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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

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Curriculum vitae: Dr Stefanus Snyman (June 2017) 2 | P a g e
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 stef@snymans.org
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

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Curriculum vitae: Dr Stefanus Snyman (June 2017) 3 | P a g e
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 ACTIVITIES
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 FirstSymposium 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

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Curriculum vitae: Dr Stefanus Snyman (June 2017) 4 | P a g e
Activity Description Results
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)

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Curriculum vitae: Dr Stefanus Snyman (June 2017) 5 | P a g e
Activity Description Results
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.

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Curriculum vitae: Dr Stefanus Snyman (June 2017) 6 | P a g e
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.

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Curriculum vitae: Dr Stefanus Snyman (June 2017) 7 | P a g e
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)

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Curriculum vitae: Dr Stefanus Snyman (June 2017) 8 | P a g e
 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).

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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 AND TEACHING ASSOCIATIONS/TASKTEAMS AT
STELLENBOSCH UNIVERSITY
Organisation Position Period
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 –

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Curriculum vitae: Dr Stefanus Snyman (June 2017) 10 | P a g e
CONFERENCE ORGANISATION
Organisation Position Period
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)

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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

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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]

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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

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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.

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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

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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.

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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
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? South African Association of
Health Educationalists annual congress (SAAHE), Port Elizabeth, South Africa. 22–24 June 2016
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? Annual Academic Year Day,
Faculty of Medicine and Health Sciences, Tygerberg. South Africa. 11 August 2016
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? Ukwanda Rural Research
Days, Worcester, South Africa. 19–20 May 2016
MEMBER OF EDITORIAL COMMITTEE
Organisation Position Period
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

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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.

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Module Description
Programme:
MPhil in Health
Professions
Education
Module:
Curriculum
development and
analysis
Role: Module chairperson (and later as acting chairperson) (2016)
Curriculum development:
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

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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 – )
Curriculum development:
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)
Curriculum development:
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

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Mentoring young lecturers:
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 – )
Curriculum development:
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

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Module Description
Assessment:
Group reports and presentations
Personal reflection
Peer-assessment of team functioning and conflict resolution
Mentoring young lecturers:
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
Role: Lecturer (2013 – )
Curriculum development:
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

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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)
Role: Lecturer (2012 – )
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 – )
Curriculum development:
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.

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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)
Curriculum development:
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
Mentoring young lecturers:
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

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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)
Curriculum development:
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)
Curriculum development:
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:

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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.

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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

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Area of impact Examples
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
Area of impact Examples
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

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Area of impact Examples
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)
Area of impact Examples
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

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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: bbvh@sun.ac.za
PROF SUSAN VAN SCHALKWYK DIRECTOR: CENTRE FOR HEALTH PROFESSIONS
EDUCATION, STELLENBOSCH UNIVERSITY
Faculty of Medicine and Health Sciences, Tygerberg, 7505
Telephone: +27 21 938 9054
E-mail: scvs@sun.ac.za
DR SYDNEY CARSTENS SENIOR LECTURE AND FIRST SPECIALIST: DEPARTMENT OF
GLOBAL HEALTH, STELLENBOSCH UNIVERSITY
Faculty of Medicine and Health Sciences, Tygerberg, 7505
Telephone: +27 21 938 9206
E-mail: sec@sun.ac.za
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
E-mail: asmi@sun.ac.za
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
E-mail: krausdc@mcmaster.ca
DR HEIDI ANTTILA SENIOR RESEARCHER: NATIONAL INSTITUTE FOR HEALTH
AND WELFARE (THL), FINLAND
Welfare Department: Ageing, Disability and Functioning Unit, PO
Box 30, Helsinki, Finland, FIN-00271
Telephone: +358 29 524 768
Email: heidi.anttila@thl.fi

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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
Email: crsykes@gmail.com
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
Email: Darelle.vanGreunen@nmmu.ac.za
PROF GRIETA HANEKOM DIRECTOR: SCHOOL FOR PHYSIOLOGY, NUTRITION AND
CONSUMER SCIENCES
North West University, Potchefstroom, South Africa
Telephone: +27 18 299 2027
E-mail: grieta.hanekom@nwu.ac.za
DR HANLI DE WET OCCUPATIONAL MEDICINE SPECIALIST
Life Occupational Health, Cape Town
Telephone: 021-591-7050
E-mail: hanli.dewet@lifehealthcare.co.za
MR JOHANNES VAN EEDEN CEO: GIVENGAIN FOUNDATION
Chemin des Rapes, Chalet la Renarde, 1884 Villars-sur-Ollon,
Switzerland
Telephone: +41 79 586 6839
Email: johannes@givengain.ch