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Research highlights the third space as a theory to enhance the practicum experience. This study explores how Collaborative Synchronous Coaching (CSC) can enable concepts found in the literature regarding the third space and initial teacher education (ITE). It used critical participatory action research to develop CSC and guide data collection. Semi-structured interviews were conducted with four triads, indicating that CSC is a new and practical andragogical technique to enable concepts of the third space in ITE. Pre and post-intervention surveys supported this conclusion. Authentic collaboration is facilitated, relationships de-hierarchized, and greater accountability encouraged, providing effective preparation of beginning teachers. A recommendation is to build a foundation of relational trust before implementing CSC.

The coronavirus pandemic and associated move to online learning for students in higher education has been disruptive and challenging. We report on the New Zealand arm of an international survey of higher education students (n = 147). Using quantitative and qualitative data from the survey, we find that students coped reasonably well with the disruption to their studies and were generally satisfied with how their lecturers and institutions responded to unanticipated lockdowns. In comparison with the global sample, New Zealand students demonstrated a higher level of satisfaction. New Zealand students reported the highest satisfaction with recorded video lectures, whereas the global sample preferred real-time teaching. Many New Zealand students felt that their studies were negatively affected, and vulnerable groups such as students with low financial resources were the most severely affected. Moreover, students reported a range of negative emotions during lockdown that suggest mental health impacts may be a concern. Our results indicate that clear communication from authorities, reducing the uncertainty for students, and ensuring that vulnerable groups are appropriately supported, may be the best avenues to reduce negative impacts on students during future significant disruptions to study, whether pandemic-related or otherwise.

The creative arts use primarily visual, kinesthetic, and somatic modes of teaching that depend on face-to-face communication in contrast to many other university subjects that rely more heavily on the written word. The hands-on, practice-based nature of art education makes it perhaps one of the least transferrable subjects to a fully online model. What can be learnt, then, from the forced situation of teaching and supervising studio-based learning in a higher education context under the 2019 coronavirus disease lockdown conditions? This reflective essay draws on the writer's experience as a fine arts lecturer involved in emergency remote teaching of studio-based visual arts courses during the first half of the 2020 academic year. Organized as a series of "fieldnotes," it aims to capture those fleeting, yet significant, thoughts and reflections so easily lost once things quickly reach a level of "new normal." Notes from the field include the effects of the shifted social dynamic of online communications in a teaching and learning context; the challenges of the video call as a dialogic space for the studio critique; the impact of the more structured nature of online systems with regard to documenting and recording creative work in progress; and the affordances of the dynamic, multimodal nature of the digital medium for working with contextual research material for creative practice. Developed as a pedagogical perspective combining reflection in action and reflection on action, this essay offers firsthand observations and discussion, in the context of relevant literature, as a contribution to urgent conversations on the shape of the future learning environment.

This paper reports on a professional learning (PL) project conducted over one year at a senior secondary school in New Zealand. Subject teachers volunteered to work with one another and a facilitator to identify the linguistic demands of their subjects, adapt teaching materials, and try out teaching approaches congruent with research evidence about teaching emergent bilingual (EB) learners. This paper explores cases of subject-specific partnerships and how participants' responses to the PL appeared to impact their existing pedagogical content knowledge (PCK). The PL sessions were facilitated through audio-recorded Zoom meetings. A thematic analysis was conducted, and the findings were analysed using an adaptation of Davison's (2006) framework to map how participants engaged with the PL and collaborated with one another on new pedagogies. The study suggests that these teachers accommodated linguistic teaching approaches, but their adaptation to language PCK may have remained at a compliant level.

Distance or online learning is more than simply uploading and delivering learning resources to learners but in fact, it is a process that provides learners with autonomy, responsibility, flexibility and choice. This can be a challenge for many academic teachers. In 2020, as universities globally shifted to online learning, in response to the impact of the COVID-19 pandemic, a variety of staff have supported colleagues to develop e-learning techniques 'just-in-time' for effective delivery to students in fully online platforms. This has required a transformation of educational development and faculty support globally. This paper will reflect on mechanisms of support demonstrating tailored staff support to transform education in three case scenario contexts, during the impact of the COVID-19 pandemic in three different countries. Our case studies illustrate that support lies beyond technological capability building to also incorporate the essentials of holistic well-being and resilience reinforcement. This paper demonstrates temporary solutions to a global crisis in online education and reflects on lessons learnt and how e-teaching and e-learning support may transform beyond the pandemic.

The current world crisis of COVID-19 has enforced international lockdowns in educational institutions, necessitating that these institutions quickly transition to online learning. In mathematics education studies, where collaborative problem-solving is considered a necessary pedagogical approach, lecturers have had challenges incorporating collaborative problem-solving in an authentic manner. There are now also complex living and learning contexts in which the students have to undertake their learning processes. This paper examines students' experiences of the rapid transition to online learning and their perceptions of the advantages and barriers that ensued. A small comparative case study was used to explore the complexity of the situation, within rich, authentic settings. Questionnaires and semi-structured interviews were used. The participants found that personal circumstances related to having children and partners at home while they studied, and aspects such as not interacting directly with other students to clarify and mediate their thinking, led to major initial frustrations with collaborating. While some of these continued throughout lockdown they did adjust and recognize that the advantages, such as a mix of formal and informal digital pedagogical media, gave them greater flexibility and led to deeper reflective thinking. We contend that some elements related to the adaptions made should become permanent features of face-to-face learning.

This research note aimed to highlight the reflections of the researcher while conducting videoconferencing interviews as a part of his doctoral research project. The researcher drew some inferences based on recent literature and two videoconferencing interviews conducted with the doctoral students via Zoom. It was a crucial experience to deal with the recruitment of research participants, building rapport/understanding, especially with the female participant, exchanging nonverbal cues between researcher and participants, considering socio-cultural aspects of the participants, writing the interview summaries and getting them reviewed by the participants. Moreover, technological aspects were also considered important like having a PC, laptop or android of good condition with consistent internet connectivity, appropriate software (Zoom) and recording of the interviews, backup of the recordings, making sure electricity and other equipment essential for videoconferencing interviews was available. Besides, reviewing the order of questions and time for the research interviews is also important for videoconferencing interviews. The researcher believes that it might be possible to increase the trustworthiness of the videoconferencing interviews by considering all these aspects.

The article documents the reflections on gathering data from the home country via distance while living and studying in New Zealand. These reflections strengthen the idea that data collection via distance could be a viable solution in circumstances where face-to-face data collection may not be an option. Three threads: negotiations, insider advantage of establishing relationships, and support systems to facilitate patterns of communication are elaborated to discuss challenges and strategies adopted to mitigate the challenges. The growing popularity and access to video-conferencing technologies indicate broader usability of such technologies to conduct data collection. This article has implications for new researchers or doctoral students who intend to collect data from home countries, especially in times of border closures due to Covid-19.

Effective mentoring brings positive outcomes for mentees, mentors and their organizations. Modern mentoring is developing through employment of technology and thus it is important to better understand these new opportunities and their limitations. Termed as "e-mentoring", the field remains under-researched and sub-optimally theorized. In this work we introduce and critically examine an innovative model for mentor-mentee engagement. Termed "DARP", our model is designed to foster a cycle of reflection for academic development and growth. DARP stands for: Discuss; Archive; Reflect; Prepare. We ground our model in Kolb's experiential learning cycle and link our theory to practice through discussion of an e-mentoring case study. A key element of our e-mentoring focus is the inclusion of archivable online video-conferencing. We discuss processes and outcomes associated with our e-mentoring journey by drawing on multiple experiences, including: a fellowship application scheme for professional development; a faculty teaching award application; a promotion application; and a tenured academic position.

Academics in Physical Education Teacher Education (PETE), similar to their counterparts in other disciplines, receive little formal preparation when they take on academic leadership positions. Yet such career changes require different skill sets and expose academics to complex challenges of leadership. We (three academics) initiated this study to explore the implications of academic leadership positions for our PETE identities. We wished to unpack the consequences of taking on these leadership roles, or our 'desire to become more' and 'to better understand' (Ovens, A., & Fletcher, T. (2014). Doing self-study: The art of turning inquiry on yourself. In A. Ovens & T. Fletcher (Eds.), "Self-study in physical education teacher education: Exploring the interplay of practice and scholarship" (Vol. 13, pp. 3-14). London: Springer, p. 7). This research used a collective self-study methodology and drew on Skype meetings, reflections, critical friend prompts and emails. We present our findings as coming to view identity changes as tensions: bridging between roles; competing identities; identity as stable or malleable; and educator or fiscal manager. Gee's four identity perspectives including natural, institutional, discursive and affinity are used to unpack these tensions. While challenges associated with our role change persist, collective S-STEP was critical to understanding ourselves, the tensions experienced, and navigating the gaps between PETE and academic leadership.

The growing recognition of virtual field trips (VFTs) to support classrooms has led to increasing use of these tools in science classrooms. In Aotearoa New Zealand, the Ministry of Education has underscored the need for educational experiences that are inclusive of Indigenous Maori worldviews. Here, we present the potential of the LEARNZ natural hazards "Our Supervolcano" VFT to support bicultural learning spaces. The resource was filmed in 2019 to promote learning about natural hazards specifically volcanoes around Lake Taupo in Aotearoa. Drawing understandings from Matauranga Maori and Western science, this resource can support a bicultural approach to classroom science learning. The VFT videos are powerful storytelling tools where students can identify potential career pathways around science and its link with culture in the context of the landscape. We describe the main features of the VFT designed for use concurrently with the filming. We additionally highlight its potential as an archived (historical) resource that maybe re-used at any time to support primary and secondary classrooms that want to emphasize cross-cultural aspects of science or learn about volcanic hazards using geology and cultural narratives.

Assessment News first announced the launch of the New Zealand Assessment Institute (NZAI) 4 years ago, and this current article looks at how NZAI has progressed, highlighting its key publications and activities from 2021. This update should be of use to teachers and school leaders who want to explore assessment more deeply, gain practical tips, or hook into NZAI's developments during 2022 and beyond.

These three works are first framed with a poem collated by Mere Taito. The cover art, "Ka Po Ho'iho'i - Black as the Spectrum in Unity" (2020), builds upon a conversation ignited by Dr Sarah Jane Moore's "Lunar Mother," and her invitation to collaborate. The dialogue began via zoom connecting Dr. Moore with three other Pacific scholars based at the University of Waikato in Kirikiriroa-Hamilton, Aotearoa-New Zealand: Dr David Taufui Mikato Fa'avae from Tonga, Mere Taito from Rotuma, and Dr Nalani Wilson-Hokowhitu from Hawai'i. Upon reflecting on the poems "F?gi", "T?n Folu", and "Ho'ag Ne Sas Ta", Mere Taito expresses how her creative project speaks to "Ka Po Ho'iho'i" (2020), as it is also way of "returning, a returning to her heritage language Fäeag Rotu?m ta which has become rusty and broken along the way because of the lack of 'proper keeping'." Her creative contribution summarises her present work toward a creative doctorate. Dr Fa'avae communicates how he calls "potent spiritual energies that ignite the loto, laumalie, and 'atamai (soul, spirit, and mind)." Thus, also articulating potentiality, which he explores within cultural sources, maau (poetry) and faiva (dance). All of the submissions express the vitality of language, culture, genealogy, poetry, creativity and identity.

Innovation in technology-enhanced language learning environments has been largely driven by the affordances of new tools and rich, smart learning environments alongside the use of everyday tools. Such technology-mediated environments open up further ways of researching and enhancing language learning and call for new methodological and conceptual tools to support the investigation of learning in productive ways. The focus of this article is to present a model to guide enquiry into and practice within one-to-one synchronous online language teaching via videoconferencing. The model has been derived from an ongoing study undertaken by the authors, so as each element is explained, brief excerpts of data from that study are provided to illustrate the personal, interpersonal and situational complexities that influence teachers' and learners' actions and interactions. The multi-layered nature of the framework uncovers different aspects of the interactions which provide affordances for learning within this multimodal language-learning environment. It draws on key concepts of sociocultural theory, including a situated investigation of agency in relation to language use and environmental factors. We argue that the model we have developed can provide useful conceptual and practical tools to guide enquiry into technology-enhanced language learning environments and teacher awareness of the affordances and emergent complexities of those environments.

North Dakota State University (USA) have been using video conferencing as a delivery mode for farmer education for about twenty years and report that their farmers find this delivery method both practical and worthwhile. With the number of New Zealand farmers attending learning events decreasing, due mainly to time and cost, maybe it is time to use different approaches to engage farmers in learning. A study called "FeedSmart", which looked into the ways farmers preferred to learn, identified that e-learning is worth further investigation as a learning delivery approach. In this paper we report on three small-scale trials that investigated the viability and effectiveness of generating and delivering information to farmers via a video-conferencing-based learning approach. This study showed that e-learning of this type has potential as a learning approach for farmers and is worthy of further investigation.

A cohort of first-year biology students was surveyed regarding their opinions and viewing habits for live and recorded lectures. Most respondents (87%) attended live lectures as a rule (attenders), with 66% attending more than two-thirds of the lectures. In contrast, only 52% accessed recordings and only 13% viewed more than two-thirds of the available recordings. Respondents regarded lectures as efficient for information delivery (75%), and 89% enjoyed live lectures because they were useful for learning (89%), understanding coursework (94%), and keeping up with the subject (93%). Lecture enjoyment was driven less by entertainment (34%) or interaction with the lecturers (47%), although most students preferred an entertaining lecturer to a factual expert (72%). Exam marks were positively correlated with the number of lectures attended (P < 0.001) and negatively correlated with the number of recordings viewed (P < 0.05), although marks were similar for lecture attenders and nonattenders (P > 0.05). Lecture attenders mostly missed lectures to complete assessments during the same week (68%), whereas nonattenders were more likely to miss lectures due to outside commitments or preference for study from books or recorded lectures (P < 0.001). Recordings were used to replace missed lectures (64%), rather than for revision, and were viewed mostly alone (96%) in one sitting (65%). Only 22% of respondents agreed that some lectures could be replaced by recordings, but 59% agreed with having some videoconference lectures from experts on another campus. Overall, this cohort showed a clear preference for live lectures over recordings, with limited support for synchronous videoconference lectures.

Although educational online technologies (EOTs) have transformed the delivery of learning in higher education, significant EOT challenges have impeded their effectiveness, preventing widespread implementation. The persistence of these challenges suggests that tertiary education institutes (TEIs) have experienced a gap in understandings about the reality of key stakeholders' EOT needs. This research made a phenomenological interpretation of key stakeholders' EOT experiences, to establish their current EOT needs and challenges and provide a basis from which to recommend methods for effective EOT support. It analysed the EOT experiences of 10 students and 10 teachers from New Zealand and Australia and interpreted the meanings of the phenomena through an abstraction and articulation of local and global themes. This paper is the first in a series of six publications that presents the local themes. It documents the interpretations of students' experiences with teachers, in reference to their use of four types of EOTs: online conference tools, learning management systems, blog sites and lecture capture tools. These interpretations, which include descriptions of stakeholders' EOT challenges, helped to inform a set of recommendations for effective EOT use, to assist TEIs in their efforts to address EOT challenges and meet stakeholders' needs.

This paper describes the organisational development of virtual learning in networked rural schools in New Zealand, specifically the obstacles that e-learning clusters of rural schools face in their journey to sustainability and maturity through the lens of the Ministry's Learning Communities Online Handbook. Analysis of a nationwide purposeful sample identified three common barriers: a lack of a coherent vision; difficulty in sustaining necessary funding and resources; and of the need for more collaboration within and between clusters. Based on these findings, it is recommended that VLN e-learning clusters develop specific strategies to encourage greater collaboration between schools and work towards greater consistency between their activities, including professional and organisational development and also of the approaches to virtual learning.

This paper presents the findings from a project that explored teachers' adaptations to technological change in four large classes in higher education. In these classes, lecturers changed from single- to multi-lecture settings mediated by videoconferencing, requiring them to transfer their beliefs and practices into a new pedagogical space. The intent of the study was to obtain a ground-level view of teaching with videoconferencing to better reveal the complex relationship between teachers' beliefs and practices around technological integration. An ethnographic approach was used and data were collected through semi-structured accounts, focus group interviews and video recordings of lectures. By conceptualising teachers' adaptation to technology as resituation, the authors highlight how teachers' beliefs and practices are integrated, negotiated and reconciled with the demands of a changed context. They argue that, for any technological initiative to result in positive outcomes, teachers need a clearly communicated plan that provides scaffolding through the transitional stages.

Blended synchronous learning involves using rich-media technologies to enable remote and face-to-face students to jointly participate in the same live classes. This article presents blended synchronous learning designs from seven case studies that were part of a project funded by the Australian Government Office for Learning and Teaching and articulates principles for implementation as espoused by the teachers who enacted them. A wide range of technologies (including video conferencing, web conferencing and virtual worlds), tasks (namely collaborative evaluation, group questioning, class discussion, problem solving and collaborative design) and levels of student interaction (from lightweight to tightly coupled) were present within the designs. The main issues that teachers confronted when facilitating blended synchronous lessons were those relating to communication and those relating to cognitive overload caused by split attention. Key pedagogical principles for enactment as identified by the lead teachers included the need for extensive preparation, clear instructions, composure, flexibility, advance preparation of students and savvy utilisation of support staff.

This research studied a series of videoconference teaching workshops and virtual labs, which formed a component of a school-scientist partnership involving a New Zealand science research institute and year 13 students at a Wellington high school. It explored students' perceptions of the effectiveness of the videoconferences as an interactive medium for developing content knowledge, identified factors influencing their level of interaction during the conferences, and exposed issues when using videoconferences for highly specialised activities. The research followed an interpretive methodology using a case study approach, and employed mixed method qualitative/quantitative data gathering procedures. Results suggest that while videoconferencing was effective it was also expensive and time-consuming, and that scientists' efforts to engage students more interactively through movement towards more constructive practice, were largely ineffective. This article provides direction for teachers considering exploring the potential of interactive videoconferencing with students. (Contains 1 table, 2 figures and 3 notes.)

Background: Pegasus Small Group education for GPs is a professional development programme that has been delivered in Canterbury, New Zealand for over 30 years. Peer-developed content is delivered in small groups supporting interactive discussions informed by evidence and locally relevant data. Aim: An international collaboration between South Tyneside Clinical Commissioning Group in the UK and Pegasus Health in Canterbury, New Zealand aimed to determine whether the Canterbury model of Small Group professional development for GPs was transferrable to the South Tyneside context. Design & setting: This was a pilot qualitative study testing proof of concept for the Pegasus Small Group GP education model of professional development in another country. Method: To test the concept, three pilot sessions on persistent pain, screening, and optimising treatment were delivered between November 2021 and March 2022. Four UK GPs were trained as Small Group leaders, and a member of the Pegasus team liaised with various UK GPs in South Tyneside to adapt topics for the local context. The use of videoconferencing (Microsoft Teams and Zoom) to deliver support, training, and the programme itself had been developed and refined during the COVID-19 pandemic, so that it could be run entirely online without losing its core components or interactive nature. Results: Of the 68 registered GPs, 31, 50, and 61 GPs attended the three sessions, respectively, 90% of whom rated the overall quality as good or excellent. These results and other positive feedback from attendees provided a mandate for a further extension of the programme over the following months. Conclusion: The pilot proved the potential for health systems to collaborate globally despite geographical distance. A wider evaluation to assess the impact of the education initiative is needed to determine the impact on patient care and to demonstrate the benefits of supporting the small group peer education model. [ABSTRACT FROM AUTHOR]

Background: Decisions surrounding the permanent residential care placement of people living with dementia can be stressful and distressing; however, providing access to targeted information and support prior to placement may help carers better cope. This mixed methods study aimed to test the feasibility, acceptability, and potential benefits of providing a tailored, individual counselling program (the Residential Care Transition Module), delivered via videoconferencing, to Australian family carers of a relative with dementia during the transition to permanent residential care. Methods: A total of 18 family carers were randomly allocated to receive either the counselling intervention (six sessions delivered over 12 weeks) or a check-in call, delivered by a trained Transition Counsellor. Both groups received help-sheets about residential care, coping with placement, and managing feelings. Carers completed online surveys about stress, guilt, anxiety, depression, grief, and support for caring at baseline and four months post-baseline. Carers were also invited to participate in semi-structured exit interviews, conducted after follow-up surveys were completed. Process data relating to recruitment, retention, intervention dose and delivery were collected via logs. Quantitative data were analysed using descriptive statistics and repeated measures ANOVA. Qualitative data, relating to feasibility, acceptability, and perceived benefits of the program, were analysed using the 'framework' approach developed by the Medical Research Council to inform the process evaluation of complex interventions. Results: Qualitative findings indicated that delivery of the counselling program during the transition period was deemed by participants to be feasible and acceptable. Delivery via videoconferencing was deemed convenient and acceptable, with few technical issues. The skills and knowledge of the Transition Counsellor were perceived to be important mechanisms of impact. Though not statistically significant, promising quantitative findings were identified in terms of reduced carer stress and guilt and improved support for caring. Conclusions: Delivery of a tailored counselling program via videoconferencing to family carers of people living with dementia during the transition to residential care was feasible and acceptable. The program has the potential to improve transitional support to family carers. Trial registration: This study was registered in the Australian New Zealand Clinical Trials Registry: ACTRN12621001462875. [ABSTRACT FROM AUTHOR]

Aims: This research aimed to identify the factors that impact why men do not view nursing as a career choice. Design: Qualitative description was utilized to capture the rich narratives and insight of participants. Methods: Through convenience sampling, nine New Zealand qualified male nurses within their first three years of practice were recruited. Semi‐structured interviews were conducted between November 2019 and January 2020 via zoom from sites across New Zealand. All interviews were recorded and transcribed, with the data analysed using Braun and Clarke's thematic analysis. Results: The findings reflected the experiences of the research participants as they made sense of a predominantly female‐dominated work environment both during their undergraduate training and prior to recruitment. The research identified two key themes: The first found that men in nursing experienced isolation due to the societal gendering of nursing influencing the participant's knowledge and understanding of what nursing was, as a career. The second theme found that for participants, nursing was not prominent in their awareness when leaving school and making career choices. Conclusion: This research indicates that nursing as a career choice for men is still underpinned by a lack of understanding of the actual role of the nurse and what nurses do, and is more supported by a societal perception that nursing is still a feminized profession. Findings can be used to make recommendations for change in the profession to strengthen diversity in the workforce and redefine the recruitment of men into nursing. Impact This research reviewed the career choices of men in nursing and why they chose nursing as a profession. Understanding the barriers of why men do not consider nursing as a career choice assists with finding strategies in both the clinical and academic environments that can enable greater gender diversity within the nursing profession. No patient or public contribution: This applies to this research as the focus was on male registered nurses only. [ABSTRACT FROM AUTHOR]

Introduction: Telehealth is widely proposed to improve access and equity in provision of rehabilitation, including wheelchair assessment, yet the design requirements of telehealth wheelchair assessment that will be accepted and utilised at scale are unclear. Service design that addresses the existing inequities in outcomes for indigenous populations, such as Māori will be critical. The aim of this study was to examine the design requirements of a telehealth wheelchair assessment service from the perspectives of key stakeholders such as wheelchair users and their families, including indigenous (Māori) and health professionals including occupational therapist, and physiotherapist assessors and technicians. Methods: Within a wider mixed methods design, inductive thematic analysis was applied to focus group and interview data from 23 assessors (19 occupational therapists and four physiotherapist assessors, one of whom was Māori) and 19 wheelchair users (three of whom were Māori). Results: Eight themes were discerned with the final three themes emphasising the experiences of particular concern to Māori: (1) At the mercy of the system; (2) The hurdle of technology; (3) More efficient for all; (4) Lost information and connection; (5) Rights and the right way forward; (6) Cultural safety; (7) Whanaungatanga (relationship building); and (8) Summative disadvantage for Tāngata whaikaha (Māori with disabilities). Themes reflected a recognition of risks and uncertainty associated with tele‐delivered assessment. Conversely, advantages in access, equity, and professional competency were reimagined. Perspectives of Māori included both risks and advantages as perceived by Māori. Conclusion: Substantial dissatisfaction with current wheelchair assessment services among wheelchair users provides context to the impetus for a successful design of a telehealth assessment service. Training in conducting telehealth wheelchair assessment is essential incorporating culturally safe communication practices and support of wheelchair user autonomy while identifying solutions that achieve wheelchair user goals. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to investigate New Zealand health professionals' views and experiences around the dietary and lifestyle management of gestational diabetes. Methods: Semi‐structured interviews were conducted remotely with health professionals; sessions were recorded and transcribed. Core themes were extracted using inductive thematic analysis using a framework method. Results: Twenty‐seven health professionals were interviewed (13 diabetes dietitians, 8 specialist diabetes midwives, 2 community midwives, 1 antenatal clinic midwife, 1 obstetrician and 2 endocrinologists). Themes were organised into three central domains: (a) Social and cultural barriers, (b) Service provision and (c) Nutrition advice. Enabling themes included professional collaboration, innovation and creating trusting and supportive environments. Key barriers identified included accessibility, cultural barriers, overwhelmed service, fragmentation and conflicting information and nutrition resource gaps. Conclusions: Findings highlight foremost a deficit in primary antenatal nutrition advice that may play a significant role in the fragmentation identified. Investment in community‐inclusive services providing antenatal nutrition and diabetes education appears critical to overcome barriers associated with misinformation and poor outcomes. Pathways to include nutrition education from various primary care health providers should be investigated to ease the burden from specialist gestational diabetes clinicians and allow effective delegation of dietetic resources. Revision of current nutrition guidelines for the management of gestational diabetes in New Zealand is needed to facilitate consistent messaging and standards of care. [ABSTRACT FROM AUTHOR]

Rural-targeted postgraduate medical training is a key factor associated with entering rural practice. Rural health professionals often experience geographical and professional isolation, which can impact their training and education. In New Zealand, during the 2020 COVID-19 pandemic, an established distance postgraduate rural medical programme replaced its in-person residentials with virtual workshops. This study aimed to gain insights into the student experience of the virtual workshops, with emphasis on exploring the effects of the absence of an in-person component. Qualitative exploratory design. All students who had completed a semester one 2020 University of Otago rural postgraduate module were invited by email to participate. Fifteen semi-structured interviews were conducted by video-conference. A thematic analysis was conducted using a general inductive approach. Three themes captured the main issues. 1. Making sure everyone is in the same boat: the key roles of an in-person component were identified as consolidation of learning, benchmarking and connectedness. 2. Learning but not connecting: virtual workshops were well facilitated, allowed continuation of study and the convenience of staying home, however connectedness faded. 3. We've got to keep a human touch in a digital age: looking beyond the pandemic, opportunities for streamlining virtual content were identified, however there was concern around diminished communication and cultural aspects of learning and the absent connection with rural health services and communities. A virtual workshop is valuable in the COVID-19 environment but does not replace an in-person component of a distance postgraduate training programme for rural medicine. [ABSTRACT FROM AUTHOR]

This paper reflects the collective experiences of fourteen internationally based social group work educators who met weekly and virtually for seven months during the transition to online teaching necessitated by the coronavirus pandemic. The meetings functioned as a mutual aid support group sponsored by the International Association of Social Work with Groups (IASWG). The paper discusses the group's perceptions of the essential components of effective online group work education. It begins with a review of the history of online social work education. It then outlines the key components instrumental in the planning and developing of engaged online group work classes. Topics include pre-course preparation, norm setting, and building community in the online classroom. Considerations related to the video conferencing platforms, course formats, activities, managing online fatigue, screen sharing, handling chat features, cameras, and break out rooms are interspersed throughout. The paper concludes with a discussion of the use of mutual aid groups as online teaching tools and highlights the online group work teaching experiences of two members in New Zealand and Namibia. Despite initial hesitancy to teach group work virtually, the authors recognize that this can be done effectively but requires additional planning and, ideally, peer and institutional support. [ABSTRACT FROM AUTHOR]

Background: Global health education partnerships should be collaborative and reciprocal to ensure mutual benefit. Utilisation of digital technologies can overcome geographic boundaries and facilitate collaborative global health learning. Global Health Classroom (GHCR) is a collaborative global health learning model involving medical students from different countries learning about each other's health systems, cultures, and determinants of health via videoconference. Principles of reciprocity and interinstitutional partnership informed the development of the GHCR. This study explores learning outcomes and experiences in the GHCR between students from New Zealand and Samoa.Methods: This study used a mixed methods approach employing post-GHCR questionnaires and semi-structured face-to-face interviews to explore self-reported learning and experiences among medical students in the GHCR. The GHCR collaboration studied was between the medical schools at the University of Otago, New Zealand and the National University of Samoa, Samoa.Results: Questionnaire response rate was 85% (74/87). Nineteen interviews were conducted among New Zealand and Samoan students. Students reported acquiring the intended learning outcomes relating to patient care, health systems, culture, and determinants of health with regards to their partner country. Interview data was indicative of attitudinal changes in relation to cultural humility and curiosity. Some reported a vision for progress regarding their own health system. Students in the GHCR reported that learning with their international peers in the virtual classroom made learning about global health more real and tangible. The benefits to students from both countries indicated reciprocity.Conclusions: This study demonstrates GHCR to be a promising model for collaborative and reciprocal global health learning using a student-led format and employing digital technology to create a virtual classroom. The self-reported learning outcomes align favourably with those recommended in the literature. In view of our positive findings, we present GHCR as an adaptable model for equitable, collaborative global health learning between students in internationally partnered institutions. [ABSTRACT FROM AUTHOR]

Background: People with traumatic brain injury (TBI) face a range of mental health challenges during the adjustment process post-injury, but access to treatment can be difficult, particularly for those who live in regional and remote regions. eHealth provides the potential to improve access to evidence-based psychological therapy for people with a severe TBI. The aim of the current study is to assess the efficacy of a psychological intervention delivered via video consulting to reduce psychological distress in people with TBI. Methods: This paper outlines the protocol for a multi-center, three-arm, parallel, non-inferiority randomized controlled trial (RCT) of an evidence-based manualized psychological intervention, ACT-Adjust. ACT-Adjust provides nine sessions for adults with a moderate to severe TBI experiencing clinical levels of psychological distress. Fifty-six participants referred from Brain Injury Rehabilitation Units across New South Wales (NSW) and the NSW icare scheme will be randomly allocated to three conditions; (1) video consulting (VC), (2) face-to-face (FtF) and, (3) a waitlist control (WL). Discussion: This is the first RCT to evaluate the efficacy of a psychological therapy (ACT-Adjust) delivered via video consulting for individuals with a moderate to severe TBI. Trial Registration: www.anzctr.org.au, Australian New Zealand Clinical Trials Registry ANZCTRN2619001602112. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Adolescents' uptake of long-acting reversible contraceptives (LARCs) in New Zealand is low. We created the concept of a proactive LARC provision programme to overcome barriers to LARC uptake. Previously, this concept was discussed with adolescents and positively received. Lack of provider awareness is a barrier to LARC use identified in previous research and by adolescents. AIM: We sought the views of general practitioners (GPs) to gauge whether LARCs and their proactive promotion for use in adolescents may be acceptable to GPs. METHODS: Nine New Zealand GPs were interviewed about their contraception provision to adolescents and were then asked to comment on the concept of a proactive LARC provision programme. The data collected were transcribed and analysed using a general inductive approach to identify common themes and ideas. We concurrently interviewed and analysed interviews and continued to recruit GPs until thematic saturation was reached. RESULTS: Six themes were identified from the interviews: (1) contraceptive decision making; (2) the GP role; (3) sexual activity; (4) social context; (5) gauging adolescent understanding; and (6) youth. When we proposed the concept of a proactive LARC provision programme, the GPs responded positively. DISCUSSION: The research demonstrates that LARC uptake is affected by limited provider awareness. These findings align with other research internationally that identifies barriers to adolescent contraceptive use. The findings of this study suggest that other GPs may support a proactive LARC provision programme in New Zealand. [ABSTRACT FROM AUTHOR]

Social anxiety disorder (SAD) is characterized by a fear of scrutiny in social or performance situations. Due to a number of barriers, many individuals do not seek treatment for SAD, resulting in a chronic and debilitating course. Cognitive behaviour therapy (CBT), and more recently Imagery Rescripting (ImR), have been found to be efficacious in the treatment of SAD when delivered face-to-face. However, the efficacy of these treatment approaches when delivered remotely, have not yet been examined in controlled trials. The authors propose a two-group randomized controlled trial comparing the efficacy of videoconferencing delivered CBT (vCBT) for SAD against a waitlist control group. The study will recruit 78 adults in total with a primary diagnosis of SAD of at least moderate severity. The manualised high-intensity vCBT intervention will be delivered weekly over an 8-week period. After treatment completion, the waitlist participants will receive a high-intensity videoconferencing delivered ImR (vImR) intervention also delivered weekly over an 8-week period. Treatment for both groups will be delivered in real time via an online videoconferencing platform. Outcome measures will be administered at baseline, mid-treatment, post-treatment, and 3-month follow-up. This trial will report findings on the efficacy of a remote synchronous high-intensity vCBT and vImR intervention for SAD and benchmark the two different treatment methodologies against standard face-to-face CBT. The results have the potential to inform best-practice remote psychological treatment for SAD. The trial was registered on the Australian New Zealand Clinical Trials Registry; ACTRN12623000313639 (5 April 2023). • Future research investigating high intensity remote CBT for SAD is urgently needed. • A randomized controlled trial will be conducted for videoconferencing CBT (vCBT). • An uncontrolled trial will be conducted for videoconferencing Imagery Rescripting (vImR). • vCBT and vImR outcomes will be benchmarked against face-to-face CBT for SAD. [ABSTRACT FROM AUTHOR]

Background: Despite substantial investment in detection, early intervention and evidence-based treatments, current management strategies for diabetes-associated retinopathy and cardiovascular disease are largely based on real-time and face-to-face approaches. There are limited data re telehealth facilitation in type 2 diabetes management. Therefore, we aim to investigate efficacy of telehealth facilitation of diabetes and cardiovascular disease care in high-risk vulnerable Aboriginal and Torres Strait Islanders in remote/very remote Australia.Methods: Using a pre-post intervention design, 600 Indigenous Australians with type 2 diabetes will be recruited from three primary-care health-services in the Northern Territory. Diabetes status will be based on clinical records. There will be four technological interventions: 1. Baseline retinal imaging [as a real-time patient education/engagement tool and telehealth screening strategy]. 2. A lifestyle survey tool administered at ≈ 6-months. 3. At ≈ 6- and 18-months, an electronic cardiovascular disease and diabetes decision-support tool based on current guidelines in the Standard Treatment Manual of the Central Australian Rural Practitioner's Association to generate clinical recommendations. 4. Mobile tablet technology developed to enhance participant engagement in self-management. Data will include: Pre-intervention clinical and encounter-history data, baseline retinopathy status, decision-support and survey data/opportunistic mobile tablet encounter data. The primary outcome is increased participant adherence to clinical appointments, a marker of engagement and self-management. A cost-benefit analysis will be performed.Discussion: Remoteness is a major barrier to provision and uptake of best-practice chronic disease management. Telehealth, beyond videoconferencing of consultations, could facilitate evidence-based management of diabetes and cardiovascular disease in Indigenous Australians and serve as a model for other conditions.Trial Registration: Australia and New Zealand Clinical Trials Register (ANZCTR): ACTRN 12616000370404 was retrospectively registered on 22/03/2016. [ABSTRACT FROM AUTHOR]

1. Examine systemic barriers to collaboration with hospice and palliative care specialists from other institutions 2. Appraise the feasibility of interprogram collaboration for your institution The COVID-19 pandemic has significantly changed multiple aspects of the provision of high-quality hospice and palliative care (HAPC) education. Social distancing, physical space constraints, and demands on providers limited the provision of didactic activities in small HAPC training programs. Now, meeting via video conferencing has become a normal activity, and there are very few barriers to expanding didactic activities beyond the walls of a single institution. We will increase access to a free, virtual, open-access program that supplements HAPC education for trainees and practicing providers and members of the interdisciplinary team. After recognizing the need for expansion of didactics, the authors used social media to request lecturers from different programs and create a sustainable didactic series. Within days the first 6 months of lecture spots were filled. Interested providers were directed to the registration form to sign up for the email list for didactics, as well as optional demographic data. Continuing medical education and American Board of Internal Medicine Maintaining Certification credits were approved for participants as an educational series. The HAPC Virtual Didactic Program had 22 registrants by the end of the first didactic session in August 2020. In July 2021 this number had grown to 204, with an average viewership of 30. Lecturers have come from across the globe to speak on a variety of HAPC topics, from "Palliative Care in Surgical and Trauma ICUs" from a physician in the Pacific Northwest to the role of "Death Doulas from a Death Doula" in New Zealand. The HAPC Virtual Didactics lecture series has reached providers across the globe and supplemented the educational opportunities for HAPC fellows at several programs. Removing physical barriers from participating in high-quality lectures expands access and supports diversity, equity, and inclusion. [ABSTRACT FROM AUTHOR]

Background Emetophobia (fear of vomiting) is an anxiety disorder in which individuals report clinical levels of fear that they may vomit or be exposed to the vomit of others. The prevalence of comorbidity of emetophobia with other conditions has previously only been investigated using self-report instruments. Method Sixty-four adults with emetophobia participated in an online structured clinical diagnostic interview assessing the presence of emetophobia and other conditions. Results Higher comorbidity for depression, generalized anxiety disorder, panic disorder, social anxiety disorder and obsessive-compulsive disorder were found in participants compared with general population norms. Conclusions Emetophobia is commonly comorbid with other anxiety and depressive disorders. Comorbidity rates, when assessed using a structured clinical interview, were lower than previously reported using self-report alone. Copyright © 2015 John Wiley & Sons, Ltd. Key Practitioner Message Emetophobia (specific phobia of vomiting) is a clinical fear of vomiting., Individuals with emetophobia show high comorbidity with other anxiety and mood disorders., The most common comorbid conditions were generalized anxiety disorder, panic disorder, hypochondriasis and obsessive-compulsive disorder., Clinicians should ensure that they assess for the presence of comorbid conditions when treating emetophobia. [ABSTRACT FROM AUTHOR]