Channels :: FRELIP Discovery

Author: Blitz, Julia

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There’s no doubt that one learns through it all : a qualitative exploration of the value surgery trainees assign to master of medicine research

Similar Items: There’s no doubt that one learns through it all : a qualitative exploration of the value surgery trainees assign to master of medicine research

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Availability, importance, and accessibility of postgraduate education for Orthotists and Prosthetists in South Africa: A mixed method study
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Continuing professional development in nursing
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Guidelines for structuring and managing multi-purpose community learning centres
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Registered professional nurses experiences of computer-assisted learning in a private healthcare organisation
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Dietitians' views and perceptions of the implementation of the continuing professional development system for dietitians in South Africa
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n Variasie van evalueringstrategiee in 'n multikulturele Aardrykskunde-klaskamer
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Teaching thinking skills in science to learners with special needs : an evaluation study
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An evaluation of the current National Academic Bridging Programme at the Durban Technical College
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Continuous assessment in history teaching at secondary school level
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The evaluation of the outcome of a thinking skills programme for middle management in a financial services industry organisation
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Preparing journalism graduates for career trauma exposure: an exploration of perspectives of South African university journalism educators
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An exploration of the discrepancy between classroom-based assessment and external summative assessment in English first additional language Grade 12
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Die implikasies van die huidige junior sekondere wiskundesillabus vir die eksaminering van algebra
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Ready of not? Perceptions of the strengths and weaknesses of newly qualified medical microbiologists entering practise in South Africa
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Differences between student perceptions of the actual and the preferred science laboratory classroom learning environments at a South African college of education
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Contemplative education as a response to the contradictions between neoliberalism and social justice in the Curriculum Assessment Policy Statement (CAPS)