Research profile

Postgraduate studies

My doctoral project was on the use of social media and other emerging technologies to enhance teaching and learning practices within a physiotherapy undergraduate curriculum. As part of that process I developed a set of design principles for online and blended learning environments in health professions education.

You can also see what I’m up to on TwitterMendeley, Academia.edu, Google Scholar and ResearchGate.

Publications

  1. De Castro, S.S., Rowe, M., Andrade, L.F., & Cyrino, E.G. (2017). Developing competencies among health professions students related to the care of people with disabilities: A pilot study. Interface – Comunicação, Saúde, Educação.
  2. Joseph, C., Conradsson, D., Wikmar, L. N., & Rowe, M. (2017). Structured feedback on students’ concept maps: the proverbial path to learning? BMC Medical Education, 17(90).
  3. Rowe, M. (2017). Social media and continuing professional development: Disruption or distraction? Physiotherapy Practice, newsletter of the Canadian Physiotherapy Association.
  4. Manilall, J. & Rowe, M. (2016). Collaborative competency in physiotherapy students: Implications for interprofessional education. African Journal of Health Professions Education, 8(2): 214-216.
  5. Rowe, M. (2016). Beyond the lecture: Teaching for professional development. African Journal of Health Professions Education, 8(2): 208-210.
  6. Rowe, M. (2016). Editorial – The future of education in complex systems. African Journal of Health Professions Education, 8(2): 128.
  7. Rowe, M. (2016). Developing graduate attributes in an open online course. British Journal of Educational Technology, 47(5): 873-882. DOI: 10.1111/bjet.12484. Full text.
  8. Rowe, M. (2016). Physiotherapy students have much to learn from the humanities. The Conversation: Africa. Published 17 March, 2016.
  9. Rowe, M. (2016). Technology is no longer a luxury for universities, it’s a necessity. The Conversation: Africa. Published 10 February, 2016.
  10. Rowe, M. (2016). Technology will make lecturers redundant – but only if they let it. The Conversation: Africa. Published 12 January, 2016.
  11. Rowe, M. & Oltmann, C. (2016). Randomised controlled trials in educational research: Ontological and epistemological limitations. African Journal of Health Professions Education 2016;8(1):6-8. Full text.
  12. Prinsloo, P. & Rowe, M. (2015). Ethical considerations in using student data in an era of ‘big data’. In Kilfoil, W. (ed.) Moving beyond the hype: A contextualised view of learning with technology in higher education. Pretoria: Universities South Africa. Full text.
  13. Rowe, M. (2015). Exploring the characteristics of capable health care professionals. South African Journal of Physiotherapy, 71(1). Full text.
  14. Frantz, J. M., Bezuidenhout, J., Burch, V. C., Mthembu, S., Rowe, M., Tan, C., … & Van Heerden, B. (2015). The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study. BMC Medical Education, 15(1), 28. Full text.
  15. Rowe, M. (2015). Using Google Drive to facilitate a blended approach to authentic learning, 198-203. In Bozalek, V., Ng’ambi, D. Wood, D., Herrington, J., Hardman, J. & Amory, A. (eds). Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy. Routledge, 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN.
  16. Frantz, J. & Rowe, M. (2013). Technology-mediated learning in physiotherapy education: The social construction of practice knowledge. South African Journal of Physiotherapy, 69(3):9-12. Full text.
  17. Frantz, J., Rowe, M., Hess, D., Rhoda, A., Sauls, B. & Wegner, L. (2013). Student and staff perceptions of the introduction of Objective Structured Practical Examinations: A pilot study. African Journal of Health Professions Education 2013;5(2):72-74. DOI:10.7196/ajhpe.218. Full text.
  18. Rowe, M., Bozalek, V. & Frantz, J. (2013). Using Google Drive to facilitate a blended approach to authentic learning. British Journal of Educational Technology, 44(4):594-606. Full-text (preprint).
  19. Frantz, J. & Rowe, M. (2013). Developing reflection and research skills through blogging in an evidence-based practice postgraduate physiotherapy module. African Journal of Health Professions Education, 5(1):3-7. Full text.
  20. Rowe, M., Frantz, J. & Bozalek, V. (2013). Beyond knowledge and skills: The use of a Delphi study to develop a technology-mediated teaching strategy. BMC Medical Education, 13(51). Full-text.
  21. Rowe, M. (2012). The use of a wiki to facilitate collaborative learning in a South African physiotherapy department. South African Journal of Physiotherapy, 68(2):11-16. Full text
  22. Rowe, M. (2012). The use of assisted performance within a social network to develop reflective reasoning in undergraduate physiotherapy students. Medical Teacher, e469–e475. Full text
  23. Rowe, M., Frantz, J. & Bozalek, V. (2012). Physiotherapy students’ use of emerging online technology as part of their learning practices. South African Journal of Physiotherapy, 68(1):29-34. Full text
  24. Rowe, M., Frantz, J. & Bozalek, V. (2012). The role of blended learning in clinical education: a systematic review. Medical Teacher, 34(4):e216-e221. Full text
  25. Frantz, J.M., Rhoda, A., Rowe, M., Phillips, J., Karachi, F., Mlenzana, N., Pharaoh, H., Steyl, T. & Struthers, P. (2010). Mentoring and coaching in promoting publications in the Department of Physiotherapy at a local university in South Africa. South African Journal of Physiotherapy, 66(2). Full text
  26. Rowe, M. (2009).   Knowledge and attitudes regarding the use of social software in a physiotherapy department. Journal of Community and Health Sciences, 4(1):1-7. Full text
  27. Rowe, M. & Struthers, P (2009).  The use of information and communication technology by physiotherapy students. South African Journal of Physiotherapy, 65(3):32-37. Full text
  28. Rowe, M. (2008).  Information and communication technology in health: a review of the literature. Journal of Community and Health Sciences, 3(1):68-77. Full text

Conference presentations

  • Rowe, M., Maloney, S. & Osadnick, C. (2016). Open online courses in health professions education: A systematic review. Oral presentation at the SAAHE conference, Port Elizabeth, 22-24 June, 2016. Presentation.
  • Rowe, M., Boggenpoel, B., Rhoda, A., Phillips, J. & Steyl, T. (2016). Supporting a student with visual impairment in the ICU. Oral presentation at the SAAHE conference, Port Elizabeth, 22-24 June, 2016. Presentation.
  • Rowe, M., Vissers, D., Islam, S. & Taeymans, J. (2016). Digital literacy of physiotherapy students: A barrier to international e-learning? Oral presentation at the SAAHE conference, Port Elizabeth, 22-24 June, 2016. Presentation.
  • Rowe, M. (2015). Rowe, M. (2015). Creating and implementing an open, online course in Professional Ethics. Oral presentation at the Emerging Technologies & Authentic Learning within Higher Vocational Education Conference, Cape Town, 31 August – 3 September.
  • Rowe, M., Lowe, T. & Lowe, R. (2015). Creating And Running An Open, Online Course In Physiotherapy Education. Workshop presented at the World Confederation for Physical Therapy Congress, 1 – 4 May, 2015, Singapore.
  • Rowe, M. (2014). Creating and implementing an open, online course in professional ethics. SAAHE conference, Cape Town, 27-29 June.
  • Invited speaker – Rowe, M. (2014). Using the web to empower agents of change. The Network – Towards Unity for Health conference, Fortaleza, Brazil, 19-23 November. Presentation.
  • Rowe, M. (2013). Authentic learning and Google Drive. Authentic Learning colloquium, University of the Western Cape, 22 March, 2013. Presentation.
  • Rowe, M. (2012). Personal Learning Environments. Innovative Teaching and Learning colloquium, University of the Western Cape. Presentation.
  • Rowe, M. (2012). Blended learning in clinical education. Teaching and Learning colloquium, University of the Western Cape. Presentation.
  • Rowe, M. (2012). The use of social networks to facilitate the development of practice knowledge in undergraduate physiotherapy students. HELTASA, November, 2012. Poster.
  • Rowe, M. (2011). Blended learning in clinical education: a systematic review. AMEE, August, 2011, Vienna. Presentation. Abstract.
  • Rowe, M. (2011). The use of a social network to facilitate the development of practice knowledge in undergraduate physiotherapy students (final results). SAAHE, June, 2011, Potchefstroom. Presentation. Abstract.
  • Frantz, J. & Rowe, M. (2011). Blogging in an Evidence-based practice postgraduate physiotherapy module. WCPT, June 2011, Amsterdam. Poster presentation.
  • Rowe, M. (2010). Social networks as platforms to develop reflective learning in a South African university physiotherapy department (preliminary results). SAAHE conference. PresentationAbstract.
  • Rowe, M. (2009). Collaborative knowledge construction using wikis. HELTASA conference. Presentation. Abstract.
  • Rowe, M. (2009). The use of blogging as a reflective tool in physiotherapy ethics. SAAHE conference. Presentation. Abstract.
  • Mitchell, V., Rowe, M. & Statham, S.  (2009). Bringing human rights into focus in medical education. Workshop, SAAHE conference. Abstract.
  • Rowe, M. (2008). The use of information and communication technology by South African physiotherapy students. HESS conference. Presentation. Abstract.
  • Rowe, M. (2008). E-learning: an overview. UWC Information and Communication Technology Colloquium. Presentation.
  • Rowe, M. (2008). The use of information and communication technology to support South African physiotherapy students. SAAHE conference. Presentation.