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Table of Contents
Contents
| Contents | |
Editorial
| We survived | |
| W Cordier, C Nyoni | 155 |
Short Research Report
| Plotting through the pandemic | |
| J Marcus, B Nkuna, J Andras | 157-158 |
| From work-integrated learning to virtual case studies: Navigating an alternative to fieldwork in paediatric occupational therapy | |
| K van Niekerk, K Uys, IJC Lubbe | 159-160 |
| Pedagogy to probity | |
| H Roos, IJC Lubbe | 161-162 |
| An innovative, remote supported problem-based learning model in a South African medical curriculum during the COVID‑19 pandemic | |
| J Jayakumar, F Amien, G Gunston, L de Paulo, S Crawford-Browne, G Doyle, K Bugarith | 163-166 |
| Synchronous online pharmacy skills group work: A breakout room toolbox for teaching | |
| VA Perumal-Pillay, F Walters | 167-169 |
| How a global pandemic fuelled an all-time career high in emergency remote teaching at the Faculty of Health Sciences, University of Cape Town | |
| C Gordon | 170-171 |
| Innovative mentorship: Implementation of an online mentorship programme for South African medical internship and junior doctors in KwaZulu-Natal, South Africa | |
| VS Singaram, KL Naidoo, NC Dlova | 172-173 |
| Breaking the isolation: Online group assignments | |
| S Adam, M Coetzee, IJC Lubbe | 174-175 |
| WhatsApp as a support strategy for emergency nursing students during the COVID‑19 pandemic | |
| Yvonne Botma, T Heyns, C Filmalter, Champion Nyoni | 176-178 |
| ‘Going virtual’: Innovative online faculty development during COVID‑19 | |
| R Maart, A Rhoda, S Titus, D Manning | 179-181 |
| ‘Goldilocks anatomy’ – data-conserving anatomy video tutorials during emergency remote teaching | |
| Q Wessels, A Du Plessis, K Van Niekerk | 182-183 |
| Stimulating students’ critical thinking skills in pharmacology using case report generation | |
| SS Mlambo | 184-185 |
| Bringing literature to life: A digital animation to teach analogue concepts in radiographic imaging during a pandemic - Lessons learnt | |
| H Essop, IJC Lubbe, M kekana | 186-188 |
| A ray of sunshine in the COVID‑19 environment, with a virtual sunburst elective | |
| A Turner, IJC Lubbe, W Ross | 189-190 |
| Saving student interaction by saving the Starks | |
| H Parkar | 191-192 |
| Planning and facilitating remote objective structured clinical examinations (OSCEs) for wound care students in South Africa during the COVID-19 pandemic | |
| BS Botha, M Mulder | 193-194 |
| Anaesthesia skills and simulation training during the COVID-19 pandemic | |
| R van Wyk, EW Turton | 195-196 |
| Outsmarting COVID-19 through rapid 3D printing and flipped learning in fixed prosthodontics | |
| A Fortuin, J H van den Heever, T C Postma | 197-198 |
| The reality of virtual reality at a South African university during the COVID-19 pandemic | |
| BS Botha, L Hugo-Van Dyk, CN Nyoni | 199-200 |
| Teaching pharmacology online: Not just another narration | |
| W Cordier, IJC Lubbe | 201-202 |
| Reflection on remote teaching and learning of a final-year BPharm clinical training module during a pandemic | |
| M Viljoen, R Coetzee, N Hoffman, J McCartney, E Upton, M van Huyssteen | 203-204 |
| Learning during a pandemic: Evaluating University of Cape Town firstyear health sciences students’ experiences of emergency remote teaching | |
| N O Mapukata, S K Toto | 205-207 |
| Adapting an undergraduate dental objectively structured clinical examination (OSCE) during COVID‑19 | |
| R Maart, S Khan, B Kathree, R Ahmed, R Mulder, N Layloo, W Asia-Michaels | 208-209 |
| Moving fieldwork online: Innovations in an occupational therapy curriculum | |
| L Hess-April, M Alexander, S Stirrup, A B Khan | 210 |
CPD
| CPD questionnaire | |