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Workplace-based assessment (WPBA) is becoming part of high-stake assessments in specialist training. Entrustable professional activities (EPAs) are a recent addition to WPBA. This is the first South African publication on developing EPAs for postgraduate family medicine training. An EPA is a unit of practice, observable in the workplace, constituting several tasks with underlying knowledge, skills and professional behaviours. Entrustable professional activities allow for entrustable decisions regarding competence in a described work context. A national workgroup representing all nine postgraduate training programmes in South Africa has developed 19 EPAs. This new concept needs change management to understand the theory and practice of EPAs. Family medicine departments with large clinical workloads are small, necessitating navigating logistical issues to develop EPAs. It has unmasked existing workplace learning and assessment challenges. Contribution: This article contributes new thinking to developing EPAs for family medicine in an effort to understand more authentic WPBA nationally. [ABSTRACT FROM AUTHOR]

Introduction: undernutrition has a profound effect on growth, development and susceptibility to infectious disease. In Africa, it was found that undernutrition is an underlying factor in around 35% of the preventable deaths of children under the age of 5 years. The first 1000 days of life is most crucial for childhood development. Undernourished children in their first 1000 days of development experience a significant reduction in brain development which cannot be regained later in life. The aim was to describe the profile and clinical picture of admitted children with undernutrition, in order to identify areas for intervention. Methods: a descriptive study design with an analytical component was used. Data for undernourished admitted children, ages 2-71 months, for the study period 2016-2017 at the study site were included in the study. Data were collected from patient files and summarised by frequencies and percentages. Results: data were collected from 172 patient files, which is > 80% of all children eligible for inclusion. Most (88.0%) of the children had a weight for age < -2 SD and 18.6% had bilateral pitting oedema. More than 80% of the children were still in their first 1000 days of life, 42.8% were born with low birth weight and 24.2% were not breastfed. Head circumference was only recorded for 16.3%. Presenting symptoms were cough, fever and diarrhea - in line with those covered in the Integrated Management of Childhood Illness (IMCI). Conclusion: most children presented within the first 1000 days of life, making focussed interventions possible. Areas identified for intervention were babies with low birth weight and babies not breastfed. As most children presented with IMCI symptoms, nurses should also assess the nutritional status of these children in accordance with the guidelines. Lack of anthropometric measurements and poorly recorded feeding histories should be addressed. [ABSTRACT FROM AUTHOR]

Background: Assessment should form an integral part of curriculum design in higher education and should be robust enough to ensure clinical competence. Aim: This article reports on current assessment practices and makes recommendations to improve clinical assessment in the undergraduate medical programme at the University of the Free State. Methods: A descriptive cross-sectional study design was used. Qualitative and quantitative data were gathered by means of open- and closed-ended questions in a self-administered questionnaire, which was completed by teaching and learning coordinators in 13 disciplines. Results: All disciplines in the undergraduate medical programme are represented. They used different assessment methods to assess the competencies required of entry-level healthcare professionals. Workplace-based assessment was performed by 30.1% of disciplines, while multiple-choice questions (MCQs) (76.9%) and objective structured clinical examinations (OSCEs) (53.6%) were the main methods used during formative assessment. Not all assessors were well prepared for assessment, with 38.5% never having received any formal training on assessment. Few disciplines (15.4%) made use of post-assessment moderation as a standard practice, and few disciplines always gave feedback after assessments. Conclusion: The current assessment practices for clinical students in the undergraduate medical programme at the University of the Free State cover the spectrum that is necessary to assess all the different competencies required. Multiple-choice questions and OSCEs, which are valid and reliable assessment methods, are used frequently. Poor feedback and moderation practices should be addressed. More formative assessments, and less emphasis on summative assessment, should be considered. Workplace-based and continuous assessments may be good ways to assess clinical competence. [ABSTRACT FROM AUTHOR]

Background: According to the World Health Organization (WHO), malnutrition can be linked to 45% of deaths in children under the age of five years. The Integrated Nutrition Programme (INP) was introduced in 1994 to address malnutrition in South Africa. There had been no systematic evaluation of how well clinics perform regarding nutritional services. Malnutrition rates worsened in the Free State from 3.9% in 2009 to 10.7% in 2013. This study aimed to assess the effectiveness of the INP Supplementary Feeding Programme in primary healthcare facilities in the Mangaung University of the Free State Community Partnership Project, known as MUCPP, catchment area of Bloemfontein, Free State, in children aged six months to five years. Methods: This was a retrospective, descriptive cohort study. All children between six months and five years entering the feeding scheme between July 2014 and June 2015 at the MUCPP, which is the hub of the feeding scheme, and three primary healthcare clinics were included. Data were collected from September to November 2015 from the INP registers and captured on data-extraction forms. Results: In total, 730 children were included in the study, 38.8% at risk for malnutrition and 61.2% malnourished. Most of the children (80.7%) stopped attending before change was seen. Only 14.1% exited the INP successfully with a normal weight for age and 3.0% deteriorated despite nutrition interventions. Of all children with one or more follow-up visits, 50.4% (119/236) improved from severe malnutrition to underweight or exited at target weight. Conclusions: The follow-up of the children and the monitoring and implementation of the INP are inadequate. There is some evidence that children who attend the INP regularly benefit from the programme. [ABSTRACT FROM PUBLISHER]