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To investigate if a written guide or augmented reality (AR) guide improves free recall of diversified chiropractic adjusting technique and to capture participants' impressions of the study in a poststudy questionnaire. Thirty-eight chiropractic students were evaluated for diversified listing (a nomenclature denoting vertebral malposition and correction) recall, pre-AR and post-AR, or written guide review. The vertebral segments used were C7 and T6. Two randomized groups reviewed an original course written guide (n = 18) or a new AR guide (n = 20). A Wilcoxon-Mann-Whitney (C7) and t test (T6) compared group differences in reevaluation scores. A poststudy questionnaire was given to capture participants' impressions of the study. Both groups showed no significant differences in free recall scores after reviewing the guides for C7 or T6. The poststudy questionnaire suggested a number of strategies could be used to improve current teaching material such as more detail in the written guides and organizing content into smaller blocks. Use of an AR or written guide does not seem to change participants' free recall ability when used to review diversified technique listings. The poststudy questionnaire was useful to identify strategies to improve currently used teaching material. [ABSTRACT FROM AUTHOR]

Introduction. New Zealand health training institutions have an important role in supporting health workforce training programmes in the Pacific Region. Aim. To explore the experience of Pacific Island country-based doctors from the Cook Islands, Niue, and Samoa, studying in New Zealand’s University of Otago distance-taught Rural Postgraduate programme. Methods. Document analysis (16 documents) was undertaken. Eight semi-structured interviews were conducted with Pacific Island country-based students. Thematic analysis of the interviews was undertaken using the framework method. The two data sources were analysed separately, followed by a process to converge and corroborate findings. Results. For Pacific Island countries with no previous option for formal general practice training, access to a recognised academic programme represented a milestone. Immediate clinical relevance and applicability of a generalist medical curriculum with rural remote emphasis, delivered mainly at a distance, was identified as a major strength. Although technologies posed some issues, these were generally easily solved. The main challenges identified related to the provision of academic and other support. Traditional university support services and resources were campus focused and not always easily accessed by this group of students who cross educational pedagogies, health systems and national borders to study in a New Zealand programme. Study for individuals worked best when it was part of a recognised and supported Pacific in-country training pathway. Discussion. The University of Otago’s Rural Postgraduate programme is accessible, relevant and achievable for Pacific Island country-based doctors. The programme offers a partial solution for training in general practice for the Pacific region. Student experience could be improved by tailoring and strengthening support services and ensuring their effective delivery. [ABSTRACT FROM AUTHOR]

How computers in schools impact on children's learning has been studied through research that explores student achievement at one point in time or by comparing different classroom contexts with differing results. The introduction of an optional netbook purchasing scheme for children in a low socio‐economic community provided an opportunity to compare the academic improvement for those who joined the scheme with those who did not with both groups learning within the same context with the same teachers. Using nationally calibrated assessment tools that test reading, writing, and mathematical skill progression, the student achievement data from six schools across a 2‐year period were analysed using chi‐square testing, regression analysis, propensity score matching, and cumulative logit modelling. The results identified few significant differences between the students in most aspects of achievement and no significant difference in academic improvement between the two groups. Lay Description: What is currently known about the subject matter: Whole class use of netbooks can improve achievement in reading, writing and mathematics.Children in low socio‐economic contexts have limited access to the Internet or netbooks for learning. What this paper adds to this: The use of netbooks alone has an insignificant effect on achievement in standardized assessments.Academic progress of children in the same context is similar whether using netbooks or not. Implication of study findings for practitioners: Introduction of netbook schemes should enable all students to have dedicated access. [ABSTRACT FROM AUTHOR]

Rural medical education is known as one of the most effective strategies in improving rural recruitment and retention. The aim was to identify modes of delivery to improve access to rural postgraduate medical education. Arksey and O'Malley's methodological framework was used for conducting scoping reviews. CINAHL, Google Scholar, ERIC, PsycINFO, Medline and PubMed were searched to identify peer‐reviewed English‐language literature published between 2000 and 2019 focusing on postgraduate rural and regional medical education. A total of 102 articles were identified, with 51 included in the final analysis after applying inclusion and exclusion criteria. Outcome measures included: article type; research methodology; date of publication; country of origin; and study population. Through iterative reading, common themes were identified. A typology of 6 content themes emerged as follows: rural curriculum; procedural skills; rurally based learning; service delivery; workforce; and distance learning. The majority of articles focused on rural curriculum, and rurally based learning, with half originating from Australia or New Zealand. Although results strongly emphasised context and curriculum in rural environments, lack of specific and pragmatic approaches was noted. Surprisingly, few articles focused on rural distance learning utilising information and communication technology. Pathways to improve rural education access include recognition of the unique rural context in curriculums; development of rural educational faculty; and creation of opportunities for rural specialist training. Emphasis should be given for education provided through rural centres rather than urban facilities. Use of information technology could be increased, for example in remote trainee supervision programs. [ABSTRACT FROM AUTHOR]

This article draws on the findings of the qualitative phase of a New Zealand longitudinal study on vulnerable young people’s transitions to adulthood. The young people were aged between 12 and 17 years at the time of the first interview. The paper focuses on one key finding, how youth enact agency through their relationships with significant others: families, social workers, teachers and care workers. These youth had experienced sustained exposure to harm including abuse, violence, addictions, disengagement from school and mental health issues. The qualitative interviews focused on young people’s experiences with services (child welfare, juvenile justice, mental health and education support services) their key transitions, and the strategies they used to locate support and resources. The thematic analysis of the interviews indicated that a search for agency was a central motif in young people’s experiences. This was reflected in three thematic clusters: making sense of the world, having a voice and acting on the world. [ABSTRACT FROM AUTHOR]

On the face of it, social pedagogy has no recognised presence in New Zealand. The education workforce, and society, are generally unfamiliar with the term ‘pedagogue’ and what that role entails. Despite this, a range of vocations in New Zealand reflect social pedagogical practices. In this article I explore one of those vocations: tutors who work in alternative education centres. Charged with caring for and educating students who become disenfranchised from conventional secondary schools, these tutors draw from their life experiences, cultural knowledges, sporting and arts skills and vocational skills to provide a holistic education. Based on the findings of a poetic inquiry in which I re/presented the experiences of tutors through creating found poetry, I present 21 attributes of tutors’ identity. In describing tutor character, tutor pedagogy and tutor achievement, I imagine these tutors as social pedagogues in New Zealand. I conclude by suggesting that these tutors play a vital role in helping students to navigate through education and life. In addition, tutors in New Zealand contribute to our global understanding of social pedagogical practice. [ABSTRACT FROM AUTHOR]

Background: Tracheostomy management is considered an area of advanced practice for speech–language therapists (SLTs) internationally. Infrequent exposure and limited access to specialist SLTs are barriers to competency development. Aims: To evaluate the benefits of postgraduate tracheostomy education programme for SLTs working with children and adults. Methods & Procedures: A total of 35 SLTs participated in the programme, which included a 1‐day tracheostomy simulation‐based workshop. Before the workshop, SLTs took an online knowledge quiz and then completed a theory package. The workshop consisted of part‐task skill learning and simulated scenarios. Scenarios were video recorded for delayed independent appraisal of participant performance. Manual skills were judged as (1) completed successfully, (2) completed inadequately/needed assistance or (3) lost opportunity. Core non‐medical skills required when managing a crisis situation and overall performance were scored using an adapted Ottawa Global Rating Scale (GRS). Feedback from participants was collected and self‐perceived confidence rated prior, immediately post and 4 months post‐workshop. Outcomes & Results: SLTs successfully performed 94% of manual tasks. Most SLTs (29 of 35) scored > 5 of 7 on all elements of the adapted Ottawa GRS. Workshop feedback was positive with significant increases in confidence ratings post‐workshop and maintained at 4 months. Conclusions & Implications: Postgraduate tracheostomy education, using a flipped‐classroom approach and low‐ and high‐fidelity simulation, is an effective way to increase knowledge, confidence and manual skill performance in SLTs across patient populations. Simulation is a well‐received method of learning. [ABSTRACT FROM AUTHOR]

The article talks about the teaching methods used by tutors in alternative education centres of New Zealand. Topics discussed include the educational reforms in the country in 1990s, the need to teach vulnerable populations such as the youth that are at risk, and the role of a teacher in a children's development and learning processes. Also mentioned is the benefit of inclusive education.

Reference lists from two assignments of psychology students in university-level online distance learning (ODL) were analyzed for number and type of sources and mark achieved. Most referenced were resources relevant to the assignment and provided by instructors. Use changed across assignments: Instructor sources were used more on the first assignment than the second, while library and other sources were used more on the second. Number of sources, use of instructor sources, and use of library Subject Guide sources were positively related to mark. This research expands the literature by examining two successive assignments from a large sample of ODL students. [ABSTRACT FROM PUBLISHER]

The purpose of this study was to demonstrate that transfer ability (positive and negative) varies depending on the nature of the problems, using the knowledge transfer matrix, as well as being dependent on the individual differences of the learner. A total of 178 participants from the United States and New Zealand completed measures of prior knowledge, pattern recognition, a positive transfer problem, and a negative transfer problem. Nearly 11% of participants could not successfully solve the base problem after the initial learning phase. The problem condition was a significant predictor of positive transfer success, while no significant differences were found for negative transfer, although, there was ample evidence of negative transfer. Furthermore, prior knowledge was only a significant predictor for problems in which the structural features between the problems were different. Future directions are discussed in regard to the initial learning phase, differences in transfer success, and the need for measures of negative transfer. [ABSTRACT FROM PUBLISHER]

There have been repeated calls for restructuring of schooling to take advantage of information and communication technologies ( ICT). This article recognizes an increasing range of radical restructuring resulting from the co-evolution of education and digital technologies in school systems and related activity in the global ecosystem. Research of previously innovative schools that did not sustain their innovative strategies with ICT has also helped to clarify relevant factors including the importance of leadership. Davis' co-evolutionary framework is illustrated with case studies of sustained transformation enabled by blended and online learning in New Zealand and the USA. Transformations include decoupling of the roles of a class teacher, plus decoupling of the services provided by a single school into provision by networked organizations, including a virtual school and web-based services. The diversity of transformed educational ecosystems is linked to local and regional variations in culture and conditions. The article concludes that teachers in a range of roles will remain the keystone species of K-12 education also in the 21st century and recommends that this co-evolutionary framework is applied globally to increase equitable provision. [ABSTRACT FROM AUTHOR]

Background: Pharmacist prescribing is now well established in several western countries. In New Zealand, an independent prescribing authority for suitably experienced clinical pharmacists has been approved, subject to successful delivery of a postgraduate educational program. Aim: To describe the development of an educational program for pharmacist prescribers in New Zealand and to reflect on its suitability in producing safe and competent pharmacist prescribers. Method: The educational program was based on similar courses in the UK and adapted to the competency requirements of the Pharmacy Council of New Zealand. The 2-semester program comprises 2 courses: Principles of Prescribing and Prescribing Practicum. A key feature of the Practicum is the requirement for 150 hours of prescribing practice supervised by a designated medical practitioner. Results: The educational program was delivered for the first time in 2012 with 14 students enrolled. 10 students passed at the first attempt and 4 students passed after repeating elements of the Practicum. The program has been granted conditional accreditation by the Australian Pharmacy Council. Conclusion: An educational program for pharmacist prescribers in New Zealand has been successfully developed and delivered. Graduates are eligible to register in the Pharmacist Prescriber Scope of Practice. [ABSTRACT FROM AUTHOR]

Anonymous self-report health and wellbeing surveys were completed by alternative education (AE) students in the Auckland and Northland regions of New Zealand, and 11 semi-structured interviews were conducted with key informants about their perceptions of health issues for AE students. Both groups reported concerning health-risk behaviours among AE students, including drug and alcohol abuse, depressive symptoms and dangerous driving. Health services have consistently failed to engage AE students in effective primary and preventative care that includes their whānau/family. Significant changes to the current New Zealand health system are required to provide appropriate and effective health care for students attending AE facilities. [ABSTRACT FROM AUTHOR]

This study details a two year project which involved the development, implementation and evaluation of flexible learning packages for four hospitality courses. Using case study methodology, the process and outcomes associated with the implementation of these innovative teaching tools in one course is examined. Implications for the scholarship of learning and teaching, technical literacy, industry partnerships, and further study are outlined. [ABSTRACT FROM AUTHOR]