The project collected stories from Indigenous people about their experiences with health care services to enhance relationships and the development of lasting empathy. A national library of multi-media narratives of Indigenous experiences was establised on the project website and is a powerful resource catering for different learning and teaching styles and addresses curriculum outcomes for a number of health disciplines.
Resource Library
The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.
Materials identified as good practice are indentified. Read more...
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10 resources found.
Creating cultural empathy and challenging attitudes through Indigenous narratives
Edith Cowan University
2013
Combined Universities Centre for Rural Health, Curtin University, Edith Cowan University, Health Consumers’ Council of Western Australia, The University of Notre Dame Australia
The eOSCE: Advancing technology to improve student learning and assessment reliability
The University of Newcastle
2013
An integrated system for online clinical assessment of practical skills (eCAPS) for web-based courses
The University of Queensland
2011
The University of British Columbia (Canada), The University of Melbourne
Using team management systems to identify and build leadership for quality learning in clinical health care teams
The University of Adelaide
2011
Includes resources:
- A guide to using team management systems (tms) for learning and teaching quality improvement in health care teams
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Flinders University, University of South Australia
Health, Medicine and Veterinary Science Learning and Teaching Academic Standards Statement
Australian Learning and Teaching Council Limited
2010
Academic threshold learning outcomes common across healthcare at professional entry-level bachelor degrees. These standards were developed as part of a demonstration project funded by the Australian Government in 2010 and facilitated by the Australian Learning and Teaching Council. Academic institutions and teachers, professional bodies, accreditation bodies, employers and graduates participated in the development of minimum threshold learning outcomes for the discipline.
ISBN: 978-1-921856-30-3
A programmatic approach to developing writing embedded in nursing courses
Griffith University
2011
Research to discover the ways in which writing is taught and assessed in the Bachelor of Nursing (BN) program at Griffith University, and more widely in Australia and New Zealand, was undertaken in this Fellowship. Models which best describe and guide the teaching and assessment of writing in the BN program were identified and ways of capacity development of staff, to more effectively teach and assess writing, were explored.
Developing a Model for Interprofessional Education during Clinical Placements for Medical and Nursing Undergraduate Students
Griffith University
2011
The development of a pre-registration nursing competencies assessment tool for use in universities across Australia: Toolkit
University of Wollongong
2010
CUT, QUT, UniSA, UTS
The development of a pre-registration nursing competencies assessment tool for use in universities across Australia
University of Wollongong
2010
CUT, QUT, UniSA, UTS
Ensuring quality graduates of pharmacology: Final Investigation Report
The University of Melbourne
2010
Adelaide, JCU, Monash, RMIT, Sydney, UWA
This project report addresses the important issue of the consistency and quality of Pharmacology teaching across institutions in Australia. It is, in effect, a comprehensive scoping exercise carried out in 2008. Importantly, it draws on information from students, academics and industry stakeholders. The project also involved a number of workshops integrated with the pharmacological society interest groups. The data obtained provides for a strong foundation for future curriculum development. Another important outcome is the formation of an education network within the discipline to provide a platform for ongoing curriculum renewal.
This is a well-written, clearly presented stand-alone resource that is an excellent exemplar of how such scoping activities should be conducted. The survey covers different cohorts of students in the science and health sciences area who have to learn pharmacological principles. The survey instrument is appended to the report and, as such, provides a very useful template for others to adapt. It would be of significant use and interest to a broad range of other discipline-based initiatives that are planning such a comprehensive benchmarking exercise. In particular, this report would be of considerable value to other disciplines who engage in service teaching of standard content to diverse student cohorts.
One of the more interesting findings relate to the data around the student's preferred teaching/learning methods. This information has implications that may well extend beyond the health sciences. Future developments from this project should be accessible through the newly-formed Australian Pharmacology and Therapeutics Education Network (APTEN).
goodpractice