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10 July 2019 | Story Zamuxolo Feni | Photo Johan Roux
Photo-MedicalStudents
Head of the University of the Free State School of Clinical Medicine Prof Nathaniel Mofolo (left) standing with the medical students who were about to board one of the newly-introduced vehicles that will ferry students to and from their work stations for their practical training.

In an effort to ensure the safety and convenience of undergraduate students doing their practical training at clinical platforms in Bloemfontein, the University of the Free State (UFS) – in collaboration with the Free State Department of Health (DoH) – has initiated a programme to transport undergraduate students to and from the respective clinical platforms.

UFS and Free State Department of Health joining forces for student safety

The Department of Health is providing a fleet of six minibuses and Kombis, as well as drivers for the vehicles. The transport is available to the students at no cost, from 06:00 to 23:00 every day as well as on weekends and public holidays.

Prof Nathaniel Mofolo, Head of the School of Clinical Medicine at the UFS, said, “This is the first initiative of its kind that the university has had with the provincial Department of Health. We are thankful for this initiative, as it will greatly assist in securing the safety of our students.”

More students from Health Sciences set to benefit

The initiative started on the morning of 8 July 2019, when groups of medical students boarded mini-buses and Kombis to the Pelonomi Hospital, National Hospital, Free State Psychiatric Complex, and the Mangaung University Community Partnership Programme (MUCPP).

Prof Mofolo said there was a firm intention from both parties to extend the programme to undergraduate students in the School of Nursing, as well as to students in the School of Allied Health Professions during August 2019.

According to Prof Mofolo, the decision to implement the transport programme was taken after student safety and wellness concerns were taken into consideration. “Although students can make use of the service on a voluntary basis, we have already received feedback that the service is being put to good use,” said Prof Mofolo.

The safety of undergraduate students doing their practical training at Pelonomi Hospital has been in the spotlight last month after the attempted rape of a medical intern, as well as the robbery of a medical officer in the parking area of the hospital. “We are hopeful that the transport programme will prevent the occurrence of similar incidents,” said Prof Mofolo.

Over the past month, the UFS, the DoH, and the executive management of Pelonomi Hospital have been working tirelessly to ensure the implementation of an agreed Safety and Security Plan, hence placing the safety of students, staff, and patients first.

 

News Archive

Guidelines for diminishing the possible impact of power interruptions on academic activities at the UFS
2008-01-31

The Executive Management of the UFS resolved to attempt to manage the possible impact of power interruptions on teaching and learning proactively. Our greatest challenge is to adapt to what we cannot control at present and, as far as possible, refrain from compromising the quality of teaching and learning at the UFS.

First the following realities are important:

  • There is no clarity regarding the period of disruption. It is possible that it may last for a few months to approximately five years.
  • At present Eskom (as well as Centlec) is not giving any guarantees that the scheduled interruptions will be adhered to. It comes down to this that the power supply may be interrupted without notice, but can also be switched back on in an unpredictable manner.
  • Certain scheduled teaching-learning activities/classes, etc. may (initially) be affected very negatively, as the UFS is working according to a scheduled weekly module timetable at present.
  • During the day certain venues with natural lighting and ventilation may remain suitable for contact sessions, while towards evening venues will no longer be suitable for the presentation of classes.
  • Lecturers will have to fall back on tried and tested presentation methods not linked to electricity, without neglecting innovative technology-linked presentation methods, or will have to schedule alternative teaching-learning activities for lost teaching-learning time.

Against the background of the above-mentioned realities, we secondly request you to comply with the following guidelines as far as possible:

  1.  In addition to your module work programme, develop an alternative programme (which can, for example, among others, consist of additional lectures or a more rapid work rate) in which provision is made for a loss of at least two weeks’ class/contact time during the semester. Consult Centlec’s schedule of foreseen power interruptions for this planning.
  2. Should it appear that your class(es) will probably be disrupted seriously by the scheduled power interruptions, you should contact your dean for possible rescheduling of your timeslot and a supplementary timetable. A prescheduled supplementary timetable for Friday afternoons and Saturdays and/or other suitable times will be compiled for this purpose in co-operation with faculties.
  3. The principle of equivalent educational treatment of day and evening lectures must be maintained at all times. Great sensitivity must be shown by, for instance, not only rescheduling the lectures of evening students - given specifically the sensitivity regarding language and the distribution of day and evening lectures.
  4. In the case of full-time undergraduate courses, no lectures should be cancelled beforehand, even when a power interruption is announced, as power interruptions sometimes do not take place or are of shorter duration than announced. If the power supply is interrupted, it should not be accepted that it will remain off and that subsequent lectures will not take place. Should a power interruption occur in a venue, lecturers and students must wait for at least ten minutes before the lecture is cancelled. Should natural lighting and ventilation make it possible to continue with the lecture, it should be done.
  5. Our point of departure is that no student must be able to use the power interruptions and non-presentation/cancellation of lectures as an argument for having failed modules, for poor academic performance or to negotiate for a change of examination scheduling.

Thirdly we wish to make suggestions regarding teaching and learning strategies (which can be especially useful in case of a power interruption).

  • Emphasise a greater measure of self-activity (self-initiative) on the part of students in this unpredictable environment right from the start.
  • Also emphasise the completion of assessment assignments in good time, so that students cannot use power interruptions as an excuse for late submission. Flexibility will, however, have to be maintained.
  • Place your PowerPoint presentations and any other supplementary learning materials on the web.
  • Use the opportunity to stimulate buzz groups, group work, panel discussions and peer evaluation.

Please also feel free to consult Dr Saretha Brussow, Head: Teaching, Learning and Assessment Division at the Centre for Higher Education Studies and Development, about alternative teaching, learning and assessment strategies. Phone extension x2448 or send an email to sbrussow.rd@ufs.ac.za .

Thank you for your friendly co-operation!

Prof. D. Hay
 

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