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The growing literature on access, participation, and success of refugees entering higher education has illustrated the myriad challenges that this cohort faces. Much of this research has rightly focused on the student perspective, exploring the barriers and challenges that impede entry, engagement, and achievement. Relatedly, there is growing attention to the need for trauma-informed support, particularly following the impacts of COVID on learning. This article takes these challenges as a departure point to adjust the gaze on universities and ask what needs to be considered and implemented in order to develop better student supports. We use Tronto's (2013) notion of ethics of care - examining issues of attentiveness (caring about), responsibility (caring for), competence (caregiving), responsiveness (care receiving), and trust (caring with) - to carefully probe how universities can develop trauma-informed supports that are more caring and nuanced, not only for students from refugee backgrounds but for all students.

In 2020 when schooling was abruptly reconfigured by the pandemic, young people were required to demonstrate new capabilities to manage their learning and their wellbeing. This paper reports on the feelings, thoughts and experiences of eight Year 9 and 10 students in NSW and Victoria about the initial period of online learning in Australian schools that resulted from the COVID-19 pandemic. Beyond dominant narratives of vulnerability and losses in learning, our participants offered counternarratives that stressed their capacities to rise and meet the times. We trace three central themes on how they: found moments of agency that increased their confidence, reconfigured resilience as a socially responsible set of practices, deployed sociality as a resource for the benefit of themselves and others. The pandemic opened up conversations with young people about where and how learning takes place and how schools might adapt and respond to young people's growing sense of urgency about the future of schooling.

While the impacts of COVID-19 on higher education are still unfolding, it is clear that the disruption caused by the pandemic has provided a warrant to re-consider existing teaching and learning practices. We provide a reading on whether existing teaching and learning practices should be retained or whether new practices can and should emerge through the lens of culturally and linguistically diverse migrant and refugee (CALDMR) students. These students already experienced significant educational disadvantage before the pandemic moved teaching and learning online. Drawing on findings from an Australian study that explores the experiences of both university students and staff, we question whether these experiences offer hope for what bell hooks calls engaged pedagogy -- as a form of university teaching and learning that is more caring, more student-centred and collaborative, and more exciting.

Preparing pre-service teachers to address the disparities in educational attainment that occur in settings with complex demographics such as high poverty and super diversity (Vertovec, 2007) require a theoretically driven contextual and spacial (Soja, 1996) understanding of disadvantage. This understanding highlights the structural and systemic inequalities that exist between the rich and the poor and limit social and economic mobility for disadvantaged students in schools. This paper uses a conceptual and spacial understanding to focus on the strategies implemented by a primary and secondary pre-service teacher program to support and improve pre-service teacher learning of disadvantaged schools. We detail approaches to learning that support pre-service teachers in attempting to consider how their own ethnicity and culture shapes practice and may disrupt the effects of poverty on educational outcomes to make a difference in the lives of their students.

This paper is based on a qualitative research study conducted across urban and regional Australian universities. The aim of the project was to investigate the enablers and constraints faced by refugee background students transitioning from high school to university. A refugee is defined as a person who has been forced to flee his or her country because of persecution, war, or violence [UNHCR(2016). "Global Trends: Forced Displacement in 2016." Accessed January 2019. http://www.refworld.org/docid/594aa38e0.html]. Studies on refugee background students in school contexts have been prolific but research of this population in higher education is still embryonic. This can be attributed to the fact that many refugee background students do not attain the necessary skills required for access to, and participation in, tertiary education in spite of their high aspirations for a university qualification. The paper will show, through the narratives of four refugee background university students that transition at university needs to be reconceptualised as holistic, extending beyond classroom walls and building on the resilience and assets they bring to learning. This is significant because it draws attention to the paradoxical relationship between the rights-based vision that many universities purport to have for their diverse student cohorts and the realities that refugee youth face at university on a daily basis.

Disruptions to learning due to the COVID-19 pandemic have been one of the most concerning consequences of school closures in Australia during 2020. Carefully planned curriculum sequences and learning progressions were flipped into online formats, with teachers having very little time to prepare and students being unused to learning away from each other and from their teachers. In this paper, we turn to the early moments in the Australian educational response to the pandemic when schools pivoted to online learning. We address the potential that emerged for localised, creative ways of thinking and educating under these conditions. We examine how an English class in a western Sydney school quickly adapted a writing task in a unit on "Macbeth" for COVID-19 conditions, and the varied ways that the students responded to their teacher's invitation to write their own soliloquies. We consider how writing creatively in English created opportunities for students to begin to process the barrage of conflicting emotions precipitated by the COVID-19 crisis. We examine how textual form and convention, paradoxically, opened spaces for creativity in their writing. Students found distinct routes and modes of expression for conveying what they were feeling, thinking and experiencing about coronavirus during the initial school lockdown. We consider how theories of creativity within constraints help us to think through what students were learning about language, about themselves and about their text in the context of socially distanced English.

Aspiration for higher education has been a focus of significant policy intervention in Australia for some time, with numerous large-scale research studies investigating the formation of aspiration amongst high school students. However, case studies in particular schools which might provide insights into the complexities and contradictions of aspirations for individual young people are scarce. This paper explores aspirations for particular futures from the perspectives of young women in a single-sex NSW government school in an area of historically lower HE participation. Rather than conventional interview-based methods where researchers ask young people to articulate their plans for the future, the study adopted creative arts-based methods which enabled students to engage with each other and a range of materials to produce multimodal 'aspiration artefacts' of their imagined futures. The method assemblage privileged imagination and embodied feelings, beyond the rational information-driven pedagogies that are promoted in widening participation policies. Our close readings of artefacts created by three Year 9 girls demonstrate that aspiration is a process that is relational, embodied, affectively and discursively constituted; and further, that this is inflected by gender, class and other positionalities in elusive and unanticipated ways. Arts-based methods allow us to tentatively trace the work of thinking--feeling--imagining that is entailed in developing and articulating aspirations for particular futures.

This paper aims to show how imagination is an important tool in the formation of aspiration and ethnic capital for young high school students and their parents in the city of Blacktown, New South Wales, Australia. Through semi-structured focus group interviews with parents, teachers and students, data from the demographic space of the school revealed that despite the limitations in economic capital there was social and cultural capital in migrant families, which provided reinforcement for the realisation of various goals, especially through education and "hard work". The students from migrant backgrounds had an opportunity to aspire and imagine a grand future because they were able to inhabit and negotiate the field of education more easily with the strong support from the family. So ethnicity and cultural background affected not only educational and vocational aspirations but also impacted on the imagination of the parents and students.

This paper examines a new community education initiative, Community Action Support (CAS) that helps facilitate learning in Indigenous young people from Tennant Creek in the Northern Territory. CAS is an innovative partnership program between the Australian Literacy and Numeracy Foundation and the University of Western Sydney. The core aim of the program is to create and communicate a positive and observable culture surrounding the significance of literacy for young people, in particular, Indigenous young people. The program is located within the secondary teacher-education degree at UWS. Four pre-service teachers engaged the participating school students in literacy and curriculum based activities ranging from creating newspaper articles and hosting drama workshops, to digital storytelling and screen printing. Video conferencing, wiki tools and other methods of communication also formed part of the process. The wide range of learning experiences ensured that student participants were challenged to use a diversity of literacy skills and communication techniques. In this article, pre-service teacher interview data is presented to show how universities such as UWS and educators have a responsibility to develop and support programs that provide Indigenous communities with alternatives to the standard curriculum. It also demonstrates how UWS pre-service teachers immerse themselves in the Indigenous culture and community, experiencing significant personal and professional growth.

This article uses Gidden's structuration theory to analyse the Refugee Action Support program in Greater Western Sydney. The study shows that many refugee students in Australian high schools experience difficulty with academic transition in mainstream classrooms due to their previous experiences in war-torn countries. As a result of the trauma suffered, many refugees have difficulty adjusting to the host society. The problem is further exacerbated by the fact that many of the refugees may not previously have had any form of formal schooling. Their literacy development may therefore be impacted by both individual and structural factors. Structuration theory helps us understand how literacy was improved for these refugee students and how practice was mediated as a result of the Refugee Action Support program.

The settlement in Australia of people fleeing from war and persecution is claimed as proof of its humanitarian credentials. Australia's identity as a settler colony draws attention to a darker history, featuring colonial practices that remain in the background of educational debates. The paper begins with two examples of harsh and punitive punishment, endorsed electorally and mobilised to manage the racial other. This background sets the context for understanding the cultural politics of besiegement and its implications for schooling. We explore how teachers might be freed up from existing discourses of power and knowledge, by examining their ethical conduct ('care of the self'). Using findings from two Australian studies conducted in the cities of Brisbane and Greater Western Sydney, we explore possibilities for developing alternative political subjectivities for teachers and pre-service teachers. It is through careful attention to their ethical sensibilities that teachers will be empowered to steer education towards a different ontological politics.

The Australian federal government recently set a challenging national aim: By 2020, 20% of higher education enrolment at the undergraduate level will include students from low socioeconomic backgrounds. Although refugee-background students are often members of the targeted sub-population, their educational journeys frequently require special forms of support to ensure academic success. This article reports and discusses the findings of a multisite, qualitative study of refugee-background learners across three regional areas. Based on semi-structured interview data, participants from three universities and six high schools identified three primary domains that educators must address to promote student success: prior life experiences, language development and the culture of learning environments.

This paper discusses the role of community, non-government organisations and universities in assisting secondary schools meet the needs of refugee students. On arrival in Australia, many African refugee communities experience high levels of stress particularly in adjusting to their new environment. The parents and students unfamiliarity with the Australian educational system creates not only cultural and social barriers for African refugee students but linguistic barriers as well. Given the difficulties experienced by refugee students in making the transition to mainstream classes and the lack of adequate teaching and learning resources for teachers in schools, this paper takes as its primary focus the complex needs of refugee students, the role of community organisations in meeting these needs, the implications for teacher preparation programs in tertiary institutions and the benefits of interventionist mechanisms like the Refugee Action Support program for refugee students.

The main hypothesis examined in this study is that the success of export recruitment strategies of universities is partly determined by their export readiness, defined as a function of market orientation. This article seeks to fulfil both a research and a practitioner gap in the export of education field. There currently exists a lack of research and discussion concerning the business aspects of export education. Suspicion of the commercial aspects of what is essentially a public good is suggested as a possible reason for this absence of research. With the commercialisation of education growing at the phenomenal rate that it currently is, it is largely time that this research gap be addressed. This study provides an important contribution by examining the export readiness of universities, in particular pre-export market orientation, and its impact on subsequent export recruitment performance. (Contains 2 notes, 4 tables and 2 figures.)

This paper discusses the community engagement program, "Refugee Action Support" (RAS) at the University of Western Sydney. RAS is a partnership program between the Australian Literacy and Numeracy Foundation, The NSW Department of Education and Training and the university. The Refugee Action Support program prepares pre-service teachers to teach and work with marginalised students in greater Western Sydney, a region of social and educational disadvantage. RAS enables young, newly arrived refugees in greater Western Sydney to develop socially as well as academically. While refugee students may be keen to engage with the regular academic and social practices within classrooms and schools, they face a dilemma in meeting the language and literacy expectations within particular curriculum content and in relation to particular pedagogical strategies. For teachers working with students in these contexts this poses tensions as they struggle to create conditions in which students can participate in mainstream classrooms, and at the same time meet these students' academic, social and linguistic needs. RAS acts as a catalyst for the rebuilding of a new social and educational world through literacy acculturation. Tutors, equipped with the skills to work with disadvantaged students are more effective in teaching content to diverse students and are more effective in assisting students to demonstrate proficiency in syllabus outcomes because they are able to appreciate the complexities faced by the second language learner in the mainstream high school. The partnership program is very important in ensuring that every person working with the refugee students knows his or her role in order to maximise and accelerate learning for these students.

Schools represent the primary setting where refugee children learn about Australian life and culture. They serve as a broad context for acculturation not only for academic development and language acquisition but for cultural learning too. This paper focuses on the after-school homework tutoring programme that uses University of Western Sydney (Australia) secondary teacher education students as tutors for African refugee students in secondary schools to facilitate their inclusion into Australian society. African refugees may receive lower returns for education in comparison with other Australian migrants. Using Bourdieu's theory of social capital and cultural reproduction as a conceptual framework, this paper discusses the part played by schools in constructing barriers that prevent under-represented groups such as refugees participating in the education process. It aims to explore the success of community engagement programmes like Refugee Action Support, which is designed to act in the interests of others (refugees) characterized as socio-culturally disadvantaged.

Transnational higher education (TNHE) development is not an entirely new international activity in the education services sector. The nature and scale of the global expansion of contemporary TNHE developments are, however, changing substantially. An understanding of this growth is currently largely lacking because of a dearth of comprehensive statistics. The scale of the latter TNHE developments has been particularly hard to identify and has until now been largely based on guesstimates. This article is an attempt at filling this gap. Through a triangulation methodology of available secondary data, this article is a very first attempt at providing a stock take of the current level of activity in TNHE worldwide. (Contains 4 tables and 3 figures.)

This paper discusses the Refugee Action Support Partnership Project between the University of Western Sydney, The Australian Literacy and Numeracy Foundation and the NSW-Department of Education and Training (DET). The critical ethnographic method is used to evaluate the after-school homework tutoring centres as a vehicle of literacy development and youth transitions. Given the nature of strife and unrest in the African Continent, refugee children may have been unable to attend school before coming to Australia, or obtained only interrupted schooling at best. Since parents are unfamiliar with the education system and because many do not speak English, they cannot help their children as they would wish to, and children may be left to deal with difficulties alone. The School of Education at UWS offers service learning programs like the after-school homework tutoring centres, to deliver effective and sustainable support to schools so that refugee students can feel safe and begin to learn.

Recent developments in the international education industry are notable in three respects. First, international student mobility has more than doubled in the last two decades or so. Second, programme mobility encompassing distance education has also led to new forms of cross-border education. Third, institution mobility through such commercial deals as franchises and twinning arrangements are becoming an increasingly important feature of cross-border education, although on a limited scale. Such developments are leading to the emergence of a new market place for the international education industry. This article documents and analyses trends in painting a picture of these contemporary developments in cross-border education. (Contains 7 figures, 4 tables and 5 notes.)

Weight gain after breast cancer is common. The aim of this study was to determine factors associated with weight gain after breast cancer in Australian women. A cross-sectional online survey was conducted between November 2017 and January 2018. Women living in Australia who self-identified as having breast cancer or ductal carcinoma in-situ were eligible. We created stepwise linear and logistic regression models to evaluate predictors for absolute and clinically significant (≥5%) weight gain respectively. Data from 276 women were analysed. Most were Caucasian and 92% had been diagnosed with Stage 0-III breast cancer. Absolute weight gain was associated with hot flushes, being in the menopausal transition at diagnosis, being less physically active than at diagnosis, lower eating self-efficacy when watching television or using a computer, and higher self-efficacy when anxious or nervous (F-ratio = 3.26, R2-adjusted = 0.16, p <.001). Clinically significant weight gain was associated with tamoxifen use (OR 2.7), being less physically active than at diagnosis (OR 3.1), and lower eating self-efficacy when watching television or using a computer (OR 0.82) (Chi-square 64.94, df = 16, p <.001). Weight gain was not associated with chemotherapy, radiotherapy, aromatase inhibitor use, number of lymph nodes removed, or body mass index at diagnosis. Interventions to prevent weight gain after breast cancer, particularly aiming to maintain physical activity, should be targeted at women receiving tamoxifen. The role of eating self-efficacy, especially attentive eating, in managing weight after breast cancer should be explored. [ABSTRACT FROM AUTHOR]

This multinational survey investigated the relationship between emotional intelligence (EI) and perceived stress (PS) in seven countries. First-year dental undergraduates attending a dental school in England, Greece, Romania, South Africa, Australia, and the United States and three schools in Malaysia were invited to complete a set of questionnaires on age, gender, academic background, satisfaction with career choice, EI, and PS. Of 860 questionnaires distributed, 596 were fully completed--a response rate of 69.3 percent. Mean EI score was 123.8 (95 percent CI 122.7-124.9), and mean PS score was 19.1 (95 percent CI 18.6-19.7). Significant differences in EI and PS scores were detected between different countries. Females (p<0.05), younger students (p<0.001), those without a previous higher education qualification (p<0.001), and those not satisfied with their decision to study dentistry (p<0.001) were more likely to report PS when compared to their counterparts. A significant inverse relationship (coefficient=-0.29, p=0.001) between EI and PS was detected. Independent significant predictors of PS identified were gender (beta=0.22, t=5.71, p=0.001), previous higher education qualification (beta=-0.14, t=-2.42, p=0.010), satisfaction with decision to study dentistry (beta=-0.20, t=-5.11, p=0.001), and EI (beta=-0.24, t=-6.09, p=0.001), with the latter being relatively the most important predictor. In conclusion, the inverse relationship between EI and PS has been confirmed in this heterogeneous sample representing diverse sociocultural and academic contexts of dental undergraduates. [ABSTRACT FROM AUTHOR]

In Australia, some trees of the mangrove, Avicennia marina, growing in a chronic oil polluted site, produce chlorophyll deficient (albino) propagules. We tested the hypothesis that albinism was due to an oil-induced mutant allele that controls photosynthesis. We determined whether there are genetic differences between normal and chlorophyll deficient propagules. Four gene regions (nuclear 18S–26S cistron; chloroplast - trn H -psb A, rsp 16 and mat K) were sequenced and analysed for normal and albino propagules. Mutations occurred in both nuclear (ITS) and coding chloroplast (mat K) genes of albino propagules. There were 10 mutational differences between normal and albino propagules in the mat K samples. Analysis of molecular variation (AMOVA) of the mat K dataset indicated highly significant genetic differentiation between normal and albino propagules. Our study suggests for the first time that PAHs from a chronic oil polluted site resulted in mutations in both nuclear and chloroplast genes, resulting in the production of albino propagules. [ABSTRACT FROM AUTHOR]

Aim: To determine the efficacy and safety of self-administered, inhaled analgesic, methoxyflurane, used to improve patient comfort during computed tomography enteroclysis (CTE). Materials and methods: A randomized, double-blind, placebo-controlled trial was performed at two Australian hospitals (one tertiary referral public hospital and one private hospital). Patients were randomized to 3ml methoxyflurane or saline (scented to maintain blindness) via hand-held inhaler. The main outcome measures were patient comfort during each stage of CTE and an overall rating as recorded by patients 1h post-procedure on a 10cm visual analogue scale. Patient willingness to undergo repeat CTE, radiologist-rated ease of nasoduodenal intubation, and patient-rated ease of use of the inhaler were also assessed. Results: Sixty patients (mean age 45 years; 41 women) were enrolled; 30 received methoxyflurane and were well matched to 30 receiving placebo. Procedural success was 98%. The mean dose of methoxyflurane consumed was 0.9ml (SD 0.5). Patient comfort during nasoduodenal intubation was better with methoxyflurane {5.0 [95% confidence intervals (CI) 4.0–6.0]} than with placebo [2.7 (95% CI 1.8–3.7); p =0.002, t-test), but there were no significant differences for comfort levels at other times or overall. The inhaler was easy to use, was well tolerated, and there were no episodes of oxygen desaturation, aspiration, or anaphylaxis. Conclusions: Inhalational methoxyflurane safely improves patient comfort during nasoduodenal intubation, but does not improve overall procedure comfort. [ABSTRACT FROM AUTHOR]

Introduction: Current Australian guidelines differ in their recommendations on optimal iron deficiency anaemia screening and management during pregnancy. A more active approach to screening and treatment of iron deficiency in pregnancy has been beneficial within a tertiary population. However, this approach has not been evaluated within a regional healthcare setting., Objective: To evaluate the clinical impact of standardised screening and management for iron deficiency in pregnancy within a regional Australian centre., Design: Single centre, retrospective cohort observational study that audited medical records pre and post implementation of standardised screening and management for antenatal iron deficiency. We compared rates of anaemia at birth, rates of peripartum blood transfusions and rates of peripartum iron infusions., Findings: There were 2773 participants with 1372 participants in the pre-implementation group and 1401 in the post-implementation group. Participant demographics were similar. Anaemia at admission for birth decreased from 35% to 30% (RR 0.87, 95% CI (0.75, 1.00), p 0.043) Fewer blood transfusions were required (16 (1.2%) pre-implementation, 6 (0.4%) post-implementation, RR 0.40, 95% CI(0.16, 0.99), p 0.048). Antenatal iron infusions increased from 12% to 18% of participants post implementation (RR 1.47, 95% CI(1.22, 1.76), p 〈0.001).We audited compliance with the guidelines and found improvements post implementation., Discussion: This is the first study to show clinically useful and statistically significant reduction in rates of anaemia and blood transfusions, post implementation of routine ferritin screening and management within a regional Australian population., Conclusion: The results of this study suggest there is benefit to implementation of standardised ferritin screening and management packages in Australian antenatal care. It also encourages RANZCOG to review current recommendations on screening for iron deficiency anaemia during pregnancy., (© 2023 National Rural Health Alliance Ltd..)

Objectives This study estimated the frequency of ultrasounds ordered for clinically obvious inguinal hernias in patients referred to surgeons and evaluated the clinical value of ultrasonography for this patient population. Methods The present study was a prospective diagnostic and therapeutic impact study conducted in district, rural and tertiary referral hospitals in Sydney, Hawkesbury and Wagga Wagga, Australia. The study included adult patients (≥18 years of age) who had been referred to one of the participating surgeons for an elective inguinal hernia repair. The study determined the proportion of: (1) patients who underwent an inguinal hernia repair for a clinically obvious hernia and also had an ultrasound; (2) ultrasounds ordered by general practitioners (GPs); and (3) these ultrasounds that altered diagnosis and consequent surgical management from the surgeon's perspective. Results In all, 144 participants were included in this study. Of these patients, 134 had a clinically apparent inguinal hernia on physical examination, and 63 of 133 patients (47%; 95% confidence interval (CI) 39-56%) underwent an ultrasound (information was missing for one patient). Overall 68 ultrasounds were ordered, with 63 ordered by GPs. Following the ultrasound, surgeons reported that one patient (1%; 95% CI 0-8 patients) had an altered diagnosis, and five patients (8%; 95% CI 3-17 patients) had altered management. Conclusion This study found that almost one in two patients referred to a surgeon with a clinically obvious inguinal hernia also underwent a groin ultrasound. These studies represent an unnecessary waste of limited healthcare resources and low-value medical care because they rarely affect the final diagnosis or surgical management. What is known about the topic? Inguinal hernias are one of the most common presenting complaints to surgeons in Australia. Currently, there are no accepted Australian guidelines for the diagnosis of inguinal hernias. Ultrasound investigation has been shown to aid diagnosis when there is uncertainty after physical examination. There is increasing concern regarding low-value medical care that contributes to a significant waste of healthcare resources within Australia. The use of ultrasounds for the diagnosis of clinically apparent inguinal hernias is a potential area of concern. What does this paper add? This paper is the first to estimate the frequency of ultrasounds being ordered for clinically apparent inguinal hernias. The study shows that approximately one in two patients who present to surgeons with a clinically obvious inguinal hernia have an ultrasound. GPs were the major referral source for these ultrasounds. Finally, these ultrasounds rarely altered final diagnosis or management for patients who presented to surgeons for definitive management. What are the implications for practitioners? This study confirms that ultrasounds for clinically obvious inguinal hernias represent low-value medical care. Based on the results of this study, it is estimated that the cost to Medicare for unnecessary ultrasounds is approximately A$2.5 million per annum. Although it is beyond the scope of the present study to comment on the reasons for the apparent overinvestigation of ultrasounds for inguinal hernias, the findings suggest that clinical guidelines may help address this problem.

Introduction: Emergencies in radiology are infrequent but potentially lethal. Australian and New Zealand radiologists are advised to undergo resuscitation training at least every three years; however, little is known about their experience and confidence in managing common emergencies relevant to their clinical practice. This paper describes the current experience and confidence of radiologists and radiology trainees in Australia and New Zealand in the management of common medical emergencies., Methods: A cross-sectional online survey of trainees and fellows of the Royal Australian and New Zealand College of Radiology collected data on training and learning preferences relating to resuscitation and life-support skills, access to emergency medical care, and knowledge, confidence and ability in managing a variety of medical emergencies., Results: There were 602 responses to the survey (response rate 23.4%). The majority of respondents were interested in learning more about the management of contrast reactions, cardiac arrest, ischaemic chest pain and basic life support. Self-rated knowledge, confidence and ability were higher in respondents who had completed life-support training within the previous three years. In this group, however, more than 40% rated their ability at managing contrast reactions as poor or fair, while more than 60% rated their ability as poor or fair for management of cardiac arrest, basic life support, advanced life support and dosing of adrenaline. Preferred resuscitation training modalities included simulation, small-group tutorials and workshops., Conclusion: Self-reported level of skill and expertise in the management of potential emergencies in radiology is suboptimal among a large number of respondents. Consideration should be given to addressing this by improving access to specific training., (© 2013 The Royal Australian and New Zealand College of Radiologists.)