African Journal of Health Professions Education

How we used the Competence, Learning, Intervention and Assessment model to guide academic skills resources development: A mobile application – development challenges and opportunities

From theory to practice: Tutors’ perceptions of how a practical anatomy and physiology skills training course prepared them to facilitate learning effectively

Re-routing the curriculum: The interprofessional education Passport for interprofessional identity formation

Beyond the Degree: Student Perspectives on Graduate Attributes

The Missing Link? Healthcare Students’ Perspectives on Reflection and Team Readiness

Assessment practice in the Global South: Negotiating context, coloniality and global standards

Facilitators’ self-reflection on implementing and evaluating a preceptorship training programme for experienced registered nurses: A pilot using Gibbs’ reflective cycle

Fourth-year medical students’ perceptions of modified case-based learning and simulation in the development of clinical reasoning

From observation to practice: Students’ perceptions of professional identity in South African speech–language pathology and audiology education