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Work-integrated learning (WIL) for students studying medical laboratory science (MLS) provides hands-on experience that prepares graduates for entry into the pathology workforce. This study explored the student perceptions of studying MLS, before and after WIL placement in a pathology service, and the associated employment opportunities in a pathology laboratory. The WIL pathology technician model enabled students to gain experience across regional and metropolitan locations within the state of Queensland, Australia. With nearly two thirds of graduates employed in the profession and a quarter continuing further education in this field, this program was regarded as a success and helps meet the needs of a growing population with an expectancy of high quality health care. Discussed in this paper is the unique role of the pathology industry working with a regional university to develop successful graduates for a career in pathology, with a focus on the impact of WIL. [ABSTRACT FROM AUTHOR]

Aims: Consumer feedback on the quality of health services, in general, and student provided services, in particular, have received limited attention. This paper describes a study of the perspectives of 101 consumers of occupational therapy services delivered by students in Queensland, Australia during the second half of 2009. Method: Consumers were drawn from a range of hospital and community services, across both government and non-government organisations providing occupational therapy services for consumers across the lifespan. A purpose designed questionnaire (incorporating qualitative and quantitative items) was developed based on the literature and authors' experiences with practice education. The questionnaire investigated consumer satisfaction with student delivered occupational therapy services and their perspectives on specific attributes they considered important regarding the quality of student delivered occupational therapy services. Results: Consumers were generally satisfied with the occupational therapy services provided by students and described advantages for themselves and for the students. In addition, they would recommend these services to family and friends. Few disadvantages were identified. Attributes that consumers considered important included courtesy and respect, explaining the chosen intervention and rationale, being prepared and organised, providing information they could understand, being empathetic, understanding their problems, answering their questions and taking the time necessary to complete tasks. Conclusions: 'While the overall response rate was low (16.1%), the results are generally congruent with studies of student delivered services in medicine and nursing. The findings have relevance for preparation of students for practice placements, curriculum development and quality assurance. For example, developing the qualities the patients' value can be incorporated within health professional curricula. Limitations of the study and directions for future research are identified. [ABSTRACT FROM AUTHOR]

Aboriginal and Torres Strait Islander peoples continue to be pathologised in medical curriculum, leaving graduates feeling unequipped to effectively work cross-culturally. These factors create barriers to culturally safe health care for Aboriginal and Torres Strait Islander peoples. In this pilot pre-post study, the learning experiences of seven medical students and four medical registrars undertaking clinical placements at an urban Aboriginal and Torres Strait Islander primary healthcare service in 2014 were followed. Through analysis and comparison of pre- and post-placement responses to a paper-based case study of a fictitious Aboriginal patient, four learning principles for medical professionalism were identified: student exposure to nuanced, complex and positive representations of Aboriginal peoples; positive practitioner role modelling; interpersonal skills that build trust and minimise patient-practitioner relational power imbalances; and knowledge, understanding and skills for providing patient-centred, holistic care. Though not exhaustive, these principles can increase the capacity of practitioners to foster culturally safe and optimal health care for Aboriginal peoples. Furthermore, competence and effectiveness in Aboriginal health care is an essential component of medical professionalism. [ABSTRACT FROM AUTHOR]

This paper identifies the ways in which the Productive Pedagogies framework has been refined as a research tool for evaluating classroom practice within a current study into issues of school reform in Queensland. Initially emerging from the landmark Queensland School Reform Longitudinal Study (1998-2001), the Productive Pedagogies has been taken up widely in Australia and internationally as both a research tool and metalanguage to support teachers to critically reflect on their practice. In this paper, following a brief description of the model's four dimensions, we detail how we have addressed some methodological concerns in using and modifying the framework for the present study. In response to critiques by other researchers and debates within our own research team, we justify our use of the framework. To these ends, we present a refined methodology that addresses the importance of pedagogical process, substantiates the inclusion of particular items within the framework, supports a critical approach to issues of difference, includes students' perspectives and recognises the significance of content knowledge in the assessment of quality pedagogy. [ABSTRACT FROM AUTHOR]

Through the voices of students and teachers at an elite coeducational private school and a school situated in a low socio-economic area, this paper explores the potential consequences for students of school alignment or misalignment with the structural imperatives of the broader Queensland senior secondary education system. Although the schools are situated within the same system, the achievement expectations and practices of the two schools were vastly different. Moreover, the structuring features of the private school 'field' aligned more closely with the official processes and expectations of the Queensland assessment regime than did those at the other school. School differences in the students' understandings of and investments in their education were observed in relation to differences in school practice. [ABSTRACT FROM AUTHOR]