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Background: There have been challenges in deciding the curricular content in obstetrics and gynecology (Ob/Gyn) for medical students because the core knowledge, competencies, and duration of Ob/Gyn clerkships, varies widely by country. Objectives: To investigate current recommendations for Ob/Gyn curricula for medical students globally, in a rapid review of the literature and websites of a selection of medical schools. Search Strategy: A targeted search of selected databases (PubMed and Google Scholar) using relevant key words and a search of university websites. Selection Criteria: Studies that applied to medical or undergraduate students in Ob/Gyn. Data Collection and Analysis: A standardized extraction form on Microsoft excel to extract and chart data. Main Results: We identified recommendations from national professional bodies (Royal College of Obstetricians and Gynaecologists, Royal Australian and New Zealand College of Obstetricians and Gynaecologists, Association of Professors of Gynecology and Obstetrics, and the Turkish‐National Core Curriculum), and descriptions from five university websites. We also identified additional objectives, including teaching on intimate partner violence, health priorities in low‐ and middle‐income countries, and a variation in practical skills recommended. Conclusions: Fitting all the recommended curricula content into medical student Ob/Gyn clerkships is a challenge. A framework to address this, for consideration by the International Federation of Gynaecology and Obstetrics and other stakeholders, is proposed in which priority is given to topics related to emergency Ob/Gyn, history taking, and examination of the pregnant and non‐pregnant patient. Synopsis: Fitting all the recommended curricula content into undergraduate clerkships in obstetrics and gynecology is a challenge. A framework to address this is proposed. [ABSTRACT FROM AUTHOR]

Educators in universities in Aotearoa/New Zealand have the responsibility to 'live and model' the principles of Te Tiriti o Waitangi. However, tertiary education has often treated the principles in an inauthentic way. There are few courses in art, design and communication in New Zealand that integrate the principles authentically. This article showcases features of a course – Mahitahi | Collaborative Practices – that engages with Te Tiriti principles by teaching collaboration from te ao Māori (the Māori world). Our findings draw from a focus group we conducted with academic staff who taught into a pilot iteration of the course. Three central themes emerged from the focus group relating to the issue of decolonizing arts education. First, that regardless of the educators' intentions to design a course that privileges te ao Māori, the features of Aotearoa/New Zealand's colonial reality are still present. Second, the students' primary learning activity was principled reflection, where they successfully engaged with te ao Māori in an authentic way. Third, students' connection to te ao Māori was jeopardized by designing part of the assessment that took on a Pākehā (non-Māori) world-view. Consequently, students may have missed the opportunity to engage more fully with educative experiences relating to lifelong learning. We argue that to maintain an authentic connection to te ao Māori, the curriculum should be consistently designed around principles embedded in Te Tiriti o Waitangi. [ABSTRACT FROM AUTHOR]

Background Advanced training programmes in nephrology should provide broad exposure to all aspects of nephrology. In Australia and New Zealand (ANZ), the Advanced Training Committee in Nephrology oversees training, and recent increases in trainee numbers have led to concern about dilution of experience. Aim To investigate early career paths of nephrologists in ANZ and determine the adequacy of training by comparing self-determined competency and skill relevance among recently graduated nephrologists. Methods In 2015, the Advanced Training Committee in Nephrology administered an online survey during the annual subscription for members of the Australian and New Zealand Society of Nephrology. Nephrologists who were awarded Fellowship after 2002 were invited to participate. Results The survey was completed by 113 Fellows with 8 respondents excluded (response rate 44.1%). Initial post-Fellowship work included full-time public hospital appointments (34.3%) or undertaking full-time higher research degrees (41.9%). The majority reported securing their desired employment. Respondents indicated adequate training in most clinical skills; however, responses of 'well trained' in home haemodialysis (41.8%), conservative care (42.9%), automated peritoneal dialysis (38.8%), and assessment of kidney transplant recipients (48%) and living kidney donors (34.7%) were less adequate. Although considered highly relevant to current practice, responses of 'well trained' were low for management and research skills, including complaint management (16.3%), private practice management (2%), health system knowledge (14.3%) and regulations (6.1%), ethics approval (23.5%), research funding (11.2%) and quality assurance (26.5%). Conclusion Nephrology training in ANZ generally meets clinical needs and most secure their desired employment. Training in management and research are areas for improvement. [ABSTRACT FROM AUTHOR]

The heightened focus on 'active' citizenship in New Zealand's current curriculum (Ministry of Education, 2007) mirrors a pattern observed in many nation's curricula in the past decade. The scale of active citizenship in this curriculum includes an expectation that students will participate in local and national communities but also extends to participation in 'global communities'. Recognising that citizenship is a hotly contested concept, how do teaching departments, as collective curriculum 'gatekeepers', understand, interpret and enact such curriculum requirements? This paper describes the perceptions and practices toward active citizenship of New Zealand social studies teachers (n=27) from four differing geographic and socio-economic secondary school communities. This study reveals significant differences in the scale of teachers'citizenship orientations with lower socio-economic school communities prioritising locally-focused citizenship and higher socio-economic communities favouring national and global orientations. Applying a Bourdieusian analysis, the author posits that these diverse perceptions and practices are socially and culturally constituted and reinforced by the shared doxa within school communities. Understanding these differing perceptions of 'active' citizenship is essential to gain more nuanced perspectives on how citizenship education is enacted and practised in classrooms. [ABSTRACT FROM AUTHOR]

Meeting the educational needs of a linguistically diverse population is a challenge for many countries. This is a particular challenge for New Zealand (NZ) which, until the 1980s, had a White Immigration Policy. The last 30 years have seen NZ become a full member of the Asia Pacific Region and move from being a mostly homogenous society to one of the most heterogeneous. This article explores the historical context of education and migration and current initiatives for inclusive academic language teaching (IALT) in NZ. IALT is a teacher-development approach recently developed for multilingual Europe by the European Core Curriculum for Mainstreamed Second Language Teacher Education. The approach rests on principles of acknowledgement of first language and culture, inclusivity and teachers having specialized knowledge of the academic language requirements of their subjects. This analysis seeks to show that knowledge, policy and practices that were once at the margins of the education system must now be central and will benefit all students, particularly those from diverse backgrounds. [ABSTRACT FROM AUTHOR]

The article focuses on the author's comment on issues in education in New Zealand including way to think about tides of education reform in Aotearoa New Zealand; document in New Zealand Curriculum (NZC) that centralizes education in New Zealand schools; and nationa standards been imposed.