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Flipped learning has become a popular blended learning approach in higher education and is now being adopted in medical schools across Australia and internationally. There are a number of principal educational justifications for the introduction of this approach, primarily, that it fosters deeper student learning through active engagement in the classroom. As a pedagogical intervention however, what do the various stakeholders think about its introduction? This paper explores reactions to implementation of a flipped learning approach to pre-clinical medical education in a regional Victorian medical course, via a mixed method approach. A range of quantitative and qualitative data was collected concerning the implementation, including a student survey, student focus groups, a staff survey for both academic and professional staff members involved in the implementation of the approach, and an independent student-driven social media questionnaire conducted in the second year post implementation survey. These data provide critical feedback for refinement of the flipped learning approach, including more robust student and faculty development and support during implementation of this pedagogy. Taken together, our results provide a unique perspective of the introduction of the flipped approach through different stakeholder lenses, and over time.

The rollout of technological advances in tertiary teaching and learning continues unabated. Concerns around staff lag in acceptance and adoption may overlook hidden influences. While considerations to address the digital divide and digital equity for tertiary students has been a growing social justice issue since the 1980s, what of the academic and professional staff who facilitate their teaching and learning? They are the other side of the coin and, as a cohort, are as diverse as the students they teach. Today, building staff capacity in the implementation of technology in teaching and learning in higher education still remains a key need. Yet a one-size-fits-all approach may miss the differing needs, views and capabilities of staff. It may also be built and developed upon explicit assumptions relating to staff access, skills and ability. For an equity-based approach to building staff capacity through professional development, empathy is required in purveying staff values, abilities, and needs. To address such issues and empower staff, a robust professional development program on digital technology is but one means to help stem the digital divide between staff haves and have-nots. Implications for practice or policy: (1) The rapid change in technology enhanced learning will impact the professional development needs of educators; (2) The inequities of digital participation and access for staff should be addressed to ensure successful practice; (3) Many factors impact staff acceptance and adoption of technology, which in turn impact practice; (4) Care is necessary to ensure that the digital divide does not marginalise those tasked with contributing to the successful learning outcomes of students; and (5) An environment that is conducive to the emergence of empathy is necessary to facilitate staff learning.

The integration of social media into higher education is having a significant impact on learning and teaching. As they become enmeshed in the fabric of academia, they are also becoming a site of contestation, especially in relation to teaching and learning. This research paper explores the key issues dominating current debates about the use of social media in higher education in Australasia. By exploring themes emerging from a debate around the use of social media in higher education in Australasia, it integrates additional comments from the collective wisdom of experienced colleagues from around the globe, as captured in the debate's "Twitter" feed and live "Periscope" streaming. These comments highlight points of sensitivity in the adoption of social media in higher education in Australasia. This paper presents the findings and some key ideas that emerged from the debate.

The Australian Government's widening participation agenda--also referred to as the social inclusion agenda--considers equity through the triple focus of access, participation and outcomes. These foci are catalysts for re-examining teaching and learning approaches in formal education. This article considers this national refocus and the possibilities for addressing access and equity issues through and within three-dimensional virtual learning environments (3DVLEs). The findings of an Australian Learning and Teaching Council (ALTC)-funded project that investigated the potential of an accessible 3DVLE for increasing access and participation of students with disabilities are reported, and strategies for improving outcomes (i.e. retention, success and completion) proposed. The article also highlights some of the remaining challenges with regard to the goal of improving outcomes for under-represented learner groups. The final section of the article identifies areas for further research. (Contains 8 figures and 1 table.)

Open educational resources (OER) have become new buzzwords in the glocalization of education. While OER are often espoused as enabling educational equity, the reality is not always the case. Looking only at the positives of new educational methods can mask perpetuating challenges, which makes the open aspect of OER a misnomer. Taking an alternative stance, this article critically evaluates the broader notion of OER through the lens of equity. It contends that while equity reasons often underpin the provision of OER, challenges continue to be experienced by some in accessing open digital materials for learning. This article explores some of these issues and argues that equity considerations are fundamental in OER design. (Contains 2 tables.)

What are the differences in learning styles between students and educators who teach and/or design their e-learning environments? Are there variations in the learning styles of students at different levels of study? How may we use this learning styles data to inform the design in e-learning environments? This paper details mixed-methods research with three cohorts teaching and learning in e-learning environments in higher education: novice undergraduate e-learners, graduate e-learners, and educators teaching in, or designing for, e-learning environments (Willems, 2010). Quantitative findings from the "Index of Learning Styles" ("ILS") (Felder & Silverman, 1988; Felder & Soloman, 1991, 1994) reflect an alignment of the results between both the graduate e-learner and e-educator cohorts across all four domains of the "ILS," suggesting homogeneity of results between these two cohorts. By contrast, there was a statistically significant difference between the results of the graduate and educator cohorts with those of the undergraduate e-learners on two domains: sensing-intuitive (p=0.015) and the global-sequential (p=0.007), suggesting divergent learning style preferences. Qualitative data was also gathered to gain insights on participants' responses to their learning style results. (Contains 2 figures and 4 tables.)

Issues surrounding student participation, transition, retention and successful completion in higher education are topical. While the Australian federal government has identified broad groupings of under-represented students, these do not shed light on the complexities underlying the issues of the educationally disadvantaged, such as the compounding problems of multiple equity-group membership or the overlay of the acute or chronic effects of equity sub-group membership. This paper details the Equity Raw-Score Matrix. The matrix is a multi-dimensional indicator of potential disadvantage in learners, created for the specific purposes of diagnosing the complexities of educational disadvantage and creating pre-emptive strategies for the participation, transition and retention of students who are disadvantaged. The paper also describes the qualitative research study that was the catalyst for the creation of the matrix. (Contains 3 tables, 6 figures and 4 notes.)

Natural hazards are increasing because of climate change, and they disproportionately affect vulnerable populations. Prior reviews of the mental health consequences of natural hazard events have not focused on the particular experiences of vulnerable groups. Based on the expected increase in fires and droughts in the coming years, the aim of this systematic review is to synthesize the global evidence about the mental health of vulnerable populations after experiencing natural hazards. We searched databases such as Ovid MEDLINE, EMBASE, CINAHL and Ovid PsycInfo using a systematic strategy, which yielded 3,401 publications. We identified 18 eligible studies conducted in five different countries with 15,959 participants. The most common vulnerabilities were living in a rural area, occupying a low socioeconomic position, being a member of an ethnic minority and having a medical condition. Common experiences reported by vulnerable individuals affected by drought included worry, hopelessness, isolation and suicidal thoughts and behaviors. Those affected by fire reported experiencing posttraumatic stress disorder (PTSD) and anger. These mental health problems exacerbated existing health and socioeconomic challenges. The evidence base about mental health in vulnerable communities affected by natural hazards can be improved by including standardized measures and comparison groups, examining the role of intersectional vulnerabilities, and disaggregating data routinely to allow for analyses of the particular experiences of vulnerable communities. Such efforts will help ensure that programs are informed by an understanding of the unique needs of these communities. [ABSTRACT FROM AUTHOR]

Background: International strategies to reduce chronic diseases have called for a reduction in the amounts of saturated fat (SAFA), trans fat (TFA), salt and sugars in the global food supply. This paper describes the development approach and potential impact of a set of standards for these nutrients to drive food (re)formulation. Methods: To set the standards, WHO nutrient guidelines for daily intake were translated into product group specific standards. The impact of reformulation towards these standards on population nutrient intakes was modelled using the food consumption data of five countries: UK, France, US, Brazil and China. The impact of the TFA standards could not be modelled due to lack of data. Results: (Re)formulation of foods and beverages towards these standards would substantially decrease mean population intakes of energy, sodium, SAFA and sugars, with reductions up to 30%. Conclusions: These science-based standards for nutrients to limit could drive impactful reductions in energy, sodium, SAFA and sugars in food and beverage products, enabling mean population intakes to move closer to WHO nutrient guidelines. [ABSTRACT FROM AUTHOR]

General practice (GP) supervisors – the key resource for training the future GP workforce – are often described as 'occupying a role' or enacting a series of roles. However, as much of the discourse uses a lay understanding of role, or merely hints at theory, a significant body of theoretical literature is underutilised. We reasoned that a more rigorous application of role theory might provide a conceptually clearer account of the GP-supervisor's job. To this end, we describe the use of organisational role theory and job analysis to identify and define the roles of the Australian GP-supervisor. Our search of the academic literature identified 64 role titles, which we condensed to an initial iteration of core roles, using inclusion and exclusion criteria. We analysed GP training organisations' documents to map embedded supervisory tasks against our list of roles to verify their presence, review our role titles and definitions, and look for additional roles that we may have missed. We used subject matter experts iteratively, to authenticate a final list of ten roles and their accompanying definitions, which can be used to support Australian GP-supervisors to perform effectively. We encourage those who support GP-supervisors in other countries and those who educate other health professionals in primary care settings to review the roles to judge whether they are transferable to their contexts. [ABSTRACT FROM AUTHOR]

Background: Writing and digital storage have largely replaced organic memory for encoding and retrieval of information in the modern era, with a corresponding decrease in emphasis on memorization in Western education. In health professional training, however, there remains a large corpus of information for which memorization is the most efficient means of ensuring: A) that the trainee has the required information readily available; and B) that a foundation of knowledge is laid, upon which the medical trainee builds multiple, complex layers of detailed information during advanced training. The carefully staged progression in early- to late- years' medical training from broad concepts (e.g. gross anatomy and pharmacology) to in-depth, specialised disciplinary knowledge (e.g. surgical interventions and follow-on care post-operatively) has clear parallels to the progression of training and knowledge exposure that Australian Aboriginal youths undergo in their progression from childhood to adulthood to Tribal Elders. Methods: As part of the Rural Health curriculum and the undergraduate Nutrition and Dietetics program in the Monash University Faculty of Medicine, Nursing, and Health Sciences, we tested Australian Aboriginal techniques of memorization for acquisition and recall of novel word lists by first-year medical students (N = 76). We also examined undergraduate student evaluations (N = 49) of the use of the Australian Aboriginal memory technique for classroom study of foundational biomedical knowledge (the tricarboxylic acid cycle) using qualitative and quantitative analytic methods drawing from Bloom's taxonomy for orders of thinking and learning. Acquisition and recall of word lists were assessed without memory training, or after training in either the memory palace technique or the Australian Aboriginal narrative technique. Results: Both types of memory training improved the number of correctly recalled items and reduced the frequency of specific error types relative to untrained performance. The Australian Aboriginal method resulted in approximately a 3-fold greater probability of improvement to accurate recall of the entire word list (odds ratio = 2.82; 95% c.i. = 1.15–6.90), vs. the memory palace technique (odds ratio = 2.03; 95% c.i. = 0.81–5.06) or no training (odds ratio = 1.5; 95% c.i. = 0.54–4.59) among students who did not correctly recall all list items at baseline. Student responses to learning the Australian Aboriginal memory technique in the context of biomedical science education were overwhelmingly favourable, and students found both the training and the technique enjoyable, interesting, and more useful than rote memorization. Our data indicate that this method has genuine utility and efficacy for study of biomedical sciences and in the foundation years of medical training. [ABSTRACT FROM AUTHOR]

Digital equity is a complex and multifaceted concept. It includes not only access to hardware, software, and connectivity to the Internet but also meaningful, high-quality, and culturally relevant content in local languages, and the ability to create, share, and exchange knowledge. Participatory citizenship in the digital era involves the right to access and participate in higher education. Indeed, it is a key civil rights issue of the modern world. This editorial provides the context in which the articles in this special issue are located. [ABSTRACT FROM AUTHOR]

In 2009, four major bushfires destroyed vast areas of Gippsland in eastern Victorian including the areas around Delburn, Bunyip, Churchill and Wilsons Promontory, and are collectively known as the 2009 Gippsland bushfires. This paper explores how young adults in the rural areas are recovering from these bushfires and what psychosocial supports they perceive assists their recovery. A diversity of recovery experiences and needs were expressed reflecting that young adults are not a homogenous group. However, there were commonalities in their stories and they described the bushfires as being the most defining moment of their lives. Participants also reported low engagement with recovery supports, being 'out of the loop' when recovery information and support was distributed. Because young adults are often in the process of moving to or from the area because of life transitions such as relationships, jobs, study, or travel, participants reported exclusion from 'placebased' recovery supports. They reported ongoing emotional and physical health issues and exacerbation of chronic illness that had not been sufficiently acknowledged. Despite challenges in accessing important recovery supports, young adults in this study are moving forward with hope and optimism. [ABSTRACT FROM AUTHOR]

Purpose – The Gippsland Mental Health Vacation School program has been shown to positively change student participants’ interest and attitudes to living and working in a rural area. A range of factors are impacting on the future viability of the initiative including: limitations on the number of student participants, the reusability of content, staffing, time pressures, a dwindling funding base, and a drop-off in interest in living and working in a rural setting. The paper aims to discuss these issues. Design/methodology/approach – A three-phase Delphi Study was employed to engage with expert knowledge of the program’s key stakeholder groups (student participants and service provider staff) in order to inform the initial steps of shifting the program toward a blended model, distributed across space and time. Findings – The results suggest that: first, the current mode of delivery, a week-long intensive face-to-face format, should be transitioned to a more sustainable blended learning approach that includes both on-line content and an in situ component; and second, trailing the use of social media as a mechanism to maintain student interest in rural mental health work following the vacation school. Originality/value – This study highlights how the transition to a sustainable approach to the delivery of a novel rural mental health workforce recruitment strategy was informed through a three-phase Delphi Study that involved the key stakeholders (groups of student participants and service provider staff). The study has important implications for addressing the shortage of mental health practitioners in rural areas. It will and be of interest to educators, administrators, researchers and bureaucrats. [ABSTRACT FROM AUTHOR]

This article focuses on the implications of flexible learning for educational practices. Flexibility in learning is not a given. It is the site of contestation between the various stake-holders in education, leading to often major discrepancies between espoused theory and practice. This is complicated by the agendas of the various educational stake-holders involved and these are taken to include politicians, managers, administrators, marketers, program and product developers, teachers, support staff, and students.