The CHPE is currently involved in a number of projects, some research-related and some focusing on quality enhancement. A few examples:
Flipped classroom, blended learning, and large-class teaching
In undergraduate teaching, the challenges of teaching and assessing very large classes (more than a thousand students), in addition to aligning the module across campuses, are addressed through the implementation of team-based learning through blended learning using a flipped-classroom approach. The effectiveness of these changes is researched through a registered ethics-approved SoTL project. In addition, e-assessment processes are developed, implemented and evaluated to determine the needs, effectiveness and success of using e-assessment as a formal method of assessment across campuses.
NWU Trans-language project
The second-year module Know the World of Health is part of the NWU Trans-language Project. The module (which is currently presented in English and Afrikaans) will be translated into Setswana and isiXhosa to provide study material in the home language of students on all three campuses. In addition, a group of students from these classes will be participating in an international mobility project in the form of exchange learning with Georgia State University students.
Interprofessional education (IPE) involves students from different health professions working in health teams where they learn with and from each other, and have an aligned purpose to provide holistic healthcare to the benefit of the patient. IPE is implemented as an extracurricular activity in the form of an IPE Race, in which third-year students volunteer to participate in teams, solving physical and intellectual health-related challenges while competing against other teams and racing against time.
Quality enhancement of e-learning environments
As part of the strategic drive to increase and improve the use of interactive e-learning platforms for blended learning, the study guides of all health-sciences modules are being transformed into interactive e-learning environments. A quality scorecard was developed to provide guidance to lecturers in transforming their study guides into interactive e-learning environments.
Mentorship in teaching and learning
A formal faculty mentorship programme was rolled out during the second semester of 2019 to provide younger academics with mentorship from identified senior and experienced mentors in the faculty. This 12-month programme was designed and developed according to the needs identified by the academics, and aims to provide guidance and support to younger academics on their path to becoming scholars in teaching and learning.