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Following a report from the United Nations Convention of the Rights of the Child Monitoring Group in 2017 noting that in Aotearoa New Zealand children's views were not being sought in matters regarding their school, play and feelings of safety, the Children's Commissioner conducted research with school-aged children seeking their related perspectives. However, young children's perspectives, those under 5 years old, have not been included in this research. Concurrently, this researcher sought to learn more about children of her new community having recently relocated to Aotearoa New Zealand. In response to these two circumstances this small-scale study presents the views and voices of 12 young children regarding when and how they learn, how they participate in their communities and their hopes for the future.

Ten Australians and one New Zealander provide reflections on the influence of Julie Thompson Klein's work on and in inter- and trans- disciplinarity. Even taking into account that this article is based on a small number of contributions from only one corner of the world, the reflections demonstrate the influence of a diverse array of Klein's academic work, the ground-breaking nature of her book "Interdisciplinarity: History, Theory, and Practice," the meticulousness of her scholarship that makes her voice authoritative, and the added benefits of personal connections. The contributions also demonstrate the value of reflective narratives in providing a more rounded and richer picture of an academic's influence than traditional metrics, including -- in Julie Thompson Klein's case -- non-citable enhancement of thinking and orientation, catalytic effects when her ideas are combined with others, and practical value in making sense of events and circumstances. Most importantly, assembling reflective narratives provides a window onto the unique attributes and contributions of individual researchers, educators and practitioners, illustrating and affirming the richness of differences and the importance of valuing and capitalising on them. Recognition of such diversity is not only essential to help individuals identify the strongest contributions they can make, but also critical for good inter- and trans- disciplinary research, education and practice.

There has been perhaps no greater admission of the general failure of schooling in New Zealand than the Schools Plus programme, which essentially proposes that apprenticeship-type programmes should be made available to students as young as 13. Released close on the heels of the newly introduced national curriculum, it seems to be a form of official recognition that the newly crafted curriculum has little or no relevance to large numbers of secondary school students. The proponents of Schools Plus believe that this relevance can be achieved by allowing young people to partly join the workforce ("Incentives yes, but not compulsion", 2008). As an admission of failure it tops the 2007 idea from NZQA that a good way to motivate and challenge our brightest was to offer merit and excellence stickers on NCEA records because the work that students do at this level has little intrinsic interest or reward for even our brightest youth.

An education, industry and community partnership can provide an effective intervention for secondary school age students who are alienated from the education system and are exhibiting challenging, problematic behaviours. This article outlines a Ministry of Education/Special Education (MOE/SE), industry and community partnership that addresses the concerns of having students outside the school community during the school day. Case studies provide two examples of collaborative partnership in action.

Purpose: The aim of this paper is to respond to calls for higher education institutions to address sustainability within the curriculum. Institutions that aim to graduate citizens with prescribed attributes relevant to sustainability may need to develop teaching and learning support-programmes appropriate to the varied nature of students' worldviews. Design/methodology/approach: The research described here used the NEP (Revised New Ecological Paradigm) and statistical cluster-analysis to explore if individuals within cohorts of students could reasonably be clustered into subgroups with identified sustainability attributes relevant to the design of learner-support programmes. Findings: All seven programme cohorts in one institution's annual intake clustered into three subgroups with identifiable attributes. Practical implications: The results are discussed in relation to how post-compulsory education institutions can define the sustainability characteristics of their students and to the pedagogic literature that addresses diversity in student groups. Originality/value: The approach may help higher education institutions better understand the needs of individual students within large groups and to develop appropriate support programmes for students with similar attributes and needs. (Contains 3 tables and 2 figures.)

It is common to hear Maori discuss primordial states of Being, yet in colonisation those very central beliefs are forced into weaker utterances. In this process those utterances merely conform to a colonised agenda. "Matauranga", a tidy term that overwhelmingly refers to an epistemological knowing of the world, colludes nicely with its English equivalent, "knowledge", to further colonise those core contemplations of Being. Its plausibility relies on an orderly regard of things in the world. In education, historical and current practices of schooling pave the way for things in the world so that they amount to matauranga for Maori, and even the term "ako" will conspire in its own way. Both Novalis and Heidegger have the ability to identify subtly colonising philosophies, and may even propose some theoretical solutions for Maori. (Contains 4 notes.)

Purpose: The purpose of this paper is to address the interface between design education and business start-up in the designer fashion industry (DFI) and provide a new framework for reflecting on ways to improve design education and graduates' business start-up preparedness. Design/methodology/approach: This interpretive study employed semi-structured interviews to collect nascent fashion designers' enterprise development narratives and tertiary educators' views on how they prepare designers for the challenges of the DFI. Findings: While design and production skills studied in design education are valuable, it was found that work placements are particularly important resources for aspiring fashion business owners because they provide "education in enterprise" and the sort of social capital required for business success. The research produced a framework for reflecting on and refining the fit between design education and the practice of enterprise development in the DFI that incorporates considerations of the creativity-business tension and designer's enterprise orientations. Research limitations/implications: The findings suggest there is a need to create more intersections between fashion design and entrepreneurship education and to incorporate more education for and in enterprise. They also suggest there is value in encouraging students to select design education that fits their enterprise orientation and any skill deficits associated with this orientation. Originality/value: The paper makes a valuable contribution to both the higher education and entrepreneurship literatures by presenting an original model for conceptualising the way design education can interface with business start-up to develop industry-appropriate social capital and sound business practices. (Contains 1 figure, 1 table and 2 notes.)

Purpose: This paper aims to analyse how learning levels differ within and between degrees and diplomas with specific application to the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business, which are delivered at a New Zealand polytechnic. Design/methodology/approach: A literature review and content analysis of National Qualifications Frameworks was conducted to analyse how learning levels differ within and between degrees and diplomas with specific application to the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business which are offered at a New Zealand polytechnic. Findings: A literature review and content analysis of National Qualifications Frameworks reveals that learning levels are differentiated by level of complexity, degree of abstraction, depth in a major subject, research competency, learner autonomy and responsibility, relative demand placed on students and increasing complexity and unpredictability of operational context. This analysis failed to find any difference in learning level between Bachelor of Applied Business Studies and New Zealand Diploma of Business papers nominally at the same level on the New Zealand National Qualifications Framework. The degree comprises a portion of papers at a higher learning level than the diploma and it is at this level that the difference is realised. Research limitations/implications: Future research should investigate learning level differences between disciplines, qualifications and institutions. Practical implications: This paper provides a framework on which to base course design, delivery and assessment of the Bachelor of Applied Business Studies degree and the New Zealand Diploma of Business and credit transfer between them. Originality/value: This case study addresses the increasingly important issue of the compatibility of learning levels between different qualifications. As many economies acknowledge the necessity for increasingly skilled workforces, credit transfer to enable seamless transfer between qualifications is becoming a focus in seeking to facilitate lifelong learning. There are few studies that focus on National Qualifications level descriptors and the implications for different qualification types. (Contains 2 tables.)

In this paper, it is argued that it is the centrality of the liberatory function of education--its "onto-formative" capacity--that has been most severely compromised through the contemporary recasting of "education" as both a marketable commodity (externalized knowledge) and a particular form of institutional activity (schooling). In this respect, the manner in which education is normatively defined has important consequences for most if not all research and teaching activities. The paper discusses this problem and illustrates how a broader linkage between education and the human condition is an essential prerequisite for a better informed and critically conscious teaching profession. In particular, we explain how this normative description of education is challenged in our combined teaching endeavours.

Describes the development of computer-based information services in New Zealand for education and the social sciences. Highlights include national systems; the influence of personal computer technology on the development of information services; the lack of a national information policy; and the lack of standardized software. (13 references) (LRW)

Given their frontline role in Australia and Aotearoa New Zealand (ANZ) healthcare, trainee medical officers (TMOs) will play a crucial role in the development and use of artificial intelligence (AI) for clinical care, ongoing medical education and research. As 'digital natives', particularly those with technical expertise in AI, TMOs should also be leaders in informing the safe uptake and governance of AI within ANZ healthcare as they have a practical understanding of its associated risks and benefits. However, this is only possible if a culture of broad collaboration is instilled while the use of AI in ANZ is still in its initial phase. [ABSTRACT FROM AUTHOR]

Aim Methods Results Conclusions This study aimed to determine adherence with follow‐up from the New Zealand pre‐school vision screening programme. The study also examined associations between pre‐school vision screening outcomes and cognitive measures assessed at the 54‐month follow‐up in the Growing Up in New Zealand study cohort.A cross‐sectional retrospective record review of pre‐school vision screening outcomes and hospital ophthalmology records with linkage to Growing Up in New Zealand cohort study data.Of 176 children referred from vision screening, 21.6% did not attend a referral appointment. Of 138 children who attended a referral appointment, 21.0% did not attend one or more follow‐up appointments. Ethnic differences were observed in attendance at referral appointments (attended Māori 13%, Pacific 22.5%, European/Other 64.5%; not attended Māori 26.3%, Pacific 28.9%, European/Other 44.7%; P = 0.04) and follow‐up appointments (attended Māori 11.9%, Pacific 15.6%, European/Other 72.5%; not attended Māori 17.2%, Pacific 48.3%, European/Other 34.5%; P = 0.001). Vision screening outcome was significantly associated with letter naming fluency scores (P = 0.01) but not name and numbers scores (P = 0.05).Non‐attendance at referral and follow‐up appointments limits the efficacy of vision screening, particularly for children of Māori and Pacific ethnicity. Children referred from vision screening achieve lower scores on letter naming fluency, a key predictor of reading ability in later childhood. Equity‐based improvements are required to ensure that all children referred from vision screening receive appropriate follow‐up eye care. [ABSTRACT FROM AUTHOR]

Persistent pelvic pain is a significant healthcare concern among adolescents; however adolescents often have poor health literacy regarding their pain. Current school curricula fail to specifically address pelvic pain and management strategies. This review aims to summarise current pelvic pain education programs in Australian and New Zealand schools. These programs have successfully strengthened the understanding of the psychosocial impact of periods and pelvic pain, instilled greater confidence in managing persistent pain and have allowed for prompt detection and treatment of pelvic pain in adolescents. An outcomes‐driven, collaborative, and coordinated approach is needed to improve pelvic health educational interventions for adolescents. [ABSTRACT FROM AUTHOR]

Introduction. Through a unique, inter-sectoral and interprofessional initiative, practitioners from education, health and social service sectors were invited to participate in communities of practice, facilitated online. The focus was on building workforce capacity to address the mental health needs of children and youth. Aim. This paper explores interprofessional workforce development by translating knowledge from a mental health promotion initiative developed overseas into the Aotearoa New Zealand context. Methods. Over a 6-month period, practitioners engaged in an iterative, capacity-building process, where they had access to the initiative materials and resources, shared practice stories, networked, and discussed barriers and facilitators for implementation. Qualitative thematic analysis was used to interpret data. Results. Members of the communities of practice engaged in storytelling and made sense of the initiative in relation to their previous knowledge and experiences: practice and thinking were validated. Mental health promotion was positioned as the responsibility of all sectors and the need for effective interprofessional collaboration was deemed essential. Furthermore, translation of the initiative into the bicultural context of Aotearoa New Zealand demanded and deserved sustained attention. Discussion. This study contributes interprofessional and inter-sectoral evidence for building workforce capacity to address the mental health needs of children and youth. Further research is warranted to investigate the outcomes for the children and youth served. Interprofessional communities of practice were shown to provide a sustainable mechanism by which knowledge can be received, transformed and translated into practice. [ABSTRACT FROM AUTHOR]

This article draws attention to shifting educational discourses on the two texts of the 1840 treaty: te Tiriti o Waitangi and the Treaty of Waitangi. Policy and resource conversations in education reveal subtle strategic shifts in use of an invented idea of "treaty principles"—from standing in for and attempting to reconcile the two language texts, to a focus on the specific language of te Tiriti o Waitangi with reference to so-called principles to support contemporary application. Tracing these changes assists our teachers and educators in developing a critical understanding of the language employed in education policy and teaching resources. Examining these shifts with students also provides "teachable moments" about the politics of treaty discourse. [ABSTRACT FROM AUTHOR]

The study was a pilot intervention to develop Year 5–8 students' close reading and writing of literary texts using the T-Shape Literacy Model (Wilson and Jesson in Set Res Inf Teach 1:15–22, 2019). Students analysed text sets to explore how different authors use language to engender mood and atmosphere. The study used a single-subject design logic for repeated researcher-designed and a quasi-experimental, matched control group design for repeated standardised measures of reading and writing. Nine teachers and their classes participated. The schools were part of a large school improvement programme using digital tools and pedagogy to accelerate students' learning participated that the authors were research-practice partners in. The schools all served low socio-economic status communities and the majority of students were Māori (51%) and Pacific (28%). There was a large effect size on the overall score for the researcher-designed measure (effect size = 1.00) and for the close reading of single texts sub-score (effect size = 0.90). There was a moderate-to-high effect for students' identification of language features (effect size = 0.75) but no significant effect on their synthesis scores. Students in the intervention significantly outperformed matched control group students in the standardised writing post-test (effect size = 0.65) but differences for the standardized reading comprehension test were not significant (effect size = 0.15). Results overall suggest the approach has promise for improving the metalinguistic knowledge, literary analysis and creative writing of younger and historically underserved groups of students. [ABSTRACT FROM AUTHOR]

Pasifika student engagement and achievement remain an ongoing concern in Aotearoa New Zealand with inequitable outcomes a reality. This article opens with a short story about Amosa, a Samoan student, to highlight some of the ways inequitable outcomes can become a reality in educational contexts where curriculum content is disconnected from culture. We offer our introductory conceptualisation of a pedagogy of the heart situated in the field of Pasifika educational outcomes, as a possible response to such disconnection. Conceptualised as the practice of teaching both from and with the heart, a pedagogy of the heart is a culturally-based pedagogy and can be understood as a form of tautua or service. Underpinned by tautua and other key Pasifika values such as alofa (love) and osiosiga (reciprocity), we argue a pedagogy of the heart has the potential to lift Pasifika student engagement and achievement through utilising these values as a catalyst for learning. After addressing the pedagogy's significance and how it might be implemented, we conclude with some reflective questions designed to encourage thinking about the pedagogy in philosophy and practice, while maintaining its adoption will increase opportunities for Pasifika students and their teachers' to thrive. [ABSTRACT FROM AUTHOR]

Marginalised and ousted from the New Zealand education system, 70% of youths apprehended for offending and appearing in a New Zealand Youth Court or Rangatahi Court experiencing complex needs are not engaged in education, employment, or training (Oranga Tamariki, Oranga Tamariki. (2020). Quarterly report—September 2020). This article reports findings from a broader PhD study investigating the educational experiences of 10 rangatahi Māori (Māori youth) aged 15–17 years apprehended for serious youth offending and excluded from mainstream education. Drawing on mātauranga Māori (Māori knowledge) and kaupapa Māori, notions of indigenous resilience are used to unpack the rangatahi Māori participants' responses to negative educational experiences in the mainstream English medium secondary school education system. This article posits that resilience was evident when the rangatahi Māori exercised tino rangatiratanga (sovereignty) through boldness (a characteristic of Tū-mata-uenga the guardian of war), resistance and liminality to reject educational spaces where they perceived they were underserved, discriminated against, and marginalised. Changing the negative Māori student exclusion and disengagement statistics in mainstream education is critical. To address the exclusion statistics, classroom practitioners could be more responsive to rangatahi Māori experiencing complex needs by recognising their experiences and understanding their responses to those experiences. Understanding how resilience as resistance, liminality, and boldness is understood within te ao Māori (the Māori world) perspectives will enable a more culturally responsive approach to working with these rangatahi Māori in mainstream education. [ABSTRACT FROM AUTHOR]

Transgender and gender diverse people presumed female at birth experience gynaecological conditions, such as chronic pelvic pain at elevated rates, estimated to impact between 51% and 72% of this population, compared to rates of up to 26.6% in cisgender women. The negative impact of these conditions is likely amplified due to limited access to safe and affirming healthcare. Despite this high prevalence rate, there is limited research investigating the prevalence, presentation or management options for trans and gender diverse people with endometriosis. Cisgender women with endometriosis report barriers to accessing care, with lengthy times to diagnosis and limited treatment options available. However, barriers for trans and gender diverse individuals are enhanced by physician bias and lack of education in gender-affirming care. This is reflected in stories of discrimination and denial of basic healthcare. A healthcare environment built on the presumption that gynaecological patients are women, others trans and gender diverse patients, which can result in avoidance of needed medical care. A lack of knowledge of gender-affirming care alongside healthcare provider bias highlights a need for gender-affirming care and bias reduction training in undergraduate healthcare provider curricula. Research to date assessing current curriculum in Australia and Aotearoa (New Zealand) shows limited inclusion of lesbian, gay, bisexual, trans, queer, intersex, asexual and other related identities content as a whole with gender-affirming care being among the least-frequently addressed topics. This review will detail barriers to accessing gender-affirming healthcare specific to gynaecology, interweaving the experiences of a non-binary individual seeking access to gender-affirming endometriosis care. Plain Language Summary: Transgender and gender diverse people with endometriosis: a perspective on affirming gynaecological care Transgender and gender diverse people have limited access to safe and affirming healthcare. Barriers to accessing care are particularly prominent for those presumed female at birth attempting to access gynaecological care for conditions, such as endometriosis or chronic pelvic pain (CPP). A key barrier to safe and affirming healthcare for this population is a lack of inclusion of trans and gender diverse health in healthcare provider curriculum. The dearth of healthcare providers knowledgeable in gender-affirming care results in healthcare discrimination and poorer health outcomes for trans and gender diverse people. [ABSTRACT FROM AUTHOR]

Sexual violence is prevalent on university campuses globally. In this article, we report a qualitative insider research study examining practices for addressing sexual violence at four universities across Australia and Aotearoa New Zealand. We collected, analysed, and synthesised descriptive information about the practices at each institution. We found unique institutional approaches that nonetheless share some commonalities, yieldingseveral themes that are central to practice. In reflecting on our findings, we conclude with an outline of critical considerations and a call to action for future efforts to address campus-based sexual violence, particularly as this field remains underdeveloped across Australia and Aotearoa New Zealand. [ABSTRACT FROM AUTHOR]

Aim: Dietitians work in high‐pressure environments and student dietitians attend placement in these settings. Resilience is a personal quality that can buffer against the stressors of professional placement; however, little is known about how dietetics students learn resilience. This study aimed to describe how resilience is embedded within Australian and New Zealand dietetics curricula. Methods: This three‐phased qualitative study examined 18 credentialed dietetics education programs in Australia (n = 16) and New Zealand (n = 2). In Phase 1 (document analysis), publicly available curricular documents were screened for key resilience terms. In Phase 2, academics were invited to participate in a semi‐structured interview on Microsoft Teams to verify and advance upon documentary evidence. Extracted data were combined and evaluated according to Bloom's Taxonomy in Phase 3. Results: Fifty‐six courses were found to have documented mentions of resilience factors from dietetics programs in Australia and New Zealand. Academics from 14 universities (12 Australia and 2 New Zealand) were interviewed. Three themes were identified from Phase 3: Resilience is valuable content within a dietetics degree, Resilience can be taught indirectly throughout programs and Resilience education is not static. Resilience education was mostly taught by academic dietitians in courses prior to placement and assessed by students completing self‐reflection while on placement. The documentation of resilience within learning objectives and graduate attributes varied between universities. Conclusion: While all dietetics programs included some resilience curricula, academics acknowledged that resilience content and their own knowledge base could be strengthened. The findings provide direction for program improvements and further research. [ABSTRACT FROM AUTHOR]

Background: Inflammatory Bowel Disease (IBD) is one of the most serious chronic diseases affecting the global population. Clinical team members involved in the care of individuals with IBD should have sufficient knowledge about IBD. Aims: The study aim was to assess IBD knowledge among four health care professional groups in New Zealand: nurses, medical students, dietitians, and pharmacists. Methods: All four groups completed surveys on demographics, work experience, and contact with patients with IBD. All completed a validated IBD knowledge assessment questionnaire (IBD-KID2), and percentage scores with standard deviation (SD) for each group calculated and compared. Results: Participants included 200 nurses, 196 medical students, 45 dietitians, and 28 pharmacists. Mean IBD-KID2 percentage scores were nurses 69.7% (SD 14.7), medical students 77.6% (SD 14.5), dietitians 87.4% (SD 8.3), and pharmacists 83.4% (SD 10.1). Nurses scored lower than other HCP (P < 0.001). Independent variables were associated (P < 0.05) with higher scores for nurses having first degree relative with IBD, access to IBD guidelines, worked with children with IBD; medical students in their clinical years of study; and dietitians with IBD-specific education. Specific items scored poorly: growth, food triggers, heritability of IBD, and nutrient absorption. Conclusions: Knowledge gaps exist among HCP that may be addressed with targeted education. Improvements in the knowledge of those caring for people with IBD may optimize patient outcomes. [ABSTRACT FROM AUTHOR]

Background: Globally, robotic surgery (RS) has witnessed remarkable growth, yet Australia and New Zealand (ANZ) lack dedicated RS training programs, creating a workforce gap. This narrative review synthesises international research to explore trends and challenges in robotic education. Methods: We conducted a comprehensive literature review, searching PubMed, Google Scholar, and MEDLINE using keywords like 'robotic surgery', 'surgical education', 'robotic surgery training', and 'robotic surgery curriculum'. We selected studies contributing to understanding current curricula, training tools, and issues in robotic education, utilising the international experience and how it might apply to the ANZ context. Results: RS in ANZ has grown significantly over two decades, but formal curricula for trainees are absent. North America and Europe employ diverse training tools and curricula. Barriers include cost, access, time constraints, equipment complexity, changing training environments, and competition from emerging robotic surgical systems. Balancing the curriculum's demands with trainees' existing requirements is essential. Conclusion: Developing a tailored RS curriculum within ANZ's surgical training is crucial for RS to become the primary surgical approach in the future. By working towards a national curriculum we can prepare skilled trainees in robotics to meet the rising demand. The most significant barrier is the lack of robotics in public hospital where trainees are based. This curriculum should encompass online teaching modules, bedside assistance, surgical simulation, dual console mentoring, and primary operator experience. [ABSTRACT FROM AUTHOR]

As national and global policies emphasise the significance of social inclusion, a sense of belonging has increasingly become economically rationalised. Social exclusion is posed as an economic risk, and so neoliberal systems have commercialised and commodified social inclusion, promoting a transactional and privatised approach to 'belonging'. This issue is particularly significant in culturally diversifying urban contexts, as a desire to develop a transnational sense of belonging can be a central motivation for participants in recreational arts learning. In this article, we focus on how this economic mandate presents tensions in the non-formal arts education sector. While arts education businesses seek to gain the financial benefits of promoting a sense of belonging, they can wrestle with pedagogical philosophies that actively promote competition and hierarchies amongst learners. Our study, therefore, critically examines the experiences of migrant dance learners attending casual hip-hop classes in New Zealand. Engaging a qualitative, phenomenological research paradigm, our study gathers the personal narratives of these dance learners to reveal how the nexus of neoliberalism and inclusion is creating unresolved tensions in the hip-hop studio. While arts learning providers actively promote a sense of belonging as a dimension of their service, our study shows that learner expectations of and investment in social inclusion are confronted by prevailing studio pedagogies. This challenges common perceptions of non-formal arts education as inherently inclusive and establishes a framework for further critical research into the commodification of inclusion in the arts education sector. [ABSTRACT FROM AUTHOR]

This article presents the culmination of the first author's experience of work at a Deaf Education Centre in Aotearoa New Zealand, alongside the themes stemming from a literature review on wellbeing and the development and maintenance of social and emotional skills for deaf students in both mainstream and special education. The predominant themes identified suggest inconclusive outcomes for students being placed in mainstream or special education in terms of wellbeing and its components such as belonging, identity, and the development of social and emotional skills. Areas for ongoing development and research are outlined, including a need to ascertain the student voice in future research and intervention. [ABSTRACT FROM AUTHOR]

In 2023, a Diploma of Rural Generalist Anaesthesia (DipRGA) was implemented across Australia. Developed collaboratively by the Australian and New Zealand College of Anaesthetists (ANZCA), the Australian College of Rural and Remote Medicine (ACRRM) and the Royal Australian College of General Practitioners (RACGP), the 12-month qualification is completed during or following ACRRM or RACGP Rural Generalist Fellowship training. Focused on the needs of rural and remote communities for elective and emergency surgery, maternity care, resuscitative care for medical illness or injury, and stabilisation for retrieval, the DipRGA supports rural generalist anaesthetists working within collaborative teams in geographically isolated settings. The goal is a graduate who can anaesthetise American Society of Anesthesiologists physical status class 1, 2 and stable 3 patients for elective surgery, provide obstetric anaesthesia and analgesia, anaesthetise paediatric patients and undertake advanced crisis care within their scope of practice. Crucially, they also recognise both limitations of their skills and local resources available when considering whether to provide care, defer, refer or transfer patients. DipRGA curriculum design commenced by adapting the ANZCA specialist training curriculum with consideration of the training approach of both the ACRRM and the RACGP, particularly the rural and remote context. Curriculum content is addressed in seven entrustable professional activities supported by workplace-based assessments and multisource feedback. Trainees are supervised by rural generalist anaesthetists and specialist anaesthetists, and complete flexible learning activities to accommodate geographical dispersion. Standardised summative assessments include an early test of knowledge and an examination, adapted from the ACRRM structured assessment using multiple patient scenarios. [ABSTRACT FROM AUTHOR]

The global impact of the COVID-19 pandemic demanded a swift transition in the usual educational mode of delivery from face to face to online. New Zealand established "a traffic light system" after initial COVID-19 lockdowns, and educational delivery adapted accordingly at a tertiary education provider in Te Pūkenga, Eastern Institute of Technology. This study investigates the ramifications of the traffic light system on this institute's staff, employing semi-structured interviews and an inductive semantic thematic analysis. The findings reveal a universal impact on staff, characterized by an augmented workload attributed to students' absences and illnesses. This led to increased support demands of staff for their students' academic progression. Anxiety, stress, and guilt emerged as prevalent emotions linked to student support. Despite the staff adapting to the mandates, a notable challenge arose from the discord between educational and industry directives, causing confusion among the students. While the study indicates staff resilience in navigating the traffic light changes, it underscores the imperative of recognizing the toll on their wellbeing. The research calls for a proactive consideration of future challenges, emphasizing the importance of safeguarding the mental and emotional health of tertiary education staff amidst potential uncertainties in educational delivery. [ABSTRACT FROM AUTHOR]

Purpose -- This paper explores the development of microcredentials (MCs) through a regional lens, considering their implications for lifelong learning and skilled labour mobility in Asia and the Pacific. It also examines recent global initiatives led by the United Nations Educational, Scientific and Cultural Organization (UNESCO). Design/methodology/approach -- The study reviews recent global initiatives aimed at developing shared definitions and principles for MCs, as led by UNESCO, taking into account the importance of existing initiatives such as the pilot project launched by the Australian government in 2022. The formalization of MCs within national education systems is also examined, with reference to frameworks developed by organizations like the European Union (EU), Australia and the Malaysia Qualifications Agency (MQA, 2020). Findings -- The paper underscores the increasing attention from international organizations and governments to the development and recognition of MCs, with significant efforts in countries like Australia and pilot initiatives in New Zealand and Malaysia. However, it also highlights that many MC projects in Asia are still in their early developmental stages, emphasizing the need for further progress and formalization. Originality/value -- This paper offers a unique perspective on the development of MCs in the Asia--Pacific region and their potential role in international education. It explores the prospects for MCs in international education, including student mobility and cross-border online courses. The challenge of integrating MCs into existing systems for recognizing international qualifications is discussed. Overall, the paper contributes to the understanding of MC frameworks as essential tools in the formalization of lifelong learning in the region, supported by the provided citations (OECD, 2021). [ABSTRACT FROM AUTHOR]

Introduction. New Zealand pharmacists must complete a joint prescribing course offered by Otago and Auckland universities only, to be qualified as pharmacist prescribers. Aim. To identify knowledge and perceptions of New Zealand registered pharmacists, who are not pharmacist prescribers, on: pharmacist prescribing roles, courses and perceived barriers and facilitators to course uptake. Methods. Participants comprised registered practising New Zealand pharmacists (n = 4025), across all New Zealand regions. Invitations to participate in a questionnaire survey were sent in March 2021. Data were analysed using thematic analysis and descriptive statistics. Results. The response rate was 12% (482/4025), with 94% community pharmacists. Almost twothirds (65%) had over 10 years of working experience. Nearly all (95%) agreed that pharmacist prescribing would improve healthcare delivery in New Zealand. Most reported that barriers to pharmacist prescribing course uptake were funding, lack of institutional support, up-to-date pharmacological/pharmaceutical knowledge, and 2 years of experience in collaborative health team prerequisites for enrolment, finding medical supervisors, and lack of remuneration for prescribing roles. Discussion. Pharmacist prescribing in New Zealand is still in its growing phase. Optimising uptake of prescribing courses and role requires a multi-level approach including all stakeholders. Government/policymakers should consider pharmacist prescribing training and remuneration in their funding plans. Employing institutions should provide required time and human resources (staff backfills). Training providers should consider methods of course delivery and assessment that are suitable for trainees in full-time employment. [ABSTRACT FROM AUTHOR]

Introduction: Genetics and genomics are of increasing importance in diagnosis and treatment of patients. We aimed to determine relevant genetics and genomics curricular content and learning objectives for contemporary New Zealand medical graduates. Methods: International and national undergraduate medical genetics curricula were identified and learning outcomes collated. Invited New Zealand subject experts (n = 58) contributed further learning objectives, with final pool of 73 learning objectives. A survey-based two-round Delphi process was used to gain consensus on the level of learning for each learning objective. Learning outcomes with consensus for learning greater than "in some depth" or "in detail" were included in the proposed curriculum. Results: The response rate for the Delphi rounds were 41% (n = 24/58) and 29% (n = 17/58) for Rounds 1 and 2, respectively. Experts reached consensus on retaining 58/60 (97%) of proposed learning objectives that were to be learned to at least "some depth". Learning objectives in interprofessional skills, pharmacogenetics, clinical reasoning and information management were retained but refined. Learning outcomes specifically related to Indigenous health included taking an appropriate genetic history, understanding cultural tenets connected to whakapapa (genealogy), an understanding of DNA samples and genomic data being taonga (sacred), the application of genetic data to Māori and other Indigenous populations and the role of genetics in colonisation and racism and their impact on healthcare. Conclusions: Learning objectives for contemporary medical genetics curricula should consider including those focusing on Indigenous health. Findings highlight the necessity of timely re-evaluation of medical curricula. [ABSTRACT FROM AUTHOR]

Indigenous students that live in poverty experience contextual socio-economic factors with residual effects of lower educational outcomes than their non-Indigenous counterparts. Indigenous children that live in poverty often have fewer resources, are segregated, and continue to be marginalized in the classroom. The vicious cycle of low education levels for Indigenous peoples confines them to low paying employment or unemployment that results in ongoing poverty or being a statistic categorized as the working poor. The purpose of this research was to gain a better understanding of the strategies that teachers have animated in their classrooms, which they perceived to be successful in encouraging Indigenous students to attend school, remain in school, complete course credits, and persevere to graduate from high school. The intent was to discover the how-to strategies and advance working knowledge of pedagogical practices leading to improved educational experiences and achievement levels for Indigenous students. This chapter will present the observations and qualitative findings of the case studies conducted in New Zealand and Canada, wherein 14 teachers described what they did and what it looked like in their classrooms. A constructivist approach was utilized to make meaning and gain the interpretations from the participants. This was achieved by first viewing the interactions in the classrooms and, through the interview process, being able to garner a better understanding of what was witnessed from the point of view of the participants. [ABSTRACT FROM AUTHOR]

Aims: The UK Prescribing Safety Assessment was modified for use in Australia and New Zealand (ANZ) as the Prescribing Skills Assessment (PSA). We investigated the implementation, student performance and acceptability of the ANZ PSA for final‐year medical students. Methods: This study used a mixed‐method approach involving student data (n = 6440) for 2017–2019 (PSA overall score and 8 domain subscores). Data were also aggregated by medical school and included student evaluation survey results. Quantitative data were analysed using descriptive and multivariate analyses. The pass rate was established by a modified Angoff method. Thematic analyses of open‐ended survey comments were conducted. Results: The average pass rate was slightly higher in 2017 (89%) which used a different examination to 2018 (85%) and 2019 (86%). Little difference was identified between schools for the PSA overall performance or domain subscores. There was low intercorrelation between subscores. Most students provided positive feedback about the PSA regarding the interface and clarity of questions, but an average of 35% reported insufficient time for completion. Further, 70% on average felt unprepared by their school curricula for the PSA, which is in part explained by the low prescribing experience; 69% reported completing ≤10 prescriptions during training. Conclusion: The ANZ PSA was associated with high pass rates and acceptability, although student preparedness was highlighted as a concern for further investigation. We demonstrate how a collaboration of medical schools can adapt a medical education assessment resource (UK PSA) as a means for fulfilling an unmet need. [ABSTRACT FROM AUTHOR]

This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new 'Understand, Know, Do' structure for the curriculum has the potential to facilitate coherent design of teaching programmes and 'deep learning'. Using a social realist lens, Bernsteinian theories on knowledge structures and recontextualization, and the principles of a Curriculum Design Coherence Model, the analysis identifies instances of both conceptual coherence and epistemic confusion which raises questions about the underlying principles upon which the curriculum documents are being developed. [ABSTRACT FROM AUTHOR]

The commentary brings together the perspectives of a group of coach developers from across the globe who form a community of practice (CoP) from their involvement as "Cohort 5" in the International Council for Coaching Excellence and Nippon Sport Science University Coach Developer Academy. The CoP includes people from three types of organizations: university professors of sport coaching programs, national sport federations, and national multisport organizations' directors of coach education. While this CoP existed prior to the pandemic, the forced isolation has created a new structure and purpose to the CoP: The authors are all making meaning of the landscape of coach development within which they work by understanding the perspectives of others who work in their domain from across theworld and the similar realities that they face in NorthAmerica, Europe, theUnited Kingdom, and New Zealand. The authors outline the key themes that emerged from their weekly CoP video conference meetings to shed light on how this pandemic has changed the way they think about coach development. [ABSTRACT FROM AUTHOR]

Simple Summary: Safeguarding animal welfare in research is crucial for ethical and legislative compliance as well as the integrity of scientific data. It is, therefore, essential that researchers working with animals across all fields of life sciences have an understanding of how to assess animal welfare, including their behaviour, health, and physiology. This study looked into the education of ecologists, wildlife biologists, and conservation managers in Europe, Canada, the USA, Australia, and New Zealand and found that very few universities offered specific courses on animal welfare, and these courses were often optional rather than required. These results highlight the need for universities to provide more formal and mandatory education on animal welfare to better prepare future researchers studying and managing wildlife. By improving education in this area, we can ensure that researchers have the necessary knowledge and skills to work with wildlife in a responsible and compassionate way. Animal welfare is a subject of increasing scientific and ethical concern in today's society, crucial for the well-being of animals used in research and the integrity of scientific data. Equipping researchers in the life science disciplines with a science-based knowledge of animal welfare, behaviour, physiology, and health is, therefore, essential. Nevertheless, previous studies evaluating animal welfare education focused on veterinary, laboratory, or farm animal science. Consequently, the aim of this study was, for the very first time, to map the prevalence of animal welfare courses in the university education of ecologists, wildlife biologists, and conservation managers in Europe, Canada, the USA, Australia, and New Zealand. A comprehensive assessment of 1548 universities was conducted, resulting in the identification of 596 relevant programs at the bachelor's and master's levels. Analysis of the curricula revealed that only 1% of the programs offered a formal course on animal welfare, while 65% provided courses on animal behaviour, 59% on animal physiology, and 34% on animal health. However, the majority of these courses were listed as electives rather than mandatory components of the programs. These results underscore the need for universities to incorporate more formal and obligatory education in animal welfare in order to better prepare future ecologists, wildlife biologists, and conservation managers for the challenges of working with wildlife. [ABSTRACT FROM AUTHOR]

This study explores how a purposively selected sample of mainstream primary schools in regional New Zealand incorporate mātauranga Māori (traditional Māori (Indigenous people of New Zealand) knowledge) into school life to support successful learning. Qualitative semi-structured interviews with five principals of low advantage schools with high Māori student populations identified six themes focused on creating a curriculum built around Te Ao Māori (Māori worldview). They were mainstream curriculum not fit for purpose for Māori learners, blending of mātauranga Māori and western knowledge, mātauranga Māori as learning and educational experiences, mātauranga ā-iwi (local Māori knowledge) and achievement fit for tamariki (children). Mātauranga Māori is incorporated into these schools' environment to support learning, but the mainstream curriculum can be a challenge for schools wishing to promote Māori ways of being. Some schools, however, supported a He Awa Whiria (braided rivers) approach to education, the interweaving of both western practices and mātauranga Māori. [ABSTRACT FROM AUTHOR]

This study reports on the process of competence assessment in undergraduate nursing programmes in New Zealand. To identify current competence assessment practice and determine how competence assessment is constructed in order to reflect student development. This research utilised a qualitative exploratory-descriptive design. Nurse educators from nine tertiary institutions opted to participate in the research. Semi-structured interviews were conducted and data were analysed using a thematic analysis approach. Three themes are reported in this article; clinical assessment pedagogy, measure of competence, and relational assessment practice. There was significant variation between and within institutions in conducting competence assessment while scaffolding competence assessment throughout the degree programme was highlighted as a challenge. This study highlights the need for an assessment process that allows for the developing competence of nursing students and competencies that are designed to adequately assess students in each year of the nursing programme. [ABSTRACT FROM AUTHOR]

Māori hold unique views on the lifecourse but there has been limited Māori-led longitudinal research to date. There is a particular need for kaupapa Māori and interface longitudinal research that generates mātauranga Māori and enables Māori-initiated transformative action. In this paper, we identify key features of a Māori lifecourse framework and its application to longitudinal research at the interface of mātauranga Māori and Western science. We describe how these features are applied in the Taranaki Māori-led longitudinal research programme Te Kura Mai i Tawhiti. Māori will benefit from a regionally-focussed Māori approach to lifecourse research at the interface. This approach can be applied directly in future localised research led by Māori and other Indigenous peoples. Māori-led longitudinal research will inform effective interventions to lift Māori wellbeing and prospects throughout all stages of life and strengthen Māori contributions to wider society. Māori approaches to longitudinal research will help shape new futures for Māori and a brighter future for all peoples of Aotearoa New Zealand. Glossary of Māori words: ao Māori: Māori world; Aotearoa: Māori name for New Zealand; hāngī: an earth oven or food cooked in such an oven; hapū: subtribe (also meaning to be pregnant); iwi: tribe, people; kaitiaki: guardian (also meaning teacher); kaupapa Māori: Māori paradigm; based within a Māori worldview; Māori: indigenous peoples of Aotearoa New Zealand; mātauranga Māori: Māori knowledge; mokopuna: grandchildren; ōhākī: parting wishes before death; Pākehā: primarily referring to New Zealand Europeans; reo Māori: Māori language; tamariki: children; Tangi te Kawekaweā: study title (the call of the kawekaweā, long-tailed cuckoo, heralds spring and the opportunity for growth); Taranaki: a tribal nation and region of Aotearoa New Zealand; Te Kura mai I Tawhiti: research programme title (sacred legacy of an ancient era); tauiwi: outsider, commonly referring to non-Māori; tuakiri: identity; wānanga: forum for sharing knowledge/learning; whakapapa: genealogy; whanau: extended family. [ABSTRACT FROM AUTHOR]

Telehealth involves real-time communication (telephone or video-call) between patients and health providers. The COVID-19 pandemic propelled general practitioners to conduct most consultations remotely, seeing patients face-to-face only when required. Placement opportunities and experience for medical students were reduced. Initially online learning programmes replaced clinical attachments. Subsequently, clinical teachers supervised students to engage in remote consultations, either in clinics or from their homes. This study aimed to explore the experience of New Zealand general practitioners undertaking clinical teaching with medical students when telehealth consulting. Semi-structured interviews with general practitioners who had taught medical students whilst consulting remotely. General inductive thematic analysis of transcribed interviews. Six female and four male participants aged 40 to over 65 years. Participants often focused on general practicalities of telehealth consultations and effects on the patient-doctor relationship, and needed direction to consider remote consultations with students, which added to the interactions. Four themes were identified: changes needed in teaching delivery format; direct comparison with face-to-face; challenges and advantages to remote teaching, each with subthemes. Clinicians needed to determine practical logistics and develop skills for both remote consulting and teaching. New format and structures of consultations needed planning. Differences from face-to-face teaching included scene-setting for the consultation and supervision factors. Telehealth teaching conferred new opportunities for learning but also challenges (e.g. consent, cues, uncertainty). Remote consultations are likely to remain a significant mode for doctor-patient interactions. Preliminary guidelines for teaching and learning using telehealth need to be developed and embedded into medical programmes and then evaluated. [ABSTRACT FROM AUTHOR]

To collect data on protocols used by New Zealand veterinarians to perform euthanasia of dogs and cats, and to explore opinions towards the training they received in euthanasia during veterinary school. A cross-sectional survey was administered to all veterinarians registered with the Veterinary Council of New Zealand. The survey asked respondents about their practices' policies for euthanasia; protocols for performing euthanasia of dogs and cats; opinions towards euthanasia training received in veterinary school; and subsequent experiences with euthanasia in practice. Descriptive statistics were provided for all quantitative study variables and thematic analysis was performed on the free-text comments. The survey was completed by 361/1,448 (24.9%) veterinarians in companion or mixed animal practice. The mean numbers of dogs and cats euthanised each month were 7.2 (median 5; min 0; max 60) and 7.9 (median 5; min 0; max 60), respectively. Fewer than half of respondents reported that their clinic had a standard protocol for euthanising dogs (147/361; 40.7%) or cats (157/361; 43.5%). For euthanasia of dogs, 119/361 (32.9%) always used sedation while 71/361 (19.7%) indicated that they would not use sedation. For euthanasia of cats, 170/361 (47.1%) always used sedation while 53/361 (14.7%) indicated that they would not use sedation. Placement of IV catheters, methods for patient restraint, preferences towards the presence of owners during euthanasia, services provided with euthanasia, and discussions with owners were also highly variable and handled case-by-case depending on the client, patient, and clinical scenario. When asked about the euthanasia training received at veterinary school, it was generally ranked as below satisfactory, with approximately one-third of respondents indicating that they received no training in dealing with emotional clients (113/361; 31.3%), sedation protocols for euthanasia (107/361; 29.6%), or managing compassion fatigue (132/361; 36.6%). Most respondents (268/361; 74.2%) received no formal training in euthanasia after graduation and learned from experience or discussions with colleagues. Providing animals and owners with a good experience during the euthanasia process was highlighted as important for managing compassion fatigue. Euthanasia is a common procedure in companion animal practice and there is considerable variation in how veterinarians approach both the technical and non-technical elements. Training provided during veterinary school was generally considered below satisfactory, particularly regarding managing compassion fatigue and clients' emotional needs. Providing veterinarians with additional training on adapting their euthanasia protocols to different clinical scenarios may improve the experience for patients, owners and veterinary staff. [ABSTRACT FROM AUTHOR]

Aim: We aimed to explore current approaches to assessing professionalism in dietetics education in Australia and New Zealand, and asked the questions what is working well and what needs to improve? Method: We employed a qualitative interpretive approach and conducted interviews with academic and practitioner (workplace‐based) educators (total sample n = 78) with a key stake in dietetics education across Australia and New Zealand. Data were analysed using team‐based, framework analysis. Results: Our findings suggest significant shifts in dietetics education in the area of professionalism assessment. Professionalism assessment is embedded in formal curricula of dietetics programs and is occurring in university and placement settings. In particular, advances have been demonstrated in those programs assessing professionalism as part of the programmatic assessment. Progress has been enabled by philosophical and curricula shifts; clearer articulation and shared understandings of professionalism standards; enhanced learner agency and reduced power distance; early identification and intervention of professionalism lapses; and increased confidence and capabilities of educators. Conclusions: These findings suggest there have been considerable advances in professionalism assessment in recent years with shifts in practice in approaching professionalism through a more interpretivist lens, holistically and more student‐centred. Professionalism assessment in dietetics education is a shared responsibility and requires further development and transformation to more fully embed and strengthen curricula approaches across programs. Further work should investigate strategies to build safer learning cultures and capacity for professionalism conversations and in strengthening approaches to remediation. [ABSTRACT FROM AUTHOR]

Purpose: To identify the spectrum and nature of survivorship barriers experienced by New Zealand's adolescent and young adult (AYA) cancer survivor population. In addition, we explore associations between survivorship barriers and sociodemographic characteristics, cancer type, and day-to-day happiness following the end of treatment. Methodology: Participants were recruited for the online survey from AYA cancer service patient databases. Eligibility criteria included: aged 12–24 years at diagnosis, diagnosed between 2010 and 2019, and completed treatment at least one year prior. The analysis focused on 11 barriers (domains, issues, or concerns) which respondents may have faced during survivorship. Results: Two hundred and eighteen AYA survivors participated in the study. The mean number of impactful survivorship barriers was 2.5 (standard deviation 1.7), with 13 respondents (6.0%) reporting no barriers of concern and 31 (14.2%) reporting 5 or more. A higher number of impactful barriers was associated with lower day-to-day happiness (r = −0.34, p ≤ 0.001). The most commonly identified impactful survivorship barriers were mental health (50.0% of respondents), physical health (43.1%), thinking and memory (33.0%), education and work (27.1%), social life (26.1%), and fertility (22.5%). Subgroup analysis identified significant differences according to gender, age at diagnosis, tumor group, ethnicity, and time since diagnosis. Poor access to health care and unmet needs were common themes. Positive impacts, particularly with regards to family relationships, were also identified. Conclusion: These results will inform initiatives to improve AYA survivorship care in New Zealand. Gaps in service delivery and funding will need to be overcome by utilizing innovative strategies and broad sector engagement. [ABSTRACT FROM AUTHOR]