Globally, interprofessional education is lauded for its potential to improve the quality of healthcare and healthcare outcomes by teamwork between professionals from various health-related disciplines. [1] Furthermore, healthcare professionals need to meet the demands of the community and the country, which are caused by the burden of complicated disease. [2] In South Africa (SA), the Department of Health is re-engineering primary healthcare, advocating a strategy of multidisciplinary teamwork in the community. [3] Healthcare professionals from different disciplines or professions work together to achieve a common goal within a multidisciplinary team, sharing some common roles, e.g. professionalism, leadership and advocacy. [4] Interprofessional education may address the lack of multidisciplinary teamwork in healthcare settings. Traditionally, undergraduate education has focused on a professional specialty, with limited exposure to teamwork between healthcare professionals. Interprofessional education therefore aims to prepare learners to collaborate across specialties to provide high-quality healthcare. [5] The School of Health Care Sciences at the University of Pretoria, SA has traditionally followed a uniprofessional educational approach. The emerging need for interprofessional healthcare education was identified as a gap in the undergraduate education programme. As part of mandatory curriculum revision, the departments of Human Nutrition, Nursing Science, Occupational Therapy, Physiotherapy and Radiography identified the opportunity to incorporate interprofessional education as part of their programmes. The School of Health Care Sciences identified two areas with potential for interprofessional education, i.e. research and integrated healthcare leadership. The objective of this article is to describe the approach and process followed in developing integrated healthcare leadership modules for interprofessional education that benefit the community and to achieve the educational outcomes of the five undergraduate healthcare programmes. Methods and Results We used the Knowledge-to-Action cycle (Fig. 1) to guide and focus important tasks associated with designing and implementing the interprofessional module. [6] The Knowledge-to-Action framework incorporated information from individuals or teams from diverse contexts. This framework permitted focusing on local context and practice when adapting and implementing the interprofessional module; it fragmented the process from inception to implementation into manageable components and provided a structure and rationale for the activities involved in each phase of development. [ 6] We report on Phase 1 of the Knowledge-to-Action model, which encompasses the planning phase (Fig. 1). We describe the process of identification Background. Interprofessional education aims to prepare learners to collaborate across specialties to provide high-quality healthcare. Internationally and nationally, the emerging need for integrated healthcare and education has been emphasised. The c...

The research supervisory role is becoming increasingly complex due to issues such as diversity of students; mismatched expectations between the student, supervisor and higher education institution and shorter and specific time-bound research outcomes. The current postgraduate research supervision culture and supervision practices should change. Moving towards person-centered research supervision practices may enhance the research environment, as healthful relationships between supervisors and postgraduate students may lead to increased postgraduate research outcomes. Using a World Café, we critically reflected on our existing research supervision practices. All healthcare educators involved in postgraduate research supervision were purposively selected to participate. During the café, we explored and shared ideas in a safe space. Twelve tips emerged, which can be implemented to move existing supervision practices towards person-centered research supervision practices. We present these twelve tips from the perspective of the four constructs of person-centeredness as outlined by McCormack and McCance -pre-requisites, environment, process, and outcomes. The use of these tips may enable both supervisors and students to flourish. Avoiding routine, ritual supervision practices and embracing personcentredness, will enable supervisors to form healthful relationships and put the postgraduate student at the heart of our supervision practices.

Non-invasive imaging of hypoxia plays a role in monitoring the body's adaptive response or the development of pathology under hypoxic conditions. Various techniques to image hypoxia have been investigated with a shift towards the use of molecular imaging using PET/CT. The role of hypoxia-specific radiopharmaceuticals such as radiolabelled nitroimidazoles is well documented particularly in the oncologic setting. With the increasing utilisation of in-house labelling with a PET benchtop generator, such as the 68 Ge/ 68 Ga generator, the use of 68 Ga-labelled hypoxic radiopharmaceuticals in the clinical setting is developing. Since hypoxia plays a role in various pathologic states including infectious disease such as TB, there is a need to explore the potential application of 68 Ga-labelled hypoxia seeking radiopharmaceuticals beyond oncology. The purpose of this review is to describe the developments of 68 Ga-labelled hypoxic radiopharmaceuticals including the various chelators that have been investigated. Further, the role of hypoxia imaging in various pathologies is discussed with particular emphasis on the potential clinical applications of hypoxia PET/CT in TB.

Combining interventions that stimulate radiopharmaceutical hepatic excretion and utilize the volume effect is advantageous in myocardial perfusion imaging, with delayed imaging being advocated as a complementary intervention.