S.J. van Schalkwyk

The effect of feed withdrawal during lairage on meat quality characteristics in ostriches

Commercially reared ostriches (n=84) were randomly allocated to one of two groups. The first group (stressed: n=38) was deprived of food for a period of 2.5 days prior to slaughter, to simulate the stress experienced by slaughter ostriches held in holding pens (lairage) at a commercial ostrich abattoir over a weekend. The second group (control: n=46) was fed normally until 24 h prior to slaughter. Initial live weight as well as hot and cold drumstick weight were independent (P>0.05) of treatment. Stressed birds lost on average (±SE) approximately three times more weight than control birds over the experimental period (-3.2±0.6 vs. -1.0±0.5 kg, respectively). Full stomach and alimentary tract weights did not differ between treatments although there was a tendency for that derived from stressed birds to have lower stomach contents. The intra-muscular (Muscularis iliofibularis) pH(f) of stressed birds was 0.22 units higher (P<0.01) than that of contemporaries in the control group 1 h post-slaughter (6.03±0.06 vs. 5.81±0.05, respectively). After 26.5 h in a refrigerated room, this difference still remained at 0.25 units (6.46±0.07 vs. 6.21±0.07, respectively; P<0.05). Post-slaughter changes in intra-muscular pH followed approximately the same trend in stressed and control birds. Intra-muscular temperature was largely independent of treatment, although there was a suggestion of a slightly higher (P=0.18) temperature in stressed birds immediately post-slaughter. Cooking loss, drip loss and shearing values were not affected (P>0.05) by the withholding of food for 2.5 days. It can thus be concluded that withholding feed from ostriches on lairage over a period of 2.5 days does not have any negative influence on the meat yield or physical quality traits thereof.

Ostrich leather quality: a review

This review summarises the research that has been published on factors that influence the various aspects of ostrich leather quality, a vital aspect to the economic viability of the commercial ostrich industry. The review is divided into three main sections: discussing intrinsic, pre-slaughter and post-slaughter factors that influence leather quality. Only one literature source that investigated the morphology of ostrich skin could be found. The high vascularity near the surface of the skin was indicated in making the skin susceptible to bruising, which influences skin quality, while the strength and flexibility of ostrich leather was attributed to the three-dimensional cross-weave arrangement of collagen fibres. Various studies reported a high degree of variation in quality within and between ostrich skins. The potential of genetic selection for improved skin quality was also considered, and it was demonstrated that most ostrich leather traits exhibited significant genetic variation. Findings on pre-slaughter factors, such as the effects of age, weight, nutrition and management practices, are also summarised. Few research reports on post-slaughter factors that influence leather quality were found. A few studies looked at the effect of storage on ostrich skin quality, but literature on the effect of processing techniques are lacking. Research priorities identified include the development of methods to assess skin quality on-farm and finding objective methods of evaluating ostrich leather quality.

Developing an educational research framework for evaluating rural training of health professionals: A case for innovation

Background: World-wide, rural clinical training of undergraduate medical students is looking to transform learning experiences, calling for the adoption of innovative approaches that create spaces for curriculum renewal and new ways of thinking. In order for these teaching models to gain acceptance and credibility among the relevant academic communities, it is critical that they be studied and evaluated. Aim: This article describes an innovative rural education intervention and a concomitant, intentional process that was adopted to establish a research framework within which the intervention will be evaluated. Methods: Key role-players participated in a one-day workshop aimed at developing the framework. A collaborative, structured process that moved through three phases of deliberation and reflection was followed. Results: The documentation and raw data generated during the workshop was used to generate the framework that will serve as a blueprint for ensuring the study and evaluation of the educational innovation. Conclusion: Establishing an educational research framework, by adopting a consultative and collaborative process, provides a vehicle for encouraging a culture of critical accountability that seeks to discern evidence of good practice in the training of health care workers in a rural context.

Academic achievement of final-year medical students on a rural clinical platform: Can we dispel the myths?

Background: There is a growing body of literature relating to the establishment of rural clinical training platforms for medical students describing many positive outcomes, particularly in the case of extended placements. However, students’ fears about their academic achievement while at these sites remain a key concern. Objectives: The study set out to compare the academic achievement in end-of-rotation assessments and final examinations of final-year medical students at a rural clinical school (RCS) with those of their peers at the academic hospital complex (AHC). Methods: A cross-sectional study, comparing the marks of three successive cohorts of RCS and AHC students (2011 - 2013) using t-tests and confirmed with non-parametric rank-sum tests, was conducted. The consistency of the effect of these results across cohorts was assessed by fitting regression models with interaction terms between cohort and group, and tested for significance using F-tests. Independent t-tests were conducted to evaluate differences in the mark attained between the two groups. A p -value <0.05 was considered statistically significant. Results: Comparison of student marks attained across six of the disciplines offered at the RCS suggested there was no difference between the RCS and AHC in each of the three cohorts at baseline. A comparison of the end-of-rotation means showed that RCS students achieved significantly better results in some disciplines. A similar trend was observed for the final examination results across all seven disciplines. Conclusion: Despite small numbers, this study suggests that students who spend their final year at the RCS are not disadvantaged in terms of their academic achievement. Medical students’ concerns regarding academic achievement for those placed at rural clinical sites appear to be unfounded. Students who potentially could be placed at these sites should be made aware of this evidence.

PIQUE-ing an interest in curriculum renewal : research

Background. The primary aim of undergraduate medical training at South African medical schools is to prepare the graduates adequately for internship. If we are to attain this objective, it is crucial to evaluate the ability of our graduates to cope with the demands of internship. Objective. To determine the extent to which first-year interns from Stellenbosch University (SU) considered that their undergraduate education prepared them for internship. Methods. The Preparedness for Internship Questionnaire (PIQUE) is based on Hill’s Preparation for Hospital Practice Questionnaire, with additional questions covering core competencies and exit outcomes that SU has determined for its medical curriculum. Participants were asked to respond to a series of statements preceded by ‘My undergraduate medical training prepared me to … ’, and also two open-ended questions. SU’s MB ChB graduates of 2011 ( N =153) were invited to participate in the online survey . Results. Although the response rate was only 37%, graduates generally thought they had been well prepared for most mainstream clinical activities. However, there were areas in which respondents considered they could have been better prepared, specifically pharmacology, medicolegal work, minor surgery and the non-clinical roles that interns encounter. Conclusion. PIQUE appears to be a useful tool that can assist with curriculum renewal by highlighting areas that graduates feel they could be better prepared for. This challenges us to identify how curricula and teaching can be adjusted accordingly.

Quality Characteristics of Blue Wildebeest (Connochaetes taurinus) Meat

The Muscularis longissimus dorsi of eight blue wildebeest (Connochaetus taurinus), collected at Sandveld Nature Reserve, South Africa, were analysed for biochemical and physical characteristics and chemical composition. The initial (6.60) and final (5.41) pH, drip loss (4.91%), cooking loss (39.42%) and maximum Warner-Bratzler shear force (4.91 kg/ 1.27 cmø) were comparable to values found in meat from several other African game species (black wildebeest, blesbok, duiker, impala, red hartebeest, reedbuck, springbok, warthog). Like other wild ungulates, blue wildebeest meat had a higher crude protein (22.28%) and lower lipid (1.06%) content compared to beef, which makes it a healthy alternative to traditional red meat.

'I have a chameleon-like existence' : a duoethnographic account of border crossing by two academic development practitioners

The practice of situating academic development practitioners within faculties poses challenges for practitioners from outside the particular discipline. Literature highlights how discourse and culture create tensions amongst role-players in cross-disciplinary contexts. This duoethnographic account examines the experiences of two practitioners as insider-outsiders in a health sciences disciplinary space. Duoethnography is a collaborative methodology where researchers, in dialogue, critique the meanings they give to social and epistemological constructs. Drawing on border crossing as theoretical lens, the study signals how the insider-outsider location might be mediated to support quality teaching. Border crossing highlights the construct of frontiers and associated identity work. The study identified critical success factors for collaboration – physical presence over time; knowing what is valued; an established identity as scholar and competent practitioner; a community of practice; recognition and an acknowledgement by faculty management; and personal flexibility, sensitivity, approachability and willingness to change.