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The Australian and New Zealand College of Anaesthetists (ANZCA) recently reviewed and updated the guideline on equipment to manage a difficult airway. An ANZCA-established document development group, which included representatives from the Australasian College for Emergency Medicine and the College of Intensive Care Medicine of Australia and New Zealand, performed the review, which is based on expert consensus, an extensive literature review, and bi-nationwide consultation. The guideline (PG56(A) 2021, https://www.anzca.edu.au/getattachment/02fe1a4c-14f0-4ad1-8337-c281d26bfa17/PS56-Guideline-on-equipment-to-manage-difficult-airways) is accompanied by a detailed background paper (PG56(A)BP 2021, https://www.anzca.edu.au/getattachment/9ef4cd97-2f02-47fe-a63a-9f74fa7c68ac/PG56(A)BP-Guideline-on-equipment-to-manage-difficult-airways-Background-Paper), from which the current recommendations are reproduced on behalf of, and with the permission of, ANZCA. The updated 2021 guideline replaces the 2012 version and aims to provide an updated, objective, informed, transparent, and evidence-based review of equipment to manage difficult airways. [ABSTRACT FROM AUTHOR]

Despite decades of managerial university reforms, collegiality emerges as an idea that unites academics, and that both symbolises and legitimises the collective aspirations of the academy. Typically, collegiality is positioned as an unquestionably "good thing"—an unproblematic academic ideal or an academic structure—obscuring the contingency of social arrangements in universities. This paper investigates the plurality of collegial practices that unfold "on the ground" in the context of university reforms and the diversification of the academic workforce over recent decades. The paper presents a qualitative and exploratory study of collegial practices in seven contemporary Australian and New Zealand/Aotearoa universities, employing a social cartographic analysis. Eleven types of logics underpinning collegial practices are identified and described in detail, by drawing on examples of collegial practices offered by fifteen research participants. A reconfigured picture of academic relations is presented, revealing the range of collegial practices that tend to be subsumed under a generic notion of collegiality. The effects of different types of collegial practices are examined, contesting exclusionary collegial relations and highlighting practices that have the potential to produce a more inclusive and socially just academy. [ABSTRACT FROM AUTHOR]

The release of the 2014 REF results in the UK is a timely reminder that many national governments have aimed to increase the research productivity of universities, by introducing performance-based research systems. This paper examines whether there is a relationship between attitudes to these research systems and research productivity, using interview data from three universities in Australia, New Zealand and the UK. It concludes that attitudes are not strongly related to productivity, and that only a better understanding of system limitations will help to improve them. [ABSTRACT FROM AUTHOR]

Work-integrated learning (WIL) experiences rely heavily on the development of relationships between the university, industry and often community organizations. As participation in WIL is increasing, the issue of sustainability becomes paramount, requiring processes and practices for effective collaborations and partnerships. This paper reports on an action research project to develop a framework to represent the critical success factors for sustainable WIL relationships. Drawing on reflections from WIL practitioners on what they considered were the critical success factors and a review of literature, a framework was developed, prioritizing three key themes: communication, commitment and compatibility. Within these themes, nine key factors were identified and then evaluated by academic and industry stakeholders in New Zealand, Canada and Australia. Trust, expectations, reciprocity, coordination, vision, learning, resources, reputation, and recognition were confirmed as important factors for sustainable WIL relationships. The framework provides good practice guidelines for all WIL stakeholders. [ABSTRACT FROM AUTHOR]

Much of the past literature examining the field of student affairs and services from an international perspective has done so from an organisational lens at the country level. Drawing from open-ended survey responses, this paper focuses on the issues and challenges identified by individual student affairs and services staff members from Canada, the United Kingdom, Australia and New Zealand. Understanding the issues and challenges faced by colleagues in other cultural contexts may motivate an international exchange of effective practices used in local contexts to address challenges that exist globally. [ABSTRACT FROM AUTHOR]

Introduction: Increasingly, universities are allocating substantial resources and efforts towards developing their own student-led clinical services (SLCS) within university health clinics (UHCs). For that reason, under the umbrella of the Australian and New Zealand Association for Health Professional Educators (ANZAPHE), clinical educationalists from 12 Australian universities have come together as a hot topic action group (HTAG) to collaboratively explore and enhance learning outcomes from this setting. Context: SLCS within UHCs increase placement capacity to meet growing demand. Moreover, SLCS within UHCs have the potential to provide an outstanding learning opportunity through high-quality supervision and activities designed to develop clinical competencies. However, the benefits of providing clinical education experiences for health and medical students in this setting has not been formally assessed. Typically, SLCS within UHCs are developed through consultation between universities and local health providers and are purposefully designed clinical placements with a focus on clinical educational activities for pre-registration students. UHCs may be located on or off campus and offer SLCS or other services to university staff, students and/or the wider community. In SLCS, students' delivery of health services is supervised by university employed health professionals. Scope: The work of the HTAG to date is presented in this paper, which defines the setting and outlines assumptions, aspirations, challenges and enablers. The next phase of work for the HTAG is to formally explore the educational value for health professional students' of SLCS delivered in UHCs and to develop resources and a quality assurance framework to guide the evaluation of these services. [ABSTRACT FROM AUTHOR]

Interest is growing in how to integrate spirituality into family therapy. Closely related to this development are efforts to include spirituality in marriage and family therapy training. Students in various fields are expressing interest in spirituality and the desire to have it integrated into their training programs. However, not all family therapy training incorporates spirituality as part of rigorous academic inquiry while considering the personal and cultural components of spirituality in the curriculum. This article examines approaches to integrating spirituality in a Commission on Accreditation for Marriage and Family Therapy Education ( COAMFTE) accredited program at Christian Theological Seminary ( CTS). A review of research on spirituality in training programs is offered as well as current approaches that address spirituality. The pedagogical approach at CTS is then explicated. The curriculum includes courses in religion and others that integrate spirituality/theological reflection with family therapy. 'Integration of Self, Systems, and Spirit' and a Capstone Presentation that showcases an integrative method are described. Finally, implications for training in secular universities and agencies are articulated, with suggestions for future exploration. [ABSTRACT FROM AUTHOR]

Aims The limited existing research on drinking games and predrinking among university students in Argentina, Australia, Canada, and New Zealand suggests that participation in these risky drinking practices is relatively widespread among this population. Drinking norms and alcohol use can vary across countries and in different regions of the globe. The measurement of drinking games and predrinking participation between studies also differs, making cross-country comparisons difficult. The present study explored differences in past month participation in drinking games and predrinking among university students from a large public university in Argentina, Australia, Canada, and New Zealand. Methods The data analytic sample consisted of 1134 university students (ages 18–25, M age = 20.2 years; 72.6% women) from Argentina (n  = 349), Australia (n  = 280), Canada (n  = 262), and New Zealand (n  = 243) who reported weekly alcohol consumption. Students completed a confidential survey on drinking attitudes and behaviors. Results Controlling for age, gender, and weekly drink consumption, there were no cross-country differences in past month participation in predrinking. In contrast, university students from Canada and New Zealand were more likely to have played a drinking game in the past month than students from Australia and Argentina. Conclusions The present finding suggest that university students from Argentina, Australia, Canada, and New Zealand are equally likely to participate in predrinking regardless of country; however, the likelihood of playing drinking games differs as a function of country site. [ABSTRACT FROM AUTHOR]

Background: Induction of labour (IOL) and caesarean section (CS) rates continue to increase in Australia, New Zealand and globally. There is evidence that CS rates are decreased in the context of medically indicated and elective IOL; therefore, the emerging concept of using IOL as means of preventing CS warrants investigation. Aims: To assess obstetricians' opinions of elective IOL at 39 weeks gestation, its feasibility, generalisability and utility as a means of preventing CS in Australia and New Zealand. Materials and Methods: A de‐identified cross‐sectional survey was distributed electronically to all Fellows and trainees of The Royal Australian and New Zealand College of Obstetricians and Gynaecologists (RANZCOG). The survey was voluntary and distributed with the approval of the RANZCOG Continuing Education Committee. The survey addressed opinions relating to rates of and indications for IOL, the perceived validity of those indications and explored the acceptability of using a screening tool to predict women at increased risk of intra‐partum CS and tailoring obstetric management to include the option of IOL at 39 weeks gestation. Results: The overall response rate was 34% (492/1423) (including trainees) and the response rate was 53% (394/750) for currently practising obstetricians. The majority (90%) of responders agreed on medical and clinical indications for IOL. There was no consensus on the validity of IOL if a woman were at apparent high risk of intra‐partum CS; however, 81% (360/443) of clinicians would be interested in a tool that could predict those women at risk. Conclusions: There is heterogeneity of obstetrician's beliefs on using IOL at 39 weeks as a mechanism to reduce the CS rate. [ABSTRACT FROM AUTHOR]

Introduction: Recovery‐oriented practice policies and occupational therapy education accreditation standards require that consumers are engaged in the design, delivery and evaluation of curricula. This consumer involvement (sometimes referred to as service‐user involvement or patient involvement in other contexts) should go beyond consumers simply 'telling their stories' to more meaningful collaboration in curricula. This study was designed to map the current patterns of consumer involvement in occupational therapy programs across Australia and Aotearoa New Zealand. Method: A survey was distributed to all occupational therapy programs across Australia and Aotearoa New Zealand. The survey included questions related to: (a) perceived enablers and barriers to consumer involvement in education; (b) organisational structures and support; (c) ways in which consumer are involved in the design, delivery and evaluation of curricula; (d) access to remuneration for consumers; (e) overall ratings of the level of consumer involvement in curricula; and (f) academic confidence in working with consumers. Results: Usable responses were received for 23 programs from 19 universities (83% response rate). Every program reported some consumer involvement in the curriculum. Consumer participation tended to be mainly focussed on curriculum delivery with less frequent involvement in curriculum design or evaluation. The most common barrier to consumer involvement in curricula was 'funding/remuneration for consumers' and the most common enabler of consumer involvement was 'positive attitudes of teaching staff'. Conclusion: In comparison to previous reports, consumer involvement in occupational therapy curricula has increased over the past decade. However, ongoing effort is required to support true collaboration in all aspects of curriculum design, delivery and evaluation. While this will require attention and effort from academic teams, changes at a university level to establish systems to engage and effectively remunerate consumers for their involvement (especially in design and evaluation elements) are also required. [ABSTRACT FROM AUTHOR]

Objectives: The objectives of this study were to benchmark roles that veterinary librarians at universities and colleges play in systematic reviews (SRs) and scoping reviews that are conducted by faculty and students at their institutions, to benchmark the level of training that veterinary librarians have in conducting SRs, to identify barriers to their participation in SRs, and to identify other types of literature reviews that veterinary librarians participate in. Methods: Sixty veterinary librarians in universities and colleges in Canada, the United States, England, Scotland, Ireland, Australia, and New Zealand were surveyed online about their roles and training in conducting SRs, barriers to participation in SRs, and participation in other types of literature reviews. Results: Veterinary librarians' highest participation was at an advising level in traditional librarian roles as question formulator, database selector, search strategy developer, and reference manager. Most respondents reported pretty good to extensive training in traditional roles and no or some training in less traditional roles. Sixty percent of respondents received few or no requests to participate in SRs, and only half of respondents had participated in SRs as a review team member. Sixty percent of respondents stated that their libraries had no policies regarding librarian roles and participation in SRs. Conclusions: The surveyed veterinary librarians participated in SRs to a lesser degree than human health sciences librarians, experienced low demand from veterinary faculty and students to participate in SRs, and participated as review team members at significantly lower rates than human health sciences librarians. The main barriers to participation in SRs were lack of library policies, insufficient training, and lack of time. [ABSTRACT FROM AUTHOR]

An editorial is presented on the gender equity in the Royal Australian College of Obstetricians and Gynaecologists (RACOG). It discusses the posts occupied by women in the national structure, how in the 20th century, the number of male and female trainees could be compared, Council level showing gender parity.

Introduction: The Royal Australian and New Zealand College of Radiologists (RANZCR) and other medical colleges have provided research grants from their budgets for many years. This survey-based project aimed to determine whether the RANZCR Faculty of Radiation Oncology (FRO) is realizing value for money from its seed funding, and to compare this with grant activities of the other colleges.Methods: Eligible FRO grant recipients between 1999 and 2014 were surveyed regarding bibliometric data, subjective outcomes and factors considered important in completing their research projects. The other colleges were also approached via email and phone interviews.Results: A records search identified 26 eligible individuals who received 42 grants for 41 projects. The survey response rate was 100%, identifying 33 secondary grants, 65 conference presentations, 10 prizes and 69 publications associated with the FRO grants and consequential research. At least seven higher degrees also resulted. The funding process was very positively perceived by grant recipients, and the two factors identified as most important in project completion were local infrastructure and RANZCR funding. In 2015, FRO allocated AUD$150K for grants compared with $10K-$2.6M from 10 of the other 15 Australasian Medical Colleges. In general, appraisal of funding outcomes relative to expenditure has been only low level until recently.Conclusions: This project has identified significant research output and subjective benefit from relatively modest FRO seed grants, implying a favourable cost-benefit ratio. Such outcomes monitoring needs to be more widely pursued within Australasian medical colleges. [ABSTRACT FROM AUTHOR]

The focus of this article is on the written feedback that supervisors say they often give their second language (L2) doctoral students. Little is known about the focus of this feedback and about what supervisors consider as priorities in the early draft writing of dissertation chapters. Given the potentially different priorities and foci of supervisors in different disciplines and different contexts (Bitchener, Basturkmen, & East, 2010), this article reports the findings of an investigation into the content focus of the written feedback that 30 Applied Linguistics supervisors in New Zealand and Australian universities said they provide on early drafts of dissertation chapters. All supervisors completed a questionnaire and 26 were interviewed. Two broad areas of concern are identified: subject knowledge, coverage and argument; and aspects of the writing that need to be edited in some way. The article closes with recommendations for further research and suggestions for pedagogical application. [ABSTRACT FROM AUTHOR]

Aim To explore the concept of sustainability in nursing using social media as a vehicle for discussion on the topic. Background There is a need for an increased awareness among nurses of the issues that are crucial for the healthcare sector to prepare for climate change and contribute to sustainable development. However, topics about sustainability and climate change are not a requirement of nursing curricula in Europe; social media provides an opportunity to raise issues and promote discussion. Design A thematic analysis of a Twitter discussion. Methods A Twitter discussion session hosted by @WeNurses took place on 24 March 2015 over 1 hour. Data were gathered via this online discussion hosted on Twitter, a social media platform. Following the discussion a thematic analysis of the posted Tweets was conducted. Findings One hundred and nineteen people posted nine hundred and ninety six Tweets, a reach of 3,306,368. Tweets broadly followed the questions posted by the team. Several threads related to the sustainable use of healthcare resources and the need to reduce waste was evident. A Word Cloud of the Tweets highlighted prominent words in the discussion: sustainability, nursing/nurses, curriculum, important, waste, practice, resources, student, plastic, health, gloves. Conclusion Social media is an effective way of engaging nurses and students in a discussion on challenging issues. Sustainability appears to be important for nurses, with a particular emphasis on resource use and the importance of sustainability topics in nurse education. [ABSTRACT FROM AUTHOR]

In this article, we will explore the context within which two significant nonprofit management education programs developed in Australia and New Zealand. These tertiary education programs grew with relatively little reference to each other, yet both responded to nonprofit sector needs with similarities of vision and adult education philosophy and practice. Over time, the Australian program, based in a university business school, has been focused more on postgraduate programs, research, and more recently, social entrepreneurship and measuring social impact. The New Zealand program, with roots in a community development school, has grown with wide geographic coverage, alongside customized delivery for Māori and Pacific communities. Nonprofit sector, cultural, institutional, and wider contextual factors have played a part in shaping their current forms of delivery. Just as the nonprofit sector is characterized by a high degree of diversity in terms of organizational form, industry, and organizations, these programs have responded in different ways to multiple and diverse stakeholder influences. Given the size, significance, and growth of the sector, the uptake across all programs is smaller than expected in either country. Why is this so? In this article, we will examine the growth of the first accredited tertiary education programs in Australia and New Zealand and highlight the challenges and opportunities of delivering nonprofit management education in this region. [ABSTRACT FROM AUTHOR]