The Project
The “Papers with Purpose” programme focuses on empowering and supporting early career researchers, from across the African continent, to publish impactful Health Professions Education research.
Health Professions Education (HPE) is a powerful field with impact that extends from educational contexts to health systems and patient care. Whilst educational and health inequities remain in the global South, HPE seeks to transform these realities through quality postgraduate training and scholarship. In Southern Africa, HPE research is rapidly growing, however graduates with formal educational qualifications, and scholarly outputs remain low in comparison to that of the global North. The implications of this skewed global knowledge hierarchy are significant in terms of knowledge production, educational outcomes and patient care. Without the concerted establishment of a foundational southern knowledge base, educators and healthcare providers will continue to turn to northern conceptualisations of ‘best practice’ that are often culturally inappropriate, and contextually ineffective. Therefore, the “Papers with Purpose” programme seeks to address this imbalance through a purpose-designed programme including research writing workshops to mentor participants to publish their scholarship, and conference participation, to strengthen the networks and knowledge base of early career HPE researchers from Southern Africa.
Multi-media
- Podcast episode: https://podcasts.ox.ac.uk/chatting-papers-purpose-team-building-research-culture-through-writing-identity-and-culture
- UCT news story: https://www.news.uct.ac.za/article/-2026-08-11-health-sciences-writing-lab-led-project-wins-oxford-vc-award
- UCT webpage: https://health.uct.ac.za/fhs-writing-lab/papers-with-purpose
Participants' Publications
- Zenani, N., Scholtz, S. and Heymans, Y. 2026. A Review of Continuous Professional Development Programmes for Interprofessional Competencies of Intensive Care Teams. Axiom Academic Publishers, 1 (ISBN: 978-1-991239-44-0).
- Zenani, N., Scholtz, S. and Heymans, Y. 2026. Nature of Continuous Professional Development Programmes Aimed to Enhance Interprofessional Competencies of Intensive Care Teams: Perceptions of Intensive Care Unit Professionals, North West Province, South Africa. Axiom Academic Publishers, 1 (ISBN: 978-1-991239-44-0).
- Zenani, N.E., Scholtz, S., Heymans, Y. and Christmals, C. 2025. Interprofessional Competencies for Effective Interprofessional Collaborative Practices Amongst Intensive Care Unit Teams in the North West Province, South Africa: A Cross-Sectional Survey. Health Services Insights, 18, p.11786329251391944.
- Seabelo, S.W. and Vink, H.J.A. 2026. The institutional barriers in facilitating effective preceptorship of undergraduate nursing students at a hospital cluster in Gauteng, South Africa. Gender and Behaviour, 24(2).
- Kunene, N. and Ehlert, K. 2026. Exploring the use of immersive virtual reality for health sciences education: A scoping review. African Journal of Health Professions Education, p.e4421.
- Jodie Layman-Lemphane (2025 participant): Layman-Lemphane JI, Correia J, Meyer I, Khan J. Lessons learnt: Perceptions of health sciences students of blended anatomy education at Stellenbosch University during and after the COVID-19 pandemic. Anat Sci Educ. 2026;19:352–366. https://doi.org/10.1002/ase.70193
- Eileen Du Plooy (2024 participant): Du Plooy, E., Casteleijn, D., Franzsen, D., & Ramkilawon, G. (2026). Entry Requirements as Predictors of Early Academic Success and Student Performance in Undergraduate Occupational Therapy Education. Journal of Occupational Therapy Education, 10 (2). Retrieved from https://encompass.eku.edu/jote/vol10/iss2/1
- Jacob Kumakech (2024 participant) – Kumakech, J., Munabi, I.G., Mubuuke, A.G. et al. Exploring the perception of medical students and lecturers on the consequential validity of medical long case. BMC Med Educ 25, 588 (2025). https://doi.org/10.1186/s12909-025-07055-4
- Danelle Hess (2024 participant): Hess, D., Hendricks, J., Franz, J., Rowe, M. Student and educator perspectives on clinical reasoning: A qualitative study. South African Journal of Physiotherapy 81(1), a2161. https://doi.org/10.4102/sajp.v81i1.2161