With its number of employees ranging from 45,310 to 46,000, the textile and apparel industry is the main private sector employer of labour in Lesotho. It has been reported that a third (an estimated 34%) of these workers are living with HIV. There is perception that textile factory workers living with HIV (TFWLWH) in Lesotho indulge in HIV risk-taking behaviours. However, no study has yet investigated or documented factors that influence risk-taking behaviours amongst these workers. Transmitting the disease to others, treatment complications and death consequent to HIV reinfection are complications associated with HIV risk-taking behaviours by seropositive individuals. Using an in-depth, face-to-face, semi-structured interview, this study obtained the perspectives of ten factory workers from three randomly selected textile factories in Maseru, Lesotho on factors that influence HIV-risk taking behaviour amongst TFWLWH in Lesotho. Analysis of the comments given by workers revealed four core themes, namely, peer pressure, communication, cultural norms and societal norms. Determining the predictors of HIV risk-taking behaviours amongst these workers will inform both present and future interventions aimed at supporting textile factory workers living with HIV in Lesotho. This supports the need for continued research to identify HIV risk-taking behaviours by people living with HIV countrywide, to decrease the incidence of new infections and complications arising from reinfection.

Many of the GPs in this study had limited knowledge about inherited cancers, cancer risk management and genetic services. Appropriate education needs to be increased so that they are better equipped to identify and refer families at risk.

Background Health professions educators require support to develop teaching and learning, research, educational leadership, and administrative skills to strengthen their higher education role through faculty development initiatives. Where administration has pursued face-to-face and online faculty development initiatives, results have positively influenced health professions educators. There is limited evidence demonstrating how online faculty development works for health professions educators in low- and middle-income countries who engage in online health professions education (HPE) faculty development. Methods A Conjecture Map for online HPE faculty development courses identified candidate theories for a rapid realist review. The Conjecture Map and candidate theories, Community of Inquiry and the Conversational Framework guided the development of search terms and analysis for this review. Three searches using EbscoHost databases yielded 1 030 abstracts. A primary and secondary research team participated in a multi-reviewer blinded process in assessing abstracts, selecting full-text articles, and data extraction. The primary research team analysed eight articles for this rapid realist review to answer the research question: How do online HPE faculty development courses work, or not work, in low- and middle-income countries? Data were analysed and mapped to the initial Conjecture Map and the research question. Results The research references US-based organisations forming partnerships with low- and middle-income countries, and who provide funding for online HPE faculty development initiatives. These initiatives design courses that facilitate learning through engagement from which participants report beneficial outcomes of professional and career development. The review does not clarify if the reported outcomes are generalisable for facilitators from low-and middle-income countries. The findings of this review demonstrate the role of a community of practice as the dominant mechanism through which the outcomes are achieved, based on a design that incorporates six triggering events. The design aligns the triggering events with the three categories of the Community of Inquiry—a theory for designing online learning environments. Conclusion Health professions educators in low- and middle-income countries can develop professional and interpersonal skills through a well-designed, specifically constructed online community that prioritises active discussion.

Background Health professions educators require support to develop teaching and learning, research, educational leadership, and administrative skills to strengthen their higher education role through faculty development initiatives. Where administration has pursued face-to-face and online faculty development initiatives, results have positively influenced health professions educators. There is limited evidence demonstrating how online faculty development works for health professions educators in low- and middle-income countries who engage in online health professions education (HPE) faculty development. Methods A Conjecture Map for online HPE faculty development courses identified candidate theories for a rapid realist review. The Conjecture Map and candidate theories, Community of Inquiry and the Conversational Framework guided the development of search terms and analysis for this review. Three searches using EbscoHost databases yielded 1030 abstracts. A primary and secondary research team participated in a multi-reviewer blinded process in assessing abstracts, selecting full-text articles, and data extraction. The primary research team analysed eight articles for this rapid realist review to answer the research question: How do online HPE faculty development courses work, or not work, in low- and middle-income countries? Data were analysed and mapped to the initial Conjecture Map and the research question. Results The research references US-based organisations forming partnerships with low- and middle-income countries, and who provide funding for online HPE faculty development initiatives. These initiatives design courses that facilitate learning through engagement from which participants report beneficial outcomes of professional and career development. The review does not clarify if the reported outcomes are generalisable for facilitators from low-and middle-income countries. The findings of this review demonstrate the role of a community of practice as the dominant mechanism through which the outcomes are achieved, based on a design that incorporates six triggering events. The design aligns the triggering events with the three categories of the Community of Inquiry—a theory for designing online learning environments. Conclusion Health professions educators in low- and middle-income countries can develop professional and interpersonal skills through a well-designed, specifically constructed online community that prioritises active discussion.

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IntroductionIn 2002, the Health Professions Council of South Africa (HPCSA) made continuing professional development (CPD) a mandatory requirement for all registered healthcare practitioners. However, the latest (2017/2018) HPCSA report states that there is still a generally low level of compliance to CPD requirements by emergency medical care practitioners (EMCPs) nationwide.MethodsThis was a descriptive study that made use of a questionnaire survey administered to 261 EMCPs.ResultsOf the 261 questionnaires that were distributed, 247 were returned, giving a response rate of 94.6%. More than half (50.6%) of the EMCPs indicated that they lack knowledge on the HPCSA-recommended CPD requirements for EMCPs, and 54% stated that they do not have CPD portfolios. EMCPs listed the factors that hinder attendance of CPD activities: lack of information about the CPD activities (72.7%); cost of attending CPD events (70.6%); limited availability of CPD activities (70.6%); transportation problems (68.5%); timing of CPD activities (68.2%); difficulty in getting nominated to attend CPD activities (65.5%); and lack of personal funds (65.1%). Furthermore, EMCPs indicated that lack of internet access (45.5%) and poor knowledge of how to use the internet (15.2%) hinder them from accessing the internet for professional learning.ConclusionTo provide the best care to patients, healthcare professionals must commit to lifelong learning. Participating in CPD activities has been endorsed as a means for maintaining and updating professional competence. Identifying and alleviating barriers that limit engagement in CPD activities will ensure that EMCPs attain the required professional competence.

Background. This article reports on research conducted on the orientation, support and continued development of lecturers in medical education, which took place at a South African (SA) university. Objectives. To provide insights that are relevant for faculty developers and senior leadership, and evidence for reconsidering approaches to faculty development initiatives for newly appointed lecturers. Methods. New lecturers' experiences of a well-established orientation course were explored qualitatively using focus group interviews. Participants' responses were transcribed and analysed thematically. Results. On entering the programme, participants generally reported having no or little prior teaching experience. Participants' experiences revealed that an orientation structure is context sensitive and a centralised approach strengthened collegial relationships, but that decentralisation could be considered in medical education orientation. We found that education instruction that allows for active engagement between instructors and peers elicited positive responses. Furthermore, our approach to orientation cultivated a sense of accountability in new staff members to continue their participation in faculty development. Conclusions. The findings suggest that successful and up-to-date orientation initiatives are indispensable. However, more research should be done in our context and we recommend collaborating with other SA universities in future research endeavours.