Impact of an interprofessional education program on developing skilled graduates well-equipped to practise in rural and underserved areas.

Introduction: Poverty, limited access to resources and a lack of infrastructure characterise the division of rural areas from urban South Africa. Low numbers of social welfare professionals compound the problem. With education linked inextricably in social responsibility, higher education institutions (HEIs) are called upon increasingly to create conditions that encourage students and graduates to practise in more socially responsible ways, involving more than mere disciplinary expertise or technical knowledge, and that consider the problems of rural areas.

Motor and functional recovery after stroke: a comparison between rehabilitation settings in a developed versus a developing country.

Background: Recovery post stroke is well documented in the field of stroke rehabilitation. The structure and process of rehabilitation are different between developed and developing countries. The aim of the present study was to compare the motor and functional recovery of stroke patients in Germany versus stroke patients receiving rehabilitation in South Africa.

IN-2-THEORY--Interprofessional theory, scholarship and collaboration: a community of practice.

Theoretical awareness is essential in the development and delivery of effective interprofessional education and collaborative practice (PECP). The objective of this paper was to explain the origins and purpose of an international network, IN-2-THEORY--interprofessional theory, scholarship and collaboration: a community of practice (CoP) that aims to build theoretical rigor in IPECP. It explains why the network is viewed as a CoP and lays out the way forward for the community based on the principles for developing a CoP outlined by Wenger, McDermott, and Snyder (2002).

The development of an instrument for assessing Community-Based Education of undergraduate students of Community and Health Sciences at the University of the Western Cape.

Context: In Community-Based Education (CBE) students are expected to develop problem solving, communication and critical thinking capabilities. Assessment provides an opportunity for students to improve these skills, it helps them to gain increased motivation, high achievement, it reduces anxiety over grading, and it improves communication between learners and teachers. The aim of this study was to develop a common instrument for assessing undergraduate students of Health Sciences in their placements for CBE.