2014
University of Pretoria
LCP 380
L-CAS]
[
Longitudinal community attachment
program for students
CONTENTS
1.
DECLARATION
2.
EVALUATION & REQUIREMENTS
3.
WHAT IS L-CAS
4.
3.1
INTRODUCTION
3.2
ACADEMIC SERVICE LEARNING
3.3
OBJECTIVES
3.4
MILLENNIUM DEVELOPMENT GOALS
3.5
COPC
ADMINISTRATION INFORMATION
4.1
CONTACT PERSONS
4.2
ROSTER
5.
SAFETY ISSUES
6.
ELECTRONIC INFORMATION
7.
VISIT PREPARATION
8.
COPC CLUSTER INFORMATION
9.
ACADEMIC INFORMATION & SKILLS
10.
REFLECTION
11.
FEEDBACK
12.
TROUBLESHOOTING
13.
APPENDIX A,B,C
1
1.DECLARATION
This L-CAS orientation session is compulsory
After this session each student will have
to complete an online quiz and
acknowledgement that the student has
read this document and understands the
content thereof. This needs to be done
before 28 February 2014.
Please make a print-out of your quiz attempt
and scan in together with you log form at the
end of the year.
NB: PLEASE TAKE NOTE OF THE PASSING
REQUIREMENTS FOR LCP 180/280/380/480
ON THE NEXT PAGE!
2
2. EVALUATION & REQUIREMENTS
YOU NEED TO MEET ALL THE FOLLOWING REQUIREMENTS TO PASS
LCP 180/280/380/480:
The following online quizzes need to be completed:
Quiz
Completion
date
Availability
1. ONLINE
ACKNOWLEDGEMENT OF
INFORMATION
DOCUMENT AND
L-CAS QUIZ
2. ONLINE FEEDBACK
(“L-CAS Evaluation
Survey”)
28 FEBRUARY
2014
Jan 2014 – 28 Feb 2014
31 OCTOBER
2014
1 – 31 October 2014
SCAN IN A PRINT-OUT OF EACH OF THE QUIZ ATTEMPTS TOGETHER WITH
YOUR LOG FORM AND UPLOAD ONTO CLICKUP UNDER THE APPROPRIATE
ASSIGNMENT SLOT BY 31 OCTOBER 2014.
ClickUP activities and deliverables:

Blogs per WBOT (group entries) per visit.
 This must be done on the L-CAS COMMUNITY Module/Site.
 Ten (10) acceptable blog entries per student per year are required.
 Please enter Name, Student no as well as YEAR OF STUDY when you blog
After each visit to your WBOT you need to blog about the visit in terms of:
o Highlights of the visit
o Learning needs identified and plans to address these needs
o Challenges faced and solutions found

Peer Learning Journal entries:
One in March 2014 and one by end of September 2014 (These entries will be
graded!)
Must be uploaded as an assignment
3
o Individual: Format is up to the student, written entries can be enhanced with
photos, audio and video clips etc. – be creative  )
o A report on responses to risks and challenges identified at follow-up visits
(PIE: Plan, Implement, Evaluate) must be included in your peer learning
journal entries
o These entries must produce evidence of and contain all aspects of the
following cycle:
PRACTICE
(What teaching content was used?
How did I teach this?)
PREPARE
(Who am I teaching?
What material do I need?...)
FEEDBACK/EVALUATE
CHANGE
(Knowledge;
Practice;
Personal)

Team Learning Report (See assignments on LCP 280/380/480)

Electronic Portfolio in clickUP
o Keep updated throughout the year
o Will be used as a platform for the LCP 580 and SIC electronic portfolios
o Minimum requirements:
 Completed Log sheet
 Quiz evidence of completion print-outs
 Peer Learning journals (March and September)
 Team Learning Report
 Palliative care requirements
4
3. WHAT IS L-CAS
L-CAS = Longitudinal Community Attachment Program for students
3.1 INTRODUCTION
The longitudinal Communityl attachment programme will link students from their first to
their fourth year to community health care facilities. Each student is allocated to a cluster
of learning sites in mainly Tshwane for a 4-year period.
Tshwane are establishing WBOTs in high priority areas run by their respective municipalities
and the Gauteng Department of Health. The main purpose of these WBOTs is to deliver
primary health care to a largely urban population. However, they also have the potential to
provide students with meaningful experiential learning that is essential to their education as
doctors. The context of learning will include the community, including vulnerable families,
the NGO’s, hospices and GP’s and clinics in the area.
3.2 ACADEMIC SERVICE LEARNING
Experiential learning builds on the principles of Academic Service Learning (ASL). This means
that students provide assistance to the service, learning while doing tasks that not only help
them to understand the contents of the academic block or rotation that they are busy with,
but that also give them other necessary skills that can make them function in the real world
of medical care. From 2014 L-CAS will focus heavily on the model of peer-teaching and
learning in collaboration with the Community Health workers in the WBOTs. Students will
be challenged at each visit to identify learning needs and address those actively.
3.3 OBJECTIVES
Generic Objectives
There will be different “types” of visits, each with its own aims. The aims for these visits
as related to students are:
1. Language and Culture – applicable at each visit

Expand your vocabulary in the indigenous language of the area with each visit

Start with learning how to greet in the different scenarios – the young, adult, elderly,
groups – and apply this knowledge during your visits
5

2.
3.
4.
5.
Learn 5 new words/ phrases from your CHW and/or patients with each visit. Record
all new words as part of your daily reflection and discuss these with your CHW

Suggestion: keep record of new words/ phrases in a pocket sized address book or
audio file on your cell phone
Cross cultural sensitivity – applicable at each visit
Cross cultural sensitivity is not only reflected in verbal language. Learn the correct nonverbal behaviour/ attitude from your CHW. Ask her to teach you how to interact
respectfully and to inform you if you offend unintentionally
Health status assessment

Ability to gather info on the hand held device

While one CHW and 2 students are doing interview, the other team members
should do an assessment of the site and surroundings, as well as build relationships
with others present.

If students are not comfortable in the language of the interview and no translator
available, they should proceed with health screening of others present, e.g. BP
taking, TB screening questions etc.

Take note of factors that will negatively impact on the wellbeing of persons in this
institution
Compliance visits

Evaluate compliance in terms of medication use, lifestyle changes implemented,
client attitude towards changing their behaviour. If compliance issues are
detected, develop in depth understanding of the cause in collaboration with the
CHW/facilitator and the client and address in a sensible manner.

Come to an understanding what the impact of the disease is on the daily life, work
and finances of the patient and their family

Refer and discuss problems with the WBOT leader if indicated
Follow-up visits

In collaboration with the WBOT leader and CHW, respond to risks and challenges
identified, by implementing PIE (Plan, Implement, Evaluate)

A report on the case (PIE) must be included in your peer learning journal entries
The Objectives of this program intend to:
i)
Improve the experiential learning possibilities for students;
ii)
Improve the contribution that students can make to patient care esp in the
community;
iii)
Allow for the development of long term relationships between students, staff,
patients and the community;
iv)
Create opportunities for different methods of teaching and learning. Thus, as a
group with different skills and levels of knowledge, students can both teach and
learn from their peers; students can learn from preceptors (doctors, nurses,
6
volunteers etc.) who will act as both educators and role models; and students
can teach and learn from their patients;
v)
Enable students to deepen and integrate their knowledge, across disciplines and
fields of knowledge. This is particularly important in terms of learning how to
manage pervasive chronic illness;
vi)
Allow academic faculty to integrate experiential learning into their planning,
practice and assessment of student performance;
vii)
Reduce time wasted by unfamiliarity (not knowing the system), uncertainty (not
knowing what to do), discontinuity (a new face every time);
viii)
Create graduate doctors with the necessary multifaceted skills;
ix)
Provide better health care to a diverse patient population
3.4 MILLENNIUM DEVELOPMENT GOALS (MDG):
The United Nations developed the MDG in 1990 as a benchmark for healthcare and
development by 2015. Millennium development goals focused on health are 4, 5 and 6, but
all are important for improved health. South Africa is not doing well with MDG’s. We want
to improve the situation in the areas where UP is involved. L-CAS strives to contribute to the
achievement of these goals. The program uses the MDG as a guide when looking at
priorities and measuring impact.
1.
2.
3.
4.
5.
6.
7.
8.
Eradicate extreme poverty and hunger
Achieve universal primary education
Promote gender equality and empower women
Reduce child mortality
Improve maternal health
Combat HIV/AIDS, malaria, and other diseases
Ensure environmental sustainability
Develop a global partnership for development
3.5 COMMUNITY ORIENTATED PRIMARY CARE (COPC)
Community Orientated Primary Care – learning to make the difference to health in South
Africa. Health care and the education of medical students are entering a very exciting time
in South Africa. In the face of enormous challenges, we have the knowledge, skills and
resources to make a real impact into the major causes of sickness and death in the country
for the first time in decades. We have the opportunity to make a greater difference to the
health and well-being of ordinary people than the pioneers of heart transplantation made
40 years ago. This opportunity lies in a model of health care practice and education called
Community Orientated Primary Care. COPC combines clinical services with public health
7
concerns around individuals in their communities in a way that enables everyone to become
part of their own and the nation’s health solution.
In every society the health of individuals is linked to their social circumstances. Health care
is about much more than treating, containing or curing diseases. Individual health is also a
factor of public health measures that prevent illness and promote health and well-being.
For medical students to become effective practitioners in their chosen profession they need
to be able to apply a systematic scientific understanding to people in the many and varied
contexts in which they live. They need to be able to combine the skills of clinicians with
those of public health expertise.
At university, experiential learning gives students the opportunity to combine theory and
practice in a way that yields high learning and low risk dividends to both them and the
patients they come into contact. This is because they are supported by academic staff that is
there to oversee and assist them.
In the past, experiential learning was done mostly in hospitals after three or more years of
academic instruction. Since 2008, the University of Pretoria has actively integrated
experiential learning into medical student education from the first year of their studies
through the longitudinal clinic attach programme for students (LCAS). In LCAS students
routinely visit assigned clinics from the first to the fifth year of their studies in order to learn
and apply their knowledge and skills in primary care settings. At the same time as they are
exposed to common ailments and the services that respond to these, they are also exposed
to the contexts of ordinary people’s lives that give rise to these common health problems.
At the clinics and in homes of people in their communities, students learn things that cannot
be taught in lecture halls or read in books.
Experiential learning in hospitals, clinics and communities is part of what the University of
Pretoria calls community engagement. As a University priority, community engagement is
the way students and staff use their skills and capabilities to develop the country at the
same time as they advance education and research.
Use the following link to read further information on Pretoria University’sCommunity Engagement policy
(http://web.up.ac.za/default.asp?ipkCategoryID=85)
8
4. ADMINISTRATION INFORMATION
The L-CAS program is coordinated by the Family Medicine team. They are responsible for
the following:









Student orientation
Student allocation to sites
L-CAS information e.g. maps, contact details etc.
L-CAS roster
Collaboration between the university, students, blocks, Health post managers,
learning sites.
L-CAS queries
Evaluation and Assessment of LCP 180/280/380/480
Reflection and Feedback
Programme evaluation and adaptation
4.1 CONTACT PERSONS
PERSON
Prof Jannie Hugo
Position
HOD
PHYSICAL
ADDRESS
7.28 HWS-N
TELEPHONE
012 354 2463
E-MAIL
jannie.hugo@up.ac.za
082 372 2435
Ms Connie Sibanda
Mr Jerry Khoza
Mr Jacques Mouton
Help desk,
scanning,
general
enquiries and
information
7.17 HWS-N
012 354 1683
Connie.sibanda@up.ac.za
Foyer /
012 354 1317
Sebation.khoza@up.ac.za
012 354 1317
moutonjacques@gmail.com
7.2 HWS-N
Foyer /
7.2 HWS-N
Ms Katlego Selahle
Palliative care
7.17 HWS-N
012 354 1683
Katlego.selahle@up.ac.za
Ms Gerda Brown
Project
Manager
7.3 HWS-N
083 306 8339
Brown.gerda@gmail.com
(SMS ONLY)
Mr Lesego Sehume
Help Desk and
Admin
7.27 HWS-N
012 354 2145
Lesego.sehume@up.ac.za
Dr Angelika
Reinbrech-Schütte
Coordinator
7.15 HWS
012 354 2532
angelika.schutte@up.ac.za
Dr Anita Rautenbach
Palliative Care
7.5 HWS
012 354 1143
anita.rautenbach@up.ac.za
Ms Annetjie Jefferson
claim
enquiries
7.6 HWS
012 354 1148
Annetjie.jefferson@up.ac.za
9
4.2 ROSTER
The L-CAS roster is drawn up and carefully synchronised according to dates allocated by the
various blocks or special activities.
Therefore:



It is your responsibility as student to check and follow the allocated
L-CAS days for each block. The complete roster is available at Family Medicine.
Please make sure the L-CAS dates on the roster correspond with the dates in your
block time table and notify Ms Gerda Brown immediately if this is not the case.
The L-CAS dates or clinics CAN NOT be changed or exchanged.
5. SAFETY ISSUES
During the orientation session at the beginning of the year there will be a
safety lecture as well. Please practise all the necessary safety precautions
during each L-CAS visit. Your safety is of extreme importance to us.
EMERGENCY NUMBERS ARE ON THE BACK
OF YOUR STUDENT CARD!
EMERGENCY NUMBERS
Mrs. Gernia van Niekerk
Safety Office
Campus Security Number
ARV’S: Riviera Pharmacy
083 753 7969
083 636 1550
0800 0064 28
012 420 2310
012 420 2760
012 329 3415/14
A/H 082 924 5277
PLEASE READ APPENDIX A FOR SAFETY PRECAUTIONS
10
6. ELECTRONIC INFORMATION
6.1 CLICK-UP
L-CAS use click-up as a communication medium to students. The following information will
be available on click-up:



contact details, addresses, maps & directions of WBOTs
Roster
L-CAS information
We will also use click up as part of our assessment for LCP 180/280/380/480 (Quizzes and
assignments)
6.2 SMS
A bulk sms system is in place to send urgent messages to students or clinic groups. We are
looking into the possibility to expand the sms system further.
We will also communicate via your Class Representatives.
7. VISIT PREPARATION
In preparation for each clinic visit you have to make contact with the group of students that
will be going to the clinic with you.
Discuss the following:
-
Safety precautions. (adhere to general safety measures)
Transport to the site and back. (Means of transport, directions)
Time of departure and return.
Objectives of the visit.
Resources to take with you.
A representative of the group needs to phone the WBOT leader / registrar the day before
your visit to confirm attendance and communicate above information to them (for safety
reasons).
You are welcome to use the phone in the office of either of the L-CAS administrators’ offices
for this purpose.
8. COPC WBOT INFORMATION
All information about the COPC WBOT sites, will be on the Family Medicine notice board
and on ClickUP. This includes the maps, directions and all contact details.
11
9. ACADEMIC INFORMATION & SKILLS
L-CAS/COPC is a learning experience where you as a student learn by rendering a service to
the community. (See section on academic service learning). All patients are seen as a
learning opportunity and present at random. Therefore L-CAS/COPC is about seeing
unselected patients over a long period of time and cannot be block specific or block related
although you can practise block specific skills at the clinic or community site. YOU as a
student are responsible for your own learning. The mentor can help you to identify learning
needs which then can be addressed at your visit.
L-CAS is about spending the time engaging in primary care in the learning site
and the community. L-CAS is NOT about completing tasks and leaving.
Learning Objectives:
For each study year there is a list of skills and objectives which must be practised and
achieved by the end of the year (Appendix D). It is your responsibility to create the
opportunity to complete these objectives. There will be no block or visit specific tasks. You
are part of the health care team. You should help out where it is necessary in exchange for
the opportunity to practise your skills.
We want you to focus on the following 4 important aspects of primary care:
SA Today: 4-fold epidemic
Lancet 2009
Maternal, newborn &
HIV/AIDS and TB
child health
1% of global burden
2-3 times > average
for comparable countries
17% of HIV burden
23 times > global average
5% of TB burden
7 times > global average
Violence and injury
1.3% global burden of injuries
2 times global average for
injuries
5 times global average for
homicide
Non-communicable
diseases
<1% of global burden
2-3 times > average
developing countries
12
10. REFLECTION
This skill should be applied in your Peer Learning Journal and Family Attachment Report
Reflection is an opportunity and an invitation to think about your actions. This will help
you to be more effective and have more insight into your actions in the future. Intuitively it
is something we all do in different formats. You process, analyze and integrate experiences
by discussions with friends, writing poems, letters or reports, or creating something.
“As related to service, reflection is the use of creative and critical thinking skills to help
prepare for, succeed in, and learn from service experience, and to examine the larger
picture and context in which service occurs” (Jim and Pam Toole, Compass Institute).
With the L-CAS program you will have opportunity to reflect in different contexts and
with different people:
 Yourself: After each visit you will make a personal reflective journal entry(see below)
and hand this in together with your log form
 Your team: (this could include your group members, students from other year
groups, your mentor and the clinic staff). You will have the opportunity to discuss
issues formally and informally. These reflections can be verbal discussions or written
reports
 The community (this can include patients, NGO’s, community Health workers and
community members). Reflection with the community can be in the form of a
discussion, art, music or any other medium.
Benefits of Reflection









It will give meaning to the experience (was goal accomplished, how did we do, how
is community served by this, how is this part of a larger effort, etc.)
Integration of service into the rest of one’s life—developing a “spirit” of service and
civic-mindedness
Improved service—As role players examine the effects of their behaviour, they
discover ways to improve the quality and quantity of their service.
Personal and Team Development
Fosters life-long learning skills—develops an ability to learn from positive and
negative experiences
“Reality Check”—guards against reinforcing inaccurate perceptions/biases
Personal Problem solving increases personal empowerment, confidence
Group problem solving creates shared understandings, open communication, and
better teamwork
Acknowledges gained skills gained builds confidence
“A mind that is stretched by a new experience can never go back to its old dimensions.” –
Oliver Wendall Holmes
13
So how does one reflect?
We suggest that you use three questions as a guide to your reflection:
What?
So What?
Now What?
Although you can derive learning from each question, focusing on all three will provide
broader insights
What? Reporting what happened, objectively).
Without judgement or interpretation, you describe in detail the facts and event(s) of the
service experience.






Questions that you might ask yourself:
What happened?
What did you observe?
What issue is being addressed or population is being served?
What events or “critical incidents” occurred?
How did you feel about that?
So What?(What did you learn? What difference did the event make?)
You think about your feelings, ideas, and analysis of the service experience.
Questions can also be focused on the meaning or importance of the activity:
You:










Did you learn a new skill or clarify an interest?
Did you hear, smell, and feel anything that surprised you?
What feelings or thoughts seem most strong today?
How is your experience different from what you expected?
What struck you about that?
How was that significant?
What impacts the way you view the situation/experience? (What lens are you
viewing from?)
What do the critical incidents mean to you?
How did you respond to them?
What did you like/dislike about the experience?
The Patient:



Did the “service” empower the recipient to become more self-sufficient?
What did you learn about the people/community that we served?
What might impact the recipient’s views or experience of the project?
14
The Community:











What are some of the pressing needs/issues in the community?
How does L-CAS address those needs?
How, specifically, has the community benefited?
What is the least impact you can imagine for L-CAS?
With unlimited creativity, what is the most impact on the community that you can
imagine?
Your functional unit:
In what ways did the group work well together?
What does that suggest to you about the group?
How might the group have accomplished its task more effectively?
In what ways did others help you today? (and vice versa)
How were decisions made?
Now What?(How will they think or act in the future as a result of this experience?)
You can consider broader implications of the service experience and apply learning. Be
aware to strike a balance between realistic, reachable goals and openness to spontaneity
and change.
Questions include:
What seem to be the root causes of the issue/problem addressed?
What kinds of activities are currently taking place in the community related to this L-CAS?
What contributes to the success of L-CAS? What hinders success?
What learning occurred for you in this experience? How can you apply this learning? What
would you like to learn more about?
What follow-up is needed to address any challenges or difficulties?
What information can you share with your peers or community volunteers?
If you were in charge of L-CAS, what would you do to improve it?
Not all experiential learning days will cover all the aspects of your learning, exposure,
however we would like you to carefully reflect on what you have learnt in all its dimensions
and record your thinking. In this way you will be able to monitor your own growth over time
and we will be able to assess the effectiveness of L-CAS on your training and education.
15
11. FEEDBACK
12.1 ELECTRONIC QUESTIONAIRE/L-CAS EVALUATION SURVEY
You are required to complete the L-CAS EVALUATION SURVEY on ClickUP after completing
all your visits for the year. This will be open for completion from 1-31October 2014.
NB: THE SURVEY WILL CLOSE ON 31 October 2014. PLEASE MAKE SURE YOU COMPLETE IT
IN TIME!
This will be part of your requirements to pass LCP
180/280/380/480
12.2 FEEDBACK IN GENERAL
We as family medicine, you as students, the university, the mentors, clinics, communities
and patients are a team. We need to make L-CAS work. We value your input and comments
at any time!!! We cannot do something if we don’t know there is a problem. You are
welcome to come and see us with any problem or alternatively you can complete an L-CAS
complaint form at family medicine and we will try to solve the problem ASAP.
12.3 FEEDBACK TO STUDENTS
During the year we will also do our best to give you as students feedback about L-CAS/COPC
achievements, challenges and future plans. We are also constantly in contact with clinics,
mentors and communities to improve your learning experience
16
12. TROUBLESHOOTING
WHAT TO DO IF:
THERE IS A MISTAKE ON
THE ROSTER OR CLINIC
LIST
YOUR
BLOCK/ROTATION/SA
DON’T ALLOW YOU TO
ATTEND L-CAS
YOUR NAME IS NOT ON
THE L-CAS LIST
YOU ARE ILL OR
CANNOT ATTEND THE
CLINIC
PROBLEMS OR
CONFLICT WITH STAFF
AT THE SITE
YOU ARE UNHAPPY
WITH YOUR CLINIC
YOU HAVE TRANSPORT
PROBLEMS
YOU ARE UNSURE
ABOUT THE SAFETY
SITUATION AT YOUR
CLINIC
 CONTACT MS GERDA BROWN
 CONTACT FAMILY MEDICINE’S L-CAS
TEAM IMMEDIATELY
 CONTACT MS GERDA BROWN
 PHONE YOUR WBOT leader / registrar
 HAND IN A MEDICAL CERTIFICATE
TOGETHER WITH LOG FORM AT THE
END OF THE YEAR
 TRY TO RESOLVE CONFLICT OR
PROBLEMS BY TALKING TO FACILITY
MANAGER
 CONTACT FAMILY MEDICINE’S L-CAS
TEAM
 CONTACT FAMILY MEDICINE’S L-CAS
TEAM
 CONTACT FAMILY MEDICINE’S L-CAS
TEAM
 CONTACT FAMILY MEDICINE’S L-CAS
TEAM
WE HOPE YOU HAVE A WONDERFUL
L-CAS EXPERIENCE IN 2014
17
APPENDIX A
SAFETY ISSUES
COMMUNITY-BASED PROJECTS

COMMUNICATION
We expect you to communicate with someone (parent / lecturer / Dept of Security
Services) when you attend a Community-Based Project (CBP). This should occur
when you depart, arrive, leave the venue and arrive back. Information about who is
attending, the vehicle being used and where you will be going is important. Use the
numbers on the red card should you have any unfortunate incident. If possible, do
not go alone; always take a fellow student with you. Communication regarding your
whereabouts is very important.

VENUE
If upon your arrival at the venue there is no-one present, leave immediately and
when it is safe to do so contact your coordinator and inform him/her about the no
show of the community. Don’t park the car and wait in a deserted place for the
community to pitch! You can drive past and then return later to see if someone has
shown up or not. When you have arranged to meet only a few people, but upon
your arrival notice a large number of people, rather do not stop.

BUMPER BASHING
If you are involved in a bumper bashing (where another vehicle collides with you
from the rear causing minimal or no damage and you feel it is unsafe to stop,
ascertain damage and injuries and, if possible, exchange particulars. Drive
immediately to the nearest SAPS station and report the accident there and inform
them that the reason you didn’t stop was because you felt unsafe. Report the
incident to Security Services or to Gernia van Niekerk at 083 753 7969.

VALUABLE ITEMS
Only take valuables and items which are necessary. If you have an old cell phone
leave your new one at home. Also, only take your driver’s license and only enough
money to buy refreshments on your way there or on the way back. By leaving
unnecessary jewellery at home you will limit your loss should you suffer theft or a
robbery. Carry your cell phone concealed on your person, and not in your hand, so
that you are less likely to become a target.

VEHICLE:
18
Ensure that your vehicle is equipped with an anti-hijack device, petrol cut-off switch
of Netstar tracking device, which is installed in most University of Pretoria vehicles.
When driving with your own vehicle ensure that you have 3rd party coverage on your
insurance so as to avoid being sued for injuries that may occur to passengers.

CELL PHONES:
Know your IEMI number of your cell phone. This can be obtained by entering *#06#
on the key pad of your cell phone. In the event of losing your cell phone contact
your service provider and obtain an ITC blacklisting number. Only then will the SAPS
be able to assist you with a case number.

ARMED ATTACKERS:
If at any stage you are confronted by an armed attacker with a weapon that can
hurt, maim or kill you, concede to the attacker’s demands. Only if you are certain,
after conceding to their demands, that they are still going to hurt you should you
resist by all means possible. When the imminent attack has been stopped get away
from the hijacker.
PHONE ANY OF THESE NUMBERS FIRST
WHEN YOU FIND YOURSELF IN ANY
DIFFICULTY:
Operational Manager: 083 654 0476
Gernia van Niekerk (Manager Programs and
Projects): 083 753 7969
24-Hour Operational Management Centre:
012- 420 2310 / 2760
Crisis Line: 0800 0064 28
ER 24: 084 124
19
UNIVERSITY OF PRETORIA
DEPARTMENT FINANCE
HINTS FOR DRIVERS/PASSENGERS
Hi-jacking of motor vehicles is the order of the day, and these incidents are becoming
progressively more violent in nature. Drivers and passengers must be aware of the risks involved
in travelling by road. The known modus operandi of the perpetrators are as follows:
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The assailant lies alongside the road and poses as a motor accident victim. He attacks
you when you stop to render assistance.
The assailant drives into your vehicle from behind. He attacks when you leave your
vehicle to inspect the damage.
The perpetrators pose as policemen or traffic officers in uniform and flag your vehicle
down. They attack once your vehicle is stationary.
Drivers and passengers are attacked when they stop for a rest or refreshments.
Your vehicle becomes boxed in between two vehicles. The vehicle in front stops while
the vehicle behind also stops close, leaving you with no room for escape.
Drivers of vehicles and their passengers must constantly be aware of the possibility of vehicle
hijacking and should endeavour to comply with the following rules:
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Keep vehicle doors locked at all times.
Keep windows closed except for a slight opening to talk through and to increase the
flexibility of the window.
Do not give lifts to strangers and in this instance, not even to friends.
Stop only at safe and well frequented parking areas.
Park in well illuminated parking areas.
Lock and immobilise your vehicle during all stops.
Use discretion at an accident scene and if flagged down by police/traffic officers.
Request identification from police and traffic officers at unusual roadblocks, without
opening doors and windows.
Avoid high-risk crime and trouble areas, and study and be familiar with alternative
escape routes.
If a driver and his passengers are exposed to hijacking, the following guidelines should be
followed:
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Under no circumstances should drivers and/or passengers risk their lives by aggressive
behaviour during the attack.
Comply with the instructions of the hijackers, be polite, and do not resist.
Make a mental note of the number of hijackers and a description of each.
Make a mental note of the make and colour of their escape vehicle.
Make a mental note of the registration number of their escape vehicle.
Make a mental note of the direction in which they flee.
20
Telephone the police and the contact person at the University immediately after the incident
and request assistance.
A23/02annexB (eng) Comments and enquiries: finweb@up.ac.za Updated: 19
January 2007 (jb/mler/lp)
21
APPENDIX B
3rd YEAR L-CAS/COPC LOG FORM 2014
Student name:
Student number:
WBOT name:
SITE VISIT
NAME & SIGNATURE OF
WBOT leader / registrar
TIME IN
TIME OUT
Orientation 1:
Site: campus
Date: 17 Jan
Orientation 2:
Site: Campus
Date: 24 Jan
Visit 3:
Site..…………….
Date: 28 Feb
Visit 4:
Site..…………….
Date: 8 May
Visit 5:
Site..…………….
Date: 15 May
Visit 6:
Site..…………….
Date…...................
Visit 7:
Site..…………….
Date…...................
Visit 8:
Site………………
Date…...................
SCAN IN A PRINT-OUT OF EACH OF THE QUIZ ATTEMPTS TOGETHER
WITH YOUR LOG FORM AND UPLOAD ONTO CLICKUP UNDER THE
APPROPRIATE ASSIGNMENT SLOT BY 31 OCTOBER 2014!
22
MY PERSONAL NOTES:
1
APPENDIX C
SKILLS YOU SHOULD BE ABLE TO PERFORM
INDEPENDENTLY BY THE END OF THE YEAR
1ST YEARS
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
UNIVERSAL PRECAUTION
HAND WASHING TECHNIQUE
TEMPERATURE
PULSE
RESPIRATION RATE
BLOOD PRESSURE
GLUCOSE TESTING
MIDSTREAM URINE
URINE DIPSTICK
SAMPLE FOR MC&S
HB MEASUREMENT
U-PREGNANCY TEST
BMI CALCULATION
WAIST CIRCUMFERENCE
HEIGHT/LENGTH
WEIGHT
ROAD TO HEALTH CHART
HEAD CIRCUMFERENCE
IMMUNIZATION
TB SCREENING
SPUTUM COLLECTION
MDI USE
PEAK FLOW MEASUREMENT
VISUAL ACUITY
PAIN ASSESSMENT
GENERAL EXAMINATION
ORAL SCREENING
GENOGRAM
ECOMAP
2ND YEARS
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3RD YEARS
INTRAMUSCULAR
INJECTION
INTRAVENOUS INFUSION
VENEPUNCTURE
HIV PRE-& POST TEST
COUNSELLING
BASIC EXAMINATION OF
CVS
BASIC EXAMINATION OF
RESPIRATORY SYSTEM
BASIC EXAMINATION OF
ABDOMINAL SYSTEM
BASIC EXAMINATION OF
EAR, NOSE & THROAT
SYSTEM
CPR
OPERATE AED
OBSTRUCTED AIRWAY
MANAGEMENT
2
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EXAMINATION OF CVS
EXAMINATION OF
RESPIRATORY SYSTEM
EXAMINATION OF
ABDOMINAL SYSTEM
BREAST EXAMINATION
EXAMINATION OF
PREGNANT PATIENT
EXAMINATION OF NEW
BORN BABY
ECG
CVP MEASUREMENT
ARTERIAL PUNCTURE
SKIN SUTURING
BLADDER
CATHETERISATION
NASOGASTRIC
INTUBATION
GASTRIC LAVAGE
4TH YEARS
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CONSULTATION OF
PATIENTS
EXAMINATION OF
NEUROLOGICAL SYSTEM
EXAMINATION OF
MUSCULOSKELETAL
SYSTEM
EXAMINATION OF
GENITO-URINARY SYSTEM
EXAMINATION OF
THYROID
EXAMINATION OF ENT
SYSTEM
EPISTAXIS MANAGEMENT
EAR SYRINGING
FUNDOSCOPY
DIABETIC FOOT
EXAMINATION
PAP SMEARS
SKILLS APPLICABLE FROM 1ST - 4TH YEAR
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PROFESSIONALISM
LANGUAGE EFICIENCY
UNDERSTANDING HEALTH CARE SYSTEMS
REFLECTION
GIVING & RECEIVING FEEDBACK
CONSULTATION SKILLS
 COMMUNICATION SKILLS
 PROBLEM SOLVING
 NEGOTIATION & COLLABORATION

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CONFLICT MANAGEMENT
BREAKING BAD NEWS
GENERAL COUNSELLING
MOTIVATIONAL INTERVIEWING
HEALTH PROMOTION
APPROPRIATE REFERRAL OF PATIENTS
3
4