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Consensus moderation, where collaboration and discussion take place to reach an agreement on mark allocation, is a frequently used approach to quality assurance in higher education. Unit coordinators play a vital role in facilitating consensus moderation, yet limited research has focused on their role in moderation practices. This study explored unit coordinators' perceptions and experiences of consensus moderation in Australian higher education through five focus groups. Using Foucauldian discourse analysis, data analysis identified three discursive constructions of consensus moderation situated in the wider discourse of the neoliberal university: a truly collaborative process, an illusion, and a process to manage markers. Unit coordinators in this study were positioned as either supportive, compliant but ineffective, or powerful. In contrast, markers were positioned as helpful and compliant although inexperienced and needing support; uncooperative, resistant, troublesome and demanding; or inexperienced and malleable. This paper has identified varied knowledge and understanding of consensus moderation processes and practice. These findings can inform moderation policy and practices and unit coordinator professional development.

There is growing pressure in higher education to develop graduates with the capabilities to work effectively in collaborative, interdisciplinary teams to solve the key issues facing humankind. For many years, health has been pioneering interprofessional education as the means to deliver professionals with capacity to work together to deliver high quality, cost-effective, client-centered care. This paper reports on an explorative case study where interviews were undertaken with ten students from different professions who had experienced interprofessional education at three different community sites. The learning was informed by an adapted version of contact hypothesis for use in interprofessional education combined with adult learning principles. Four interrelated metathemes were identified: space and time, informality and independence, which resulted in a more holistic approach to practice. Results suggest that the contact hypothesis, with consideration of contact variables, has the potential to improve the quality of interdisciplinary group interaction.

Curtin University introduced an interprofessional first year curriculum in the Faculty of Health Sciences in 2011. This curriculum, now delivered to over 3,300 first year health science students annually, consists of five common compulsory units, eight optional units (specific to several courses) and one discipline specific unit for each course. Significantly, the learning outcomes are informed by an Interprofessional Capability Framework (Brewer & Jones, 2013). This paper reports on a study which aimed to analyse the use of the capability framework in supporting the development of the desired interprofessional capabilities. This qualitative study was based on data from student reflective journals in one of the large common units. The sample consisted of 105 of the 411 students enrolled in one of the common units (response rate 25.6 percent) in the second major teaching period (semester two) in 2011. The data was analysed via NVivo8© to provide a holistic view of the content of the reflections as they related to the Interprofessional Capability Framework. The results indicate that the use of the Interprofessional Capability Framework in structuring the learning outcomes has influenced student learning. This is evidenced by the correlation between the themes which emerged during the coding of the data and the Interprofessional Capability Framework. For example, 'Client-centred' was the most frequently coded theme, followed by Collaboration, Team Function, and Quality Care, all of which are reflected in the Framework. The major finding of the study is that the framework did have an impact in guiding the development of the foundational interprofessional unit; the learning outcomes included key elements of the framework, the learning experiences were designed to meet these outcomes, and the assessment utilising a reflective journal was designed to measure the development of novice interprofessional capabilities.

This paper describes an exploratory case study investigating the capacity of a multidisciplinary approach to academic development, to empower adaptive responses to ongoing technological change impacting on teaching practice. A quasi-experimental design with an intervention group (n=22) and a comparative control group (n=7) was adopted. Pre and post online questionnaires were administered to participants in both groups to evaluate attitudes and experiences relating to technology use in teaching and learning. The questionnaires were adapted from the Technology Acceptance Model. Qualitative measurement of the intervention group's experiences following the professional development was captured using semi-structured interviews, followed by two focus groups to confirm the interview findings. Results indicate that the professional development impacted positively on participants through significantly increased levels of confidence and perceived ease of use. Qualitative data indicated participants experienced cognitive, emotional, and/or practical changes during and/or following the professional development.

This case study describes the implementation of a stand-alone unit on Indigenous Australian culture and health within a nursing and midwifery program, and presents quantitative and qualitative data from the university's anonymous online student teaching and learning questionnaire. In doing so, this study aims to determine whether a single, compulsory unit has the capacity to develop graduate Indigenous Australian cultural competence. Qualitative data from the nine teaching periods over the five years the unit was taught is analysed to determine student satisfaction and motivation. A total of 1742 students enrolled in the unit over five years and 748 completed the online questionnaire (a response rate of 43%). Qualitative data from the same teaching and learning questionnaire is drawn on to highlight the impact of the unit on student attitudes towards Aboriginal and Torres Strait Islander peoples, as well as the pedagogical approaches adopted to teach compulsory Aboriginal studies to predominately non-Aboriginal students. Data suggests that overall students were satisfied and engaged with the unit. For many the experience was transformative, not having had prior experience with Indigenous Australians or Aboriginal studies' content. A discrete unit on Indigenous culture and health has the capacity to assist students to begin their journey to cultural competence. However, to be successful and sustainable, such a unit must be aligned with the three key areas identified in a Reconciliation Action Plan: relationships, respect and opportunities. Furthermore, key pedagogical approaches are required to ensure students are motivated to engage with the content. Keywords: Indigenous Australian cultural competency, cross-cultural graduate capability, Indigenising curricula, cross-cultural pedagogy, intercultural education It is with respect that we acknowledge the Nyungar people and their Elders, who are the custodians and guardians of this land on which we live. We thank the Elders for their continued guidance and support of the work that we do in the interests of improving outcomes for all Aboriginal and Torres Strait Islanders.

This qualitative study reports on findings from interviews with ten academics in an Australian university six to twelve months following academic workforce reshaping and the widespread introduction of teaching academic roles. The research aimed to determine how the workforce reshaping impacted on the capacity of academics with teaching responsibilities to engage in the Scholarship of Teaching and Learning (SoTL). Findings indicate that whilst academics were willing to undertake SoTL, participants' capacity to engage was hampered by the workload model, middle academic leaders' capacity to define and lead SoTL, and a perceived lack of SoTL value. A major concern for participants was that shifting goal posts (in relation to roles and expectations) would make it difficult to successfully apply for future academic work. The research indicates the need for the sector to consider the selection criteria for middle leadership roles, as well as ongoing academic leadership development to support adaptability and change agility.

Universities face increasing pressure not only to embed interprofessional education within health education curricula but also to prepare graduates as catalysts of change for interprofessional, team-based approaches to health care delivery. Currently, few leadership programmes exist that support the expansion of interprofessional education. This paper describes the development, implementation and evaluation of a leadership programme aimed to build faculty and health practitioners' capacity to become change agents for interprofessional education and practice. The programme was delivered by two Australian universities, each in partnership with a local health care provider. A mixed method approach was adopted to measure participants' pre- and post- knowledge, reactions to the programme, planned and reported behavioural changes, and organizational outcomes. The programme was positively evaluated and reported to increase participants' understanding of interprofessional education and practice. Follow up with participants suggested the programme had facilitated the implementation of interprofessional education and practice in both academic and practice contexts.

Progress has been slow in improving health disparities between Aboriginal and Torres Strait Islander (Indigenous) Australians and other Australians. While reasons for this are complex, delivering healthcare respectful of cultural differences is one approach to improving Indigenous health outcomes. This paper presents and evaluates an intercultural academic leadership programme developed to support tertiary educators teaching Indigenous health and culture prepare interdisciplinary students to work respectfully and appropriately as health professionals with Indigenous peoples. The programme acknowledges the impact of colonisation on Indigenous Australians and draws on theories of the intercultural space to inform reflection and discussion on Indigenous/non-Indigenous relations and their impact on healthcare. Furthermore, the programme encourages establishing a community of practice as a resource for educators. Evaluation indicated participants' confidence to teach Indigenous content increased following the programme. Participants felt more able to create intercultural, interdisciplinary and interactive learning spaces that were inclusive and safe for students from all cultures. Participants learned skills to effectively facilitate and encourage students to grapple with the complexity of the intercultural space, often tense, uncertain and risky, to enable new understandings and positions to emerge that could better prepare graduates to work in Indigenous health contexts.

This paper is drawn from our collective experience coordinating, and teaching in, a large common inter-professional unit on Indigenous cultures and health at an Australian university. Specifically, we use our lived experiences as Aboriginal and non-Aboriginal academics working interculturally to inform a theoretical discussion about how universities conceptualise "quality" in learning and teaching for Indigenous studies and, more broadly, "Indigenising the curriculum". Drawing primarily on the work of Rauna Kuokkanen and the "logic of the gift", we argue that the application of Western "quality indicators" to learning and teaching for Indigenous content demonstrates an innate lack of institutional understanding of the complexities of teaching interculturally and the "unlearning" which needs to occur for students to become critically self-reflexive and develop capacity for ontological pluralism (essential for graduate intercultural capability). According to Kuokkanen, for Indigenous people social order is maintained through giving and recognising the gifts of others, including the land; the logic of the gift, therefore, represents a radical critique of the entrepreneurial and measured university, which relies on one narrow idea of the world and human relationships. The transactional approach typically used to embed Indigenous knowledges into university courses thus illustrates the prevailing epistemic violence enacted on Aboriginal and Torres Strait Islander peoples. Importantly, in addition to Kuokkanen's work, we also apply Martin Nakata's notion of the "cultural interface" to dissociate from essentialist notions of Indigeneity (and indeed the university) to imagine how Indigenous studies can open a dialogue about reciprocity, hospitality and the current limits of the academy's conceptualisation of "quality".

The higher education sector has increasingly begun to pay more attention to academic leadership. This qualitative study explores how such an investment in a 20-week leadership development program influenced the behaviour of 10 academic staff in the role of program coordinator 6 to 12 months following participation in the program. Otherwise known as program directors or department chairs, academic staff in this role are responsible for coordinating and leading degree courses or programs. Leadership learning and changes in the behaviour of program coordinators was evident, particularly in regard to building influence, communicating more effectively and managing upwards. Improved confidence in their ability to perform the role was a lasting outcome and the use of peer learning and coaching was an important part of the success of the intervention. However, workload factors, succession planning and orientation were seen to be factors that impact on leadership development in this role. The findings suggest that participation in well designed academic leadership programs can result in a lasting transfer of training for program coordinators. (Contains 1 figure and 1 table.)

Consensus moderation, where collaboration and discussion take place to reach an agreement on mark allocation, is a frequently used approach to quality assurance in higher education. Unit coordinators play a vital role in facilitating consensus moderation, yet limited research has focused on their role in moderation practices. This study explored unit coordinators' perceptions and experiences of consensus moderation in Australian higher education through five focus groups. Using Foucauldian discourse analysis, data analysis identified three discursive constructions of consensus moderation situated in the wider discourse of the neoliberal university: a truly collaborative process, an illusion, and a process to manage markers. Unit coordinators in this study were positioned as either supportive, compliant but ineffective, or powerful. In contrast, markers were positioned as helpful and compliant although inexperienced and needing support; uncooperative, resistant, troublesome and demanding; or inexperienced and malleable. This paper has identified varied knowledge and understanding of consensus moderation processes and practice. These findings can inform moderation policy and practices and unit coordinator professional development. [ABSTRACT FROM AUTHOR]

This article argues that current Australian graduate attributes – the strategy for assuring graduate employability – are inherently and uncritically Western and privilege white subjectivity. Drawing on Moreton-Robinson's critique of whiteness in Australian academia we challenge the idea that all students must achieve the same narrow list of generic attributes informed, we argue, by Western traditions. In doing so, we aim to create a space to explore Nakata's cultural interface as a means to simultaneously deliver key capabilities essential for future work and expand the sector's thinking beyond assuring a singular kind of graduate. Decolonising processes led by local Elders, based in authentic relationships forged at the cultural interface, we argue, would assist Australian universities to overcome tokenistic approaches to 'Indigenising the curriculum' and the challenges of 'assuring' graduate attributes. Through reimagining approaches to graduate employability, we explore how learning experiences informed by local place-based Aboriginal values, principles and perspectives present an opportunity to develop graduates equipped to reimagine themselves in response to a world and workplace in flux. [ABSTRACT FROM AUTHOR]

Interprofessional identity development is an emerging area of research. Whilst there is a growing body of studies exploring interprofessional identity development and interprofessional education, little is known about interprofessional identity development in healthcare professionals and the impact of interprofessional identity on practice. This study explored interprofessional identity development in graduates during their first year of work as health professionals and the influence of this on practice. All graduates had prior interprofessional education as students. Fourteen interviews with eight graduates were conducted. Data was analysed cross-sectionally using inductive thematic analysis. Three inter-related themes were developed: 'growing confidence,' 'commitment to client-centred care,' and 'maintaining dual identification in different contexts.' These themes demonstrated that, first, interprofessional identity development occurred along a continuum influenced by the practice context and the individual's commitment to client-centred care. Second, confidence identifying and practising as a healthcare professional facilitates further interprofessional identity development. Third, maintaining identification as an interprofessional practitioner involves developing an increasingly sophisticated understanding of interprofessional practice by viewing interprofessional identity through increasingly complex meaning-making lenses consistent with the constructive developmental theory of self. Findings support the inclusion of pre-licensure interprofessional education and inform further interprofessional identity research in professionals beyond their first year of practice. [ABSTRACT FROM AUTHOR]

Introduction: Being culturally secure, respectful and responsive can mean occupational therapists can contribute to improving the health and wellbeing of Aboriginal and Torres Strait Islander peoples. New culturally responsive accreditation and competency standards provide an opportunity to decolonise the profession to enhance the cultural capabilities of graduates. The purpose of this study was to explore how well‐prepared Australian occupational therapy courses are to implement the new standards. Methods: The principles of participatory action research were applied. An initial survey with occupational therapy academic staff was used to inform questions for semi‐structured interviews. Semi‐structured interviews were conducted with 10 occupational therapy academics and occupational therapy accreditors. Interview data were thematically analysed. Findings: The four themes identified from the interviews were: occupational therapy profession drivers, effective leadership, community and Elder involvement, and course design and delivery. Conclusion: The new accreditation and competency standards are a promising step forward for the profession. However, the profession needs to be better prepared to decolonise Australian occupational therapy. A positive and culturally secure way forward is to engage Elders and other community members in learning experiences to build student, academic and practicing occupational therapist's cultural capability. Non‐Aboriginal and Torres Strait Islander leadership at all levels of the profession and within universities is crucial to establishing trusting, reciprocal relationships to support deep knowledge exchange. These relationships lay the foundation to build cultural capabilities and decolonise processes in the profession. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) is embedded in many health professional training programs, often with a focus on collaborative teamwork. Most studies into whether IPE delivers the desired collaborative teamwork capabilities has tended to rely on short term, self-assessed changes in learners' attitudes, knowledge and skills. This study adopted overt ethnographic observation to understand how a convenience sample of students behave in groups during interprofessional team-based clinical placements. Interprofessional student teams were observed by two independent observers on eight occasions (a total of 720 hours) across three sites. Thematic analysis of the observational data indicates that student teams fell into two categories: higher and lower functioning. Higher functioning teams were observed using humor to build rapport, reduce tension and express humility, and evidenced a greater emphasis on shared client goals. In contrast, lower functioning teams were more formal, with no evidence of humor and less interaction. The higher functioning teams, therefore, not only demonstrated greater interprofessional collaboration they also appeared to have higher levels of psychological safety. Participants in the higher functioning teams also demonstrated mutual trust and confidence and took more risks, often speaking up to provide suggestions, share knowledge and skills, and seek or offer feedback. The results suggest that further explicit training in, and assessment of, psychological safety in IPE needs to be undertaken. [ABSTRACT FROM AUTHOR]

The majority of studies exploring the impact of interprofessional education (IPE) for pre-licensure health professionals have focused on IPE experiences in the classroom, online or through simulation. Research into IPE in clinical settings has been carried out, however, to date most studies have focused on short-term outcomes related to learner reaction, attitudes and perceptions, and knowledge and skills. This study adds to the literature investigating IPE in clinical settings for pre-licensure health professionals by investigating the experiences of learners who, following their IPE clinical placement, had moved into other clinical (workplace) environments. To understand what, if any, influence the clinical IPE experience had on their subsequent professional practice, 13 participants (students and graduates) from five professions were interviewed. Inductive thematic analysis identified that, following their IPE placement, participants engaged in interprofessional practice by seeking and sharing information, embedding other professional goals into patient sessions and conducting joint sessions. Several factors influenced the ability and capacity to collaborate at the individual and organisation level. Findings from this study suggest that the dedicated IPE placements enhanced both student and graduate openness and ability to collaborate with other professions in subsequent clinical workplace settings. [ABSTRACT FROM AUTHOR]

This paper describes an exploratory case study investigating the capacity of a multidisciplinary approach to academic development, to empower adaptive responses to ongoing technological change impacting on teaching practice. A quasi-experimental design with an intervention group (n = 22) and a comparative control group (n = 7) was adopted. Pre and post online questionnaires were administered to participants in both groups to evaluate attitudes and experiences relating to technology use in teaching and learning. The questionnaires were adapted from the Technology Acceptance Model. Qualitative measurement of the intervention group's experiences following the professional development was captured using semi-structured interviews, followed by two focus groups to confirm the interview findings. Results indicate that the professional development impacted positively on participants through significantly increased levels of confidence and perceived ease of use. Qualitative data indicated participants experienced cognitive, emotional, and/or practical changes during and/or following the professional development. [ABSTRACT FROM AUTHOR]

Universities face increasing pressure not only to embed interprofessional education within health education curricula but also to prepare graduates as catalysts of change for interprofessional, team-based approaches to health care delivery. Currently, few leadership programmes exist that support the expansion of interprofessional education. This paper describes the development, implementation and evaluation of a leadership programme aimed to build faculty and health practitioners’ capacity to become change agents for interprofessional education and practice. The programme was delivered by two Australian universities, each in partnership with a local health care provider. A mixed method approach was adopted to measure participants’ pre- and post- knowledge, reactions to the programme, planned and reported behavioural changes, and organizational outcomes. The programme was positively evaluated and reported to increase participants’ understanding of interprofessional education and practice. Follow up with participants suggested the programme had facilitated the implementation of interprofessional education and practice in both academic and practice contexts. [ABSTRACT FROM AUTHOR]

There is growing pressure in higher education to develop graduates with the capabilities to work effectively in collaborative, interdisciplinary teams to solve the key issues facing humankind. For many years, health has been pioneering interprofessional education as the means to deliver professionals with capacity to work together to deliver high quality, cost-effective, client-centered care. This paper reports on an explorative case study where interviews were undertaken with ten students from different professions who had experienced interprofessional education at three different community sites. The learning was informed by an adapted version of contact hypothesis for use in interprofessional education combined with adult learning principles. Four interrelated metathemes were identified: space and time, informality and independence, which resulted in a more holistic approach to practice. Results suggest that the contact hypothesis, with consideration of contact variables, has the potential to improve the quality of interdisciplinary group interaction. [ABSTRACT FROM AUTHOR]

Interprofessional education in practice settings typically requires greater resource investment than in the classroom or online. Increased interest in return on investment means research on the outcomes of practice-based interprofessional education is needed. In this article, we report findings from a qualitative study involving a series of focus groups with health sciences’ students during their interprofessional placements in three community health settings in Western Australia. An exploratory case study approach was adopted to determine students’ perceptions of the placement and their learning. The presage–process–product (3P) model of learning and teaching was employed to illuminate to the nature of this interprofessional education experience. Verbatim transcripts were analysed by two researchers using an inductive approach to derive key themes. Findings illuminate a number of factors that strongly influenced student perceptions of their learning in interprofessional practice-based placements including a dedicated space to collaborate and learn; exposure to a wide range of professions in practice settings; the approach of the facilitators; and students’ previous clinical experience, year level and the timing of the placement. Students reported that the placement enhanced their knowledge, professional communication, leadership, understanding of other health professions and collaboration. This study provides contemporary insight into key factors that influence student learning during practice-based interprofessional placements. [ABSTRACT FROM PUBLISHER]

This paper is drawn from our collective experience coordinating, and teaching in, a large common inter-professional unit on Indigenous cultures and health at an Australian university. Specifically, we use our lived experiences as Aboriginal and non-Aboriginal academics working interculturally to inform a theoretical discussion about how universities conceptualise ‘quality’ in learning and teaching for Indigenous studies and, more broadly, ‘Indigenising the curriculum’. Drawing primarily on the work of Rauna Kuokkanen and the ‘logic of the gift’, we argue that the application of Western ‘quality indicators’ to learning and teaching for Indigenous content demonstrates an innate lack of institutional understanding of the complexities of teaching interculturally and the ‘unlearning’ which needs to occur for students to become critically self-reflexive and develop capacity for ontological pluralism (essential for graduate intercultural capability). According to Kuokkanen, for Indigenous people social order is maintained through giving and recognising the gifts of others, including the land; the logic of the gift, therefore, represents a radical critique of the entrepreneurial and measured university, which relies on one narrow idea of the world and human relationships. The transactional approach typically used to embed Indigenous knowledges into university courses thus illustrates the prevailing epistemic violence enacted on Aboriginal and Torres Strait Islander peoples. Importantly, in addition to Kuokkanen’s work, we also apply Martin Nakata’s notion of the ‘cultural interface’ to dissociate from essentialist notions of Indigeneity (and indeed the university) to imagine how Indigenous studies can open a dialogue about reciprocity, hospitality and the current limits of the academy’s conceptualisation of ‘quality’. [ABSTRACT FROM AUTHOR]

This scoping study examined how “leadership” is referred to and used in interprofessional education and practice. A total of 114 refereed articles were reviewed to determine how leadership is defined, conceptualised, and theorised. The review also examined what capabilities were identified for effective interprofessional leadership. The majority of papers were empirical studies undertaken by researchers based in North America. The majority of articles did not refer to a specific leadership approach, nor did they define, describe, or theorise leadership. Moreover, “leadership” capabilities were rarely identified. Articles generally focused on health practitioners and educators or students as leaders with little exploration of leadership at higher levels (e.g. executive, accrediting bodies, government). This review indicates the need for a more critical examination of interprofessional leadership and the capabilities required to lead the changes required in both education and practice settings. The goal of this article is to stimulate discussion and more sophisticated, shared understandings of interprofessional leadership for the professions. Recommendations for future research are required in both education and practice settings. [ABSTRACT FROM PUBLISHER]

in this paper, an approach to teaching occupational therapy students how to create orthoses, whilst at the some time developing higher-order critical thinking, reflective, and clinical reasoning skills is described. The scaffolded nature of the learning activities, incorporating Kolb's reflective learning cycle, was used to support students' capacity for clinical reasoning and better prepare them for clinical placement. The peer-assessment element was also designed to support the experiential learning by allowing students to test their evaluation of hand orthoses, compare their assessment with an expert's, and identify areas for improvement. Students who demonstrated higher grades for the written reflection assessment showed better agreement with the experts (smaller bias, p<0.01). This study concluded there was a correlation between students' capacity for reflective thinking and the development of clinical reasoning. Furthermore, the reflective writing exercise encouraged students to generalise their skills beyond the classroom. The approach and findings of this study are relevant to a range of allied health professions through providing a process to support the development of higher-order critical thinking, reflection, and reasoning skills. Furthermore, the study provides an evidence base to demonstrate that higher reflective skill capacity and critica thinking are crucial to creating agentic learners. [ABSTRACT FROM AUTHOR]

Background: In an innovative event that challenged traditional orientation programs, the Curtin University School of Nursing and Midwifery brought together nursing students, academic and student support staff, and health industry representatives. This unique whole-of-school convention consisted of sessions tailored to each student year group and aimed to promote nursing identity, highlight leadership opportunities, and showcase employer pathways. Method: To evaluate the event, a survey approach was used to collect quantitative data via questionnaire and qualitative data via open-ended questions from first-year students (n = 113), staff {n = 24), and industry representatives (n = 14). Results: Students, staff, and industry evaluations indicated a successful event that achieved its goals, including student engagement and motivation and community building. Conclusion: This orientation model could be used as a basis for institution-wide engagement activities. [ABSTRACT FROM AUTHOR]

There's a beach in there somewhere the fiats square and block- like the Playschool house layered like a cake layered like the sheep carrier ships passing by my window high [...]

The higher education sector has increasingly begun to pay more attention to academic leadership. This qualitative study explores how such an investment in a 20-week leadership development program influenced the behaviour of 10 academic staff in the role of program coordinator 6 to 12 months following participation in the program. Otherwise known as program directors or department chairs, academic staff in this role are responsible for coordinating and leading degree courses or programs. Leadership learning and changes in the behaviour of program coordinators was evident, particularly in regard to building influence, communicating more effectively and managing upwards. Improved confidence in their ability to perform the role was a lasting outcome and the use of peer learning and coaching was an important part of the success of the intervention. However, workload factors, succession planning and orientation were seen to be factors that impact on leadership development in this role. The findings suggest that participation in well designed academic leadership programs can result in a lasting transfer of training for program coordinators. [ABSTRACT FROM AUTHOR]

There is a growing body of research evidencing the benefits of dedicated interprofessional placements in preparing healthcare students for interprofessional practice. However, little is known about if and how students develop their interprofessional identity during interprofessional placements. This study addresses this knowledge gap by exploring final-year students’ interprofessional identity development during dedicated interprofessional placement(s). Thirty-eight students from five health professions were interviewed and data analyzed inductively to identify themes. Participants also drew images representing their perceptions of interprofessional identity and its relationship to professional identity as part of the data collection. The themes showed participants progressed from conceptualizing interprofessional identity as a requirement of the placement at the start of the placement, toward internalizing an interprofessional identity by the end of their placement. Context influences interprofessional identity salience. A commitment from healthcare professionals to model interprofessional practice, combined with explicitly facilitating interprofessional identity development, is recommended to facilitate continued interprofessional identity development in different contexts post placement. [ABSTRACT FROM AUTHOR]

The article focuses on ficto-criticism which, according to the Web site Wikipedia, refers to a postmodern, experimental often feminist style of writing. It explores the adoption of the term in Australia, that blurs the difference between creative and critical writing. It is noted that a 1991 paper titled "On Ficto-Criticism," by Stephen Muecke and Noel King, is the earliest generally recognized use of the term in the country. Also tackled is the ficto-critical theory of writing on the visual arts developed by psychiatrist Jeanne Randolph.

Introduction: Mainstream Australian mental health services are failing Aboriginal young people. Despite investing resources, improvements in well-being have not materialised. Culturally and age appropriate ways of working are needed to improve service access and responsiveness. This Aboriginal-led study brings Aboriginal Elders, young people and youth mental health service staff together to build relationships to co-design service models and evaluation tools. Currently, three Western Australian youth mental health services in the Perth metropolitan area and two regional services are working with local Elders and young people to improve their capacity for culturally and age appropriate services. Further Western Australian sites will be engaged as part of research translation., Methods and Analysis: Relationships ground the study, which utilises Indigenous methodologies and participatory action research. This involves Elders, young people and service staff as co-researchers and the application of a decolonising, strengths-based framework to create the conditions for engagement. It foregrounds experiential learning and Aboriginal ways of working to establish relationships and deepen non-Aboriginal co-researchers' knowledge and understanding of local, place-based cultural practices. Once relationships are developed, co-design workshops occur at each site directed by local Elders and young people. Co-designed evaluation tools will assess any changes to community perceptions of youth mental health services and the enablers and barriers to service engagement., Ethics and Dissemination: The study has approval from the Kimberley Aboriginal Health Planning Forum Kimberley Research Subcommittee, the Western Australian Aboriginal Health Ethics Committee, and the Curtin University Human Research Ethics Committee. Transferability of the outcomes across the youth mental health sector will be directed by the co-researchers and is supported through Aboriginal and non-Aboriginal organisations including youth mental health services, peak mental health bodies and consumer groups. Community reports and events, peer-reviewed journal articles, conference presentations and social and mainstream media will aid dissemination., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2021. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.)