International Journal of Higher Education Management

The study delves into the impact and effectiveness of technology-driven learning methods. It employs a qualitative approach, specifically a Systematic Literature Review, to analyze literature from respected sources such as Scopus, DOAJ, Sinta, Web of Science (WOS), and Google Scholar from 2015 to 2023. The findings highlight diverse evaluation and assessment frameworks and methodologies for measuring the effectiveness of technology-based learning initiatives, revealing the complexity of such assessments. While the insights are valuable, there are still knowledge gaps that require attention. Moving forward, there is a need for focused research on the specific effects of technology-based education on different student groups, including those with disabilities or varying socio-economic backgrounds. Additionally, there is an urgent requirement for in-depth studies on mitigating technical risks and challenges, as well as exploring more efficient collaboration models in technology-based education. These areas should be prioritized for future research. It's important to acknowledge certain limitations within this study, including constraints on time and resources that may have impacted the scope of the research, the reliance on existing literature which may have limited the exploration of emerging trends, and the potential introduction of subjectivity due to the qualitative nature of the methodology. This research contributes by providing a comprehensive examination of existing literature on the influence and efficacy of technology-based learning approaches. Through a Systematic Literature Review methodology, it synthesizes insights from diverse sources, shedding light on the complexities and challenges inherent in evaluating and assessing technology-based learning initiatives. The identification of areas requiring further investigation, particularly regarding specific student populations and technical challenges, offers valuable guidance for future research endeavors.      

Background: Strong financial literacy skills can significantly enhance the success of any business, including medical practices, while also mitigating the stress associated with ignorance and poor financial decisions. Despite this importance, medical schools often provide minimal relevant financial training, resulting in many healthcare practitioners lacking essential financial knowledge. This gap in education can leave medical professionals financially illiterate and ill-prepared to manage the business aspects of their practices effectively.
Purpose: Given our concerns about the perceptions of South African healthcare professionals regarding their financial literacy, our study aimed to investigate their level of financial mastery. We sought to understand how these professionals perceive their financial knowledge and how it impacts their practice.
Methodology: To gain insights into the financial realities faced by medical practitioners, we conducted qualitative semi-structured interviews with 15 healthcare professionals who were conveniently selected from Johannesburg, South Africa. The interviews were carefully analyzed and manually coded to identify recurring themes. These themes were then connected to existing research and aligned with the study’s objectives.
Findings: The analysis of the interview data revealed three prominent themes: financial ignorance, knowledge gaps, and the need for comprehensive knowledge enhancement. Participants indicated that while they had received some financial and business training during their undergraduate education, they found this training neither valuable nor adequate for managing a private practice effectively. Concerns were specifically highlighted regarding the disproportionate emphasis on public sector operations rather than private practice. Subthemes included various concerns such as marketing strategies, legal issues, accounting practices, people management, tax return submissions, financial procurement, and overall management challenges.
Practical Implications and Conclusions: The study found that financial illiteracy is not only time-consuming but also contributes to financial insecurity, which can impact mental health and potentially affect the quality of patient care. These findings have both theoretical and practical implications. Theoretically, they contribute to a better understanding of the management challenges faced by private medical practitioners. Practically, they offer empirical insights into the need for enhanced financial education and support for healthcare professionals.