 2.
• Chiwaridzo, M. & Naidoo, N. (2014). Prevalence and associated characteristics of recurrent non-specifi c low back pain in Zimbabwean adolescents: a cross-sectional
study. BMC Musculoskeletal Disorders, 15: 381.
• de Villiers, MR., Conradie, HH., Snyman, S., van Heerden, BB. & van Schalkwyk, SC. (2014). Experiences in developing a Community-Based Education strategy
– a case study from South Africa, 176-206. In Talaat, W & Ladhani, Z. (eds). Community Based Education in Health Professions: Global Perspectives. WHO EMRO.
• Draper, C., Healthy Active Kids South Africa (HAKSA) Writing Team: Naidoo, N., Uys, M. & Lambert, EV. (2014). Healthy Active Kids South Africa Report card: 2014.
Journal of Physical Activity and Health, 11:(Suppl 1) S199 – 200.
• Figueiró-Filho, EA., Amaral, E., McKinley, D., Bezuidenhout, J. & Tekian A. (2014). Clinical Teaching with minimal, indirect supervision. Medical Education; 48:530.
• Figueiró-Filho, EA., Bezuidenhout, J., Amaral, E., McKinley, D. & Tekian, A. (2014). Minimal supervision out-patient clinical teaching. The Clinical Teacher, 11: 365-
369.
• Jooste, K., Julie, H., Willemse,J., Le Roux, L., Arunachallam, L., Essa, I. & Rashe, H. (2014). Prior expectations of leadership programme attendees’ and their
subsequent refl ections on completion of a leadership programme in a higher education institution. South African Journal of Higher Education Special edition, 28(6).
• Julie, H. (2014). Towards the Development of a Defi nition of Service-Learning: converging confl icting mind maps. South African Journal of Higher Education Special
edition, 28(6).
• Keiller, L. & Hanekom, S. (2014). Stratetgies to increase clinical reasoning and critical thinking in physiotherapy education. South African Journal of Pnysiotherapy,
70(1): 8-12.
• Kordom, A., Julie, H. & Aranuchallum, S. (2014). Intimate partner violence among undergraduate student nurses at a tertiary institution in the Western Cape. South
African Journal of Higher Education Special edition, 28(6).
• Mammen, M. & Rusike, S. (2014). Medicinal plants used as Home Remedies: A Family Survey by First Year Medical Students. African Journal of Traditional,
Complementary and Alternative Medicine, 11(5): 67-72.
• Mammen, M., Nokele, LA. & Buga, GAB. (2014). Anthropometric characteristics and mean arterial pressure in preeclamptic and normotensive pregnant women
visiting antenatal clinics: a case study in South Africa’s Mthatha area. Mediterranean Journal of Social Sciences, 5(17).
• Maree, CM. & Wolvaardt, L. (2014). Perceived improvement of postgraduate students’ fundamental human virtues through a research proposal refi nement course.
African Journal for Physical, Health Education, Recreation and Dance (AJPHERD) Supplement 1:1 (October), 96-104.
• Mash, R., Essuman, A., Ratansi, R., Goodyear-Smith, F., Von Pressentin, K., Malan, Z., Van Lancker, M. & De Maeseneer, J. (2014). African Primary Care Research:
Current situation, priorities and capacity building. African Journal of Primary Health Care & Family Medicine, 6(1): 6 pages.
• Moodley, SV., Wolvaardt, L., Louw, M. & Hugo, J. (2014). Practice intentions of clinical associate students at the University of Pretoria, South Africa. Rural and
Remote Health, 14: 2381.
• Mubuuke, AG. (2014). A Phenomenological Study to explore the experiences of Ugandan women that have undergone transvaginal ultrasound. Journal of Medical
Radiation Sciences, 61(2): 78-84.
• Mubuuke, AG. Businge, F. & Kiguli-Malwadde, E. (2014). Using graduates as key stakeholders to inform training and policy in health professions education: the
hidden potential of tracer studies. African Journal of Health Professions Education, 6(1): 52-55.
• Mubuuke, AG., Mwesigwa, C., Maling, S., Rukundo, G., Kagawa, M., Lagoro, D. & Kiguli, S. (2014). Standardizing assessment practices of undergraduate medical
competencies across medical schools: challenges, opportunities and lessons learned from a consortium of medical schools in Uganda. The Pan African Medical
Journal, 19:382.
• Naidoo, D., Van Wyk, J. & Joubert, R. (2014). Are fi nal year occupational therapy students adequately prepared for clinical practice? A case study in KwaZulu-Natal.
South African Journal of Occupational Therapy, 44(3):24-28.

• Naidoo, N., Dikong, D., Bila, S., Rhodes, D. & Camp, C. (2014). Childhood obesity and playground behaviour in children with intellectual disabilities: Is there an
association? Journal of Physical Activity and Health, 11: (Suppl 1) S203.
• Naidoo, S., Van Wyk, J., Higgins-Opitz, S. & Moodley, K. (2014). An evaluation of stress in medical students at a South African university. South African Family
Practice, 56(5): 1-5.
• Postma, TC. & White, JG. (2014). Developing clinical reasoning in the classroom – analysis of the 4C/ID-model. European Journal of Dental Education. 2014 May
9.doi:10.1111/eje.12105 (Epub ahead of print)
• Unger, M., Keiller, L., Inglis-Jassiem, G. & Hanekom, SD. (2014) Teaching my peers: Perceptions of tutors in physiotherapy practical skills training. African Journal of
Health Professions Education, 6(2), Suppl 1: 203-206.
• Uys, M., Grobler, MN., Naidoo, N., Tremblay, MS. & Lambert, EV. (2014). Validation of key components of the Canadian Assessment of Physical Literacy (CAPL) in
10 year-old South African children. Journal of Physical Activity and Health, 11: (Suppl 1) S205.
• van Schalkwyk, SC., Bezuidenhout, J., Conradie, HH., Fish, T., Kok, NJ., van Heerden, BH. & De Villiers, MR. (2014). ‘Going rural’: driving change through a rural
medical education innovation. Rural and Remote Health, 14: 2493.
• Van Wijk, E., Traut, A. & Julie, H. (2014). Environmental and nursing-staff factors contributing to aggressive and violent behaviour of patients in mental health
facilities. Curationis, 37(1), Art. #1122, 9 pages.
• von Pressentin, KB. (co-author of a chapter in the textbook), Clarke, M; et. al. (2014) Vlok’s Community Health, 6th Ed; JUTA.
• Wolvaardt, L. (2014). Looking over the conceptual horizon: a living-theory of practice. Educational Journal of Living Theories (eJOLTS), 7(2): 54-73.
Publications - 2013:
• Frantz, J. & Rowe, M. (2013). Technology-mediated learning in physiotherapy education: The social construction of practice knowledge. South African Journal of
Physiotherapy, 69(3):9-12.
• Frantz, J., Rowe, M., Hess, D., Rhoda, A., Sauls, B. & Wegner, L. (2013). Student and staff perceptions of the introduction of Objective Structured Practical
Examinations: A pilot study. African Journal of Health Professions Education 2013;5(2):72-74. DOI:10.7196/ajhpe.218
• Rowe, M., Bozalek, V. & Frantz, J. (2013). Using Google Drive to facilitate a blended approach to authentic learning. British Journal of Educational Technology,
44(4):594-606.
• Frantz, J. & Rowe, M. (2013). Developing refl ection and research skills through blogging in an evidence-based practice postgraduate physiotherapy module. African
Journal of Health Professions Education, 5(1):3-7.
• Burch, V. & van Heerden, B. (2013). Are community service doctors equipped to address priority health needs in South Africa? South African Medical Journal,
103(12): 905.
• Rogers, RL., Scalea, T. & Geduld, H. (2013) Vascular Emergencies: Expert Management for the Emergency Physician. Cambridge University Press: New York.
• Sobuwa, S., Hartzenberg, HB., Geduld, H. & Uys, C. (2013). Outcomes following prehospital airway management in severe traumatic brain injury. South African
Medical Journal, 103(9).: 751-753.
• Landry, A., Geduld, H., Koyfman, A. & Foran, M. (2013). An overview of acute burn management in the Emergency Centre. African Journal of Emergency Medicine,
3(1): 22-29.
• Joseph, C. & Rhoda, A. (2013). Activity limitations and factors infl uencing functional outcome of patients with stroke following rehabilitation at a specialized facility in
the Western Cape. African Health Sciences, 13(3): 646-654.
• Mlenzana, NB., Frantz, JM., Rhoda, AJ. & Eide, AH. (2013). Barriers to and facilitators of rehabilitation services for people with physical disabilities: A systematic
review. African Journal of Disability, 2(1): 1-6.
• Muli, G. & Rhoda, A. (2013). Quality of life amongst young adults with stroke living in Kenya. African Health Sciences, 13(3): 632-638.
• Frantz, JM., Rhoda, AJ. & de Jongh, J. (2013). Using appreciative inquiry to develop a research capacity development programme. South African Journal of Higher
Education, 27(1): 48-59.
• Mthembu, SZ. & Mtshali, FG. (2013). Conceptualisation of knowledge construction in community service-learning programmes in nursing education. Curationis
(online), 36(1): 1-10.
• Maart, R.D. & Bitzer, E.M. (2013). Aligning clinical assessment with course elements in prosthodontic dentistry: a South African case. Journal of Dental Education,
77(9): 1129-1139.
• Maart, R. (2013). Effectiveness of Denture Cleaners With Stain Removal From Acrylic Resin. J Dent Res Vol 92 Spec Iss BL 31 Southern and East Africa.
• Naidoo, J., Ncama, B., Mchunu, G., Majeke, S., Ndebele, T. and Myeza, T.(2013). Minibus taxi drivers’ sexual beliefs and practices associated with HIV in KwaZulu-
Natal, South Africa. Curationis, 36(1): 1-6.
• Kutesa,A., Nkamba, EM., Muwazi,L., Rwenyonyi, WBCM (2013). Weight, height and eruption times of permanent teeth of children aged 4—15 years in Kampala,
Uganda BMC Oral Health, 13:15 doi:10.1186/1472-6831-13-15
• Mubuuke, G. (2013). Participatory action research: the key to successful implementation of innovations in health professions education. African Journal of health
Professions Education, 5(1): 30-33.

• Mthembu, S & Mtshali, F. (2013). Conceptualisation of knowledge construction in community service-learning programmes in nursing. Curationis, 36(1).
• Kennedy, M. & Julie, H. (2013). Nurses experiences and understanding of workplace violence in a trauma and emergency department in South Africa. Health SA
Gesondheid, 18(1).
Publications - 2012:
• Oltmann, C. (2012). Using aspects of Bernstein’s pedagogic device to review and re-align the pharmacy curriculum at Rhodes University. African Journal of Health
Professions Education. Dec., 4(3): 96.
• Oltmann, C. & Boughey, C. (2012). Using critical realism as a framework in pharmacy education and social pharmacy research. Research in Social and Administrative
Pharmacy. 8 (4):333-337.
• Wen, LS., Geduld, H., Nagurney, JT. & Wallis, LA. (2012) Perceptions of graduates from Africa’s fi rst emergency medicine training program at the University of Cape
Town/Stellenbosch University. Canadian Journal of Emergency Medicine, 14(12): 97-105.
• von Pressentin KB, Conradie HH, & Mash R.(2012). A medical audit of the management of cryptococcal meningitis in HIV-positive patients in the Cape Winelands
(East) district, Western Cape. South African Family Practice, 54(4): 339-346.
• Naidoo, J., Mchunu, G., Ncama, B., Majeke, S., Ndebele, T. and Myeza, T.(2012). KwaZulu Natal minibus taxi drivers’ perceptions on HIV/AIDS: relating to transmission,
prevention, support and effects on the industry. SAHARA, 9(4): 210-217.
• Kutesa A, Buwembo W, Muwazi L, Rwenyonyi CM, (2012). Prediction of width of un-erupted incisors, canines and premolars in a Ugandan population: A cross
sectional study. BMC Oral Health, 12:23.
• van Schalkwyk, S., Bezuidenhout, J., Burch, VC., Clarke, M., Conradie, H., van Heerden, B. & de Villiers, M. (2012). Developing an educational research framework
for evaluating rural training of health professionals: A case for innovation. Medical Teacher, 34: 1064-1069.
• Mhlaba, GT & Mthembu S. (2012). Clinical mentoring: the views of nursing students and clinical mentors. Journal of Community Health Sciences, 7(2).
• Vasuthevan, S & Mthembu, S. (2012). De Haan’s Health of Southern Africa. 10th Edition. Juta, Cape Town.
• Keiller, L & Louw, A. (2012). Approaches toward learning in Physiotherapy. South African Journal of Physiotherapy, 69(1): 36-40.
• Mostert-Wentzel, K., Swart, JJ., Masenyetse, LJ., Sihlali, BH., Cilliers, R., Clarke, L., Maritz, J., Prinsloo, E-M. & Steenkamp, L. (2012). Effect of kinesio taping on
explosive muscle power of gluteus maximus of male athletes: original research. South African Journal of Sports Medicine, 24(3): 75-80.
Publications - 2011:
• Kutesa, A., Rwenyonyi, CM., Muwazi,L., Buwembo, W. (2011). Root and Canal Morphology of Maxillary First Premolar Teeth in a Ugandan Population. Open Journal
of stomatology, 1(1).
Publications - 2010:
• Mostert-Wentzel, K., Grobler, SH., Moore, R., Ferreira, N., Lumley, M. & Burelli, K. (2010). Effect of work-based physiotherapy and ergonomics programme on workrelated
upper-extremity musculo-skeletal disorders in car-seat seamstresses. Occupational Health Southern Africa. 01/2010: 2-11.
Publications - 2009:
• Mtshali, NG. (2009). Implementing community- based education in basic nursing education programs in South Africa. Curationis, 32(1): 25-31.

The SAFRI Fellowship means so much more than any one person can accurately convey. In this collection
of talks, ten voices enthuse, discuss, challenge and encourage. None of us can be less than enthusiastic
after any contact with this unique fellowship. Hearing new opinions and teasing them out with mutual respect
has been the substance of many a productive discussion. We have been challenged at every turn – from
the application stage, to meeting for the fi rst time, to robust debates leading to productive change and to the
development of the scholarship that is one of the hallmarks of the Fellowship.
Encouragement requires special attention in all education endeavours. This value continues to be the yeast
that keeps the SAFRI Fellowship alive and rising. The Fellows are connected and supported so that they are
enabled to encourage others.
The talks are not arranged in any order of importance, and you will fi nd scholarship, polemic, gratitude, vision,
technical expertise and friendship in different measure. The fi rst and last talks are given by the founding cochairs,
who we love, and to whom we all owe a debt of gratitude.
Please listen carefully, laugh and cry, and share the TEN talks. They are really Stories Worth Sharing
• SAFRI Fellowship – are we better together? Juanita Bezuidenhout
• Listening to the voices – Images of the future. Mubuuke Gonzaga
• How do we maintain our standards in Health Sciences Education? Jack Boulet
• Technology is a superhero who has lost her keys; and password. Paula Barnard
• Rethinking faculty development in health professionals’ education. Jose Frantz
• Networking of institutions and individuals: relationship makes a difference in Health Sciences
Education. Ludo Badlangana
• SAFRI: Gateway to Collaboration. Ralf Graves and team
• The ripple SAFRI created, reached Ethiopia. Fasika Gebrekirkos
• Send not to know for whom the bell tolls – Ubuntu in Health Sciences Education Alan Barnard
• TEN FAIMER tips for successful leadership. Vanessa Burch
You can watch these TEN Talks on the SAFRI YouTube channel:
https://www.youtube.com/playlist?list=PLRB3dXdxsJAJTZkmEaXTHBdl-fhBnvGTC

Bill Gates said that ‘Africa is on the rise’. The value and contribution of SAFRI fellows to their own institutions as well as to local
and international organisations are often seen in the form of promotions and appointments. Here is a taste of the ‘rise’ of
SAFRIans based on only what was reported in the 5-year period (source: newsletters 2012-2016).
Posted in
June 2012:
Christian Chinyere
Ezeala: 2008 Fellow
(Fiji Islands)
Promoted to Associate
Professor of Pharmacology
in the Dept. Of Health
Science, Fiji National
University in January 2012.
Mohamed Labib: 2011
Fellow (Zambia)
Promoted as Head of
Dept of Surgery, School
of Medicine, University of
Namibia. He will be in
charge of the
development of surgery
curriculum.
Posted in
September 2012:
Posted in
January 2013:
Safinah Museene:
2009 Fellow (Uganda)
Appointed as Principal for
Nursing and Midwifery
Schools in Uganda on 13th
July 2012 by Uganda
Education Service
Commission.
Juanita Bezuidenhout:
2005 FAIMER Fellow
(South Africa)
Promoted as a Full
Professor in Anatomical
Pathology.
Kemi Ogah: 2011
Fellow (Tanzania)
Promoted to the position
of Associate Dean of the
Faculty of Health
Sciences, KIU
Dar-es-Salaam, Tanzania
campus.
Zerihun Gebremichae:
2012 Fellow (Ethiopia)
Zerihun has recently
been promoted to the
Dean of College of
Medicine and Health
Sciences, Hawassa
University in Ethiopia.

Posted IN
may 2013:
Stephen Mshana: SAFRI
2011 Fellow (Tanzania)
Promoted from a Senior
Lecturer to an Associate
Professor in the
Microbiology/Immunology
Department, Catholic
University of Health and
Allied Sciences in Tanzania.
Mike Kagawa: 2011 Fellow
(Uganda)
Mike was recently appointed
as Director of Postgraduate
Studies in the Dept. of
Obstetrics and Gynaecology
at Makerere University in
Uganda.
Posted IN
August 2013:
Christian Ezeala: 2008
Fellows (Fiji Islands)
Maaike Flinkenflogel:
2012 Fellow (Rwanda)
Christian has recently been
appointed Associate Dean
(Research) in the College
of Medicine, Nursing, and
Health Sciences, at the Fiji
National University.
Promoted to the acting
head of the Family and
Community Medicine
Department (FAMCO) at
the National University of
Rwanda.
Posted IN
January 2014:
Gonzaga Mubuuke: 2009
Fellow (Uganda)
He has been appointed as
Editor of the Journal of
Medical Imaging and
Radiation Sciences (JMIRS)
He has been appointed as
Editor of the Global Journal
of Epidemiology and Public
Health (GJEPH).
Posted in
July 2014:
Champion Nyoni:
2013 Fellow (Lesotho)
Promoted to Head of
Department: Midwifery and
Reproductive Health for the
Paray School of Nursing in
Lesotho.
Klaus von Pressentin: 2013
Fellow (South Africa)
Fasika Gebrekirkos:
2013 Fellow (Ethiopia)
Appointed as Senior lecturer
and EuropeAid research
project co-ordinator for the
Division of Family Medicine
and Primary Care, Faculty of
Medicine and Health
Sciences, Stellenbosch
University.
Appointed as head of the
head of Health Professions
unit.

Ronel Maart: 2013
Fellow (South Africa)
Appointed Deputy
Chairperson of Student
affairs committee in
2014.
Posted IN
November 2014:
Gonzaga Mubuuke
Became a
Johns-Hopkins-Fogarty
African Bioethics Fellow
after attending a Fellowship
training in Bioethics and
Research Ethics at Johns
Hopkins University,
Maryland, USA.
Posted IN
February 2015:
Posted IN
August 2015:
Karien Mostert-Wentzel:
2008 Fellow (South
Africa)
Promoted to Senior
Lecturer.
Sara-Lavinia Brair:
2011 Fellow (Sudan)
Appointed as the Dean of
the Deanship of Scientific
research at Al Neelain
University in Sudan.
Posted IN
october 2016:
Heike Geduld: 2011 Fellow
(South Africa)
Became the President of the
African Federation for
Emergency Medicine.

irthday
wishes

This morning, at
fi rst light, I went
for a walk on the
mountain that
casts its shadow
on Scarborough
every afternoon.
The air was crisp
and clear, the light
soft and inviting and the view stunning. As I stared
at the vista all the way across to Table Mountain I
thought about SAFRI and how much each person
means to me. Lost in my thoughts I picked a handful
of fynbos fl owers.
When I came home I
put them in my favourite
pewter vase on the
fi replace in the lounge.
They looked magnifi cent.
As I stood there
appreciating each fl ower,
my thoughts wandered
back to SAFRI and the
sun setting on its fi rst decade. Indeed, I prefer to
think of it as the new moon rising on its second
decade.
In the vase I started to see
the SAFRI family….
At the back stand the tall
Restios,
those who have been there
from the beginning.
Teaching baby steps and
stumbles at Monkey Valley.
Later, learning to walk, run,
fl y and soar high in the blue
African sky.
Prominently placed,
a yellow Cullumia
bringing light and fun
into the family.
Always smiling,
always looking up and
forward.
The life and soul of a
SAFRI party, or even
just a cup of coffee
and a muffin at
the Newlands Sun.
In the centre, a squad of white
honey-scented Agathosma
buds.
Those who put their hands
together and make light
work of big tasks. E’s who
like to be together and draw
strength from each other. Safrians are always just
a WhatsApp, email, phone call or SMS away.
Then the dandelion F’s.
Fynbos friends and
neighbours.
Caring and gentle, the
lightness of being.
Always there to provide
support and a broad
shoulder,
when needed.
Deep in the bunch are the dark horse, purple
Lobelias.
INTJ’s who say too little and think too much.
Just enough depth to highlight the yellow daisies.
A light breeze disperses them, each to his own.
Yellow Senecios,
in the shadow of
big sister Cullumia
bring a delicate
balance.
The P’s who are
always there to
offer more options,
more ideas, more
variety.

Each fl ower carefully picked for the vase.
Some stems are smooth and easy to handle;
others prickle and scratch.
The right touch needed to pick each one.
SAFRI, the pewter vase, the keeper of all.
Happy birthday, my girl,
you have become a home for all.
Enkosi sikele’ iAfrika.
2008 - SAFRI
started its fi rst
sessions at
Monkey Valley
Resort near
Noordhoek, a
beautiful setting
near the sea.
Simple but
comfortable
conference facilities and accommodation set
in very relaxed surroundings. Walks along the
beach on offer in the evenings when the sessions
were done.
2008 -Faculty at Monkey
Valley Resort
2013 - SAFRI
sessions now held
at the Newlands
Southern Sun
Hotel in Claremont.
Facilities and
accommodation
now much more
sophisticated with
sessions more structured, additional activities and
evening meals offered in different cultural themes.
Poster Day has become a highlight at these sessions.
Poster Day - 2013
2013 - SAFRI celebrates 5-Years
2013 - Faculty & Fellows and some party animals
2018 - SAFRI
r e a c h e s
10-Years and
has grown and
developed into
an organization
with a new BOD
and changed
academic
structures. An
on-line diploma course is being developed and
planned for the future. Many of the original Fellows
are now active Faculty Members and several have
gone on to complete PhD’s and develop new
ideas and projects in their respective departments.
Several of the Sub-Saharan African countries are
now represented in the SAFRI membership, each
representative being able to bring new thoughts and
ideas to the sessions each year. Fellows go home
after the sessions having been able to network with
others in the group and together with the support of
their supervisors and mentors are able to develop
their projects and make valuable contributions to their
communities and often have their work published.
2018 – Faculty and Fellows at the Newlands
Southern Sun Hotel

There is no scarcity. There is just perfectly
enough.
I can stand tall, with my roots deep
in the ground, tapping into the essence
of that which is so deep, so ancient and
inexhaustible”.
May you experience the intensity of a life fi lled
with each moment of living.
When we enter SAFRI we have no concept
of the impact it will have on our lives. When I
became a FAIMER fellow in 2005 I embarked on
a journey that would forever changed me; a
journey of discovery that will never end. Most
importantly I discovered what matters to me.
My wish for you is that SAFRI has the same
impact on you, so that you will be able to say:
I am walking from my old into my new
journey, with great relief and gratitude for
the opportunity to learn about true friendship;
learn so much about myself and others; to
grow into myself. This journey of becoming,
pared down with no fanciful fl uff. To
fi guratively stand naked in front of the mirror,
recognise who I see and liking that, not
hiding or cringing; standing strong seeing my
essence. That core of love and being, giving,
sharing, joy, serenity, depth, compassion. I feel
it fl ow out up into the world, and it is like
a fragrant tree with delicious fruit. The aroma
fl oats on the currents in the air, swirling
around. It reaches out in a network of delicate
tendrils, sharing what I have to offer and
inviting all creatures to share in that.
How far SAFRI has come since it was conceptualised
and conceived by Vanessa and Ralf, nurtured by
Dot, and delivered for the fi rst time by the founding
faculty to the 2008 fellows! Since then SAFRI has
grown in size and stature with almost 200 fellows
from at least 16 countries in Sub-Saharan Africa.
The impact on the health professionals, teachers,
students, patients, faculties and the health care
systems in the region and beyond is remarkable
and testimony to the contributions of everyone who
has been part of the journey. Having the privilege
to be a member of the dedicated SAFRI team and
inspirational community of fellows has undoubtedly
been a highlight of my professional career and has
turned my life upside down, in the best possible
way. Happy Birthday, SAFRI - you are just getting
started!

I would like to thank FAIMER and SAFRI for the
opportunity they have afforded us to develop and
hone our skills under expert guidance. Most of
us came as rough diamonds that were polished
off to become confi dent scholars in the fi eld of
Health Professions Education. Some of us were
transformed from loners to selfl ess contributors
and leaders in a newly found community of
practice that most can relate to. This community
of practice has become a dependable network
and a source of fruit-bearing collaboration that
now stands at the forefront of innovation at
many African institutions. True leaders such as
Vanessa Burch and Juanita Bezuidenhout have
set the tone by creating an environment of growth
and empowerment. This environment has indeed
touched the hearts of many. Thank you FAIMER
and SAFRI for an unbelievable journey.
Kind Regards
which has revolutionised the UCT curriculum; to
Liz who is just generally a rock star, but in particular
spent time on all fours, bum in air with me to map
out my Masters dissertation; to Francois who
kindly shouted at me over dinner at the hotel one
night about getting my Masters done; to Vanessa
who is everything I hope to be when I grow up,
and has mentored and nurtured me in ways she
is not even aware of; and fi nally to my super Prof
side-kick, the Champion to my Diva- Yang to my
Yin and general co- lover of unicorns- thanks for
all the hilarity-induced splenic infarctions. See
you at our inaugurals...
Dear SAFRI, I would like to thank you for your
patience and encouragement and my SAFRI
colleagues for their support and team spirit!
Happy birthday!
Dear SAFRI friends
Thank you for friendship, for the challenges
that you posed and helped me to overcome, for
encouraging words and strict discipline from time
to time. You have understood me.
What I have learned about medical education
has given me opportunities that I did not dream
possible. What I have learned from the network
of like-minded people is that I am not alone.
What I learned about myself was sometimes
uncomfortable, but always valuable.
SAFRI fi lls the space
The space in one’s mind where only the true love
of health professions education can thrive
SAFRI fi lls the space
The space in one’s heart where only the true
love of your SAFRI friends can wait for the next
meeting
SAFRI fi lls the space
The space in one’s soul where the voice whispers
that you ‘are’ you because of SAFRI
But mostly SAFRI just fi lls the space!
I would like to wish SAFRI and every beating
heart that makes up the whole a happy birthday.
Enkosi kakulu, asante sana, sanbonani, baie
dankie, kea leboha, thank you.
To SAFRI in general-you make my heart beat to
the tune of African Health Professions Education.
You have inspired me beyond all expectations,
and my passion is frequently commented on
by students and colleagues. Everyone on the
journey has contributed, but a few warrant special
mention. To Juanita (JBez) for dragging me by
the hair to apply for SAFRI- I’m indebted forever!
To Abby for helping me develop a kick-ass project

This is one of my favorite SAFRI photos because it
really takes me back to the fi rst year of the SAFRI
fellowship. Monkey Valley was an idyllic setting
to launch such an adventure. The fi rst group of
fellows was fantastic, the weather was perfect,
a glorious beach was a few yards away and the
company couldn’t have been better. Thank you,
SAFRI, for ten years of fabulous memories!

In Memoria
Enoch Kwizera: FAIMER Class 2007 SAFRI Faculty
(2007—2012)
The passing of Kwizera on 1 February 2013 deeply saddened and shocked so many, in both the
FAIMER and SAFRI families. He was very much loved and admired by all.
Many tributes and condolences were posted on the listserv from SAFRI and FAIMER members.
We have selected a few of them, which capture the essence of Kwizera as he is so fondly
remembered and acknowledged.
The South African FAIMER fellows and SAFRI community knew Enoch very well and he was like
family and an inspiration to us all. He was a man of many talents and a tremendous asset for his
Faculty of Health Sciences at Walter Sisulu University. Our deepest condolences also to Marykutty
and other friends at WSU. He will be sorely missed.
I send you very sad news of the passing away, this afternoon of one of us, Prof Enoch Kwizera,
Class 2007. So sad, he was so strong, so full of joy and so up beat with life and then comes to this!
Condolences to all of you his friends. I am personally shattered, we were together since 1981 and
even when he relocated to South Africa in 1987, we were “together.”
Kwizera, as I knew him, was a quiet giant of medical education in Africa. He was a visionary who
came to SA in the worst years of political injustice and paved the way to success for students “no one
else wanted to educate”. My greatest joy is that he lived to see the fi rst years of a new democracy
and emerging equity—education of a high quality for all South Africans. He inspired me to dream and
believe in the future of Africa. I will miss him when we gather in March.
I’m torn up and I know I’m not alone as all Fellows who got to know him will attest. His lessons remain
with us and that’s how I will keep him going in my work. Asante sana Mzee. Safari nzuri! It was indeed
a privilege to have counted Kwizera as a friend. A great man; an extraordinary mind; an interesting
way with words and a lovely sense of humour. He was well-loved and will be sorely missed. Our
condolences to his family, friends and colleagues.

This SAFRI photomosaic is composed of
all the group photos over the ten years.
It really does take all of us to turn the
world upside down.

A heartfelt thank you to Sipho Nkabinde,
a Graphic Designer, from the Foundation
for Professional Development who was
tireless in the compilation of the SAFRI
birthday book and who did not judge us
for our emergent approach.