CV Dr Stefanus Snyman (updated 10 June 2017)

Curriculum vitae: Dr Stefanus Snyman (June 2017) 1 | P a g e

CURRICULUM VITAE:

DR STEFANUS SNYMAN

M.B., Ch. B (Stell.); MPhil (Health ScEd) CUM LAUDE (Stell.); Diploma in

Occupational Medicine (Stell.)

HEALTH PROFESSIONS EDUCATIONISTS

OCCUPATIONAL MEDICINE PRACTITIONER

MHEALTH INSTIGATOR

PARTNERSHIP FACILITATOR

Health professions educationist and researcher with vast experience in competency-based

interprofessional education and collaborative practice (IPECP). Passionate in making a valuable

contribution towards person-centred care and the strengthening of systems for health in Africa by

equipping healthcare workers to serve as effective change agents in addressing the health needs of

communities. Contributor to WHO initiatives to transform and scale up health workforce education and

training.

mHealth instigator and facilitator of the innovation leading to the establishment of the International

mICF Partnership developing the ICanFunction mobile solution (mICF), utilising patient-driven big data

and artificial intelligence to inform interprofessional predictive, individualised continuity of care. mICF

forms part of the work plan of the Functioning and Disability Reference Group (FDRG) of the WHO’s

Family of International Classifications Network (WHO-FIC).

Personal interest in using ICT creatively in health professions education and clinical practice. Background

as consultant to major local and international non-profit organisations implementing health-related ICT

solutions.

Occupational medicine practitioner with a special interest in functioning and disability, work-related

upper limb disorders, executive burnout, as well as the International Classification of Functioning,

Disability and Health (ICF) as an interprofessional, bio-psycho-social-spiritual approach to person- and

community-centred care.

Experienced partnership facilitator, trainer and project manager, who have been developing and

supporting consensus-based partnerships throughout Africa to serve the underserved.

Chairperson of Africa Interprofessional Education and Collaborative Practice Network; member of the

FRDG (WHO-FIC), the Advisory Board of Journal of Interprofessional Care, and the In-2-Theory Network

for international interprofessional scholarship, education and practice.

Ready for new challenging opportunities to make a valuable contribution to an organisation or cause

in the spheres of health workforce education, mHealth and/or occupational medicine.

Updated: 10 June 2017


PERSONAL INFORMATION

Name and title Dr Isak Stefanus de Wet Snyman

Date of birth 26 May 1967

Pace of birth George, South Africa

Identity number 6705265105088

Citizenship South African

Languages English and Afrikaans

Marital status Married with two children (minors)

South African Passport M00091127 (Expiry date: 27 June 2023)

Drivers Licence Code A & EB: # 6046000292HS

HPCSA registration Independent medical practitioner (MP 0387738)

CONTACT INFORMATION

Work address Division of Health Systems and Public Health Department of Global Health Room 4058B, Teaching Building Faculty of Medicine and Health Sciences Stellenbosch University Francie van Zijl Boulevard Tygerberg 7505 South Africa

Home address 8 Traminer Street Die Wingerd Somerset West 7130 South Africa

Telephone Mobile: +27 (0)82 557 1056

Home: +27 (0)21 855 2068

Email address [email protected]

LinkedIn https://za.linkedin.com/in/stefanus

Skype stefanussnyman

Twitter @stefanussnyman, @IPEAfrica, @ICFmobile, @ICFeducation

Facebook https://www.facebook.com/stefanus1, https://www.facebook.com/ICanFunction, https://www.facebook.com/Afripen

http://isystems.hpcsa.co.za/iregister/PractitionerView.aspx?FILENO=993012109

mailto:[email protected]

https://za.linkedin.com/in/stefanus

https://www.facebook.com/stefanus1

https://www.facebook.com/ICanFunction

https://www.facebook.com/Afripen


EDUCATION

DEGREES

Degree Institution Year

M.B., Ch. B. Stellenbosch University 1991

M. Phil. (Health Sciences education) CUM LAUDE Stellenbosch University 2012

Diploma in Occupational Medicine Stellenbosch University 1997

OTHER PROFESSIONAL DEVELOPMENT ACTIVITIE S

Qualification Institution Year

Short Course: Service-learning and Community

Interaction (CUM LAUDE) (24 credits; Level 9)

Stellenbosch University 2009

Neonatal Resuscitation American Heart Association &

American Academy of

Paediatrics

March 2000

Partnership Facilitators Course Interdev, Cyprus Nov 1995

Training the Trainers Course (adult learning) Interdev, South Africa May 1999

SCHOOL

Matriculation Paul Roos Gymnasium,

Stellenbosch

1985

REPUTATION IN PRACTICE: 2007 – 2017

Activity Description Results

World Health

Organization’s Family of

International Classifications

Network (WHO-FIC)

Member of Functioning and Disability

Reference Group (FDRG) of the WHO’s

Family of International Classifications

Network (WHO-FIC).

Contributor to the WHO’s International

Classification of Functioning, Disability

and Health (ICF) Practical Guide (2013)

Secretariat of FDRG (2014-2016)

Africa Interprofessional

Education Network

(AfrIPEN)

Co-founder and chairperson Elected to the All Together Better Health

World Coordinating Committee for IPE

(2016)

Organiser of First Symposium for

Interprofessional Education in Africa

(2017)

ICanFunction mHealth

solution (mICF)

Instigator and facilitator of the

International mICF Partnership

developing the ICanFunction mHealth

283 partners from 42 countries joined the

International mICF Partnership



solution (mICF) utilising patient-driven

big data and artificial intelligence in

providing interprofessional predictive

individualised continuity of care. mICF

forms part of the work plan of the

FDRG of the WHO-FIC)

The first proof of concept was successfully

launched (2017), funded by the Finnish

Social Security Agency (KELA), the

National Research Foundation of South

Africa (NRF) and the Cape Higher

Education Consortium (CHEC)

Won 4 poster awards WHO-FIC Network

Conferences (2014 – 2016)

Principal investigator

The National Academies of

Sciences, Engineering, and

Medicine’s (USA) Global

Forum on Innovation in

Health Professions

Education

Stellenbosch University’s

interprofessional education initiative

was selected as one of four projects

globally to form part of this Global

Forum

Invited to join as member of In-2-Theory

Network, an international network with

the remit to investigate interprofessional

scholarship, education and practice (2014)

Invited to join as member of the Global

Research Interprofessional Network

(GRIN) (2014)

Invited as Hokenstad International

keynote speaker at the Congress of Social

Work Educators in the USA (2014)

Invited to join the advisory board of the

Journal of Interprofessional Care (2016)

Educational advisor on

interprofessional education

and collaborative practice

Invited to present and facilitate

various national and international

events and to contribute to

publications

Stellenbosch University recognised as

leader in interprofessional education and

collaborative practice in South Africa and

Africa

Royal College of Physicians

and Surgeons of Canada

Member of CanMEDS 2015

International Advisory Board

Successful launch of the CanMEDS 2015

competency framework (2015))

ICFeduction.org Co-founder of ICFeduction.org, an

interactive web site to promote the

sharing of ICF education resources

Invited as keynote to the First

International Symposium: ICF Education,

(Helsinki, Finland) (2015)

Editorial board: ICFeducation.org (2015 – )

Organiser: Second International

Symposium: ICF Education, (Cape Town,

South Africa) (2017)

South African Society of

Occupational Medicine

(SASOM)

Member: National Executive

Committee

Chairperson: Cape Chapter

First author: Compensation

Commissioner’s task team to develop

legislation, guidelines and training

material for the compensation and

Effective operations of SASOM

Streamlined procedures and

compensation for occupational diseases

related to WRULDs in South Africa (2005)

Guest Editor of Occupation Health South

Africa (2005)



management of work-related upper

limb disorders (WRULDs) in terms of

the COID Act (1993)

Invited keynote at various national

congresses

Organising committee: International

Congress on Occupational Health (2009)

PROFESSIONAL EXPERIENCE

IN A NUTSHELL

Health professions educationist and researcher:

competency-based interprofessional education and collaborative practice

bio-psycho-social-spiritual approach to person- and community-centred care

service-learning

social accountability in health workforce education

transforming and scaling up of health workforce education

social determinants of health

learning technologies

Occupational medicine practitioner:

functioning and disability (including practical application of ICF)

work-related upper limb disorders

post-traumatic stress disorder

executive burnout

mHealth instigator and facilitator

facilitator of the innovation leading to the establishment of the International mICF Partnership developing

the ICanFunction mobile solution (mICF),

utilising patient-driven big data and artificial intelligence to inform interprofessional predictive,

individualised continuity of care.

Partnership facilitator, trainer and project manager, developing consensus-based partnerships

EMPLOYMENT HISTORY

MANAGER: INTERPROFESSIONAL EDUCATION AND COLLABORATIVE

PRACTICE (IPECP) (FACULTY OF MEDICINE AND HEALTH SCIENCES)

STELLENBOSCH UNIVERSITY, CAPE TOWN, SOUTH AFRICA

JUNE 2010 –

CURRENT

(This position was initially situated in the Centre for Health Professions Education and since 2017 in the Division of

Health Systems and Public Health, Department of Global Health.)

Developed and implemented innovative IPECP strategy, integrating core interprofessional collaborative practice

competencies into undergraduate programmes. This included introducing the International Classification of

Functioning, Disability and Health (ICF) as interprofessional, bio-psycho-social-spiritual approach to person- and

community-centred care. This initiative was selected as one of four projects globally to form part of the National

Academies of Sciences, Engineering, and Medicine’s (USA) Global Forum on Innovation in Health Professions

Education.


Led innovative curriculum development initiatives to facilitate transformative learning, as well as capacity building

of students, faculty and preceptors to act as agents of change by modelling interprofessional collaborative person-

centred practice.

Instigator and facilitator of the International mICF Partnership developing the ICanFunction mHealth solution

(mICF) utilising patient-driven big data and artificial intelligence in providing interprofessional predictive

individualised continuity of care.

Served as chairperson, module team member and lecturer for various under- and postgraduate courses, including

curriculum advisor for Community Health, Family Medicine, Rehabilitation and Nursing.

Served on various university committees: Senate Committee for Information Technology in Teaching and Learning;

Rehabilitation Reference Group; Advisory board of the Centre for Rehabilitation Studies; Undergraduate Education

Committee at the Faculty of Medicine and Health Sciences; Undergraduate Training Committee for the division of

Community Health; Module team of MPhil (Health Professions Education); Advisory Board of Maties Community

Service.

Involvement in research and social impact initiatives, nationally and internationally, are elaborated on in sections to

follow.

COURSE COORDINATOR (DEPARTMENT OF GLOBAL HEALTH)

NORTHWESTERN UNIVERSITY, CHICAGO, USA

2013 – CURRENT

The Global Health program at Northwestern University is ranked 38th in the world.

Developed and is serving as lecturer and course coordinator in the module, Public health in South Africa. This forms

part of the programme, Public Health and Development in South Africa.

Curriculum provided pre-med students first-hand experience of Public Health in South Africa through field visits,

small group discussions, mentorship, continuous assessment and formative feedback.

Interactive study material was designed for the following topics: Systems for Health; Infectious diseases; Non-

communicable diseases; Social Determinants of Health; Environmental Health; Traditional Medicine and

Worldviews; Maternal and Child Health; Mental Health.

TRAINING COORDINATOR (DEPARTMENT OF PSYCHIATRY)

STELLENBOSCH UNIVERSITY, CAPE TOWN, SOUTH AFRICA

DECEMBER 2008 –

DECEMBER 2010

Made learning happen in Psychiatry by transforming the undergraduate curricula for Medicine and Occupational

Therapy.

This included the evaluation and redesigning of undergraduate curricula in the Department of Psychiatry, the

implementation of a service-learning module in the M.B., Ch. B. curriculum by building reciprocal partnerships with

ten community organisations, as well as the development of e-learning materials for Psychiatry.

My research assignment for the M Phil (Health Sciences Education) investigated the destigmatising of medical

students’ perceptions towards psychiatric patients as a result of the influence of a service-learning approach.

HEAD OF PARTNERSHIP DEVELOPMENT AND TRAINING

GIVENGAIN, STELLENBOSCH, SOUTH AFRICA

MARCH 2005 –

NOVEMBER 2008

GivenGain is the global leader in cloud-based activism. This platform enables organisations to run better fundraising

operations and increase revenue with tools that allow them to build and manage relationships and win support for

the ideas they believe in. GivenGain started in 2001 with a simple idea: to enable global philanthropy by

empowering individuals and non-profits to break down the barriers between and within ourselves.


Served at GivenGain as consultant to major local and international health-related non-profit organisations in the

planning, development and implementation of ICT solutions (e.g. websites, web 2.0 functionalities, databases,

communication and fund-raising strategies.

Clients include: World Dental Federation (Geneva); International Commission on Occupational Health (Lausanne);

UNICEF (Johannesburg); Avaaz (Washington DC); CANSA (Johannesburg); Water Neutral (London & Johannesburg);

Stop Extinction Coalition (Washington DC); WWF (Geneva & Stellenbosch); Reach for a Dream (Johannesburg);

South African Society for Occupational Medicine (Pretoria); Christian Medical Fellowship (London & Cape Town);

ICMDA (London); Dutch Reformed Church (Cape Town); Trade Law Association (Stellenbosch); Thuthuka

Educational Trust (London); Centre for Constitutional Rights (Cape Town).

OCCUPATIONAL MEDICINE PRACTITIONER

LIFE OCCUPATIONAL HEALTHCARE, CAPE TOWN, SOUTH AFRICA

DECEMBER 2000 –

FEBRUARY 2005

Managed medical doctors at 40 occupational health clinics in Western Cape serviced by Life Occupational

Healthcare. Co-ordinated the development and implementation of clinical guidelines and training, e.g. policies and

guidelines to manage work-related upper limb disorders, noise-induced hearing loss, post-traumatic stress disorder

and executive burnout.

As part of my remit I also:

Developed the Compensation Commissioner’s Circular Instruction 180 and accompanying Guideline for health

practitioners and employers to manage work-related upper limb disorders (WRULDs)

Served as Guest Editor of Occupation Health South Africa (1995, Volume 11(4), July / August)

Lectured part-time at Stellenbosch University and University of Cape Town in their postgraduate Occupational

Health/Medicine programmes.

MEDICAL OFFICER (DEPT OF PAEDIATRICS, TYGERBERG HOSPITAL)

WESTERN CAPE GOVERNMENT: HEALTH, CAPE TOWN, SOUTH AFRICA

JAN – NOV 2000

Neonatology

Neurology

Pulmonology

General Paediatric Outpatients

EXECUTIVE DIRECTOR: OPERATIONS

GLOBAL CAREERS NPC, CAPE TOWN SOUTH AFRICA

1992- 1999

Global Careers exists as an association of people from all walks of life, committed to the promotion, facilitation and

advancement of individual and community transformation and reconciliation with respect, tolerance and

compassion for and between all peoples of South Africa and the nations.

Served as

Executive Director: Operations (1992 – 1999), responsible for the placement and support of

healthcare professionals to live integrated lives in underserved communities

Non-executive director (2000 – 2012).

Co-founded the South African Partnership Forum (1995) and served as facilitator for various consensus-based

development partnerships on the continent:

North African Partnership: developing Southern Africa division (1995 – 1997)

Middle East Consultation: representing South Africa (1998)


Ruvuma Partnership (Northern Mozambique): facilitating the exploration, formation and initial operation of

the partnership (1993 – 1998)

Msinga Partnership: facilitator (2005 – 2008)

Makhathini Partnership: facilitator (2006 – 2012)

Training of partnership facilitators (South African Partnership Forum) (1995 –2010)

Partnership consultant (GCOWE 1998, TIE 1999, LCWE Thailand (2004), DRC (2005-2012))

MEDICAL OFFICER (DEPT OF PAEDIATRICS, TYGERBERG HOSPITAL)

WESTERN CAPE GOVERNMENT: HEALTH, CAPE TOWN, SOUTH AFRICA

JAN – JUNE 1993

Neonatology

Neurology

Pulmonology

General Paediatric Outpatients

PRIVATE PRACTICE (PART-TIME)

SELF-EMPLOYED PRIVATE MEDICAL PRACTICE

JUL 1993 - CURRENT

Occupational Medicine Practitioner:

Rainbow Chicken (1993-1998)

Denel Land Systems (Western Cape) (Part-time) (2005-2008)

Chairperson of the Cape Chapter of the South African Society of Occupational Medicine (SASOM) and member

of national executive committee (2003 – 2009)

Organising committee: 26th ICOH world congress (2007-2009)

Various locum positions

Primary Health Care:

Vila Ulónguè and Chicinono(Mozambique)

Nkhoma (Malawi)

Nosébe (Madagascar)

La Ronge (Canada)

Locum for the AIDS, Tuberculosis and STD clinics of the Cape Town City Council

MEDICAL INTERNSHIP (GEORGE HOSPITAL)

WESTERN CAPE GOVERNMENT: HEALTH, GEORGE, SOUTH AFRICA

1992

Surgery

Orthopaedics

Urology (with "minor" surgical disciplines)

Anaesthetics

Obstetrics and Gynaecology (with Neonatology)

Internal Medicine (with General Paediatrics and Psychiatry).


MEMBERSHIP

MEMBERSHIP OF NATIONAL/INTERNATIONAL ASSOCIATIONS

Organisation Position Period

Together Better Health World Coordinating Committee for IPE Member 2016 –

Journal of Interprofessional Care Member of Advisory Board 2015 –

ICFeduction.org Co-Founder & Member of

editorial board

2015 –

Africa Interprofessional Education Network (AfrIPEN) ( Chairperson & co-founder 2015 –

In-2-Theory, an international network with the remit to investigate

interprofessional scholarship, education and practice

Member 2015 –

Global Research Interprofessional Network (GRIN) Member 2015 –

International mICF Partnership PI, facilitator and co-founder 2014 –

Functioning and Disability Reference of the World Health

Organization’s Family of International Classifications Network

(WHO-FIC)

Member 2013 –

CanMEDS 2015 International Advisory Board Member 2013 – 2015

South African Association of Health Educationalists (SAAHE) Member 2010 –

South African Society of Occupational Medicine (SASOM) Chairperson of Cape Chapter

and National Executive

Committee

2004 – 2008

Member 1996 – 2004?

MEMBERSHIP OF INSTITUTIONAL SCIENTIFIC AN D TEACHING ASSOCIATIONS/TASKTEAMS AT

STELLENBOSCH UNIVERSITY


Committee for Undergraduate Teaching, FMHS Member 2010 – 2015

Maties Community Service, FMHS Advisory Board 2012 –

Senate Committee for Community Interaction Member 2012 – 2014

Senate committee for Information Technology in Teaching and

Learning

Member 2011 – 2013

Rehabilitation Reference Group, FMHS Member 2014 –


CONFERENCE ORGANISATION


Organising Committee: 1st AfrIPEN symposium & research

workshop (Windhoek)

Chairperson 2017

African Interprofessional Education Network (AfrIPEN) formation

workshop.

Organiser & facilitator 2016

Organising Committee: 2nd International Symposium: ICF

Education (Cape Town)

Co-chairperson 2016 – 2017

Organising Committee: 1st International Symposium: ICF Education

(Helsinki)

Co-founder and member 2015 – 2016

Organising committee: 5th International Symposium on Service-

Learning (ISSL) (Stellenbosch)

Member 2012 – 2013

Organising Committee: International Congress of Occupational

Health (ICOH) (Cape Town)

Member 2007 – 2009

Organising Committee: SASOM national conference (Cape Town) Chairman 2006

Organising committee: 3rd TIE conference (Cape Town) Member 1999

Organising committee: 11th ICMDA World Conference (Durban) Member 1998

SCHOLARSHIP, RESEARCH FUNDING AND AWARDS

2015 Best poster award at the WHO-FIC Conference in Manchester, UK

Rector’s Award for General Performance

2014 Best poster award: 2 best posters at the WHO-FIC Conference in Barcelona, Spain

Invitation to join and scholarship to attend In-2-Theory Network meeting (Toronto, Canada)

Finnish Social Security Agency (KELA) funding (€120,000)

Cape Higher Education Consortium (CHEC) funding (R75,000)

National Research Foundation of South Africa (NRF) funding (R15,000) (PI)

2013 Best poster award at the WHO-FIC Conference in Beijing, China

National Research Foundation of South Africa (NRF) funding (R15,000)

Strategic university finding to facilitate the interdisciplinary Early Childhood Development initiative at

Stellenbosch University (R200,000)

2011 Shortlisted for top 6 research papers at the Scholarship for Teaching and Learning (SoTL) Conference,

Somerset West, South Africa

2010 Fund for Innovation and Research in Teaching and Learning (FIRTL) (R50,000 each)

2009 Fund for Innovation and Research in Teaching and Learning (FIRTL) funding (R17,500)


RESEARCH

RESEARCH FOCI AND SCIENTIFIC INTEREST

International Classifications of Functioning, Disability and Health (ICF) as catalyst for Interprofessional Education

and Collaborative Practice

Service-learning in Health Professions Education

mHealth in Interprofessional Education and Collaborative Practice

Transformative learning in health professions education

EXAMPLES OF CURRENT RESEARCH PROJECTS

Snyman, S. & Geldenhuys, M. Did exposing an interprofessional class of first years to an underserved community

contribute to the students’ contextualisation of the determinants of health? (PI) (2015 – 2017)

Snyman, S. & Donald, H. Interprofessional service-learning: cutting teeth and learning to crawl. (FIRTL funding

R50,000), (PI). (2010-2017)

Snyman, S., et al. The ICanFunction mHealth Solution (mICF) Project - Bringing equity to health and social care within a

person-centred approach. (2014 – on-going) (PI). (KELA (€120,000); CHEC (R75,000); NRF funding (R15,000)

Snyman, S., Smit, L., Van Zyl, M. & Carstens, S. Doctor as Change Agent in Communities (2015 – on-going) (PI)

Snyman, S. et al. Interprofessional education and collaborative practice in Sun-Saharan Africa (2016 – on-going) (PI)

RESEARCH OUTPUTS: SUMMARY

Academic papers published (international journals, including 1 editorial) 4

Guest editor: National accredited journal 1

Books 1

Book chapters 4

Legislation / Policy guidelines 2

Keynote or invited lectures/workshops 10

Pre-conference workshops 2

Presentations at international conferences 17

Contributor at international conference presentations 13

Presentations at national conferences 12

Poster awards 4


ACADEMIC PAPERS PUBLISHED, INCLUDING 1 EDITORIAL (4)

Daniels, K., Forinder, U., Clarke, M., Snyman, S., & Ringsberg, K. C. (2016). Preschool children’s healthy lifestyles: South

African parents and preschool staff perceptions. Health Education Journal.

https://doi.org/10.1177/0017896916635834

Leonardi, M., Sykes, C. R., Madden, R. C., ten Napel, H., Hollenweger, J., Snyman, S., & Martinuzzi, A. (2015). Do we

really need to open a classification box on personal factors in ICF? Disability and Rehabilitation, Early online(October),

1–2. https://doi.org/10.3109/09638288.2015.1089604

Snyman, S. (2005). From the Guest Editor. Occupational Health Southern Africa, 11(4). Retrieved from

http://www.occhealth.co.za/?/download/articles_157_901/...+from+the+Guest+Editor+Vol+11+no+4.pdf

Snyman, S., Von Pressentin, K. B., & Clarke, M. (2015). International Classification of Functioning, Disability and Health:

Catalyst for interprofessional education and collaborative practice. Journal of Interprofessional Care, 29(4), 313–319.

https://doi.org/10.3109/13561820.2015.1004041

BOOKS

Snyman, S., & Willemse, B. (1998). Support Partnerships. Cape Town: Global Careers.

BOOK CHAPTERS

De Villiers, M., Conradie, H., Snyman, S., Van Heerden, B., &Van Schalkwyk, S. (2014). Experiences in developing and

implementing a community-based education strategy - A case study from South Africa. In W. Talaat & L. Ladhani

(Eds.), Community based education in health professions: Global perspectives (pp. 176–206). Cairo: World Health

Organization Regional Office for the Eastern Mediterranean. https://doi.org/10.13140/RG.2.1.2161.0647

Hean, S., Doucet, S., Bainbridge, L., Ball, V., Anderson, L., Baldwin, C., Pitt, R., Snyman, S., Schmitt, M., Clark, P.,

Gilbert, J., & Oandasan, I. (2015). Moving from atheoretical to theoretical approaches to interprofessional client-

centred collaborative practice. In C. Orchard & L. Bainbridge (Eds.), Interprofessional Client-Centred Collaborative

Practice: What Does it Look Like? How Can it be Achieved? New York: Nova Science Publishers. Retrieved from

https://www.novapublishers.com/catalog/product_info.php?products_id=56064&osCsid=2ffa3cc44dfda623877ef9c2

d5373a50

Snyman, S., Van Zyl, M., Muller, J., & Geldenhuys, M. (2016). International Classification of Functioning, Disability and

Health: Catalyst for Interprofessional Education and Collaborative Practice. In D. Forman, J. Thistlethwaite, & M. Jones

(Eds.), Leading research and evaluation in Interprofessional Education and Collaborative Practice (pp. 285–328).

London (UK): Palgrave Macmillan. https://doi.org/10.1057/978-1-137-53744-7

World Health Organization. (2013). How to use the ICF: A practical manual for using the International Classification of

Functioning, Disability and Health (ICF). Exposure draft for comment. October 2013. Geneva: World Health

Organization. Retrieved from http://www.who.int/classifications/icf/en/ [Note: Co-author of Chapter 3]

LEGISLATION / POLICY GUIDELINES

Compensation Commissioner. (2005). The Compensation Commissioner’s Guideline for health practitioners and

employers to manage work-related upper limb disorders (WRULDs) in terms of Circular Instruction 180 regarding

compensation for work-related upper limb disorders (WRULDs) (1st ed.). Pretoria: Compensation Commissioner.

Retrieved from http://www.labour.gov.za/DOL/downloads/documents/useful-documents/compensation-for-

occupational-injuries-and-diseases/Guidelines%20for%20Health%20Practitioners%20-

%20Employers%20to%20manage%20Work%20Related%20Upper%20Limb%20Disorder.pdf [Note: Editor of the

publication]

https://doi.org/10.1177/0017896916635834

https://doi.org/10.3109/09638288.2015.1089604

http://www.occhealth.co.za/?/download/articles_157_901/...+from+the+Guest+Editor+Vol+11+no+4.pdf

https://doi.org/10.3109/13561820.2015.1004041

https://doi.org/10.13140/RG.2.1.2161.0647

https://www.novapublishers.com/catalog/product_info.php?products_id=56064&osCsid=2ffa3cc44dfda623877ef9c2d5373a50

https://www.novapublishers.com/catalog/product_info.php?products_id=56064&osCsid=2ffa3cc44dfda623877ef9c2d5373a50

https://doi.org/10.1057/978-1-137-53744-7

http://www.who.int/classifications/icf/en/

http://www.labour.gov.za/DOL/downloads/documents/useful-documents/compensation-for-occupational-injuries-and-diseases/Guidelines%20for%20Health%20Practitioners%20-%20Employers%20to%20manage%20Work%20Related%20Upper%20Limb%20Disorder.pdf




Compensation Commissioner. (2005). Circular Instruction 180 regarding compensation for work-related upper limb

disorders (WRULDs). Pretoria: Compensation Commissioner. Retrieved from

http://www.labour.gov.za/DOL/downloads/legislation/regulations/compensation-for-occupational-injuries-and-

diseases/Regulation%20-%20498%20-%20OHS%20-%20Instruction%20regarding%20upper%20limb%20disorder.pdf

[Note: Primary author of legislation]

OTHER PUBLICATIONS

African Interprofessional Education Network. (2016). Report of AfrIPEN planning workshop held at the Nelson Mandela

Metropolitan University 20-21 June 2016. Port Elizabeth. Retrieved from http://afripen.org/afripen-report-of-

planning-workshop-20-21-june-2016/ [Note: Editor of the publication]

Bezuidenhout, J; Van Schalkwyk, & S; Snyman, S. (2012). Researching Medical Education Innovations. Research at

Stellenbosch University: 63.

Snyman, S. (2012). Die invloed van ŉ diensleerbenadering in die destigmatisering van mediese studente se persepsies

teenoor psigiatriese pasiënte. Stellenbosch University. Retrieved from

https://scholar.sun.ac.za/handle/10019.1/71658?show=full

Van Heerden, B., Bruce, J., & Snyman, S. (2015). Interprofessional educations and collaborative practice in South

Africa. In J. Volmink (Ed.), Report of a consensus study on the reconceptualisation of Health Professions Education in

South Africa. Pretoria: Academy of Science of South Africa. [Note: Under review]

World Health Organization. (2016) It’s Time. Transforming health workforce education for the Sustainable

Development Goals [Note: Contributor. Under review]

KEYNOTE OR INVITED LECTURES/WORKSHOPS [EXTERNAL TO STELLENBOSCH UNIVERSITY]

Snyman, S. (2017). Scoring brownie points with interprofessional collaborative practice: Saving you time, saving you

money, saving your sanity. Invited keynote and facilitator at Interprofessional Collaborative Workshop for Gauteng

Department of Health, Johannesburg (13 June 2017).

Snyman, S. (2016). Interprofessional Education and Collaborative Practice: On you marks, get set, go! Workshop at the

University of Namibia, Namibia (7-9 March 2016)

Snyman, S. (2015). Interprofessional Education and Collaborative Practice in South Africa. Keynote speaker at

Academy of Science of South Africa workshop on IPECP National, Boksburg, South Africa (31 July 2015)

Snyman, S., Anttila, H., & Kraus de Camargo, O. ICF education: Rationale. First International Symposium: ICF Education.

Helsinki, Finland, 5 June 2015

Snyman, S. (2014). Interprofessional Education and Collaborative Practice in South Africa. Keynote speaker at National

IPE symposium, University of KwaZulu-Natal, Durban, South Africa (28 October 2014)

Snyman, S. (2014). Interprofessional Education and Collaborative Practice: On you marks, get set, go! Workshop at the

Northwest University, Potchefstroom (30 – 31 January 2014)

Snyman, S. (2013). Interprofessional and Transprofessional Education: Transforming Health Professions Education to

Reach Health Equity (Hokenstad International Lecture). Council of Social Work Educators Annual Conference, Dallas,

Texas, USA. 31 October – 3 November 2013

Snyman, S. (2013). The pivotal role of interprofessional education and practice (IPEP) to rehabilitate and transform

health professions education (HPE). UCT Rehabilitation conference, Cape Town, South Africa. 2-4 September 2013

http://www.labour.gov.za/DOL/downloads/legislation/regulations/compensation-for-occupational-injuries-and-diseases/Regulation%20-%20498%20-%20OHS%20-%20Instruction%20regarding%20upper%20limb%20disorder.pdf

http://www.labour.gov.za/DOL/downloads/legislation/regulations/compensation-for-occupational-injuries-and-diseases/Regulation%20-%20498%20-%20OHS%20-%20Instruction%20regarding%20upper%20limb%20disorder.pdf

http://afripen.org/afripen-report-of-planning-workshop-20-21-june-2016/

http://afripen.org/afripen-report-of-planning-workshop-20-21-june-2016/

https://scholar.sun.ac.za/handle/10019.1/71658?show=full


Snyman, S. (2013). International Classification of Functioning, Disability and Health (ICF): An Interprofessional

Care/Collaboration Framework for transformative interprofessional education”. Workshop at the University of

kwaZulu-Natal, Durban, South Africa (14 Augustus 2013)

Snyman, S. (2013). International Classification of Functioning, Disability and Health (ICF): An Interprofessional

Care/Collaboration Framework for transformative interprofessional education”. Workshop at the McMaster

University, Hamilton, Canada (9 June 2013)

Snyman. S. (2011). Graduate attributes. Keynote speaker at workshop of the Undergraduate Education and Training

Committee of Medical and Dental Board of the Health Professions Council of South Africa, Pretoria, South Africa, 4-5

October 2011

PRE-CONFERENCE WORKSHOPS

Snyman, S., Van Heerden, B, de Villiers, M. (2013). Transforming Health Professions Education: the strategic role of

service-learning. 5th International Symposium Service-learning, Stellenbosch, South Africa. 20-22 November 2013.

Waggie, F., Rhoda, A., Snyman, S., Filies, & G., Laattoe, N. (2014) Interprofessional Education: A means to develop

collaborative practice and enhanced care. South African Association of Health Educationalists annual congress

(SAAHE), Cape Town, South Africa. 26–28 June 2014.

PRESENTATIONS AT INTERNATIONAL CONFERENCES

Snyman, S. (2011). A community service-learning approach to destigmatise student perceptions about psychiatric

patients. The Fourth International Symposium on Service-Learning: Connecting the Global to the Local, Ningbo, China.

23–25 September 2011.

Snyman, S., Goliath, C., & Conradie, H. (2012). Transforming health professions education: Applying the ICF framework

to equip students to strengthen health systems in an interdependent world. WHO-Family of International

Classifications Network Annual Meeting and Conference, Brasilia, Brazil. 13–19 October 2011.

Snyman, S. (2012), South African partnership on Innovation in Health Professional Education. Institute of Medicine

Global Forum on Health Professional Education, Washington DC, USA. 28–30 November 2012.

Snyman, S., Von Pressentin, K., & Clarke, M. (2013). International Classification of Functioning, Disability and Health

(ICF): A framework for transformative interprofessional education. Association of Medical Educators in Europe (AMEE)

Annual congress, Prague, Czech Republic. 24-28 August 2013

Snyman, S., Sykes, C., Bhattal, N. Madden, R., Goliath, C., & Van Gool, C. Developing an ICF mobile application (mICF)

to improve continuity of care and strengthen health systems: A call for international collaboration. WHO-Family of

International Classifications Network Annual Meeting and Conference, Beijing, China. 12–18 October 2013

Snyman, S. (2013). Person-centred community-based interprofessional care: A strategic opportunity for service-

learning to transform health professions education. 5th International Symposium Service-learning, Stellenbosch,

South Africa. 20-22 November 2013.

Snyman, S., Von Pressentin, K., & Clarke, M. (2013).: International Classification of Functioning, Disability and Health

(ICF): An Interprofessional Care/Collaboration Framework for transformative interprofessional education. All Together

Better Health VII: 7th International Conference on Interprofessional Practice and Education, Pittsburgh, USA. 6–8 June

2014.

Snyman, S., Sykes, C., Kraus de Camargo, O., Bhattal, N., Della Mea, V., Van Gool, C., Madden, R., Paltamaa, Mostert,

W.,& Frattura, L. (2014). Developing a mobile application to improve continuity of care and strengthen health

systems: A call for international collaboration. All Together Better Health VII: 7th International Conference on

Interprofessional Practice and Education, Pittsburgh, USA. 6–8 June 2014.


Snyman, S., Kraus de Camargo, O., & Ghong, J. (2014). User requirements for a mobile ICF application. WHO-Family of

International Classifications Network Annual Meeting and Conference, Barcelona, Spain. 11–17 October 2014. [Poster

winner]

Snyman, S., Kraus de Camargo, O., & Ghong, J. (2014). The mICF Collaborators Group – A Worldwide Initiative. WHO-

Family of International Classifications Network Annual Meeting and Conference, Barcelona, Spain. 11–17 October

2014.

Snyman, S., Kraus de Camargo, O., Anttila, H., & Leonardi,. M. (2015). Rationale for a mobile application based on ICF.

WHO-Family of International Classifications Network Annual Meeting 2015, Manchester, UK. 17-23 October 2015.

Snyman, S., Kraus de Camargo, O., Anttila, H., Maribo, T., Correia Martins, A., Paltamaa, J., Weckström, P., Wagener,

D., & Masson, C. (2015). mICF : Disciplined in-market experimentation – using market research methodology to

evaluate the development of a mobile application of the ICF. WHO-Family of International Classifications Network

Annual Meeting 2015, Manchester, UK. 17-23 October 2015.

Snyman, S., Essack, S., Gatongi, P., Hedimbi, M., Nepolo, E., Uys, K., & Waggie, F. (2015). Interprofessional Education

and Collaborative Practice in Africa: Formation of the Africa Interprofessional Network (AfIN). Towards Unity for

Health Conference, Johannesburg, South Africa. 12–16 September 2015.

Snyman, S., Kraus de Camargo, O., Anttila., & H., Paltamaa, J. (2015). The paradigm of patient-driven data to facilitate

interprofessional collaborative practice. Towards Unity for Health Conference, Johannesburg, South Africa. 12–16

September 2015.

Snyman, S., Carstens, S., Smit, L., Volschenk, M., & Nel, Z. (2015). Student perceptions of what it means to be a change

agent after implementation of a non-clinical module. Towards Unity for Health Conference, Johannesburg, South

Africa. 12–16 September 2015.

Snyman, S., & Geldenhuys, M.) 2016. Did exposing an interprofessional class of first years to an underserved

community contributed to the students’ contextualisation of the determinants of health? All Together Health XIII

Conference, Oxford, UK. 6–9 September 2016.

Snyman, S., Uys, K., Hedimbi, M., & Waggie, F. (2016). Africa Interprofessional Education and Collaborative Practice

Network (AfIN): New kid on the block! All Together Health XIII Conference, Oxford, UK. 6–9 September 2016.

CONTRIBUTOR: INTERNATIONAL CONFERENCE PRESENTATIONS

Anttila, H., Maribo, T., Correia Martins, A., Kraus de Camargo, O., Paltamaa, J., Snyman, S., Steiner, S., & Sykes, C.

(2015). mICF: Content Specifications. WHO-Family of International Classifications Network Annual Meeting 2015,

Manchester, UK. 17-23 October 2015.

Anttila, H., Nurmi-Koikkalainen, P., Valkeinen, H., Snyman, S., & Sykes, C. (2015). First International Symposium: ICF

education. WHO-Family of International Classifications Network Annual Meeting 2015, Manchester, UK. 17-23

October 2015.

Anttila, H., Snyman, S., Maribo, T., Weckström, P., Paltamaa, J., Kraus de Camargo, O., Saranto, K., & Valerius, J.

(2015). mICF: Work Plan summary. WHO-Family of International Classifications Network Annual Meeting 2015,

Manchester, UK. 17-23 October 2015.

Cunanan, C., Kambey, D., Chan, L., & Snyman, S. (2016). Starting IPECP networks from scratch: Sharing and learning

from each other in overcoming challenges. All Together Health XIII Conference, Oxford, UK. 6–9 September 2016.

Frattura, L., Anttila, H., Nurmi-Koikkalainen, P., Snyman, S., Bassi, G., Simoncello, A., Terreni, S., Soranzio, A., & Green,

S. (2014) How to automatically expand ICF-EF in order to better describe care and living environment factors at


country level: steps toward a multicenter project on the biopsychosocial determinants of outcomes. WHO-Family of

International Classifications Network Annual Meeting and Conference. 11–17 October 2014.

Hean, S., Doucet, S., Bainbridge, L., Green, C., Clark, P., Anderson, E., Snyman, S., & Pitt, R. (2014). The rigorous use of

theory to promote the effective development, implementation, and evaluation of Interprofessional Education. All

Together Better Health VII: 7th International Conference on Interprofessional Practice and Education, Pittsburgh, USA.

6–8 June 2014

Kraus de Camargo, O., Snyman, S. Anttila, H., Weckström, P., & Wagener, D. (2016). From diagnosis to function:

Presenting an e-solution to unite patients and their health care teams. Stanford MedicineX, Palo Alto, USA. 5–7

December 2016

Maribo, T., Anttila, H., Paltamaa, J., Kraus de Camargo, O., Steiener, S., Valerius, J., Stalinga, H. & Snyman, S. (2017).

ICanFunction – the mobile ICF (mICF) app to assess functioning and disability. Conference: World Confederation for

Physical Therapy Congress 2017, Cape Town, South Africa. 1–5 July 2017.

Muller, J., Conradie. H., & Snyman, S. (2014) Rural undergraduate interprofessional education at a student run

service-learning centre in South Africa. All Together Better Health VII: 7th International Conference on

Interprofessional Practice and Education, Pittsburgh, USA. 6–8 June 2014

Saleeby, P., Kraus de Camargo, O., Snyman, S., Paltamaa, J., Valerius, J, Saranto, K., Weckström, P., Maribo, T., &

Anttila, H. (2015). Improving Health and Functioning Using Mobile ICF (mICF) Technology - the mobile ICanFunction

App. Pacific Rim International Conference on Disability and Diversity, Honolulu, Hawaii. 18–19 May 2015

Saleeby, P., Sykes, C., Martinuzzi, A., Hough, J., Lee, H., Leonardi, M., Le Plege, A., Maribo, T., Ten Napel, H., Paltamaa,

J., Snyman, S., & Tomes, G. Development of Criteria to Review ICF Literature. WHO-Family of International

Classifications Network Annual Meeting and Conference, Barcelona, Spain. 11–17 October 2014. [Poster winner]

Saleeby, P., Sykes, C., Martinuzzi, A., Snyman, S., Kraus de Camargo, O., Della Mea, V., Paltamaa, J., Van Gool, &

Mostert, W. (2014). Developing a mobile application for ICF - Literature review component. WHO-Family of

International Classifications Network Annual Meeting and Conference, Barcelona, Spain. 11–17 October 2014. [Poster

winner]

Valerius, J., Kraus de Camargo, O., Snyman, S., Saranto, K., Anttila, H., & Paltamaa, J., (2015). mICF 6: Impact and

economic evaluation. WHO-Family of International Classifications Network Annual Meeting 2015, Manchester, UK. 17-

23 October 2015. [Poster winner]

PRESENTATIONS AT NATIONAL CONFERENCES

Snyman, S. (2011). A community service learning approach to destigmatise student perceptions about psychiatric

patients. 5th Annual Conference on the Scholarship of Teaching and Learning, Somerset West, South Africa. 16–17 May

2011

Snyman, S. (2011). A community service-learning approach to destigmatise student perceptions about psychiatric

patients. South African Association of Health Educationalists annual congress (SAAHE), Potchefstroom, South Africa.

29 June – 02 July 2011

Snyman, S. (2011). Mal oor Psigiatrie – of dryf dit studente tot raserny? Perspektiewe van studente in hersiene Middel

Kliniese Rotasie, Annual Academic Year Day, Faculty of Medicine and Health Sciences, Tygerberg. South Africa. 11

August 2011

Snyman, S., Goliath, C., Boshoff, H., Smit, N., & Khati, P. (2013). Person-centred community-based interprofessional

care: a strategic opportunity for service-learning to reform health professions education. South African Association of

Health Educationalists annual congress (SAAHE), Durban, South Africa. 26-28 June 2013.


Snyman, S., Von Pressentin, K., & Clarke, M. (2013). International Classification of Functioning, Disability and Health

(ICF): A framework for transformative interprofessional education. South African Association of Health Educationalists

annual congress (SAAHE), Durban, South Africa. 26-28 June 2013

Snyman, S., Sykes, C., Bhattal, N., Madden, R., Goliath, C., Della Mea, V., Van Gool, C., Kraus de Camargo, O., Paltamaa.

J., & Frattura, L. (2014). Mobile health application utilising functioning and environmental factors for patient-centred

care: A call for international collaboration. 2014 Rural Health Conference, Worcester, 21-24 September 2014

Snyman, S., & Wagener, D. (2015). CanFunction (mICF): mHealth solution based on International Classification of

Functioning, Disability and Health (ICF). ICT4Health Conference, Cape Town, South Africa. 24–25 November 2015

Snyman, S., Carstens, S., Smit,L.,& Nel, Z. (2015). Medical students’ perceptions of what it means to be a change agent

after the introduction of graduate attributes in a non-clinical module. Scholarship of Teaching and Learning

Conference, Stellenbosch University. 27–28 November 2015

Snyman, S., Uys, K., Hedimbi, M., & Waggie, F. (2016). Africa Interprofessional Education and Collaborative Practice

Network (AfIN): New kid on the block! South African Association of Health Educationalists annual congress (SAAHE),

Port Elizabeth, South Africa. 22–24 June 2016


community contributed to the students’ contextualisation of the determinants of health? South African Association of

Health Educationalists annual congress (SAAHE), Port Elizabeth, South Africa. 22–24 June 2016


community contributed to the students’ contextualisation of the determinants of health? Annual Academic Year Day,

Faculty of Medicine and Health Sciences, Tygerberg. South Africa. 11 August 2016


community contributed to the students’ contextualisation of the determinants of health? Ukwanda Rural Research

Days, Worcester, South Africa. 19–20 May 2016

MEMBER OF EDITORIAL COMMITTEE


Editorial Board: ICFeducation.org Member 2015 –

REVIEWER

INTERNATIONAL JOURNALS

BMC Medical Education

Health Information Management Journal

Journal of Interprofessional Care

WORK

NATIONAL JOURNALS

African Journal of Health Professions Education

EXAMINER/MODERATOR

EXTERNAL EXAMINER

University of the Free State



POSTGRADUATE SUPERVISION

CURRENT MASTER ’S

Barnard, D. What is the exposure of the M.B., Ch.B. I to IV students in the Service Learning blocks of Sefako Makgatho

Health Science University to the adult core conditions set out in their curriculum? [supervisor]

Phalwane, M. South African dental students’ attitudes towards community service [supervisor]

Sepako, E. An evaluation of the alignment of the current competencies (required of graduates) of the University of

Botswana undergraduate medical programme (MBBS) to the needs of the service users of Botswana health service

[supervisor]

Singh, S. A qualitative study exploring undergraduate medical students’ perceptions of teamwork at Nelson R.

Mandela School of Medicine at university of KwaZulu-Natal [co-supervisor]

TEACHING

POSTGRADUATE TEACHING

MODULES

Module Description

Programme:

MPhil in Health

Professions

Education

Module:

Teaching and

learning for primary

healthcare

Role: Module chairperson (2013 – 2016); Lecturer: 2012

Curriculum development:

Redesigned the module to take the form of a typical service-learning curriculum

design process, which included a needs assessment, academic learning,

community partnerships for rendering reciprocal service, personal growth

(reflection) and active citizenship.

Study material:

Used the CHE (2006) guide to service-learning with additional reading on active

citizenship, reflection and community engagement.

Assessment:

Introduced Toole & Toole’s model of reflection (pre/mid/post learning

experience)

Introduced peer-assessment (including formative feedback) for students to gain

competence in assessing reflections

In the assignment students had to integrate everything they’ve learnt so far in the

course, allowing the opportunity to deal with integration and complexity

Mentoring young lecturers:

Invited a junior staff member to join the module team

Feedback:

Dr Snyman was very accommodating. The module was well set out, readings given

were good and helped learning. I appreciated the Skype call at the start of the

module as a reminder of what we were doing. Tries to pull all we have learnt

together.


Module Description

Programme:

MPhil in Health

Professions

Education

Module:

Curriculum

development and

analysis

Role: Module chairperson (and later as acting chairperson) (2016)


This was a new module developed by the module team, for the first time

introducing competency-based education into the MPhil programme.

Innovation:

Mimicking reality, student worked in groups to develop a new curriculum

framework utilising technology (Zoom video conferencing and Google Drive).

Assessment:

Formative assessment was given to students on a weekly basis during scheduled

video conferencing sessions

Feedback:

This module really engaged all learners, and many in my group commented that it

felt like the first time we were in a true class together since contact week. I think

the zoom sessions and group assignment were very positive in this manner. The

readings and forum were also relevant and engaging. Thank you for taking the

time to moderate the module so well. Receiving feedback on the group assignment

with the chance to work on it was also fantastic.

Programme:

MPhil in Health

Professions

Education

Role: Lecturing (2017)

Topic: Contextualising health professions education

Programme:

Diploma in

Occupational

Medicine (1999 – )

Role: Lecturing

Topic: Work-related upper limb disorders

Material development:

Developed the Compensation Commissioner’s Guideline for health practitioners

and employers to manage work-related upper limb disorders (WRULDs) in terms of

Circular Instruction 180 regarding compensation for work-related upper limb

disorders (WRULDs) (1st ed.), as well as the Circular Instruction 180

SHORT COURSES

Module Description

Programme:

Short Learning

Programme: Service-

Learning and

Community

Engagement

Role: Lecturing (2010 – 2015)

Topics:

Reflection

Partnership development


Module Description

Programme:

Clinical supervision

course

Role: Lecturing (2010 – 2014)

Topic:

Making learning happen

Graduate attributes and active citizenship

Interprofessional education

WORKSHOPS

Module Description

Capacity building for

interprofessional

education and

collaborative practice

(IPECP) utilising ICF

Role: Coordinator & facilitating learning (2011 – )


Developed a series of flexible workshops to equip preceptors on the decentralised

training platform to facilitate IPECP by using ICF

Assessment:

Reflection

Practical application to assess patients interprofessionally

Presenting patients interprofessionally

Write a letter to a superior motivating for utilising ICF and IPECP

Result:

The Rural Health Districts iteratively developed an interprofessional assessment,

referral and discharge protocol introduced at all its health facilities

The mICF project was born out of the engagement with service providers on the

decentralised training platform. This is currently an international initiative of the

WHO, with me as partnership facilitator and PI.

Capacity building for

interdisciplinary early

childhood

development

Role: Coordinator (2012 – 2014)


Developed a curriculum to equip parents in underserved and impoverished areas

on the decentralised training platform, drawing on the knowledge of an

interdisciplinary team of expert as Stellenbosch University and NGOs. This project

was funded by the Vice-rector: Community Interaction and the Vice-rector:

teaching and Learning

Study material:

A professional user and trainer manual was developed by IPE facilitators from the

FMHS

Assessment:

As part of the interprofessional education initiative, under the supervision of IPE

facilitators, students facilitated these workshops longitudinally over the course of

an academic year to parents and staff at NOGs



IPE facilitators and staff at NGOs were trained to facilitate students to present

these workshops

Results from conference abstract:

Initially students expressed scepticism about teamwork with mostly negative

perceptions about other health professions. They primarily practiced a biomedical

model of care with little understanding of the psycho-social-spiritual factors

influencing health. Clients and community-based carers felt disempowered,

inferior and demotivated.

Directly after each rotation and a year later, students reported appreciation for

the different professions and a positive attitude towards interprofessional bio-

psycho-social-spiritual person-centred care. However, students experienced

difficulty ensuring continuity of care due to the short duration of rotations. Clients

and community-based carers felt better equipped to take responsibility in

promoting health, self-care and parenting.

Conclusion from article:

Educational programmes to promote healthy lifestyles could improve health for

children and their parents. This study shows that when designing such

interventions it is important to look at a group’s pre-existing understandings and

sense of self-efficacy in relation to enabling and maintaining their health and that

of their children. It is also important to understand the context in which the

children and parents are living in order to tailor activities and messages

appropriately. While recognising people’s own responsibility for enabling their

health, the authors of this study recognise that there is a parallel need for

structural interventions to address the social determinants of health that are

beyond the control of the individual in attempting to be healthy.

UNDERGRADUATE TEACHING

The main focus of involvement in undergraduate teaching was to longitudinally integrate competencies for

interprofessional collaborative practice into undergraduate curricula, as well as the graduate attributes of the FMHS. I

played a leading role to adapt the CanMEDS competency framework for the FMHS and also assisted the

Undergraduate Training Committee of the Medical and Dental Board of the HPCSA in doing so.

Module Description

Programme:

Interprofessional

phase

Module:

Health in Context

(Theme 4)

Role: Theme chairperson (2013 – 2015); Lecturer (2010 – 2012; 2016 – )


This theme was transformed from a lecture-based format to experiential learning,

introducing workshops, group work and the Amazing Race for Health. The latter

entailed exposing an interprofessional class of first years to an underserved

community to facilitate students’ contextualisation of the determinants of health

Study material:

Basic information was provided and then student had to do their own research


Module Description

Assessment:

Group reports and presentations

Personal reflection

Peer-assessment of team functioning and conflict resolution


Preceptors on the decentralised training platform were equipped how to facilitate

and debrief students to gain insight of the determinants of health, its relation to

their own profession and professional development and the importance of

interprofessional collaborative practice

Results from conference abstract:

Following the workshops and small groups gathering information, students still

struggled to contextualise and see the relevance of these topics prior to their

community visit. After the first-hand experience in “their” community, students

had a deeper affective-cognitive realisation of health inequity and were able to

better contextualise the impact of SDH on individuals and communities. They

acknowledged their often idealistic perceptions of their future professions fell

short of what is required to act as change agents in addressing health inequity, a

challenge requiring effective interprofessional collaboration. This exposure helped

students to improve their understanding of the impact of SDH; gave them a better

grasp of what is needed to collaborate interprofessionally in addressing health

inequity; and served as motivation to develop as agents of change.

Programme:

Interprofessional

phase

Module:

Personal &

Professional

Development

Role: Lecturer (2012 – 2015)

Topic: Introducing the graduate attributes

Programme:

MB, ChB I

Module:

Introduction to

Clinical Medicine

Role: Lecturer (2012 – )

Topic: History taking utilising ICF

Programme:

MB, ChB II

Module:

Introduction to

Clinical Medicine



One third of the module was revised to allow students (in groups of 5) to visit a

patient with a chronic rheumatologic condition at home, assessing how their

condition and contextual factors are impacting on functioning. Student groups

then had to suggest an interprofessional patient-centred management plan,

drawing on the expertise of various professions


Module Description

Assessment:

Group presentations

Submitting interprofessional management plan

Mentoring lecturers:

±20 lecturers were trained how to facilitate group sessions and to give formative

feedback

Feedback:

Each patient’s interprofessional management plan was inserted to the patient’s

hospital file and helped us at Tygerberg to address issues interprofessionally that

we weren’t aware of previously [doctor]

Programme:

BSc Dietetics III/IV)


Topic: Utilising the ICF as framework for interprofessional care

Programme:

MB, ChB III –VI and

allied health modules

(where possible)

Clinical modules:

Health and Disease in

Communities and

allied health modules

(where possible)

Role: Module team (2011 – )


The curricula for these modules (early to late phases for MB, ChB) were revised to

enable greater alignment and a spiral development of competencies for

interprofessional collaborative practice. IPE facilitators were introduced to these

modules. Where possible students from other professions participated in the IPE

activities.

Assessment:

Students were assessed by an interprofessional team of professionals

Student reports were used for the interprofessional continuity of care by the local

care providers.

Mentoring lecturers:

Service providers at the various sites were equipped how to facilitate IPECP.

Interprofessional case discussions were introduced at the various placements.

Results from article:

Students found ICF enabled a patient-centred approach. Patients felt listened to

and cared for. Preceptors, obliged to use ICF, came to appreciate the advantages

of interprofessional care; promoting mutually beneficial teamwork and job

satisfaction. The value of integrating IPECP as an authentic learning experience

was demonstrated as was ICF as a catalyst in pushing boundaries for change.

Strengthening systems for health:

As a direct result of these innovations the Rural Health Districts in the Western

Cape Province introduced an interprofessional assessment, referral and discharge

procedures and forms. It is currently being integrated with the Province’s

electronic record system.


Module Description

Programme:

MB, ChB V

Module:

Leadership

Management

Role: Module chairperson (2013 – 2014); Lecturer (2010 – 2012)

This module became out-dated and was absorbed in the new doctor as Change Agent in

communities module in 2015.

Programme:

MB, ChB IV

Module:

Health and disease in

communities

Role: Lecturer (2010 – 2014)

This module became out-dated and was absorbed in the new doctor as Change Agent in

communities module in 2015.

Programme:

MB, ChB IV/V

Module:

Doctor as Change

Agent in

Communities

Role: Module co-chairperson (2015 – 2017)


Played instrumental role to develop this new module to replace the modules

Health and Disease in Communities (MB, ChB IV) and health Management (MB,

ChB V) modules.

The module was developed by an interprofessional team, with the aim to develop

the intrinsic competencies needed to be a change agent in communities by

creating transformative learning experiences as stated in the FMHS mission. The

contribution of the Department of Industrial Psychology was invaluable in the

development of content and the assessment instruments.

Part of the design includes numerous small group workshops, mentorship,

continuous assessment and formative feedback.

Study material:

Interactive study material was designed for the following workshops: self-care,

conflict management, emotional intelligence, collaborative leadership and

teamwork, disaster managements, health advocacy, health promotion,

worldviews in a multicultural society, and research.

Assessment:

Test to assess theoretical knowledge

Meetings with mentors (Formative)

Personal development plan (summative and formative)

Integrated assignment to report on implementation of personal development plan

30-minute personal interview ((summative and formative)

Updated PDP for period until graduation


30 mentors were recruited to be continually there (mentors) for the students.

They were also involved in the personal interviews to expose them to the intrinsic

competencies needed to serve as change agent. Exposing and equipping mentors

is a step in a process to integrate the FMHS graduate attributes and IPCP

competencies longitudinally throughout curricula


Module Description

Results (taken from conference abstract):

Both students’ commitment to and perceived competence of being a change agent

statistically significantly increased (p<0.05). Perceptions of what it means to be a

change agent also shifted from notions of health promotion and education

towards quality improvement and making systemic changes in healthcare.

Programme:

Northwestern

University, Chicago,

USA: Public Health

and Development in

South Africa

program.

Module:

GBL HLTH 315-SA:

Public health in

South Africa

Role: Course director (2013 – current)


Developed this experiential course providing pre-med students first-hand

experience of Public Health in South Africa

Part of the design includes numerous field visits, small group discussions,

mentorship, continuous assessment and formative feedback.

Study material:

Interactive study material was designed for the following topics: Systems for

Health; Infectious diseases, Non-communicable diseases; Environmental Health;

Traditional Medicine and worldviews; Maternal and Child Health; Mental Health.

Assessment:

Individual and group assignments

30-minute personal interview ((summative and formative)

Results:

The Public Health program at Northwestern is ranked 38th in the world

Programme:

MB, ChB III - VI

Modules:

Psychiatry

Role: Training coordinator for Department Psychiatry, Stellenbosch University (2008 –

2010)


Facilitated the revision of the theoretical component of the Psychiatry curriculum

(MB, ChB III) and negotiated Occupational Therapy (III) students to join medical

students in this module, thereby reducing teaching load and enabling

interprofessional learning.

Introduced a service-learning component to the Middle Clinical rotation involving

9 NGOs.

Study material:

Developed a depository of video material to be used in teaching Psychiatry

Assessment:

Introduced service-learning group presentations and reflection.

Organised end-of-module celebrations with community partners.

Mentoring:

Through the engagement with community partners we were able to mentor

preceptors in basic mental health care skills.

Results from Master’s research assignment:


Module Description

It was found that students had stigmatising perceptions towards psychiatric

patients before their first clinical rotation in Psychiatry. Directly after that student’

perceptions were destigmatised to a greater extend. A year later non-stigmatising

perceptions of understanding, acceptance, comfortableness, compassion, respect

and responsibility were still present, although a few students experienced the

limited return of stigmatising perceptions. Students attributed the positive

changes to their service-learning experience in combination with the clinical

placement at a psychiatric hospital with a friendly atmosphere and where they

were exposed to patients not suffering from complex and extreme psychiatric

disorders.

The non-stigmatising perceptions a year after a clinical rotation in Psychiatry

demonstrates the transformative value of service-learning. Service-learning is

where meaningful and relevant service is rendered with and in the community,

social responsiveness is purposefully emphasised and structured reflections are

done to enhance academic learning.

As a result of this study medical schools worldwide can take cognisance that a

service-learning approach made a significant contribution to the sustained

destigmatisation of medical students’ perceptions towards psychiatric patients.

Other teaching and

curriculum

development

activities

Longitudinal portfolio:

Member of task team to introduce a longitudinal portfolio throughout

undergraduate curricula to assess the development of the FMHS’s graduate

attributes (CHPE)

Rehabilitation curriculum:

Lead of task team to develop a spiralling rehabilitation curriculum (CRS)

Interprofessional world café

Collaborate with UWC to present an interprofessional world café four times a year

Service-learning (Worcester)

Initiated a baseline situational analysis by the Department of Sociology of the

Avianpark community and started the interprofessional learning activities in the

township.

AfrIPEN IPE curriculum development

Member of AfrIPEN task team to develop a multimodal technology-supported IPE

curriculum.

Community Health

Serve on the task team to redesign the Community Health curriculum

longitudinally throughout the MB, ChB programme.


SOCIAL IMPACT

SELECTED COLLABORATIVE ACTIVITIES

AFRICA INTERPROFESSIONAL EDUCATION NETWORK (AFRIPEN):

Serve as partnership facilitator of AfrIPEN, with a dedicated team of 10 task team leaders. AfrIPEN’s vision is to

establish interprofessional education and collaborative practice (IPE) as integral part in training the health workforce

and in the effective functioning of systems for health in Sub-Saharan Africa. The mission of AfrIPEN is to advocate for,

collaborate on, promote and share good practice of IPE in Sub-Saharan Africa. AfrIPEN was accepted as member of the

All Together Better Health World Coordinating Committee for IPE

AfrIPEN is divided into various task teams to collaborate in addressing the following priorities:

Develop AfrIPEN’s organisational capacity and structure

Conduct a survey on what institutions have available on IPE and what is needed regarding IPE

Compile a collection of our IPE stories from Sub-Saharan Africa.

Produce generic IPE policies and guidelines that can be adapted by various authorities to promote and endorse

IPE

Create a web-based platform to share IPE learning and teaching resources

Develop short course for IPE facilitators

Develop a collaborative research framework and grant application(s) for AfrIPEN

Contribute to a themed edition on IPE in Sub-Saharan Africa for the Journal of Interprofessional Care

Collaborators:

From Africa: 57 from 10 countries

International: 13 from 6 countries

INTERNATIONAL MICF PARTNERSHIP

Serve as partnership facilitator, with a dedicated team of 10 task team leaders, to develop the ICanFunction mHealth

Solution (mICF) to facilitate IPECP. The first proof of concept was launched in December 2016 in Finland and will be

piloted in the Western Cape during the first half of 2017.

Collaborators:

Development partner institutions: 7 (South Africa, Finland, The Netherlands, Switzerland)

Research partner institutions: 12 (South Africa, USA, Canada, Finland, Denmark, The Netherlands, Germany,

Portugal, Italy, Brazil)

Volunteering testing sites: 270 from 42 countries

ADMINISTRATIVE, LEADERSHIP AND MANAGEMENT SKILLS AND ACTIVITIES

Area of impact Examples

Department

(CHPE)

Within the Centre for Health Professions Education I was responsible was responsible for:

to coordinate and manage the IPE facilitators

to manage the IPE budget

to attend meetings and perform ad hoc tasks



Faculty

(FMHS)

Within the FMHS I was involved in various committees and task teams, e.g.

IPE Work Group (convener)

Graduate attribute work group convener (2010 – 2015)

Longitudinal portfolio task team (member)

Member of Undergraduate Education Committee (2010 – 2016)

Various module teams

o MPhil in Health professions Education: module team

o Interprofessional phase: Health in Context (theme chairperson)

o MB, ChB:

Health Management (chairperson)

Doctor as Change Agent in Communities (co-chair)

Health and Disease in communities (Middle and late phases) (member)

Rehabilitation Reference Group

Undergraduate Committee: Division of Community Health

Institutional

(SU)

I served on the following institutional committees between 2008 – 2016:

Community Interaction committee of the Senate (member nominated by FMHS)

Information Technology in Teaching and Learning Committee (member)

Maties Community Service Advisory Board (member)

Early Childhood Development Initiative (Coordinator)

Module team

International I served in the following managerial positions internationally

Secretariat of the Functioning and Disability Reference Group of the WHO-FIC

AfrIPEN (facilitator)

mICF (facilitator)

Organising committees for the following conferences:

o ICMDA world congress (1998)

o TIE international conference (1999)

o ICOH world congress (2009)

o International Service-Learning Symposium (2013)

o 1st International Symposium: ICF Education (2015)

o AfrIPEN planning workshop (2016)

o 2nd International Symposium: ICF Education (2017)

o 1st AfrIPEN Symposium (2017)

SOCIAL IMPACT IN PROFESSIONAL CONTEXTS


Local Short Learning Programme: Service-Learning and Community Engagement (presented

and organised courses at Tygerberg and Worcester)

Explored, formed and managed service-learning partnerships with 15 community-

based organisations on decentralised training platform

Collaboration with Rural Health Districts in the Western Cape to promote

interprofessional collaborative practice



National Served as advisor/presenter regarding IPE and/or graduate attributes for the following

institutions:

General Council of the HPCSA

ASSAf

UET of MDB of HPCSA

Northwest University

University of KwaZulu-Natal

University of the Western Cape

Sefako Makgatho Health Sciences University

International AfrIPEN (partnership facilitator)

mICF mHealth solution (partnership facilitator)

Journal of Interprofessional Care (advisory board)

CanMEDS 2015 (International advisory board)

ICFeducation.org (editorial board)

SOCIAL IMPACT (OUTSIDE CONSULTING/TRAINING EXPERIENCE)


Msinga Society

(FMHS)

Serve as mentor to student society

CANSA Served as advisor on ICT

Northwestern

University

Instructor for the Public Health and Development in South Africa programme (Public

health in South Africa)

EXTRACURRICULAR ACTIVITIES

Family man

Hiking

Reading


REFERENCES

PROF BEN VAN HEERDEN DIRECTOR: MB, CH B UNIT, STELLENBOSCH UNIVERSITY

Faculty of Medicine and Health Sciences, Tygerberg, 7505

Telephone: +27 21 938 9595

E-mail: [email protected]

PROF SUSAN VAN SCHALKWYK DIRECTOR: CENTRE FOR HEALTH PROFESSIONS

EDUCATION, STELLENBOSCH UNIVERSITY


Telephone: +27 21 938 9054


DR SYDNEY CARSTENS SENIOR LECTURE AND FIRST SPECIALIST: DEPARTMENT OF

GLOBAL HEALTH, STELLENBOSCH UNIVE RSITY


Telephone: +27 21 938 9206


DR ANTOINETTE SMITH-TOLKEN ACTING SENIOR DIRECTOR: DIVISION FOR SOCIAL

IMPACT, STELLENBOSCH UNIVERSITY

1017 Luckhoff School Building, Banghoek Avenue, Stellenbosch,

7600, South Africa

Telephone: +27 21 808 3798


PROF OLAF KRAUS DE CAMARGO ASSOCIATE PROFESSOR: CANCHILD CENTRE FOR

CHILDHOOD DISABILITY RESEARCH, MCMASTER

UNIVERSITY, CANADA

Ron Joyce Children's Health Centre, 325 Wellington St N, Hamilton,

ON, L8N 3Z5, Canada

Telephone: +1-905-521-2100 Ext. 74275


DR HEIDI ANTTILA SENIOR RESEARCHER: NATIONAL INSTITUTE FOR HEALTH

AND WELFARE (THL), F INLAND

Welfare Department: Ageing, Disability and Functioning Unit, PO

Box 30, Helsinki, Finland, FIN-00271

Telephone: +358 29 524 768

Email: [email protected]


MRS CATHERINE SYKES

PAST CHAIRPERSON: FUNCTIONING AND DISABILITY

REFERENCE GROUP, WHO-FIC

Centre for Disability Research and Policy, University of Sydney,

Sydney, Australia

Telephone: +61467299639


PROF DARELLE VAN GREUNEN PROFESSOR: SCHOOL OF INFORMATION AND

COMMUNICATION TECHNOLOGY (ICT) & DIRECTOR:

CENTER FOR COMMUNITY TECHNOLOGIES, NELSON

MANDELA UNIVERSITY

Nelson Mandela University, Port Elizabeth, South Africa

Telephone: +27 41 5042090


PROF GRIETA HANEKOM DIRECTOR: SCHOOL FOR PHYSIOLOGY, NUTRITION AND

CONSUMER SCIENCES

North West University, Potchefstroom, South Africa

Telephone: +27 18 299 2027


DR HANLI DE WET OCCUPATIONAL MEDICINE SPECIALIST

Life Occupational Health, Cape Town

Telephone: 021-591-7050


MR JOHANNES VAN EEDEN CEO: GIVENGAIN FOUNDATION

Chemin des Rapes, Chalet la Renarde, 1884 Villars-sur-Ollon,

Switzerland

Telephone: +41 79 586 6839


Health & Medicine

CV Dr Stefanus Snyman (updated 10 June 2017)