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The challenges of naming a bounded disciplinary body of knowledge for the social sciences has made it difficult to define and clearly articulate 'what counts' for disciplinary learning in school curricula. The shift to 'new' generic skills with an associated autonomy of curriculum content choice and learner‐centred approaches has introduced further challenges for the social sciences. In this paper, we consider what transformative disciplinary learning might look like for two core social science subjects in New Zealand—history and social studies. We begin by outlining what we mean by transformative disciplinary learning in history and social studies. Drawing on two in‐depth classroom‐based studies, we then examine the strategies, practices and processes that supported or undermined transformative disciplinary learning in history and social studies. In the absence of prescribed content, both subjects relied strongly on procedural approaches (historical and social enquiry processes) which helped to sustain some coherency and disciplinary learning. However, poor topic choice meant that students often missed out on in‐depth knowledge and/or opportunities for effective and transformative citizenship engagement. We conclude by highlighting the importance of content selection if students are to widen their horizons and experience transformative disciplinary learning in history and social studies. [ABSTRACT FROM AUTHOR]

There has been a recognized need to develop a curriculum for pediatric anesthesia training in Australia and New Zealand. The drivers are safe care for children, clear standards of care for children within and outside of quaternary centres, and clarity of the expertise and skill of the practitioner. Entrustable professional activities (EPAs) made up of multiple competencies and sub‐competencies are useful for the description and assessment of contemporary medical education. We have developed an EPA‐based curriculum that is not prescriptive in the number or range of EPAs that should be completed. Individuals can shape their learning and training to the EPAs that will support their ability to provide high‐quality safe care in the wide variety of institutions that they may be employed in after their pediatric fellowship. Institutions can use the curriculum to describe the skill set required for their institution and location. This paper will explain the process behind the development of the Society for Pediatric Anesthesia in New Zealand and Australia (SPANZA) guidelines of a curriculum for pediatric anesthesia fellowship based on EPAs. [ABSTRACT FROM AUTHOR]

This paper discusses the conceptual and methodological challenges facing two researchers investigating the development of interdisciplinary curricula in two new secondary schools, one in the UK and one in New Zealand. It is a discussion of research in progress that will be of interest to readers because of both the methodological challenges discussed and the research area itself. The key issue we identify is one for both researchers and teachers: how might the concepts and perspective of one discipline be brought into a relationship with another to enable deep learning? This question in turn highlights a key methodological challenge: developing the means to describe and evaluate new forms of curricular design and implementation where a traditional discipline-based curriculum has been rejected in favour of interdisciplinary ones. The integrative aims of interdisciplinarity are also examined. We employ Bernstein's (2000) concept of knowledge structures and languages of description to theorise a continuum of approaches to curriculum integration, from functional to principled. This methodological manoeuvre is made possible by the development of a translation device. This procedural mechanism makes accessible to analysis the organising principles that are in play in the interdisciplinary curriculum design practices we have observed. We conclude with recommendations for the interdisciplinary curriculum researcher. [ABSTRACT FROM AUTHOR]

The development, since 2000, of new national curricula across the Anglophone world signals a number of policy trends, including: a move from the explicit specification of content towards a more generic, skill-based approach; a greater emphasis on the centrality of the learner; and [ostensibly] greater autonomy for teachers in developing the curriculum in school. These policy shifts have attracted some criticism, especially from social realist writers, who claim that the new curricula downgrade knowledge. This paper offers a contribution to this debate; an empirically based analysis of two new curricula, New Zealand's Curriculum Framework and Scotland's Curriculum for Excellence. We conclude that, while these curricula continue to accord considerable importance to knowledge in their statements of policy intent, the social realist critique is at least partially justified, since both curricula are characterised by a lack of coherence and mixed messages about the place of knowledge. [ABSTRACT FROM AUTHOR]

The article presents comments by the author on "Harm Minimization in School Drug Education: Final Results of the School Health and Alcohol Harm Reduction Project (SHARP)," by N. McBride. The authors say that classroom approaches are implemented more easily by school staff, without the need for outsider involvement. In New Zealand, many schools contract health promoters to provide the drug education required by the curriculum. The paper mentions that implementation of SHARP was around 80% and one school agreed to participate only as a control group.

Recent government moves in many countries have seen coding included in school curricula, or promoted as part of computing, mathematics or science programmes. While these moves have generally been associated with a need to engage more young people in technology study, research has hinted at possible benefits from learning to program including fostering general thinking skills. However, little research has been carried out exploring these ideas. This study analysed data collected while 5- and 6-year-old students in a New Zealand primary school were using Scratch Jnr. to learn about basic shapes, as part of a numeracy topic. Analysis combined Brennan and Resnick's (2012) computational thinking skills framework and Krathwohl's (2002) revision of Bloom's Taxonomy to evaluate any role general thinking skills played in these students' coding work. Results suggest including basic coding in primary curricula provides teachers with an effective means of exercising their students' general and higher order thinking skills. They build on Brennan and Resnick's (2012) framework by including conceptualization as an important element in students' computational work and highlight the role of predictive thinking in debugging code. Findings support historical arguments that more needs to be done to investigate students' cognitive processes when undertaking computational work. Lay description What is already known about the topic: Computational learning is an emerging area of school curricula;, Limited research exists exploring thinking processes within computational learning;, Early studies challenge more recent claims of thinking skill transfer from computational work., What this paper adds: Computational work supports a range of general and higher order thinking skills;, Task design and teacher skills are critical to achieving higher order thinking outcomes from computational work;, Computational work in teams can support collaborative, cooperative and self-management key competencies., Implications for practice and/or policy: Findings broaden the base of empirical support for including computational work in school curricula;, Coding provides an engaging means of exercising complex thinking skills and key competencies in students;, The data methods used provide teachers with visible evidence of students' thinking processes during computational work. [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]

Background/aim The successful development and maintenance of professional identity is associated with professional development and retention in the health workforce. This paper explores students' perspectives on the ways pre-entry experiences and curricula content shape professional identity. Methods An online cross-sectional survey was sent to students enrolled in the final year of entry-level programmes in five countries. Descriptive statistical analyses of data were completed. Results The results reflect the perceptions of 319 respondents from five countries. Respondents identified professional education (98%) and professional socialisation during placement (92%) as curricula components with the greatest influence on professional identity formation. Discipline-specific knowledge such as, occupation-focussed models and occupational science were ranked lower than these aspects of practice. The students' length of programme and level of entry-level programme did not impact on these results. Conclusion When designing curricula educators need to be mindful that students perceive practice education and professional socialisation have the greatest affect on professional identity formation. The findings reinforce the need for curricula to provide students with a range of practice experiences, which allow the observation and application of occupation-based practices. It highlights a need for educators to provide university-based curricula activities, which better prepare students for a potential dissonance between explicit occupation-based curricula and observed practice education experiences. The study indicates the need for further research into the role curricula content, and in particular practice education, plays in the multidimensional formation of professional development within entry-level programmes. [ABSTRACT FROM AUTHOR]

The New Zealand Curriculum (NZC), Realigned Geography Achievement Standards and Social Science Teaching and Learning Guidelines-Geography combined are playing a key role in transforming senior school geography into a subject suited for 21st century learners. While they provide geography teachers with the permissiveness to plan coherent school-based geography programmes that are relevant and responsive to students' needs, the implementation process can prove challenging. Adjusting to the increased trust and responsibility assigned to teachers, as they undertake the role of curriculum makers, is a key focus of this paper. [ABSTRACT FROM AUTHOR]

Introduction: The Australian and New Zealand Radiation Oncology Training Program has undergone major changes to align with pedagogical principles and best-evidence practice. The curriculum was designed around the Canadian Medical Education Directives for Specialists framework and involved structural programme changes and new in-training assessment. This paper summarises the work of programme design and implementation and presents key findings from an evaluation of the revised programme.Methods: An independent team conducted the evaluation during the last year of the first 5-year curriculum cycle. Opinions were sought from trainees, supervisors and directors of training (DoTs) through online surveys, focused interviews and group consultations. One hundred nineteen participated in surveys; 211 participated in consultations. All training networks were represented.Results: The new curriculum was viewed favourably by most participants with over 90% responding that it 'provided direction in attaining competencies'. Most (87/107; 81%) said it 'promotes regular, productive interaction between trainees and supervisors'. Adequacy of feedback to trainees was rated as only 'average' by trainees/trainers in one-third of cases. Consultations revealed this was more common where trainers were less familiar with curriculum tools. Half of DoTs/supervisors felt better supported. Nearly two-third of all responders (58/92; 63%) stated that clinical service requirements could be met during training; 17/92 (18.5%) felt otherwise. When asked about 'work-readiness', 59/90 (66%) respondents, including trainees, felt this was improved.Conclusion: Findings suggest that the 'new' curriculum has achieved many of its aims, and implementation has largely been successful. Outcomes focus future work on better supporting trainers in using curriculum tools and providing useful feedback to trainees. [ABSTRACT FROM AUTHOR]

In this paper the idea of social entitlement to conceptual knowledge is considered in relation to students’ views of music at secondary school in New Zealand. The data was collected as a means of triangulating the key focus of a study concerning the beliefs and actions of teachers in relation to curriculum. In interpreting the student data I utilise thematic categories developed in the study but also Bernstein's concepts of pedagogic rights and identities to consider whether students’ experience of the curriculum empowered them to look beyond what they already know to consider alternatives. Most students were able to recognise themselves and their aspirations within their school music departments while also recognising the potential importance of the theoretical knowledge of the discipline. The interplay between enabling pedagogy and curriculum content appears to be pivotal in developing these rights for students. [ABSTRACT FROM PUBLISHER]

Issue addressed: This paper aims to explore the presence and role of edible gardens in Aotearoa/New Zealand Early Childhood Education Services (ECES). Methods: Participant ECES providers were identified from the Ministry of Education database of Early Childhood Education Services (March 2009). These include Education and Care and Casual Education and Care, Kindergarten, Home-based Education and Care services, Playcentres, Te Kohanga Reo. A structured, self-administered questionnaire was sent to the Principal or Head Teacher of the service Results: Of the 211 ECES that responded (55% response rate), 71% had edible gardens, incorporating vegetables, berry fruit, tree fruit, edible flowers and nut trees. Garden activities were linked with teaching across all strands of the New Zealand early childhood curriculum. In addition, 34% provided guidance on using garden produce and 30% linked the garden with messages on fruit and vegetable consumption. Most gardens were established recently (past 2 years) and relied on financial and non-financial support from parents, teachers and community organisations. Barriers included a lack of funding, space, time and staff support. Conclusions/Implications: Study findings suggest that gardens are already being used as a versatile teaching tool in many ECES settings. Most gardens are new, with a need to support the sustainability and workforce development among teachers and parents in order to be able to maintain these resources for future generations. So what? Given the inherent links between gardening and healthy food and exercise, there seem to be extensive opportunities for health promotion aligned with the edible garden movement. [ABSTRACT FROM AUTHOR]

Background: Graduate students are expected to have basic information literacy skills. Knowing how to access and select relevant information and then utilize that information is a necessary skill in today's knowledge and information-age world. In the health-care sector, the rise in evidence-based medicine has brought into focus the importance of information literacy skills for nurses. In the case described, information literacy skills are embedded in the curriculum and strengthened in collaboration with library staff. Aims: To identify graduate student nurses’ use of the library, and the library's response to findings. Methods: A case-study approach was used with both quantitative and qualitative data. An anonymous questionnaire was distributed to all nurses enrolled in graduate courses in the second semester of 2002. Interviews were then undertaken with library staff. Results: The university library services were not used by 43% of graduate nursing students and the library responded by developing a number of initiatives. Conclusions: Finding a deficit in use of the library by graduate nurses, this paper outlines the response by the library to improving awareness of services, access and providing education in a bid to improve literacy skills. [ABSTRACT FROM AUTHOR]

The New Zealand Ministry of Education has included an increase in the expectations of critical thinking for secondary students across curricula. However, New Zealand has a history of inequitable opportunities for minority students to learn critical thinking. This article presents a framework designed for adolescent learners to make critical thinking equitable and accessible through valuing student experiences or Street Smarts. A mixed methods study trialled the critical thinking talk model Street Smarts. There were 33 teacher participants and 824 student participants (average age 15 years). Students identified ethnically as New Zealand European (46.1%), 17.1% as Asian, 10.6% as Pasifika, 5.2% as Māori, and 4.3% as other; and as undisclosed ethnicity (16.7%). Descriptive statistics of all the critical thinking indicators showed that Providing a statement of evidence was the most frequently observed indicator in both 2018 and 2019, followed by Building points and Uptake questions. The deeper cognitive features of High‐level questioning, Recognising power structures in society and developing Situated awareness were observed in classes with high academic ability and far less so in several classes of mixed academic ability and low academic ability. However, where teachers had allowed the opportunity for students identified in the low academic ability group to share their stories and experiences of the controversy, these students demonstrated deeper cognitive features in their discussions. We conclude that more time and opportunity should be given to adolescent students, particularly minority students and students in low ability classes, to share their narratives and stories before discussing controversial topics. [ABSTRACT FROM AUTHOR]

This paper reports an attempt to develop self-directed learning skills in second-year medical students by introducing case-based projects into the gross anatomy course at a long-established medical school. The programme and students' responses to a questionnaire completed at the end of the year are presented. Information on the various resources used by students to find information is given. The performance of students in the case-based components of the course has been evaluated and also in the more traditional end-of-year written examination. The data confirm that students have recognized that the projects were about obtaining a deeper understanding of the anatomy, and the programme appears to have promoted the use and study of library texts.

Aim: We aimed to explore current approaches to assessing professionalism in dietetics education in Australia and New Zealand, and asked the questions what is working well and what needs to improve? Method: We employed a qualitative interpretive approach and conducted interviews with academic and practitioner (workplace‐based) educators (total sample n = 78) with a key stake in dietetics education across Australia and New Zealand. Data were analysed using team‐based, framework analysis. Results: Our findings suggest significant shifts in dietetics education in the area of professionalism assessment. Professionalism assessment is embedded in formal curricula of dietetics programs and is occurring in university and placement settings. In particular, advances have been demonstrated in those programs assessing professionalism as part of the programmatic assessment. Progress has been enabled by philosophical and curricula shifts; clearer articulation and shared understandings of professionalism standards; enhanced learner agency and reduced power distance; early identification and intervention of professionalism lapses; and increased confidence and capabilities of educators. Conclusions: These findings suggest there have been considerable advances in professionalism assessment in recent years with shifts in practice in approaching professionalism through a more interpretivist lens, holistically and more student‐centred. Professionalism assessment in dietetics education is a shared responsibility and requires further development and transformation to more fully embed and strengthen curricula approaches across programs. Further work should investigate strategies to build safer learning cultures and capacity for professionalism conversations and in strengthening approaches to remediation. [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]

Part One and Part Two of this article present the Australian and New Zealand Society of Jungian Analysts' 2006 model of training. The authors describe the process and thinking behind ANZSJA's recent revision of training. The influences on the development of analytical psychology and analytic training in ANZSJA are traced in the first paper. The training review undertaken indicated the desire for ANZSJA to continue to train Jungian analysts by exploring new ways of conceptualizing training. The images, metaphors and thinking, which underlie this innovative training model, are explored. The challenge involved in providing and developing training across a large geographic region with widely distributed and slender resources was embraced. ANZSJA have acknowledged the traditional practices of Australian and New Zealand indigenous peoples. The motif of journey and movement is at the core of the ANZJSA model. The ANZJSA training is not held or contained in a building or buildings but rather held at ‘meeting sites’ across the landscape of these two countries. Accountability and transparency are central to this training model. In Part Two of the article the structure and documentation developed for this model are contextualized, outlined and linked to the ethos underpinning the current thrust of analytical training in Australia and New Zealand. The focus is the practical mechanisms and processes, which we have evolved to deliver our new training model. The process of engaging analysts in the new model is discussed. [ABSTRACT FROM AUTHOR]

Aim: The application of behaviour change science is fundamental to the role of dietitians. This study aimed to describe how behaviour change science is embedded within the curricula of accredited/registered dietetics programs in Australia and New Zealand. Methods: A descriptive study triangulated quantitative document analysis of curricula content from university websites (Part 1) with qualitative, structured interviews with dietetics academics (Part 2). Part 2 verified and advanced upon information captured in Part 1 and was analysed using thematic content analysis. Results: Twenty‐five courses from 18 university programs (15 Australia and 3 New Zealand) were synthesised. Fifteen interviews (12 Australia, 3 New Zealand) were conducted. Behaviour change science was taught and assessed at varying levels across all programs. It was taught primarily within lectures or workshops where students apply skills learnt in practical case‐based activities, and assessed through small group education planning or demonstrating communication and counselling skills. Five themes were identified from the interviews: (1) behaviour change science should be foundational; (2) integrate and scaffold within curricula; (3) structural limitations within curricula; (4) challenging for students and (5) recommendations for competencies. Conclusion: Behaviour change science is clearly of value to the dietetics profession. Core content appears to be embedded across all university programs; however, the level and depth of the content varied. The knowledge gained from this study provides direction for curricular improvements. [ABSTRACT FROM AUTHOR]

Introduction: It is well established that rural workforce outcomes are more likely among medical graduates who spend time training in non‐urban areas; however, fewer studies have assessed whether graduates are more likely to return to the specific area where they undertook rural training. Objective: This study aimed to determine whether graduates who had undertaken a regional–rural immersion program in Northland, NZ, were more likely to have returned to work in Northland as of mid‐2021, relative to peers who did not participate. Design: This prospective cohort study used longitudinal tracking survey responses, medical school administrative data and workforce outcome information. A multinomial model, accounting for other covariates, was built to determine the association between graduates practising in Northland (population ⟨ 100 000), which encompasses both rural (population ⟨ 25 000) and regional (25 000 ⟩ population ⟨ 100 000) areas, and having participated in a Northland‐based immersion program during medical school. The study population was University of Auckland domestic medical students graduating between 2009 and 2018, inclusive. Immersion program participants who responded to longitudinal career tracking surveys were included in the study sample. Findings The final sample size was 1320 students (80% of population of interest). Graduates who undertook the Northland immersion program (n = 169) were more likely than non‐participants (n = 1151) to be working in Northland as of 2020–2021 (relative risk: 3.2). Discussion and Conclusion: Regional–rural immersion programs might preferentially build workforces in that specific region; however, further research is required to understand whether these findings are generalizable, and the main reasons for this effect. [ABSTRACT FROM AUTHOR]

Background: Blended teaching combines traditional in‐person components (simulation‐based training and clinical‐based placement) with online resources. Due to the COVID‐19 pandemic, we modified our Women's Health Interprofessional Learning through Simulation (WHIPLS) program – to develop core obstetric and gynaecological skills – into a blended teaching program. There is limited literature reporting the observations of blended teaching on learning. Aims: To qualitatively evaluate the blended teaching program and explore how it contributes to learning. Materials and Methods: This study was performed at Monash University in Melbourne, Australia. A total of 98 medical students and 39 midwifery students participated. Data were collected by written survey and analysed by authors using a thematic analysis framework. Results: Students reported that in‐person teaching remains a vital aspect of their curriculum, contributing an averaged 63.2% toward an individual's learning, compared with online. Five substantial themes demonstrate how students learnt and maximised education opportunities using a blended teaching program: 'low‐pressure simulation environments', 'peer‐assisted learning', 'haptic learning', 'scaffolded learning' and 'the impact of online discourse'. Discussion: In‐person teaching remains a cornerstone of obstetric and gynaecological clinical skills education, of which interprofessional simulation and clinical‐based placement are key components. Teaching via online discourse alone, is not sufficient to completely replace and provide comparable learning outcomes, but certainly plays an important role to prime students' learning and to maximise in‐person opportunities and resources. Our study reveals key pedagogies of a blended (online and in‐person) learning program, providing further evidence to support its ongoing utility as a feasible and warranted approach to learning. [ABSTRACT FROM AUTHOR]

Background: The concept of global citizenship aims to prepare learners to be able to function and be competitive within a global environment. Successful learners may effectively "think globally" but "act locally," aiming to contribute to positive global change. Objective: The goal of this project was to develop research‐informed curricular content for global citizenship tailored to pharmacy students using a pre‐established pedagogical framework. The intended learning outcome for the content was for students to "generate local responses to global problems for a more peaceful and sustainable world." Methods: This study occurred over three phases. Phase 1 consisted of semi‐structured interviews with practicing pharmacists in Brazil (n = 4), Canada (n = 4), New Zealand (n = 4), and Qatar (n = 4) to identify global issues for case development. Phase 2 consisted of pilot testing developed cases from Phase 1 via individual interviews with target students in Canada (n = 2) and a focus group in New Zealand (n = 5). Phase 3 consisted of implementation of a 1.5‐hours teaching event in New Zealand using the refined case material and formative assessment of final‐year pharmacy students (n = 120). Results: Phase 1 resulted in five case scenarios (antimicrobial resistance, drug shortages, ocean pollution, climate change, and rise of nationalism) across three categories (global health and wellbeing, climate and environment, and geopolitics and power) that were tested and refined in Phase 2. Phase 3 resulted in student groups being able to achieve the intended learning outcome on a median of 4 (range, 2‐5) of the developed cases. Students' interventions included new dispensing models, use of technology, community engagement, education initiatives, and others. Conclusion: Findings support the notion that when tasked to "think globally," students are able to "act locally" by designing pharmacy practice interventions to reduce the impact of political, environmental, and health‐related global problems. [ABSTRACT FROM AUTHOR]

The development of the revised New Zealand Curriculum provides an excellent opportunity to investigate GIS-based learning pedagogies within the social sciences classroom. The new curriculum privileges inquiry-based activities with a more participatory approach to learning, providing students with greater autonomy in their studies. This paper emphasises the value of GIS technology for extending student learning when situated within a problem-based learning (PBL) framework. Using GIS, students undertake geographic inquiry through meaningful learning grounded in constructivist learning theory. PBL is well suited as an instructional strategy for integrating GIS as students actively learn when presented with authentic, real-world problems. [ABSTRACT FROM AUTHOR]

The article reports on the Australian and New Zealand Society of Jungian Analysts'(ANZSJA) 2006 model of training. It describes the procedure and philosophy behind ANZSJA's latest amendment of training. It infers that the influences on the advances of analytical psychology and analytic training in ANZSJA to continue to train Jungian analysts by exploring new ways of conceptualizing training.

Copyright of Journal of Analytical Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Author-supplied Abstracts.)

Summary: Optimal red cell transfusion support in myelodysplastic syndromes (MDS) has not been tested and established. The aim of this study was to demonstrate feasibility of recruitment and follow‐up in an outpatient setting with an exploratory assessment of quality of life (QoL) outcomes (EORTC QLQ‐C30 and EQ‐5D‐5L). We randomised MDS patients to standardised transfusion algorithms comparing current restrictive transfusion thresholds (80 g/l, to maintain haemoglobin 85–100 g/l) with liberal thresholds (105 g/l, maintaining 110–125 g/l). The primary outcomes were measures of compliance to transfusion thresholds. Altogether 38 patients were randomised (n = 20 restrictive; n = 18 liberal) from 12 participating sites in UK, Australia and New Zealand. The compliance proportion for the intention‐to‐treat population was 86% (95% confidence interval 75–94%) and 99% (95–100%) for restrictive and liberal arms respectively. Mean pre‐transfusion haemoglobin concentrations for restrictive and liberal arms were 80 g/l (SD6) and 97 g/l (SD7). The total number of red cell units transfused on study was 82 in the restrictive and 192 in the liberal arm. In an exploratory analysis, the five main QoL domains were improved for participants in the liberal compared to restrictive arm. Our findings support the feasibility and need for a definitive trial to evaluate the effect of different red cell transfusion thresholds on patient‐centred outcomes. [ABSTRACT FROM AUTHOR]

Introduction: The Royal Australian and New Zealand College of Radiologists Faculty of Radiation Oncology (FRO) requires trainees to complete a research project prior to the exit (phase II) examinations. We report results of a survey of current FRO trainees and Fellows graduating since 2013, regarding their experience of the overall requirement, supervision, barriers to project completion and subsequent publication.Methods: A 32-question online survey was sent via email to 285 FRO members in July 2019. Responses were anonymous.Results: The overall response rate was 32% (trainees 41%, Fellows 21%); 70% of respondents were trainees. About three-quarters of projects were retrospective reviews (64%) or surveys (13%), 94% met College requirements at first submission, 71% were published, and 81% were presented at a scientific meeting. Most assistance was provided by the project supervisor (57%), statistician (47%), another consultant (36%) or the Director of Training (28%). Finding time amongst other clinical/curriculum commitments, rotating to another training site and availability of a suitable supervisor were notable obstacles. Over half (52%) of respondents were satisfied/very satisfied with the process overall and 20% dissatisfied/very dissatisfied; 19% and 30%, respectively, thought requiring acceptance for peer review and completion prior to the phase II examination unreasonable/very unreasonable. Four per cent reported being less likely to be involved in future research as a result of this experience.Conclusion: While the majority of respondents perceive the FRO research requirements as reasonable, a significant minority are not satisfied with aspects of the programme. Amendment of the pre-phase II stipulation may be worthy of consideration. [ABSTRACT FROM AUTHOR]

Background Teaching and learning female pelvic examination within the undergraduate medical curriculum offers some potential challenges. One such is the extent to which students are provided practice opportunities with patients in the clinical setting. Aims To quantify how many pelvic examinations, on real patients, have been performed by medical students at the point of graduation, and to explore opportunities and barriers to performing these examinations. Materials and methods A retrospective study using a self-completed, anonymous, electronic survey was developed as part of a multi-centre study. Data were collected in the immediate period after graduation from the medical programs at the University of Auckland and Flinders University in 2013. An ordinal set of range categories was used for recording numbers of examinations. Results The combined response rate for the survey was 42.9% (134/312). The median range category for the number of pelvic examinations performed in patients who were not in labour was 6-9 and in labour was 2-3. Thirty-three percent of medical students had never performed a pelvic examination in labour. Male medical students performed significantly fewer pelvic examinations compared with female students. Self-reported barriers to performing the pelvic exam include: gender of the student, 'gate-keeping' by other health professionals, lack of confidence and patient factors. Conclusions The majority of medical students have performed several pelvic examinations on real patients at graduation. Male gender and access being limited by midwives were the main barriers to performing female pelvic examinations. Medical curricula need to address these issues in the learning environment. [ABSTRACT FROM AUTHOR]

Introduction: The Royal Australian and New Zealand College of Radiology (RANZCR) recognised the importance of experience in on-call and emergency radiology for first-year registrars by introducing 'Key conditions in Year 1 training'. This list of common radiological pathologies can help to focus preparations for new registrars as they prepare for after-hours duties.Methods: The Royal Brisbane and Women's Hospital (RBWH) implemented a 12-week formal training programme, based on this curriculum, for new registrars prior to commencing after-hours work. Its impact was assessed by an image recognition and interpretation examination that was administered to registrars before and after training.Results: Examination results revealed that the prescribed training programme significantly increased both the rate and accuracy of reporting, and that improvements in speed were not at the expense of accuracy. Furthermore, it showed that a 12-week training programme was able to improve novice radiology registrars' ability to detect radiological abnormalities above that of experienced emergency department clinicians. Performances of consultant radiologists were used as a 'gold standard' control.Conclusion: This research demonstrates the value of a formal training programme in preparing registrars for extended after-hours reporting duties and contributing to important departmental service provision. [ABSTRACT FROM AUTHOR]

Context Longitudinal integrated clerkships ( LICs) represent a model of the structural redesign of clinical education that is growing in the USA, Canada, Australia and South Africa. By contrast with time-limited traditional block rotations, medical students in LICs provide comprehensive care of patients and populations in continuing learning relationships over time and across disciplines and venues. The evidence base for LICs reveals transformational professional and workforce outcomes derived from a number of small institution-specific studies. Objectives This study is the first from an international collaborative formed to study the processes and outcomes of LICs across multiple institutions in different countries. It aims to establish a baseline reference typology to inform further research in this field. Methods Data on all LIC and LIC-like programmes known to the members of the international Consortium of Longitudinal Integrated Clerkships were collected using a survey tool developed through a Delphi process and subsequently analysed. Data were collected from 54 programmes, 44 medical schools, seven countries and over 15 000 student-years of LIC-like curricula. Results Wide variation in programme length, student numbers, health care settings and principal supervision was found. Three distinct typological programme clusters were identified and named according to programme length and discipline coverage: Comprehensive LICs; Blended LICs, and LIC-like Amalgamative Clerkships. Two major approaches emerged in terms of the sizes of communities and types of clinical supervision. These referred to programmes based in smaller communities with mainly family physicians or general practitioners as clinical supervisors, and those in more urban settings in which subspecialists were more prevalent. Conclusions Three distinct LIC clusters are classified. These provide a foundational reference point for future studies on the processes and outcomes of LICs. The study also exemplifies a collaborative approach to medical education research that focuses on typology rather than on individual programme or context. [ABSTRACT FROM AUTHOR]

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This article focuses on the representation of disaster vulnerability, using the 2010 Haiti earthquake to problematise recent changes in secondary school curriculum and assessment. Drawing upon media perspectives of the Haiti earthquake, the article contrasts a traditional and relational teaching approach to the concept of disaster vulnerability. The article concludes that teachers need to draw upon a wider range of geographical paradigms in order to move students towards critical engagement with societal issues, a key aim of the social science learning area in the New Zealand Curriculum. [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]

The design of a school-based geography curriculum presents opportunities and challenges for teachers in New Zealand secondary schools. This article discussed the considerations that teachers need to make when developing a school-based curriculum that is suited to the needs and interests of the students in their school and community. An example of a programme that has been developed to meet the needs and interests of students in a particular secondary school in Christchurch, New Zealand, was outlined. [ABSTRACT FROM AUTHOR]

Although priding itself on high rates of literacy achievement, New Zealand's track record in the last two decades has noticeably declined. Successive New Zealand governments have invested heavily in trying to redress this decline with limited success. Demographic changes in population due to immigration provide a partial explanation, but arguably, inconsistencies and omissions in policies and curriculum for early childhood and primary education are also factors to be considered further. Evidence regarding New Zealand's effectiveness in promoting literacy since the early 1990s is explored, against a potential policy framework for the Early Years, identifying the challenges and pressing issues for change. [ABSTRACT FROM AUTHOR]

In this article we describe the processes and outcomes of the development of the New Zealand Curriculum Exemplars for Students with Special Education Needs. The project focused on teachers working with students described as working long term at Level 1 in the New Zealand Curriculum. Earlier research had shown that teachers were often puzzled about how to include some students with special education needs in their planning, teaching and assessment. The development of the Exemplars provides an example of a framework that supports educators and families to work collaboratively and the positive outcomes that are possible when working in this way. We pay particular attention to new understandings about curriculum, pedagogy and assessment that emerged as together we learned to use narrative assessment. [ABSTRACT FROM AUTHOR]

Constructivism is a widely influential perspective in science education research. However, there have been strong criticisms of attempts to adopt constructivism as a principle underpinning official science curriculum policy (for example in New Zealand). Over the past decade recommendations for classroom pedagogy in extensive official guidance (particularly through the 'National Strategy') issued to science teachers working in England have explicitly drawn upon constructivist principles. Yet there has been little public debate about this aspect of the guidance, or its reception by teachers, and there are reasons to expect that the potential impact of the recommendations has been severely compromised by the nature of the guidance, and the wider curriculum context. As recent substantive curriculum revisions rely upon science teachers adopting new pedagogy, research is indicated to explore how teachers construe and respond to pedagogic recommendations disseminated through official guidance. [ABSTRACT FROM AUTHOR]

Teaching secondary school geography students about different perspectives on the way knowledge is produced can be challenging. The forms of critical thinking that are prompted by interrogating the ways in which knowledge are produced equips students with intellectual tools for independent learning; an attribute which is a key feature of successful learners. This article provides an overview of the ways in which gender/feminist perspectives have been generated over time; how the teaching of these perspectives has been included in one New Zealand school, as well as suggesting useful resources. [ABSTRACT FROM AUTHOR]

For seven years, trainee teachers in the Pre-Service Secondary Teacher Education Programme at Massey University College of Education, Albany campus, have integrated their curriculum areas to model the processes school students could follow in environmental education and education for sustainable development using Motutapu, an island adjoining Rangitoto in the Hauraki Gulf Marine Park, as the context for their actions. Evaluation of the programme indicates that it is empowering to learn about connections between subject areas and the potential for school students to have a hand in creating a sustainable future and to participate in real world concerns. [ABSTRACT FROM AUTHOR]

Aim To examine the knowledge, skills and attitudes of medical students to alcohol and drugs as training progresses. Design A longitudinal, prospective, cohort-based design. Setting The four schools of medicine in New Zealand. Participants All second-year medical students (first year of pre-clinical medical health sciences) in New Zealand were administered a questionnaire which was repeated in the fourth (first year of significant clinical exposure) and then sixth years (final year). A response rate of 98% in the second year, 75% in the fourth year and 34% in the sixth year, with a total of 637 respondents (47.8% male) and an overall response rate of 68%. Questionnaire The questionnaire consisted of 43 questions assessing knowledge and skills—a mixture of true/false and scenario stem-based multiple-choice questions and 25 attitudinal questions scored on a Likert scale. Demographic questions included first language, ethnicity and personal consumption of alcohol and tobacco. Findings The competence (knowledge plus skills) correct scores increased from 23.4% at the second year to 53.6% at the fourth year to 71.8% at the sixth year, being better in those students who drank alcohol and whose first language was English ( P < 0.002). As training progressed the student’s perceptions of their role adequacy regarding the effectiveness of the management of illicit drug users diminished. For example, at second year 21% and at sixth year 51% of students felt least effective in helping patients to reduce illicit drug use. At the sixth year, 15% of sixthyear students regarded the self-prescription of psychoactive drugs as responsible practice. Conclusion Education on alcohol and drugs for students remains a crucial but underprovided part of the undergraduate medical curriculum. This research demonstrated that while positive teaching outcomes were apparent, further changes to medical student curricula need to be considered to address specific knowledge deficits and to increase the therapeutic commitment and professional safety of medical students to alcohol and drugs. [ABSTRACT FROM AUTHOR]

The article discusses the personal attribute and environmental factors that influence science teacher-leader development. A study was conducted on three science teacher-leaders who were involved in extended schoolwide science delivery development projects in schools in New Zealand. The professional development program used in each school responded to initial findings identified through the application of the Science Curriculum Implementation Questionnaire, which provides information concerning the personal attribute and environmental factors know to influence science program delivery at the classroom and school level. Teachers identified that their development is influenced by several proximal processes that are dependent on context and time.

One of the most serious challenges that dental educators face today is improving the level of student satisfaction with the curriculum and learning environment. To determine whether a particular teaching method might enhance student satisfaction with the learning process, a learning preference survey linked to sensory modalities was given to students in the four classes of the Temple University School of Dentistry. New Zealand educator Neil Fleming developed the survey called VARK (an acronym for Visual, Aural, Read/Write, and Kinesthetic) in 1998. The purpose of this study was to measure the distribution of learning preference mean scores of the dental students and note any significant differences among classes, gender, and a sample population determined using 31,243 participants on the VARK website. Results clearly demonstrate that the dominant preference distributions for the two populations (dental student and sample population) are different. In particular, the proportions of learners who selected visual or kinesthetic are significantly different for the two populations, while the proportions of learners who selected aural or read/write are not significantly different. Dental students prefer visual learning at a higher percentage and kinesthetic learning at a lower percentage than the sample population measured in the VARK website. Inter-class differences varied, and gender differences were not significant. The distribution of dental student scores shows a preference for instructors who use strong visual presentations and facilitate note-taking during lectures. Dental educators should be aware of these differences in order to explore opportunities for making the educational experience more productive and enjoyable. [ABSTRACT FROM AUTHOR]

Objectives The belief that the effectiveness of patient care will improve through collaboration and teamwork within and between health care teams is providing a focus internationally for ‘shared learning’ in health professional education. While it may be hard to overcome structural and organizational obstacles to implementing interprofessional learning, negative student attitudes may be most difficult to change. This study has sought to quantify the attitudes of first-year medical, nursing and pharmacy students’ towards interprofessional learning, at course commencement. Design The Readiness for Interprofessional Learning Scale (RIPLS) (University of Liverpool, Department of Health Care Education), was administered to first-year medical, nursing and pharmacy students at the University of Auckland. Differences between the three groups were analysed. Setting The Faculty of Medical and Health Sciences, University of Auckland. Results The majority of students reported positive attitudes towards shared learning. The benefits of shared learning, including the acquisition of teamworking skills, were seen to be beneficial to patient care and likely to enhance professional working relationships. However professional groups differed: nursing and pharmacy students indicated more strongly that an outcome of learning together would be more effective teamworking. Medical students were the least sure of their professional role, and considered that they required the acquisition of more knowledge and skills than nursing or pharmacy students. Conclusion Developing effective teamworking skills is an appropriate focus for first-year health professional students. The timing of learning about the roles of different professionals is yet to be resolved. [ABSTRACT FROM AUTHOR]