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oapen-20.500.12657-625092024-03-28T08:18:17Z Transformation of learning and teaching in rehabilitation sciences: Visser, Monique Oosthuizen, Helena Louw, Alwyn J.N. Unger, Marianne Keiller, Lianne Inglis-Jassiem, Gakeemah Hanekom, Susan D. de Beer, Alida Gaskin, Ashley Bardien, Faeza Manas, Lorisha Coetzee, Marisa de Wit, Monique Nizeyimana, Eugene Dawood, Gouwa Plastow, Nicola Joseph, Conran Louw, Quinette Kloppers, Maatje Bester, Juanita Baxter, Anja Denton, ELLA PRU Koegelenberg, Ané Burchell, Helena J. Simpson, Tayla-leigh van Wyk, Marnie Ernstzen, Dawn Verna Schmutz, Anna M. S. Meyer, Ilse S. Filies, Gerard Müller, Jana Gerber, Berna Berner, Karina Pefile, Ntsikelelo Charumbira, Maria Yvonne Ernstzen, Dawn Verna Jacobs-Nzuzi Khuabi, Lee-Ann Bardien, Faeza Curriculum reform;transformative learning;leadership;interprofessional education;clinical competence;peer teaching and learning;learning technologies thema EDItEUR::M Medicine and Nursing::MQ Nursing and ancillary services::MQS Physiotherapy This is the second book in the 'Health, Functioning and Technology' series. The focus of this book is on teaching, learning and assessment in rehabilitation education within the African context. The primary contributors to the book are authors from occupational therapy, physiotherapy and speech-language therapy in South Africa. The authors discuss local contextual drivers for renewing rehabilitation professions curricula that support graduates in becoming competent, socially accountable, and dynamic. The foundational element of the chapters in the book is the African context and evidence-informed educational practice. We include the impact of the COVID-19 pandemic on teaching, learning, student support and the integration of technology to assist in achieving the goals of the curricula. Through the different themes of transformative learning, curriculum renewal, technology for learning and clinical training key topics are covered on responsive curricula, leadership, interprofessional education, clinical competence, critical consciousness, peer teaching and learning, learning technologies, student support and emergency remote teaching and learning. 2023-04-19T10:16:33Z 2023-04-19T10:16:33Z 2022 book 9781779952516 9781779952523 https://library.oapen.org/handle/20.500.12657/62509 eng Technology and Health Book Series application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International BK357_Web PDF.pdf AOSIS AOSIS Publishing 10.4102/aosis.2022.BK357 10.4102/aosis.2022.BK357 d7387d49-5f5c-4cd8-8640-ed0a752627b7 9781779952516 9781779952523 AOSIS Publishing 2 338 open access
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This is the second book in the 'Health, Functioning and Technology' series. The focus of this book is on teaching, learning and assessment in rehabilitation education within the African context. The primary contributors to the book are authors from occupational therapy, physiotherapy and speech-language therapy in South Africa. The authors discuss local contextual drivers for renewing rehabilitation professions curricula that support graduates in becoming competent, socially accountable, and dynamic. The foundational element of the chapters in the book is the African context and evidence-informed educational practice. We include the impact of the COVID-19 pandemic on teaching, learning, student support and the integration of technology to assist in achieving the goals of the curricula. Through the different themes of transformative learning, curriculum renewal, technology for learning and clinical training key topics are covered on responsive curricula, leadership, interprofessional education, clinical competence, critical consciousness, peer teaching and learning, learning technologies, student support and emergency remote teaching and learning.
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