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Nadia Hartman

Postgraduate qualifications

  • PhD, University of Cape Town..

Outputs

Hartman, N. (2009). The primary health care approach and restructuring of the MB ChB curriculum: A case study at the University of Cape Town Faculty of Health Sciences.

Badenhorst, E., Hartman, N., & Mamede, S. (2016). How Biomedical Misconceptions May Arise and Affect Medical Students׳ Learning: A Review of Theoretical Perspectives and Empirical Evidence. Health Professions Education, 2(1), 10-17. doi:http://dx.doi.org/10.1016/j.hpe.2016.01.005

Gari, M., Hartman, N., & Van Wyk, J. (2016). Participatory and Interactive Methods for Engaging Students in Learning:  Are they Transformative if they don’t take account of student diversity? Paper presented at the 8th National South African Association of Health Educationalists (SAAHE) Conference, Port Elizabeth, South Africa.

Ige, B., Amosun, S., & Hartman, N. (2016). Widening Student Access and Participation in Allied Health Sciences: A Critical Reflection. Paper presented at the Widening Student Access and Participation in Allied Health Sciences: A Critical Reflection.

Van der Merwe, L., Van Zyl, G., St Clair Gibson, A., Viljoen, M., Iputo, J., Mammen, M., . . . Fonn, S. (2016). South African Medical Schools: Current State of Selection Criteria and Medical Students' Demographic Profile. SAMJ: South African Medical Journal, 106(1), 76-81.

Badenhorst, E., Mamede, S., Hartman, N., & Schmidt, H. G. (2015). Exploring Lecturers’ Views of First-Year Health Science Students’ Misconceptions In Biomedical Domains. Advances in Health Sciences Education, 20(2), 403-420.

Ige, B., Amosun, S. L., & Hartman, N. (2015). Unpacking student diversity: the difference between design and implementation. . Paper presented at the Bambanani Conference: Joint conference of The Network: Towards Unity for Health and the South African Association of Health Educationalists, Johannesburg, South Africa.

Amosun, S. L., Hartman, N., van Rensburg, V. J., Duncan, E. M., & Badenhorst, E. (2012). Processes in Widening Access to Undergraduate Allied Health Sciences Education in South Africa. African Journal of Health Professions Education, 4(1), 34-39.

Hartman, N., Kathard, H., Perez, G., Reid, S., Irlam, J., Gunston, G., . . . Hellenberg, D. (2012). Health Sciences Undergraduate Education at the University of Cape Town: A Story of Transformation. SAMJ: South African Medical Journal, 102(6), 477-480.

Hartman, N. (2009). The primary Health care approach and restructuring of the MBChB Curriculum: A case study at the University of Cape Town faculty of Faculty of Humanities. University of Cape Town.  

Janse van Rensburg, V., Hartman, N., & Badenhorst, E. (2009). An Intervention Programme for Health and Rehabilitation students who face academic challenges in the Faculty of Health Sciences at the University of Cape Town. Paper presented at the An Intervention Programme for Health and Rehabilitation students who face academic challenges in the Faculty of Health Sciences at the University of Cape Town, Johannesburg, South Africa.

Alperstein, M., Cooper, L., & Hartman, N. (2007). A curriculum that faces both ways: the professional development of clinical educators. . Paper presented at the A curriculum that faces both ways: the professional development of clinical educators.  Proceedings of the 5th International Conference on Researching Work and Learning.

Alperstein, M., & Hartman, N. (2007). Facilitating Higher-order Thinking in PBL. Paper presented at the AMEE Conference, Trondheim, Norway.

Alperstein, M., & Hartman, N. (2007). Promoting Higher Order Thinking in Problem-based Learning. Paper presented at the AMEE (Association for Medical Education in Europe) Conference, Trondheim, Norway.

Hartman, N., & Alperstein, M. (2007). Facilitating Higher Order Thinking in PBL. Paper presented at the Facilitating Higher Order Thinking in PBL AMEE Conference, Trondheim, Norway.

Cooper, L., Alperstein, M., & Hartman, N. (2006). A curriculum that faces both ways': the professional development of clinician educators. Paper presented at the Researching Work & Learning, University of the Western Cape, South Africa.