The Emergency Medical Sciences (EMS) Department has reached out to a school community in a bid to boost matric Life Sciences results through a revision programme. 

The project at Wynberg High School was initiated by the Department’s Dr Kareemah Gamieldien who said their vision was to help more learners achieve the requirements to qualify for programmes in the medical field.

She said that while many Western Cape matriculants pass Life Sciences, they do not achieve the minimum requirements for many medical fields, including the Bachelor of Emergency Medical Care (BEMC) programme.

“CPUT is always trying to ensure that the students registered at our institution are demographically represented. However, the social inequalities in our country are still quite evident and this places many of our matriculants at a significant disadvantage to qualify for the medical programmes offered at higher education institutions,” said Gamieldien.

“Being part of a department that invests in engaging and supporting the community, I identified an area that the Anatomy and Physiology (A&P) programme could also provide a community service to through community of practice.”

Gamieldien said the school, which is commonly known as Abbey Hall, was her alma mater and she was collaborating on the project with the acting principal Gavin Nieuwoudt and Life Sciences teacher Nabeelah Israel.

She said a significant number of learners at the school were from underprivileged homes and the school was understaffed in terms of Life Sciences teachers.

A total of 85 learners would benefit from the project and lessons would be presented once a month on a Saturday morning until the start of the final exams.

The lessons are being presented by A&P staff and a selected group of second-year BEMC 2 Physiology students.

For 2018 only one high school was approached in order to determine the feasibility of the project. “In 2019 I will select an additional school in order to determine the sustainability of the project with the vision of maintaining it as an integral part of the department’s community service programmes,” Gamieldien said.

Israel said there wasn’t always enough time to go into detail with some of the content in the curriculum and project allowed for more focus on some of the longer questions.
“The CPUT students have been brilliant and the learners can really relate to them.”

Written by Ilse Fredericks
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More than 230 matric learners from three high schools participated in a Life Science revision session presented by various departments in the Faculty of Health and Wellness Sciences.

The successful programme, initiated by the Department of Emergency Medical Sciences’ Prof Kareemah Najaar, has been running for the past few years and aims to provide socio-economic disadvantaged students with an opportunity to qualify and apply for science programmes at the tertiary level.

At the first revision session for 2022, Wynberg High School hosted the matric pupils of Lavender Hill High School and Langa High School.

The topics covered by the CPUT students who serve as tutors were selected by the teachers [Ms N. Israel (WHS), Ms M. Lewis (LHHS), and Ms N. Mandongana (LHS)] and revision worksheets were based on the Curriculum and Assessment Policy Statement (CAPS).

Najaar said COVID-19 restrictions continued to present the tutors with the challenge of providing face-to-face revision sessions.

“This was easily overcome with the incorporation of the horseshoe shape design (a concept created in 2021), in which desks are spaced adequately apart and students are then able to engage with the tutors who are positioned in the centre of the horseshoe, thus creating safe social distancing.”

Cognisant that Science, Technology, Engineering and Mathematics remain a focus area for the economic growth of the country, “and in the true spirit” of the Community of Practice, the collaborating departments, Emergency Medical Sciences, Biomedical Sciences, Somatology, Medical Imaging and Therapeutic Sciences, Ophthalmic Sciences, and Dental Technology, with the Centre for Community Engagement and Work Integrated Learning’s Service-Learning (SL) division, once again successfully created an environment in which the matric learners were able to attend the revision programme while conforming to COVID-19 protocols physically.

Najaar and Dr Wendy Solomon (Biomedical Sciences) worked closely with department heads, school principals, the respective dedicated Faculty staff, teachers, the Service-Learning division, the CPUT printing division and donors in this successful endeavour.

Najaar believes that the success of this project lies within the principles and implementation of a Community of Practice (CoP), a construct based on “a group of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis”.

“The unselfish and tireless efforts from all stakeholders, particularly the grade 12 learners and the tutors, is why this community project has succeeded since 2018. The continued efforts by the Health and Wellness Sciences lecturers and school teachers to adapt and improve the system to amplify the students’ learning is a testament to their sincerity and dedication to serving the community.”

Written by Ilse Fredericks

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Various departments in the Faculty of Health and Wellness Sciences have been working in unison to assist schools with a Life Sciences revision programme and plan to continue the good work this year.

The collaborating departments are Emergency Medical Sciences, Biomedical Sciences, Somatology, Medical Imaging and Therapeutic Sciences, Ophthalmic Sciences and Dental Technology, and the Centre for Community Engagement and Work Integrated Learning, Service Learning division.

Dr Kareemah Najaar, senior lecturer in the Department of Emergency Medical Sciences, said the pandemic has further disadvantaged many underprivileged matric Life Sciences learners because they cannot access Wi-Fi or smartphones. Thus online remote learning was not an option for them.

She said the development of science, technology, engineering, and mathematics (STEM) remains a focus area for the country's economic growth.

To support the STEM vision and provide socio-economically disadvantaged students with an opportunity to qualify and apply for science programmes at the tertiary level, Najaar sought to expand inter-departmental collaboration within the faculty.

She said Dr Wendy Solomon (Biomedical Sciences) and Michael Paulse (Somatology) had been integral to this project since 2019.

“We realised that for this community engagement to be more effective within the current climate, inviting our sister departments to join could only amplify and accelerate the vision.”

In August last year, Wynberg High School hosted the Grade 12 learners of Lavender Hill High School.”

Four major topics, selected by the teachers, Nabeelah Israel (Wynberg) and Monia Lewis (Lavender Hill) were revised. A maximum of 15 learners were placed with three tutors.

“121 learners attended the session with an astonishing number of faculty lecturers, postgraduates, and undergraduates available as tutors and facilitators. The tutors diligently provided a safe environment for the students, and consequently, the system's efficiency was remarkable to observe.”

The collaborating departments created an environment where the participating matric learners could still physically attend a Life Science Revision programme while conforming to COVID-19 protocols.

“The Covid-19 ‘friendly’ classroom was designed into a classical horseshoe shape, with desks spaced adequately apart. Thus, The students could engage with the tutors who positioned themselves within the centre of the horseshoe while maintaining a safe social distance.”

Before entering the classroom, a register was taken, all participants’ temperatures were recorded, and their hands were sanitised. In addition, all desks were sanitised before each session and after, and the classrooms remained well-ventilated. It was compulsory to wear a facial mask covering the mouth and nose.

 “This model proves that it is possible to conduct revision programmes for those who do not have access to basic technology such as Wi-Fi and smart devices under COVID-19 conditions. We are excited to run our revision programmes with the 2022 matric students. We are most certainly prepared for the challenges that may have previously limited us, in the past,” said Najaar.

Written by Ilse Fredericks

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The Faculty of Health and Wellness Sciences’ Life Science Revision project is growing from strength to strength, with nearly 200 matrics from three high schools joining in a recent revision session at CPUT.

The project was launched in 2018 by the Department of Emergency Medical Sciences’ Prof Kareemah Najaar, to help more learners achieve the minimum requirements to qualify for programmes in the science field.

Matric learners and teachers from Lavender Hill High School, Wynberg High School and Langa High School visited the Bellville Campus for the first revision session of the year, with 43 tutors volunteering to assist the learners.

The tutors included staff and students from all seven departments in the Faculty: Emergency Medical Sciences, Biomedical Sciences, Wellness Sciences, Nursing, Medical Imaging and Therapeutic Sciences, Ophthalmic Sciences and Dental Sciences and, for the first time, tutors from the Department of Medical Biosciences at the University of the Western Cape (UWC).

“Over the years, since its inception in 2018, this community project has grown in numbers and evolved in design, efficiency and leadership. What started as a project with myself and 15 tutors and one department supporting one high school with Life Science revision, now has a pool of approximately 100 tutor volunteers from seven FHWS departments as well as volunteers from UWC who are supporting three high schools,” said Najaar.

“I am also now part of a powerful leadership team, with Dr Wendy Solomon and Ms Marnel Germishuys, who work tirelessly to ensure the efficient planning and execution of each revision session. We are very proud of what has been termed as a Faculty Flagship.”

In previous years, a school would serve as the venue for the revision session, but this year learners were welcomed on campus, where they received valuable exposure to the institution.

Plans to expand the project are in the pipeline.

“Before the end of 2024, we intend inviting two additional schools from disadvantaged backgrounds in the Paarl district. We also intend to invite the Medical Biosciences Department, UWC to officially partner with us and continue to increase the number of adopted high schools.”

Najaar said a fundamental component of the project’s success was to use the feedback from the teachers and learners and adapting operations and revision content to their needs.

“I do believe that we have created a tutoring model that is able to adapt to various scenarios, from serious events such as the COVID-19 pandemic (when technology is not available to the disadvantaged) to an unexpected significant decrease in tutor numbers. The ever-adapting model ensures that the matric learners are provided with quality revision sessions in preparation for their final exams.”

Langa High School teacher, Nandipha Mandongana, said the project afforded learners the opportunity to revise topics that they may otherwise not have time for.

“The exposure to CPUT also serves as a motivation. They know what is expected of them in terms of their results if they want to make it (to CPUT) next year.”

Najaar said that in 2021 a significant component was added to the community project, that seeks to empower the young women in matric.

“In support of the national Sanitary Dignity Programme, we provide feminine hygiene products to the female students, in the hopes of making a small difference to the quality of education for young women.”

She thanked all role-players who contributed to the project’s success.

“We would always first give thanks to our tutors who volunteer their time and create a welcoming environment for the matric learners, without whom this project would not be possible. A warm thank you to our colleagues from UWC, who volunteered their time and skills. A heartfelt thank you to our teachers who provide us with the opportunity and guidance during the planning and execution of the revision sessions. We are also in appreciation for the received support from the Dean’s office as well as the Centre for Community Engagement and Work Integrated Learning, Service-learning division.”

Written by Ilse Fredericks
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