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Australia-wide consensus was reached on seven core concepts of physiology, which included homeostasis, a fundamental concept for students to understand as they develop their basic knowledge of physiological regulatory mechanisms. The term homeostasis is most commonly used to describe how the internal environment of mammalian systems maintains relative constancy. The descriptor "the internal environment of the organism is actively regulated by the responses of cells, tissues, and organs through feedback systems" was unpacked by a team of three Australian Physiology educators into 5 themes and 18 subthemes arranged in a hierarchy. Using a five-point Likert scale, the unpacked concept was rated by 24 physiology educators from 24 Australian Universities for level of importance and level of difficulty for students. Survey data were analyzed using a one-way ANOVA to compare between and within concept themes and subthemes. There were no differences in main themes for level of importance, with all ratings between essential or important. "Theme 1: the organism has regulatory mechanisms to maintain a relatively stable internal environment, a process known as homeostasis" was almost unanimously rated as essential. Difficulty ratings for unpacked concept themes averaged between slightly difficult and moderately difficult. The Australian team concurred with published literature that there are inconsistencies in the way the critical components of homeostatic systems are represented and interpreted. We aimed to simplify the components of the concept so that undergraduates would be able to easily identify the language used and build on their knowledge. [This article was written with Task Force.]

A set of core concepts ("big ideas") integral to the discipline of physiology are important for students to understand and demonstrate their capacity to apply. We found poor alignment of learning outcomes in programs with physiology majors (or equivalent) from 17 Australian universities and the 15 core concepts developed by a team in the United States. The objective of this project was to reach Australia-wide consensus on a set of core concepts for physiology, which can be embedded in curricula across Australian universities. A four-phase Delphi method was employed, starting with the assembling of a Task Force of physiology educators with extensive teaching and curriculum development expertise from 25 Australian universities. After two online meetings and a survey, the Task Force reached agreement on seven core concepts of physiology and their descriptors, which were then sent out to the physiology educator community across Australia for agreement. The seven core concepts and their associated descriptions were endorsed through this process (n = 138). In addition, embedding the core concepts across the curriculum was supported by both Task Force members (85.7%) and educators (82.1%). The seven adopted core concepts of human physiology were Cell Membrane, Cell-Cell Communication, Movement of Substances, Structure and Function, Homeostasis, Integration, and Physiological Adaptation. The core concepts were subsequently unpacked into themes and subthemes. If adopted, these core concepts will result in consistency across curricula in undergraduate physiology programs and allow for future benchmarking.

The COVID-19 pandemic triggered university lockdowns, forcing physiology educators to rapidly pivot laboratories into a remote delivery format. This study documents the experiences of an international group of 10 physiology educators surrounding this transition. They wrote reflective narratives, framed by guiding questions, to answer the research question: "What were the changes to physiology laboratories in response to the COVID-19 pandemic?" These narratives probed educators' attitudes toward virtual laboratories before, during, and after the transition to remote delivery. Thematic analysis of the reflections found that before COVID-19 only a few respondents had utilized virtual laboratories and most felt that virtual laboratories could not replace the in-person laboratory experience. In response to university lockdowns, most respondents transitioned from traditional labs to remote formats within a week or less. The most common remote delivery formats were commercially available online physiology laboratories, homemade videos, and sample experimental data. The main challenges associated with the rapid remote transition included workload and expertise constraints, disparities in online access and workspaces, issues with academic integrity, educator and student stress, changes in learning outcomes, and reduced engagement. However, the experience generated opportunities including exploration of unfamiliar technologies, new collaborations, and revisiting the physiology laboratory curriculum and structure. Most of the respondents reported planning on retaining some aspects of the remote laboratories post-pandemic, particularly with a blended model of remote and on-campus laboratories. This study concludes with recommendations for physiology educators as to how they can successfully develop and deliver remote laboratories.

Background/Objectives: Two compartment (2 C) models of body composition, including Air Displacement Plethysmography (ADP) and Deuterium Dilution (DD), assume constant composition of fat-free mass (FFM), while 3-compartment (3 C) model overcomes some of these assumptions; studies are limited in infants. The objective of the present study is to compare 3 C estimates of body composition in 6-mo. old infants from Australia, India, and South Africa, including FFM density and hydration, compare with published literature and to evaluate agreement of body composition estimates from ADP and DD. Methods: Body volume and water were measured in 176 healthy infants using ADP and DD. 3C-model estimates of fat mass (FM), FFM and its composition were calculated, compared between countries (age and sex adjusted) and with published literature. Agreement between estimates from ADP and DD were compared by Bland–Altman and correlation analyses. Results: South African infants had significantly higher % FM (11.5%) and density of FFM compared to Australian infants. Australian infants had significantly higher % FFM (74.7 ± 4.4%) compared to South African infants (71.4 ± 5.0) and higher FFMI (12.7 ± 0.8 kg/m2) compared to South African (12.3 ± 1.2 kg/m2) and Indian infants (11.9 ± 1.0 kg/m2). FFM composition of present study differed significantly from literature. Pooled three country estimates of FM and FFM were comparable between ADP and DD; mean difference of −0.05 (95% CI: −0.64, +0.55) kg and +0.05 (95% CI: −0.55, +0.64) kg. Conclusions: 3C-model estimates of body composition in infants differed between countries; future studies are needed to confirm these findings and investigate causes for the differences. [ABSTRACT FROM AUTHOR]

Introduction: Oral Health Therapists (OHTs) are a growing workforce globally, with skills in oral health prevention, treatment planning and management of disease. These professionals receive their training through a three‐year undergraduate program which leads to the Bachelor of Oral Health degree in Australia and New Zealand. The aim of this study was to describe the learning environment for OHT students in Australia and New Zealand. OHT students were requested to complete the Dundee Ready Education Environment Measure (DREEM) to indicate their perceptions of the environment of their educational program. Materials and Methods: Bachelor of Oral Health students from 10 universities in Australia and New Zealand were invited to participate in the survey. The analysis of the students' experiences focused on five domains of educational environment: learning, teaching, academic self‐perception, atmosphere and social self‐perception. Total DREEM scores were compared to previously published literature for other health professions students. Results: A total of 336 OHT students completed the study, which represented 30% of all OHT students enrolled in the 10 participating universities. Using the DREEM, participants perception of the environment was more positive than negative with an average DREEM total score of 141 (70.5%) out of a maximum score of 200. The model demonstrates university region to be a major predictor in the overall DREEM score, with regional universities scoring higher than urban universities (p =.012). Conclusions: The DREEM was used to describe OHT students perceptions of the learning environment in Australia and New Zealand. This study found that the university region is a significant predictor of positive experiences for OHT students. By identifying the strengths and weaknesses of contemporary Oral Health programs, this study offers insights into future improvements. [ABSTRACT FROM AUTHOR]

This paper examines formations of the 'self' as a wise leader at both personal and professional levels. Drawing on Aristotle and theories of reflective and experiential learning, the possibility of cultivating wisdom through an experience of a leadership course, provided at the University of Melbourne for PhD candidates, is explored. Applying an autoethnographic methodology, a reflexive account of a doctoral student who experienced this programme is narrated to explore the (re)construction of a wiser 'self'. A synthesis of multiple points of personal and collective judgements, decision-making and performative actions leads to promising implications for future research, and for deeper pedagogical practices in leadership programmes.

Professional practice can be conceptualised holistically, and in fact during the 1990s the "Australian model" of integrated or holistic competence emerged empirically. This piece outlines that story, and then develops a more rigorous conceptual analysis of what it is to make competent practical judgements, through inferences, in context-specific and accountable ways (such as to one's peer group of professionals, or to the public). Current research interest in the Schonian swamp-like messiness of judgements (e.g. in clinical medicine) is drawn upon to advance a new epistemology of practice, which takes seriously the "know how" of real work situations, as the basis for a revival of Aristotelian "phronesis".

Background: Nutrition science graduates contribute to the nutrition workforce by bringing specialist knowledge and skills needed to address future food challenges. This study aims to provide a snapshot of the current employment landscape for nutrition science graduates in Australia and how well their degrees prepare them for employment. Method: A cross‐sectional survey of Australian tertiary nutrition graduates was conducted to explore tertiary training, employment pathways and their perceived preparedness for practice. Results: This study included a final sample of 119 graduates from 17 Australian tertiary institutions. Almost two‐thirds of respondents had completed further training. Most graduates (77%, n = 91) had worked in a food, nutrition science or health‐related role after their degree; the most frequently cited employment settings were government or public health organisations; research, not‐for‐profit or nongovernment organisations; and the food industry. Work‐integrated learning was identified as a key predictor of graduates working in a role that differed from their expectations as a student. The skill categories developed during nutrition training that were most valued in the workplace included nutrition and scientific knowledge, and professional and communication skills. Conclusions: This study offers first insights into the current employment landscape for nutrition graduates across Australia. Findings show that current nutrition science professionals are highly qualified and prepared to navigate the evolving demands of nutrition practice. Regular review of graduate employment will inform nutrition science curriculum to enable graduates to be well equipped in the face of dynamic practice settings. Key points: The employment landscape and preparedness experienced by current Australian nutrition science graduates has not previously been examined at a national level.This study presents data from graduates representing 17 Australian tertiary institutions, who report employment in various settings, with almost two‐thirds pursuing further postgraduate studies.Graduates report valuing work‐integrated learning and highlight scientific knowledge, professionalism and communication as key development skills relevant for their nutrition employment. [ABSTRACT FROM AUTHOR]

Aims: In 2019, the Australian Academy of Science in collaboration with the nutrition community published the decadal plan for the science of nutrition. This article aims to review progress towards each of its pillar goals (societal determinants, nutrition mechanisms, precision and personalised nutrition, and education and training) and two enabling platforms (a national data capability and a trusted voice for nutrition science), prioritise actions, and conceptualise program logic implementation models. This process also brought together public health nutrition researchers to reflect on societal determinants of health, and advise how the next 5 years of the decadal plan could reflect contemporary issues. Methods: Two engagement events, in 2023, brought together experienced and mid‐ and early‐career nutrition professionals for co‐creation of implementation logic models. Results: One hundred and nine early and mid‐career professionals were involved. A revised model for the decadal plan pillars emerged from synthesis of all logic models. This new model integrated the precision and personalised nutrition pillar with nutrition mechanisms pillar. These combined pillars build towards the national data capability enabling platform and created new cross‐cutting themes for education and training. The need arose for greater focus on respectful engagement with Aboriginal and Torres Strait Islander communities and sustained effort to build cross‐disciplinary collaboration to realise the plan's societal determinants goals. A new alliance for nutrition science is proposed to become a unified advocacy voice and build trust in nutrition professionals. Conclusions: A programmatic approach provides a road map for implementing the decadal plan for the final 5 years. [ABSTRACT FROM AUTHOR]

Background: Very low‐calorie diet (VLCD) programs are readily available in Australia. However, there is a lack of real‐world evidence describing the characteristics related to positive outcomes. Aims: To examine the demographic, eating, self‐efficacy and program engagement characteristics of VLCD users in Australia, and the associations between user characteristics and program success, weight loss, quality of life (QOL) and health. Method: Cross‐sectional data from Australian adults: regular users (n = 189: VLCD user ≥4 days/week for >4 weeks) and intermittent users (n = 111, VLCD user <4 weeks and/or <4 days/week). Self‐reported data on demographics, VLCD program use, support, eating behavior, weight‐related QOL, mental health, physical health, self‐efficacy, and physical activity. Descriptive and inferential statistics were performed in R. Results: Compared to regular users, intermittent users reported lower percentage weight loss (15.1% ± SD 9.8 vs. 9.9% ± SD 6.8, relative to starting weight), fewer reported their VLCD program as very successful (44% vs. 35%), higher depressive symptom scores (8.7 ± SD 2.8 vs. 6.7 ± SD 5.1), and lower general self‐efficacy (23.9 ± SD 4.7 vs. 29.4 ± SD 5.7), nutrition self‐efficacy (11.9 ± SD 2.0 vs. 14.5 ± SD 3.1) and weight‐related QOL scores (60.9 ± SD 22.2 vs. 65.0 ± SD 11.8; p < 0.001 for all). In regular users, older age and longer program duration were associated with greater total weight loss, support, and program success (p < 0.001 for all). In intermittent users, program success was greater when dietitian support was used (odds ratio [OR] 6.50) and for those with higher BMIs (OR 1.08, p < 0.001 for all). In both groups, more frequent support was associated with better weight‐related QOL (p < 0.001). Conclusion: This study provides real‐world evidence that regular VLCD users had greater success and weight loss than intermittent program users. These findings may be used to tailor and improve the delivery of VLCD programs in Australia and other countries with retail access to VLCDs. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to test the need in the Australian higher education (HE) sector for a national network for the peer review of assessment in response to the proposed HE standards framework and propose a sector-wide framework for calibrating and assuring achievement standards, both within and across disciplines, through the establishment of a peer review of assessment network (PRAN). Design/methodology/approach: This study used a "proof of concept" approach to test the need for a national network, using consultations (n = 67) which included teleconference meetings [39], face-to-face meetings [2], Skype [1], presentations [19], state-based workshops [6] and a national forum. Quantitative data from evaluation surveys from state-based workshops and national forum were computer-analysed to generate descriptive statistics. Qualitative data arising from open-ended questionnaire responses were analysed through progressive categorisation and data coding designed to identify and refine data themes. Findings: In all, 63 per cent of participants to the state-based workshops were satisfied with the workshop content. A further 29 per cent reported a high level of satisfaction. The interactive group discussions fostered a collaborative approach and facilitated engagement with the workshop content. A total of 58 per cent of participants to the national forum were satisfied with the forum, with a further 40 per cent reporting a high level of satisfaction. Participants indicated that presentation content was informative and covered a diverse range of topics and viewpoints highly relevant to the current clime across the HE sector. Practical implications: Many participants strongly supported the establishment of a national PRAN, with overwhelming support (88 per cent) for the forum to be made an annual event. Originality/value: This study contributes to existing literature and provides further evidence for the value of networks in the peer review of assessment to support academics in professional learning and calibration exercises.

This article is concerned to respond to recent UK governments' attitudes to teachers, who are predominantly women, and who are denied a voice and sense of professionalism. It looks to the role of teacher research in school decision-making, including school improvement, historically in England, which set a pioneering example in years before the Thatcher government, and in Australia, where it became a central logistical feature in generations of "poverty programs", as well as the current conjuncture. It documents recent efforts to build school-university partnerships for school improvement geared to support teachers' knowledge-building about working with disadvantaged pupils who are disengaged and under-achieving. It maps the educational political context, framed by the global neo-liberal policy agenda, and charts efforts to support school staff develop a research perspective on the complexities of schools' work in a system geared to a relentless focus on attainment targets, performance, and school league tables. It develops a responsive theoretical-strategic framework for a local north of England "knowledge-building programme" of continuing professional development (CPD) with optional accreditation, intended to counter the system's lack of a broad and creative pedagogical "imaginary". The resultant project is inspired by a democratic impulse and progressive social justice goals to facilitate learning about what this Leeds network of schools needs to be doing itself to address issues of concern about pupils marked by poverty and deprivation.

This article reports on research funded by the Australian Research Council to investigate school responses to gender equity. It addresses the efforts of a disadvantaged school to tackle what they perceived to be gender inequalities, but in the process of constructing a top-set and bottom-set/stream class they are developing new forms of old inequalities and new forms of inequalities. This research indicates that despite popular assertions that girls' education has become the priority of schools and education systems, girls are being further disadvantaged through attempts to implement market strategies coupled with gender reform agendas grounded in liberal notions of equity and relying on unsophisticated notions of affirmative action. In addition, this study highlights the extent to which a media-driven debate about boys' education has influenced the constitution of boys as the "new disadvantaged" with the capacity to determine the nature of gender reform agendas and programmes in schools. (Contains 1 note.)

In 2019, the Deep History of Sea Country (DHSC) Project team found and published two submerged archaeological sites in Murujuga (Dampier Archipelago) Western Australia [[1]]. Please see the authors' respective ORCID iDs here: Author Jo McDonald's ORCID iD is 0000-0002-2701-7406 (https://orcid.org/0000-0002-2701-7406) Author Patrick Morrison's ORCID iD is 0000-0003-0920-3405 (https://orcid.org/0000-0003-0920-3405) Additionally, the contributions for author Patrick Morrison are updated as follows: Data curation, Formal analysis, Methodology, Investigation, Software, Visualization, Writing-original draft, Writing-review & editing. This supersedes the original data in the article, and it is not possible to identify which of the samples constituted the original dataset of 455 terrestrial artefacts. [Extracted from the article]

This paper investigates how two male teachers construct health and physical education (HPE) as a particular site for schooling the gendered body. Using knowledge of productive pedagogies and a theoretical framework that draws on the work of Foucauldian analytic categories, we foreground how issues of identity, the body and gendered knowledge/power relations get mobilised through how these two male teachers talk about the HPE curriculum and their pedagogical practices. It is concluded that teacher threshold knowledges about gender impact significantly on the execution or pedagogical practices and the implementation of curriculum in the HPE classroom.

A master of technology management degree program was offered to aerospace employees on site; many completed modules and 20 completed degrees. Responses from 38.5% of 65 participants indicated both personal and company benefits (improved capacity for change, movement toward a learning culture), but some experienced problems in applying learning on the job. (Contains 16 references.) (SK)

Ludwig Wittgenstein taught only a couple of Australian philosophers, at Cambridge in the late 1940s, and one of them, Frank "Camo" Jackson (Chair, Philosophy, Monash University) taught the author epistemology and philosophical psychology in the 1970s. In this article, the author describes how this teaching was central to his subsequent work in academia, which itself didn't get under way until a decade of primary and secondary school teaching. That school teaching showed him how practice(s) shape identities, and how policies are shaped by practices.

Exploratory analysis of existing multivariate river water datasets can provide useful insights during river basin research and can be used to identify important environmental variables and data suitable for concentration prediction models. In this work, a large dataset pertaining to coal mining areas of the Fitzroy River Basin, Australia, was used to demonstrate principal component analysis and partial least squares regression (PLS) modelling. In this example, a strong association between variables confirmed that that sodium was a major ion responsible for electrical conductivity across this vast river basin (PC‐1). Suspected effects of dilution, evapoconcentration, and the influence of anthropogenic inputs on concentrations of nitrogen, sulfate and dissolved metals were also elucidated (PC‐2 and PC‐3). PLS models of a Comet, Nogoa, Mackenzie Rivers‐subset indicated turbidity, dissolved Fe, total Ni, Co and Mn concentrations were not as variable during high flow as during low flow. Conductivity, sulfate and sodium concentrations were negatively correlated (>|0.7|) with total suspended solids (TSS) and several total and dissolved metals during both river conditions. Dissolved Al and Fe had a strong inverse relationship with total Fe and total Co concentrations during high flow. These relationships can be investigated further during future targeted monitoring and analysis. This work provided detailed methodology for development of concentration predictions models for parameters of environmental interest. Specifically, TestSet validated PLS models for dissolved Al (± 5.6 μg/L) and TSS (± 4.6 mg/L), and random Cross Validation models for TSS concentration (± 4.0 mg/L) during low flow and (± 3.5 mg/L) during high flow were produced. [ABSTRACT FROM AUTHOR]

Introduction: Dental therapists, hygienists and oral health therapists constitute up to a third of the dental workforce in Australia and New Zealand. Personality is often explored in health professions to provide insights into traits that are conducive to workforce retention and to assist in planning and training. This study aimed to investigate the current demographic and personality characteristics of oral health students in Australia and New Zealand. Materials and methods: Students in years one to three of all eight undergraduate Bachelor of Oral Health programs in Australia and New Zealand were invited to complete an online survey. The survey measured activities prior to entering into oral health, career intentions and included a personality questionnaire, the Temperament and Character Inventory (TCI). Results: Three quarters of participants (n = 336; 30% response rate; females = 90%) were single, from an urban area and 20-29 years of age. Oral health students overall portrayed high trait levels of Persistence and Cooperativeness. Cluster analysis of TCI traits identified three groups. Groups of students with high Persistence and Cooperativeness tended to be older, were working in non-dental and dental careers prior to their degree and were interested in working in regional areas after graduation. Conclusions: Students with high levels of persistence and cooperativeness were interested in working in regional areas after graduation, highlighting the importance of industriousness and persistence in overcoming barriers to practicing in regional areas. Further research is warranted to investigate barriers and enablers in recruitment and retention of males in a primarily female dominated profession. [ABSTRACT FROM AUTHOR]

The Nursing and Midwifery Board of Australia's Code of Conduct for Nurses sets out the professional behaviour and conduct expectations for nurses in all practice settings. The publication of a revised version in 2018, which included expectations related to culturally safe and respectful practice and Aboriginal and Torres Strait Islander Peoples' health, caused reverberations beyond the profession of nursing. A controversy that the changes required nurses to verbally apologize for being white before their interactions with Aboriginal and Torres Strait Islander people gained the attention of the mainstream media. This interpretation, which came from outside nursing, was disputed by the Board. Challenged by these events, the authors were interested in understanding the actual impacts of the changes from the perspectives of nurses in practice. This research, carried out nearly three years after publication, has focused specifically on the speciality of mental health nurses in this context. The objective of this research was to undertake a social analysis focused on the impact that changes in the Code have had on the culture of mental health nursing utilizing a qualitative methodology. Eight mental health nurses were interviewed. The research found that there was little evidence of any impact on mental health nursing practice. Many of the participants were unaware of the amendments to the Code, whilst those nurses who were aware did not perceive that it had led to any real change within mental health nursing or service delivery. [ABSTRACT FROM AUTHOR]

Background: Oral health, an essential part of general health and well-being, is influenced by multiple factors, including oral hygiene habits and dietary factors. Dietary preferences are influenced by variation in taste perceptions and threshold tasting. Polymorphisms in specific genes for sweet and bitter taste receptors and bitter taste perception have been associated with dental caries. However, taste is complex with multiple receptors, each with multiple potential polymorphisms contributing to taste perception as well as social, cultural, and environmental influences. Additionally, these association studies have been conducted in restricted cohorts (e.g., children only). Furthermore, outcomes have been limited to dental caries and studies between taste perception and oral hygiene habits have not been completed. Methods: A cross-sectional online survey was conducted to investigate the relationships between bitter and sweet taste perception (liking and intensity of index food items), self-reported oral hygiene habits and oral health (n = 518). Results: Higher mean intensity scores for bitter (16–21%) and sweet (< 5%-60%) were seen with higher frequencies of oral hygiene habits (brushing, use of mouthwash, chewing gum and tongue cleaning). Lower mean bitter liking scores (18–21%) were seen with higher frequencies of oral hygiene habits (brushing, mouthwash use, floss use and chewing gum). Sweet liking scores varied by reported frequency of mouthwash use and flossing only, with mixed patterns of variance. Mean bitter and sweet intensity perception scores varied with the number of dental caries ((13–20% higher in those with 3 or more caries, compared to none). Conclusions: While there were numerous relationships identified between liking and perception of sweet and bitter and oral health outcomes, the magnitude and direction of associations varied by outcome. The direction of the associations cannot be inferred due to the cross-sectional nature of the study. The demonstrated relationships justify further future investigations, which could help better understand if taste liking and perception is impacted by oral hygiene and health, or vice versa. This could be important in understanding the causation and progression of oral health diseases or the development of novel therapeutics for oral health. [ABSTRACT FROM AUTHOR]

Background/objectives: Prediction equations generated from anthropometric measures are frequently used to quantify paediatric body composition. We tested the agreeability and predictive power of select (Lingwood and Aris) fat mass prediction equations against body fat measured via ADP; and generated and evaluated new anthropometry-based models for use in the first 6 months of life.Subjects/methods: Data were obtained from 278 white European Australian infants at birth, 3 and 6 months. Prediction models (i.e. Baby-bod models) were generated for each time point via stepwise linear regression and compared for agreeability with ADP via limits of agreement, mean difference and total bias in Bland-Altman analyses. Predictive power of all equations in comparison to ADP were assessed using linear regression analysis.Results: Overall, there was poor agreeability between percent body fat predicted via published equations and ADP. Proportional bias was detected for both methods (i.e. published equations and Baby-bod models) of body fat prediction. At birth, both Lingwood and BB0 equations overestimated percent body fat at the lower end of the FM spectrum. This trend was repeated at 3 months with all equations displaying a propensity to overestimate body fat at lower FM levels and underestimate at higher FM levels.Conclusions: The results indicate that anthropometry, although less costly and relatively easier to implement, does not always produce comparable results with objective measures such as ADP. Given the importance of the accurate assessment of physical growth, including body composition in early life, it is timely to recommend the increased utilisation of techniques such as ADP. [ABSTRACT FROM AUTHOR]