Maternal mental health and caregiver competence of HIV-positive and negative women caring for their singleton newborns in KwaZulu-Natal Province, South Africa

Background. Maternal mental health during the perinatal period has been of interest to many researchers, with antenatal depression and postnatal depression (PND) being a leading cause of morbidity. The adverse effects of maternal depression on the offspring throughout infancy, childhood and adolescence are well documented. Studies on the mental health of persons living with HIV have also reported a high prevalence of depression. Objectives. To describe the prevalence of PND in a sample of HIV-positive and HIV-negative mothers delivering healthy singleton infants at one obstetric unit in KwaZulu-Natal (KZN) Province, South Africa, and the subsequent factors influencing neonatal behaviour and perceptions of caregiver competence. Correlations between the presence of PND and perceptions of caregiver competence (with the mother as caregiver), and between infant behaviour, the mother's confidence in her competence as caregiver, and demographic and medical variables, were also examined. Methods. Demographic and clinical data were collected from 132 mothers at initial contact and from 32 mothers at the 6-week follow-up appointment. Mothers independently completed the Edinburgh Postnatal Depression Scale at each time point, and the Mother and Baby Scales (MABS) at the 6-week follow-up appointment. Results. The prevalence of depression among all mothers at initial contact was 72.0%, remaining high (68.8%) among the mothers who returned for follow-up. There was a statistically significant correlation between depression and employment at follow-up (p=0.013), and between depression and delivery method (p=0.030). The majority of mothers reported being 'able to laugh and see the funny side of things' and 'looking forward with enjoyment to things' at initial contact and follow-up. Thoughts of self-harm were reported by 44.7% of mothers at baseline, and by 53.1% at follow-up. Although most infants scored in the average clinical band for neonatal behavioural factors in the MABS, mothers reported lack of confidence, globally and in caring for their infant. Conclusion. This study of maternal mental health of a sample of HIV-positive and HIV-negative mothers of infants in KZN revealed a higher prevalence of PND than reported in other studies. This population of mothers and infants is at risk of adverse outcomes of maternal depression, in addition to other possible risk factors.

Generalist practitioners' self-rating and competence in electrocardiogram interpretation in South Africa

Background: Electrocardiogram (ECG) is the only practical, non-invasive method of recording and analysing cardiac abnormalities. It enables a primary healthcare (PHC) clinician to detect cardiac and non-cardiac abnormalities, some potentially life-threatening. Their early detection could save a patient's life. Aim: The aim of this study was to evaluate the competence of generalist practitioners in ECG interpretation. Setting: This study was conducted at the Annual Refresher Course, Council for Scientific and Industrial Research (CSIR), Pretoria. Methods: A cross-sectional study was conducted amongst 93 generalist practitioners, using a self-administered questionnaire containing 20 ECG tracings, commonly encountered in PHC. The tracings were categorised into primary ECG parameters, ECG emergencies and common ECG abnormalities. Competence was determined by the generalist practitioner's number of correctly interpreted ECG tracings. Data associations were computed using the Fisher's exact test. Statistical significance was set at p ≤ 0.05. Results: Correct heart rate calculation was achieved by 14/83 (16.9%), ECG rhythm by 7/83 (8.4%), acute antero-septal myocardial infarction (MI) by 29/83 (34.9%), atrial fibrillation by 19/83 (22.9%) and cute inferior MI by 22/83 (26.5%) generalist practitioners. No correlation was found between the practitioners' number of years in practice and competence in ECG interpretation (p > 0.05). The total number of correct answers achieved by all practitioners was 274/1860 (14.7%). Conclusion: The generalist practitioners had poor competency on ECG interpretation regardless of the number of years in practice. Their poor self-rating corresponded with the number of correct answers they provided. There is a need for continuous education in ECG interpretation

Professionalism experiences of undergraduate learner nurses during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa

Background: Professional socialisation of student nurses needs to be integrated into the formal teaching and learning during the nursing programme. Embedded in the training programme are professional values that are used synonymously with nursing professionalism. Professionalism is the conduct, qualities, values, vision, mission and/or goals that characterise a profession, and describes behaviours that are expected within the profession's members. However, one's values are shaped by one's experiences, influence one's behaviour and interactions with others, and are manifested in many aspects of professional behaviour. New nurses to the profession are expected to display behaviours of professionalism, thus requiring nurse training schools to help students internalise these behaviours. Nurse educators therefore carry a responsibility to shape future nurses' growth towards professionalism.Objectives: This article reports on the experiences of undergraduate student nurses regarding nursing professionalism during their 4-year training programme at a Higher Education Institution in the Western Cape, South Africa.Method: A qualitative, exploratory and descriptive design was applied. Eight focus group discussions were conducted with first- to fourth-year student nurses registered for the undergraduate nursing programme. Data were transcribed verbatim and analysed using open coding. Ethical principles and trustworthiness were maintained throughout the study.Results: Six main themes indicated that undergraduate student nurses experienced issues with role modelling, language barriers, their own understanding of professional behaviour, reasons for students and practitioners' unprofessional behaviour, prejudice towards degree students and students' professional or unprofessional behaviour experienced as contributing to the image of the profession.Conclusion: Student nurses received mixed messages leading to emotional turbulence. They needed clear guidance from role models to demonstrate how to behave professionally

Assessment of continuing professional development activities among pharmacists in Nigeria

Background: Continuing Professional Development (CPD) was developed as formal lifelong learning systems with the aim of updating the knowledge and skills of professionals to meet continual challenge of maintaining competency in practice as professionals. No pharmacy school program can provide all the knowledge, skills and abilities that will be required during one's career as a pharmacist, therefore, the need for pharmacists to engage in CPD.Objectives: The main objectives of this study were to document the CPD activities that pharmacists engage in, find out the reasons for engaging in such activities and determine their satisfaction or otherwise with the activities.Methods: The research was conducted using pre-tested, semi-structured questionnaire, self-administered to pharmacists who have participated in at least one module of the PCN-MCPD program. Descriptive analysis was carried out using the Statistical Package for Social Sciences (SPSS).Results: The results showed that 63.4% of respondents participated in other CPD activities apart from the PCN-MCPD program. Sixty-four percent attend PSN Conferences, 43% attend workplace organized trainings while 41% attend both the PSN Technical Group Conferences and Healthcare related trainings. Furthermore, 69% of the respondents were satisfied with their CPD activities while 35.4% were satisfied with the PCNMCPD program.Conclusion: Pharmacists participate in CPD activities. However, they are more satisfied with the other CPD activities that they engage in than the PCN-MCPD programme. The PCN-MCPD programme should be restructured to recognize the other CPD activities that pharmacists engage in

Five challenges for disability-related research in sub-Saharan Africa

Disability research in contemporary sub-Saharan Africa is developing rapidly, and this is something to be celebrated. This article reviews some contemporary developments and suggests that there are five central, and interrelated, challenges for the field. These challenges - experience, expertise, enumeration, evidence, and expectations - go to the heart of thinking about disability research in sub-Saharan Africa. An optimistic but appropriately critical approach to addressing these issues is suggested

Reflecting on BCMP Students' Experiences of Professionalism during Clinical Rotations

Background: The professional standards expected of individuals who commit to the practice of medicine require that they possess character traits that are consistent with and reflect the core values; principles and competencies of the medical profession. Objective: The aim was to evaluate final year Bachelor of Clinical Medical Practice (BCMP) students' experiences of professionalism during clinical rotations.Method: Hatem's definition of professionalism was the stimulus that guided 25 final year BCMP students' reflections on their experiences of professionalism during clinical rotations. The students' responses documented as portfolio entries were distilled into quantitative core values and subjected to an ethical analysis according to the guidelines as provided by the Health Professions Council of South Africa. Results: There was a positive association between frequency of reflections and the positive nature of the experiences of professionalism for the majority of the contextual attributes (53.8%). Negative experiences of professionalism (46.2%) were context-specific and perceived by students as denying them an opportunity to attain professionally required skills.Conclusion: BCMP students reflected on their professional development as a process that was influenced by individuals and a competency that was determined by the extent to which the team pulled together for the benefit of the patients and the students. The study has highlighted some of the ethical dilemmas related to context

Validation of the Integration of HIV and AIDS Related Nursing Competencies into the Undergraduate Nursing Curriculum in South Africa

Background: Being in its fourth decade; HIV remains an epidemic that requires combined efforts for the global fight. The strategies planned and implemented in the fight against HIV include reversing and halting the spread of HIV; increasing health care access; and strengthening the health care system. South Africa has made the fight one of its top priorities; and has developed plans to increase the role of nurses in the management of HIV; demonstrating its willingness; commitment and progress in the fight against HIV.Objective: This article presents the validation process conducted to confirm the integration and mapping of the HIV and AIDS related nursing competencies into the four-year Bachelor of Nursing programme at a university in South Africa.Methods: This study adopted a constructivist paradigm; using a qualitative approach; applyingthe design step of the process model of curriculum development; to validate the inte gration of the mapped HIV and AIDS related nursing competencies into the undergraduate nursing curriculum.Results: For each competency; outcomes were developed for each year. Participants confirmed completeness of outcomes and appropriateness of the mapping of the HIV and AIDS related outcomes into the nursing curriculum; as well as the feasibility and practicability of the integration.Conclusion: Required resources for integration of HIV and AIDS related nursing competencies; such as human resources and nurse educators' continued personal development were identified; as well as barriers to integration; and measures to eliminate them were discussed. The importance of integration of HIV and AIDS nursing competencies into the curriculum was reiterated

Determinants of postnatal care use in Kenya

Pregnancy related complications may result in maternal deaths post delivery especially in developing countries. Skilled deliveries and postnatal care (PNC) use in Kenya is low. The objective of this study was to identify the determinants of PNC use. Kenya Demographic and Health Survey (2008-09 KDHS) women's data were analyzed. Overall data from 3;970 women were analyzed. Results indicate that 47 percent of the women received PNC services. Factors associated with PNC use are mothers' age at delivery of the last child; 4+ ANC visits; urban residence; and skilled delivery. However; lack of education and unskilled delivery were associated with low use of PNC services (p 0.05). In conclusion; the use of PNC services is low at 47 percent although the main determinants for PNC use are amenable to intervention. Strengthening of maternal health services throughout the continuum of care and promoting the use of high quality services by pregnant women is recommended

Assessment of knowledge and skills of triage amongst nurses working in the emergency centres in Dar es Salaam, Tanzania

Introduction:The triage nurse in the emergency centre (EC) is the first person that a patient encounters and the triage nurses' knowledge has been cited as an influential factor in triage decision-making. The purpose was to assess the triaging knowledge and skills of nurses working in the ECs in Dar es Salaam; Tanzania.Methods:Both descriptive cross-sectional and observational study designs were used and data was collected using a structured questionnaire; an observation checklist and a triage equipment audit record. The study population was all nurses (enrolled and registered) working within the EC of the national hospital and three municipal district hospitals in Dar es Salaam. Descriptive statistical data analysis was carried out using SPSS 13.0.Results:Thirty three percent (20/60) of the respondents were not knowledgeable about triage. Thirteen percent of the respondents reported that although they had attended workshops; there had been a lack of information on how to triage patients. More than half (52) of the respondents were not able to allocate the patient to the appropriate triage category. Fifty eight percent (35/60) of the respondents had no knowledge on waiting time limits for the triaged categories. Among the four hospitals observed; only one had nurses specifically allocated for patients' triage. The respiratory rate of patients was not assessed by 84 of the triage nurses observed. No pain assessment was done by any of the triage nurses observed. Only one out of four ECs assessed had triage guidelines and triage assessment forms.Discussion:Nurses who participated in this study demonstrated significant deficits in knowledge and skills regarding patients' triaging in the EC. To correct these deficits; immediate in-service training/education workshops should be carried out; followed by continuous professional development on a regular basis; including refresher training; supportive supervision and clinical skills sessions

The implementation of inclusive education in South Africa: reflections arising from a workshop for teachers and therapists to introduce Universal Design for Learning

South Africa has adopted an inclusive education policy in order to address barriers to learning in the education system. However, the implementation of this policy is hampered by the lack of teachers' skills and knowledge in differentiating the curriculum to address a wide range of learning needs. In this paper we provided a background to inclusive education policy in South Africa and a brief exposition of an instructional design approach, Universal Design for Learning (UDL) that addresses a wide range of learning needs in a single classroom. We reported on a workshop conducted with teachers and therapists in South Africa as a first attempt to introduce UDL in this context. Knowledge of UDL was judged to be appropriate and useful by the course participants in the South African context as a strategy for curriculum differentiation in inclusive classrooms. Furthermore, knowledge of the UDL framework facilitates dialogue between teachers and therapists and provides a relatively simple and comprehensive approach for curriculum differentiation. We therefore conclude that there is potential for this approach that can be expanded through further teacher training

Intern's experiences with episiotomy and its repair

Background: Episiotomy ­an incision of the perineum at the time of vaginal delivery is a common obstetric procedure. If the repair is inadequately done, it may leave the woman suffering from perineal pain and other long term conditions with serious impact on the woman's health and social wellbeing. The importance of skill in the obstetric procedure of episiotomy and its repair cannot be over emphasized. Objectives: The study aims to determine the interns' training and experience with episiotomy and its repair. Materials and Methods: A questionnaire study of medical interns' who had their houseman ship at the Federal Medical Centre Owerri, over a period of two years between 2003 and 2005. Results were analyzed with the SPSS version 10. Results: 70 (77.7%) of the 90 interns to whom the questionnaire was administered responded correctly. They had an average age of 28.81 ±3.36 years. 44 (62.9%) had a formal demonstration on episiotomy repair done at their medical training institution. 56 (80%) of the interns were comfortable with episiotomy repair while 14 (20%) were not. 10 (45.45%) of the females and 4 (8.33%) of the males were not comfortable with episiotomy repair. 30% of those who got their skill on episiotomy repair at the period of houseman ship were not comfortable with the procedure as opposed to 4.3% of those who had a formal training at their medical training institution. Discussion: A formal demonstration at the medical school of training does not appear to be a constant event in the medical schools as only 62.9% of the interns in this study accepted receiving such. However, despite the above, 80% of these interns' were comfortable with the repairs of episiotomy. Conclusions: It would be preferred if a formal demonstration is given on this procedure while a student is still in training

An Audit of Basic Practical Skills Acquisition of Final Year Medical Students in a Nigerian Medical School

Background/Objective: Young medical graduates undertaking their housemanship are naturally expected to demonstrate reasonable competence in basic practical skills. Failure to do this may not only be a source of anxiety to the doctor but also potentially dangerous to the patient. The objective was to assess the level of exposure of final year medical students of a Nigerian medical school to basic practical skills. Materials and Methods: This is a descriptive cross-sectional study. Structured questionnaires were distributed to a set (all) of 86 final year medical students of the University of Port Harcourt immediately after their last lecture in their final posting in medicine and surgery. The questionnaires listed some selected basic practical skills (e.g. phlebotomy; male urethral catheter insertion; etc.) that house officers are expected to be competent in. The students were asked to anonymously fill them and return same before leaving the lecture hall. Results: Of the 86 students; 84 completed and returned the questionnaires; giving a 97.7response rate. No student had performed an arterial puncture for an arterial blood sample. Seventy-six students (90.5) had not inserted a naso-gastric tube. Only 14 (16.7) students had successfully inserted more than 10 intravenous canulae. A significant number; 38 (45.2); had never inserted a urinary catheter (for male patients) nor had any experience with bag/mask skills. Majority; 59 (70.2) had had some experience with intravenous antibiotics administration. Forty-one (48.7) students had had 6 or more successful attempts at venous blood sampling. Conclusion: The exposure level of final year medical students to basic practical skills was low

The Emotional Well-Being of the Nurse within the Multi-Skill Setting

The emotional well-being of nurses working in a multi-skill setting may be negatively influenced by their challenging work environment. A qualitative; explorative; descriptive and contextual study was conducted to investigate this phenomenon. The purpose of this study was to explore and describe the experience; as well as perceptions of coping mechanisms; of nurses working in the multi-skill setting; and to formulate recommendations to promote their emotional well-being. The population consisted of nurses working in a multi-skill setting (a Level-2 hospital) and included professional nurses; enrolled nurses and nurse assistants. An all-inclusive sample was used. Semi-structured interviews were conducted with three professional nurses; six enrolled nurses and one nurse assistant. These interviews were analysed according to the method described by Creswell (2003:192). The findings indicated that nurses have positive as well as negative experiences of the multi-skill setup. They cope by means of prioritising tasks; faith; self-motivation and mutual support. They also made suggestions for the promotion of their emotional well-being; on personal as well as managerial levels. Recommendations for further research; nurse education and practice were formulated. Recommendations for practice include 'on-the-spot' in-service training; appropriate task allocation; clearly defined scope of practice; time for rest and debriefing; strengthened relationships with management; promotion of strengths and creating a support system

The Competencies of the Shift Leader in the Intensive Care Unit Setting; in a Private Hospital Group in South Africa

Newly qualified intensive care nurses are forced into positions of authority and responsibility as shift leaders at an early stage and are not given a chance to consolidate their new knowledge with practice. They have to be responsible and accountable not only for their own actions; but also for those of their staff. The purpose of this study was to explore and describe the competencies of the shift leader in the intensive care unit setting to determine whether there is a gap between what is expected of the shift leader and what is happening in reality. A quantitative; descriptive design was used and cluster sampling was implemented. Questionnaires were used to gather data from three clusters; comprising 11 hospitals from a single private hospital group. Of the 251 questionnaires that were handed out to intensive care personnel (including trained and non-trained staff); 98 were returned; resulting in a response rate of 39. An in-depth literature study and submission of questionnaires to experts before being administered to respondents ensured validity and reliability. Results were used to describe a typology of the competencies of the shift leader in the intensive care setting and indicated that respondents classified competencies related to the application of the nursing process in the intensive care unit in all its facets as essential competencies. None were classified as a critical competency and only four were classified as specific competencies. All respondents in the three clusters regarded their shift leaders as competent

Who is the Nutrition Workforce in the Western Cape?

Objectives: The aim of the present study was to determine the current nutrition staffing profile of the Integrated Nutrition Programme (INP) in Department of Health in the Western Cape; and establish whether it is adequate to meet the objectives of the INP. Method: Self-administered questionnaires compiled in eng were used as the main data collection instrument for nutrition staff in districts and at hospitals (n = 647). Eight individual questionnaires; one per staff category; were developed and utilised in the study. Results: Foodservice workers were the largest group of nutrition personnel (n = 509; 79); followed by dietitians (n = 64; 10); managers (n = 31; 5); auxiliary workers (n = 28; 4); and administrative workers (n = 15; 2). Sixty-two per cent of the nutrition workforce was located in urban areas and 38 in rural districts. Hospital and district dietitians experienced common problems; as well as specific differences. Regarding problems; both categories referred to limited resources; inadequate number of available posts; and lack of acknowledgement and support from administrative and supply chain management. District dietitians were also hampered by lack of space for consultations; poor referrals from doctors; insufficient posts for nutrition advisers; and difficulty in communicating with Xhosa-speaking patients. Hospital dietitians were hampered by insufficient interaction with district dietitians and lack of dietitians for specialised units.They also mentioned that poor salaries were affecting morale

A Cross-Sectional Survey to Compare the Competence of Learners Registered for the Baccalaureus Curationis Programme using Different Learning Approaches at the University of the Western Cape

The purpose of the study was to compare the extent to which the different teaching approaches applied in the Baccalaureus Curationis programme adequately prepare graduating learners for professional competence. The research methodology was a quantitative approach; based on descriptive research; with a clinical competence development model to guide the data collection procedure. The target population of the study included a sample of 250 learners in the four-year B.Cur programme; that extended from first-to-fourth-year. Stratified random sampling was applied to select the sample learners for this research and data were collected by means of a five-point Likert scale questionnaire. Data were organised and managed using the SAS statistical software package. Descriptive statistics were gathered with measures of central tendency and dispersion included; and their findings were illustrated on descriptive tables. A correlation technique was applied to determine the effects of the independent variable on the dependent variable. The results of the study indicated that progression in competence did not occur as learners progressed through higher levels of their training; except during the third-year of study. However; the study's results confirmed the strengths of the Case-based clinical reasoning approach to teaching and learning. This approach is able to combine the strengths of the traditional methods; which dealt with large class sizes and that had a focus on learner centred learning; with a focus on clinical practice. This approach provides realistic opportunities for learners to experiment with solutions to dilemmas encountered in real life situations; from the protected and safe environment of the classroom. The first-year learners who were observed in this study; who although novices; were exposed to Case-based teaching approaches and showed more self-perceived competence than learners in later years. This occurred in spite of the limited exposure of the first-year learners to real life clinical situations. The outcome of this study recommends that more studies are conducted; in the School of Nursing at the University of the Western Cape (UWC); to explore teaching and learning approaches that fully maximise the clinical and theoretical competencies of the learners. The outcome further recommends that learner-centred teaching approaches; such as Case-based method; are applied to all year levels of study in the B.Cur programme; due to its proven value when it was applied to first-year learners. The Case-based clinical reasoning approach to learning; that has been implemented at the school; promotes competence and self confidence in learners and has enhanced their sense of responsibility to be actively involved in their own learning

Grand Multiparity: Obstetric Performance in Aminu Kano Teaching Hospital; Kano; Nigeria

Objective: The objective was to review the obstetric performance of booked grand multiparae. Design and Setting: A 5-year prospective observational study of cases between January 1; 2002; and December 31; 2006; was conducted in Aminu Kano Teaching Hospital; a tertiary institution; in Kano; Nigeria. Materials and Methods: The antenatal complications and pregnancy outcomes among booked grand mulitparous women (pregnancy after fifth delivery); who delivered in our labor ward; were compared with those of the booked mulitparae (parae 1-4) who delivered immediately after a grand multipara. Outcome Measures: These were obstetric factors of maternal age and parity; antepartum hemorrhage; fetal malpresentations; and multiple pregnancy. Medical complications were gestational diabetes; hypertension; anemia; and heart disease. Pregnancy outcomes measured were gestational age at delivery; birth weight; mode of delivery; postpartum hemorrhage; and maternal and perinatal mortality. Results: The age range of the grand multiparae was between 22 and 43 years; with a mean age of 29.72 + 2.07 years. The parity range was between 5 and 15; with a mean parity of 7.78 + 0.63. There was increased occurrence of gestational diabetes mellitus (OR = 12.55; CI = 6.72-23.91); hypertension (OR = 3.07; CI = 2.07-4.59); heart disease (OR = 2.01; CI = 0.70-6.08); anemia (OR = 3.16; CI = 1.42-7.24); antepartum hemorrhage (OR = 2.18; CI = 1.22-3.92); fetal malpresentations (OR = 3.04; CI = 2.38-3.88); cephalopelvic disproportion (OR = 2.09; CI = 1.33-3.29); and fetal macrosomia (OR = 2.27; CI = 1.72-3.00) among the grand multiparae compared with multiparae. Conclusion: The effects of these complications were minimized by good antenatal care

Using portfolios to assess professional competence and development in medical laboratory sciences

Background :Portfolios have been recommended for the assessment of professional development. To stimulate engagement and assess professional development during laboratory training; portfolio assessment was proposed for the final year BMLS and DMLT programmes in Kampala International University.Work Done The students undergoing clinical laboratory training in teaching hospitals; and engaged in routine laboratory services under supervision of qualified Medical Laboratory Scientists; composed a portfolio detailing their daily experiences; work done; and lessons learned. Their supervisors and facilitators provided daily feedback and endorsed their entries. The portfolios were examined at the end of training by faculty staff and external examiner through oral presentation and interviews. Rating rubric considered quality of presentation; portfolio content; demonstration of progressive development; and ability to make professional judgment. Students' and assessors' acceptance of this instrument was determined with questionnaire. Results 72of the students and assessors accepted the method. Many students reported that it improved commitment to training; encouraged reflection; and allowed for frequent feedback. Many believed that it was a rational assessment; but it was time consuming. 88of the participants would welcome it as a supplement to the standard tests.Conclusions:The portfolio assessment was well accepted; rational; and provided a valid assessment of student engagement and progression during professional training.Take Home Message The inclusion of portfolio assessment in Medical Laboratory Sciences Education provided valid assessment of students' engagement in training and professional development over time

Using Portfolios to Assess Professional Competence and Development in Medical Laboratory Sciences

Background:Portfolios have been recommended for the assessment of professional development. To stimulate engagement and assess professional development during laboratory training; portfolio assessment was proposed for the final year BMLS and DMLT programmes in Kampala International University. Work Done The students undergoing clinical laboratory training in teaching hospitals; and engaged in routine laboratory services under supervision of qualified Medical Laboratory Scientists; composed a portfolio detailing their daily experiences; work done; and lessons learned. Their supervisors and facilitators provided daily feedback and endorsed their entries. The portfolios were examined at the end of training by faculty staff and external examiner through oral presentation and interviews. Rating rubric considered quality of presentation; portfolio content; demonstration of progressive development; and ability to make professional judgment. Students' and assessors' acceptance of this instrument was determined with questionnaire. Results 72of the students and assessors accepted the method. Many students reported that it improved commitment to training; encouraged reflection; and allowed for frequent feedback. Many believed that it was a rational assessment; but it was time consuming. 88of the participants would welcome it as a supplement to the standard tests.Conclusions:The portfolio assessment was well accepted; rational; and provided a valid assessment of student engagement and progression during professional training.Take Home Message The inclusion of portfolio assessment in Medical Laboratory Sciences Education provided valid assessment of students' engagement in training and professional development over time