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Vidhu Sethi,1 Luke Van der Laan,2 Sanjeev Gupta,3 K Cornelius Piros4 1GlaxoSmithKline Consumer Healthcare, Singapore; 2Faculty of Business, Education, Law & Arts, University of Southern Queensland, Queensland, Australia; 3Department of Orthopaedic Surgery, Royal Prince Alfred Hospital, Sydney, Australia; 4Regena Healthcare, Selangor, MalaysiaCorrespondence: Vidhu Sethi, GlaxoSmithKline Consumer Healthcare, Singapore, GSK Asia House, 23 Rochester Park, 139234, Singapore, Tel +65 96447203, Email vidhu.x.sood@gsk.comPurpose: To seek indicative evidence on clinical prescription practice and perspectives regarding combined oral paracetamol (APAP) and/or topical non-steroidal anti-inflammatory drugs (NSAIDs) therapy for managing mild-to-moderate osteoarthritis (OA) pain.Participants and Methods: An exploratory qualitative study to investigate the perspectives towards using APAP and/or topical NSAIDs for OA pain management and whether current clinical practices are aligned with OA guidelines was conducted using a two-round modified Delphi methodology among three general practitioners, three orthopedists, and two pharmacists from Australia, Malaysia, and Sweden during January–June 2021. In the first round, 60-minute virtual in-depth interviews were conducted individually; in the second round, summary of the key findings was shared with the panel to seek clarity on the level of consensus (≥ 70% unanimity) and disagreement.Results: The healthcare professionals (HCPs) agreed that APAP was considered as a universally accepted pharmacologic for most OA patients except those with contraindications or allergies. Consensus was achieved towards APAP combination with topical NSAIDs being a safer alternative than with oral NSAIDs. However, prescription uptake of combined therapy APAP with topical NSAIDs was low among the panel due to lack of strong scientific evidence on efficacy and awareness. Differences in clinical practice across and within countries could be due to differ

Work-based learning (WBL) is a pedagogy focused on learning through work, and has been described as an emergent 'transdisciplinary' mode of study. Professional Studies is a name given to practice-based research degrees which operationalize WBL. Thus, Professional Studies can be considered transdisciplinary. But what does transdisciplinarity mean in practice and how does it relate to academic disciplines when applied in a WBL context? This paper explores the characteristics of 'disciplinarity' and its relation to WBL in Australia. The paper provides evidence of transdisciplinarity through case examples of research projects, with an emphasis on addressing work-based problems and futures studies.

Purpose The association of work and learning has been well established for many years. However, some of the terms used to describe the various pedagogies related to work and learning have been used interchangeably, with many lacking definitional clarity and scope. These include work-related learning (WRL), work-based learning, workplace learning (WPL) and work-integrated learning (WIL). This agglomerating approach to usage has resulted in pedagogical confusion and what some theorists call a “problematization” for the field, resulting in undermining shared understanding and potential benefit. The purpose of this conceptual paper is an attempt to unpack the meaning and application of some of the key pedagogical terms used in the applied field of work + learning theory and practice. Design/methodology/approach Conceptual modelling and qualitative descriptions of each pedagogy. Findings Many of the work + learning pedagogies do overlap and cohere but attempts to create umbrella terms, which apply to all theories and approaches, are misguided; definitional clarity with the different modes of practice is required for sustainable educational outcomes. Originality/value A proto-theoretical model, along with a breakdown of distinguishing features of each term as well as their source in the published literature, has been developed to improve clarity and aid the future praxis of educators.

The interest in Professional Development (PD) in learning and teaching in Higher Education (HE) has seen an increase in the last few years owing to the evolving role of HE teaching academics in the futures of students and their employment. In Australia, while there is evidence that research in learning and teaching PD is growing, these studies appear sporadic and confined to predetermined disciplinary boundaries. From a practice perspective, the fragmented nature of the literature confounds the issues related to the uptake of learning and teaching PD by academics. It is proposed that a scoping literature review of studies of learning and teaching PD in Australian universities is necessary in identifying attributes within the sector, and will illustrate the gaps in the literature related to professional practice. A typology of the interrelated patterns of the attributes that emerge from the scoping review is presented. This typology has practical implications for both teaching academics and academic developers who respectively engage with and implement PD strategies.

This article presents a work-based learning and research approach to professional postgraduate education specifically in the case of Higher Degree by Research (HDR) programs. It highlights a prototype of the Cohort-based Advisory Team (CAT) model as a useful strategy. The authors propose that a design thinking approach that empathises with the student experience as the “Master” of the design reveals insights that may inform future formal higher education in the professions. An overview of the design thinking process associated with the Professional Studies programs as developed at the University of Southern Queensland (USQ) is provided. Case accounts of HDR students in the law and engineering disciplines provide exploratory evidence of the student experience. The article concludes that there is a case to be made to professional associations that this form of professional development (work-based learning and research) should be recognised in terms of the contributions it makes to the knowledge, skills and abilities of graduates.

This article presents a work-based learning and research approach to professional postgraduate education specifically in the case of Higher Degree by Research (HDR) programs. It highlights a prototype of the Cohort-based Advisory Team (CAT) model as a useful strategy. The authors propose that a design thinking approach that empathises with the student experience as the “Master” of the design reveals insights that may inform future formal higher education in the professions. An overview of the design thinking process associated with the Professional Studies programs as developed at the University of Southern Queensland (USQ) is provided. Case accounts of HDR students in the law and engineering disciplines provide exploratory evidence of the student experience. The article concludes that there is a case to be made to professional associations that this form of professional development (work-based learning and research) should be recognised in terms of the contributions it makes to the knowledge, skills and abilities of graduates.

There are several models and frameworks that assist in understanding insider threat. However, practical limitations in operationalising these models include them being overly complex, too subjective, cumbersome, or lacking dimensionality. In response, this study looks to operationalise a practice-based framework for determining organisational vulnerability to intentional insider threat. The study reports on an Exploratory Factor Analysis (EFA) to determine the validity and reliability of the Organisational Vulnerability to Intentional Insider Threat (OVIT) diagnostic tool. The EFA results (construct validity and reliability statistics) show promise for the use of the OVIT in operationalising intentional insider threat detection. Limitations of the study are presented and future research progressing this exploratory study are encouraged.

There are several models and frameworks that assist in understandinginsider threat. However, practical limitations in operationalising thesemodels include them being overly complex, too subjective, cumber-some, or lacking dimensionality. In response, this study looks to oper-ationalise a practice-based framework for determining organisationalvulnerability to intentional insider threat. The study reports on anExploratory Factor Analysis (EFA) to determine the validity and reliabilityof the Organisational Vulnerability to Intentional Insider Threat (OVIT)diagnostic tool. The EFA results (construct validity and reliability statis-tics) show promise for the use of the OVIT in operationalising inten-tional insider threat detection. Limitations of the study are presentedand future research progressing this exploratory study are encourage