Relevant bibliographies by topics / Medicine Study and teaching Australia

Academic literature on the topic 'Medicine Study and teaching Australia'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Medicine Study and teaching Australia"

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Sawyer, Michael, and Femke Giesen. "Undergraduate Teaching of Child and Adolescent Psychiatry in Australia: Survey of Current Practice." Australian & New Zealand Journal of Psychiatry 41, no. 8 (August 2007): 675–81. http://dx.doi.org/10.1080/00048670701449153.

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Objective: To identify the goals, content, and time allocated for undergraduate child psychiatry teaching programmes in Australian medical schools. Method: A structured questionnaire designed specifically for the present study was used to identify the goals, content, and time allocated to child psychiatry teaching for undergraduate medical students. Staff responsible for child psychiatry teaching programmes at all 15 medical schools in Australia were contacted and those in 12 schools (80%) agreed to participate. Results: All 12 medical schools provided some teaching relevant to child psychiatry. Teaching was commonly provided as part of general psychiatry and/or paediatric teaching programmes. Between 4 and 12 h were allocated for child psychiatry teaching, with the exception of one school, which assigned 46 h. Ten schools (83%) offered clinical placements in child psychiatry to some or all students, with placements ranging in length from 0.5 days to 8 weeks. However, only four schools (33%) offered clinical placements to all students. Two schools (17%) offered no clinical placements or electives in child psychiatry. The skills required to assess children and families, and knowledge about normal child development were identified as key teaching goals. Barriers to teaching child psychiatry included the lack of academic child psychiatrists in Australia, and the limited time allocated for this teaching in medical school curricula. Conclusions: The amount of time allocated for teaching child psychiatry in Australian medical schools is relatively small and not consistent with the size of the public health problem posed by child and adolescent mental disorders. Staff responsible for teaching child psychiatry need to coordinate their activities more effectively at a national level to identify teaching goals, design curricula, and advocate for high-quality child psychiatry teaching programmes in medical schools.
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Huang, Pin-Hsiang, Gary Velan, Greg Smith, Melanie Fentoullis, Sean E. Kennedy, Karen J. Gibson, Kerry Uebel, and Boaz Shulruf. "What impacts students’ satisfaction the most from Medicine Student Experience Questionnaire in Australia: a validity study." Journal of Educational Evaluation for Health Professions 20 (January 18, 2023): 2. http://dx.doi.org/10.3352/jeehp.2023.20.2.

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Purpose: This study evaluated the validity of student feedback derived from Medicine Student Experience Questionnaire (MedSEQ), as well as the predictors of students’ satisfaction in the Medicine program.Methods: Data from MedSEQ applying to the University of New South Wales Medicine program in 2017, 2019, and 2021 were analyzed. Confirmatory factor analysis (CFA) and Cronbach’s α were used to assess the construct validity and reliability of MedSEQ respectively. Hierarchical multiple linear regressions were used to identify the factors that most impact students’ overall satisfaction with the program.Results: A total of 1,719 students (34.50%) responded to MedSEQ. CFA showed good fit indices (root mean square error of approximation=0.051; comparative fit index=0.939; chi-square/degrees of freedom=6.429). All factors yielded good (α>0.7) or very good (α>0.8) levels of reliability, except the “online resources” factor, which had acceptable reliability (α=0.687). A multiple linear regression model with only demographic characteristics explained 3.8% of the variance in students’ overall satisfaction, whereas the model adding 8 domains from MedSEQ explained 40%, indicating that 36.2% of the variance was attributable to students’ experience across the 8 domains. Three domains had the strongest impact on overall satisfaction: “being cared for,” “satisfaction with teaching,” and “satisfaction with assessment” (β=0.327, 0.148, 0.148, respectively; all with P<0.001).Conclusion: MedSEQ has good construct validity and high reliability, reflecting students’ satisfaction with the Medicine program. Key factors impacting students’ satisfaction are the perception of being cared for, quality teaching irrespective of the mode of delivery and fair assessment tasks which enhance learning.
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Chen, Hui, David van Reyk, Jorge Reyna, and Brian G. Oliver. "A comparison of attitudes toward remote learning during the COVID-19 pandemic between students attending a Chinese and an Australian campus." Advances in Physiology Education 46, no. 2 (June 1, 2022): 297–308. http://dx.doi.org/10.1152/advan.00141.2021.

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The COVID-19 pandemic has been a strong driver for moving more teaching and learning activities online. Border restrictions have had a severe impact on international students either hoping to enroll in courses offered in Australia or continue with such courses if they are already enrolled. The online learning experience is likely different between students onshore and offshore. This study took a unique opportunity to investigate any such differences in students’ attitudes toward remote learning, necessitated by the pandemic, by comparing two cohorts of students, Australia versus China based. An anonymous survey using the Likert Scale and open-ended questions was available for student feedback on subject delivery. The students based in Australia expressed a preference for remote learning due to the convenience of attendance and availability of the video recordings. However, students in China had a strong preference for face-to-face sessions, with the lack of prior experience in an English-speaking learning environment and hesitance to speak with the lecturers and engage in the learning activities possible reasons for this. In quizzes, students in Australia performed better than those in China regardless of local or international student status. This difference may be due to the Australian-based students’ prior experience of English-speaking environments and open-book quizzes. In conclusion, remote learning in a familiar language and learning environment is accepted by students, whereas if the teaching is delivered in a second language using unfamiliar teaching methods, remote learning will require additional scaffolding to enhance their learning experience.
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Chapman, A. R., and E. L. Litton. "Primary Prevention in the Intensive Care Unit: A Prospective Single-Centre Study of the Risk Factors for Invasive Pneumococcal Disease." Anaesthesia and Intensive Care 45, no. 4 (July 2017): 448–52. http://dx.doi.org/10.1177/0310057x1704500406.

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Invasive pneumococcal disease is a significant health burden in Australia, with immunisation recommended for children and at-risk adults. Health benefits of immunisation are clear, but less effective when immunisation rates are low, as in Western Australia. We hypothesised that patients admitted unplanned to the intensive care unit (ICU) would have high eligibility for pneumococcal immunisation, but low rates of recorded vaccine administration. We performed a prospective observational study of 119 emergency admissions to Royal Perth ICU, a 20-bed mixed ICU at a tertiary teaching hospital in Western Australia. Each admission was screened for vaccine eligibility (age and risk factors as per Australian Technical Advisory Group of Immunisation guidelines), with patients’ health records examined and primary care providers contacted after ICU discharge. Risk factors for invasive pneumococcal disease were common, with 52% of the study population having one or more. Fifty-four of 119 admitted patients (45%) were assessed as eligible for immunisation after ICU discharge. ICU survivors represent a high-risk population for which intervention against modifiable targets, such as invasive pneumococcal disease, may reduce both their chronic health burden and future health expenditure. Future efforts should concentrate on assessing the feasibility of a screening program for modifiable factors in ICU survivors, and the logistics of delivering these interventions in a timely manner during their hospital stay.
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McKenzie, Kirsten, and Sue Wood. "Asthma Terminology and Classification in Hospital Records." Health Information Management 34, no. 2 (June 2005): 27–33. http://dx.doi.org/10.1177/183335830503400203.

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Asthma is a national health priority area in Australia, and there is significant interest in capturing relevant detail about hospitalisations as a result of asthma. A public submission received by the National Centre for Classification in Health from a large teaching hospital in Victoria suggested that current classification terminology in ICD-10-AM did not adequately reflect the terms recorded in clinical inpatient records, and that patterns and severity of asthma better reflected current clinical terminology in Australian hospitals. The purpose of this study was to determine the validity of the public submission and inform future changes to ICD-10-AM. A representative sample of over 3000 asthma records across Australia and New Zealand were extracted, and the asthma terminology documented and codes assigned were recorded and analysed. The study concluded that there was little support for either pattern terminology or the current classification terminology; however, severity of asthma was commonly used in asthma documentation.
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Fielding, Alison, Benjamin Eric Mundy, Amanda Tapley, Linda Klein, Sarah Gani, Michael Bentley, Rachael Boland, et al. "Study protocol: content and perceived educational utility of different modalities of clinical teaching visit (CTV) workplace-based assessments within Australian general practice vocational training: a cross-sectional study." BMJ Open 11, no. 4 (April 2021): e045643. http://dx.doi.org/10.1136/bmjopen-2020-045643.

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IntroductionClinical teaching visits (CTVs) are formative workplace-based assessments that involve a senior general practitioner (GP) observing a clinical practice session of a general practice registrar (specialist vocational GP trainee). These visits constitute a key part of Australian GP training. Despite being mandatory and resource-intensive, there is a paucity of evidence regarding the content and educational utility of CTVs. This study aims to establish the content and educational utility of CTVs across varying practice settings within Australia, as perceived by registrars and their assessors (‘CT visitors’). In addition, this study aims to establish registrar, CT visitor and practice factors associated with CTV content and perceived CTV utility ratings.Methods and analysisThis study will collect data prospectively using online questionnaires completed soon after incident CTVs. Participants will be registrars and CT visitors of CTVs conducted from March 2020 to January 2021. The setting is three Regional Training Organisations across four Australian states and territories (encompassing 37% of Australian GP registrars).Outcome factors will be a number of specified CTV content elements occurring during the CTV as well as participants’ perceptions of CTV utility, which will be analysed using univariate and multivariable regression.Ethics and disseminationEthics approval has been granted by the University of Newcastle Human Research Ethics Committee, approval number H-2020-0037. Study findings are planned to be disseminated via conference presentation, peer-reviewed journals, educational practice translational workshops and the GP Synergy research subwebsite.
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Indraratna, Praveen L., Louise C. Greenup, and Timothy X. Yang. "Bedside Teaching in Australian Clinical Schools: A National Study." Journal of Biomedical Education 2013 (December 8, 2013): 1–5. http://dx.doi.org/10.1155/2013/948651.

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Purpose. Bedside teaching (BST) of medical students has become less common in recent years; however, there have been strong recommendations made in the literature to continue this teaching modality for the valued benefits it provides. The purpose of the present study is to explore the perceptions and opinions of bedside teaching among senior Australian medical students. Methods. Medical students at Australian universities were surveyed by means of an electronic questionnaire. The results were collected and analysed. Results. A total of 517 responses were received from students at 15 universities and 94 different clinical sites. The percentage of students who identified BST as very important ranged from 62.5% in psychiatry to 90.4% in internal medicine. The optimal class size was nominated as 3-4 students, and students favoured a style where one individual performs a complete examination, with the remainder allowed to elicit the key sign afterwards. Students felt 3-4 hours of BST per week to be ideal. Advantages identified to BST included provision of feedback and elicitation of clinical signs. Disadvantages included time constraints and excessive class sizes. Conclusions. The unique benefits of BST result in its high demand by students, regardless of the discipline being taught.
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Joseph, Dawn, and Bradley Merrick. "Australian music teacher’ reflections and concerns during the pandemic: Resetting the use of technologies in 21st century classroom practice." Teachers' Work 18, no. 2 (December 10, 2021): 109–26. http://dx.doi.org/10.24135/teacherswork.v18i2.325.

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Classroom practice around the globe has changed considerably due to the global pandemic. Although ICT (information and communication technology) is at the heart of 21st century teaching and learning, many teachers and students had to make significant adjustments shifting from face-to-face to remote (online) delivery in response to lockdowns and government restrictions since March 2020. This paper focuses on one focal question: ‘What were some of the concerns using ICT during Covid-19 pandemic?’ which was part of a wider Australian study ‘Re-imaging the future: music teaching and learning, and ICT in blended environments in Australia’. The authors seek to understand how music teachers look to employ technology in ways that connect teaching frameworks to 21st century classroom practice. As part of the ongoing study, they present preliminary survey data gathered between March–June 2021 from a range of music teachers around the country. Using thematic analysis, they discuss advantages, disadvantages, opportunities, and challenges in relation to responses that thematically relate three key elements: pedagogy, social interaction, and technology. They identify concerns and call on music educators to reset what, how, and why they teach when using technology to develop 21st century competencies, as the future of schooling continues to change its landscape due to the pandemic.
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SUGIYAMA, Sarina, and Yukinori UTSUMI. "Study on STEM Teaching Materials in Australian Secondary Schools." Journal of Research in Science Education 63, no. 2 (November 30, 2022): 311–22. http://dx.doi.org/10.11639/sjst.22005.

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Peckston, Dane Christopher, Rachel Urwin, Ryan McMullan, and Johanna Westbrook. "Student and clinician perceptions of medical student mistreatment: a cross-sectional vignette survey." BMJ Open 12, no. 9 (September 2022): e061253. http://dx.doi.org/10.1136/bmjopen-2022-061253.

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ObjectivesThe mistreatment of medical students remains pervasive in medical education. Understanding the extent to which clinicians and students recognise mistreatment can assist in creating targeted interventions that reduce mistreatment. The objective of this study was to use clinical vignettes to assess perceptions of medical student mistreatment among medical students and clinical faculty at an Australian university.Design, setting and participantsThis cross-sectional study used a survey of medical students and clinical faculty in a Doctor of Medicine (MD) programme at Macquarie University in Sydney, Australia. Data were collected via an online survey between 13 July and 27 July 2020.Outcome measuresFourteen clinical vignettes were developed based on commonly reported themes of mistreatment. An additional control vignette was also included, and these 15 vignettes were distributed via email to all 169 MD students and 42 teaching faculty at this teaching site. Participants were asked to rate whether the vignettes portrayed mistreatment on a 5-point Likert scale (strongly disagree to strongly agree).ResultsRespondents included 83 MD students and 34 clinical faculty. On average, students perceived mistreatment in 9 of 14 vignettes and faculty in 8 of 14 vignettes. Faculty and student perceptions aligned in themes of sexual abuse, physical abuse and in the control vignette depicting a constructive teaching style. Perceptions differed significantly between faculty and students (p<0.05) for five vignettes across the themes of gender discrimination, requests of students to perform non-educational tasks, humiliation, specialty choice discrimination and requests to perform a task beyond the student’s capacity.ConclusionAgreement on what constitutes appropriate behaviour is crucial to ensuring that a culture of mistreatment can be replaced with one of kindness, equity and respect. This study demonstrated the successful use of vignettes to compare perceptions of mistreatment, with faculty and student perceptions differing across a variety of themes.
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Dissertations / Theses on the topic "Medicine Study and teaching Australia"

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Johnson, Valerie. "Drama teaching: Understanding what we do." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/732.

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Drama teaching in secondary schools in Western Australia has become an increasingly complex discipline in recent years. This study has considered the work of Drama teachers from the point of view of those practising the discipline, using a phenomenological methodology which allowed the voices of the participants to be heard directly. In the discussion, consideration is given to the way in which these teachers practice the dynamic which is drama, are influenced by the art form of theatre, and deliver the school subject, Drama.
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Steele, Frances A., of Western Sydney Nepean University, Faculty of Education, and School of Teaching and Educational Studies. "Teaching biotechnology in NSW schools." THESIS_FE_TES_Steele_F.xml, 1999. http://handle.uws.edu.au:8081/1959.7/671.

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Agriculture, industry and medicine are being altered by new biological technologies. Today's students are the citizens who will make decisions about associated ethical issues. They need to have the knowledge that will enable them to make informed choices. Hence biotechnology has an important place in science education. The aims of the research were to: 1/describe the state of biotechnology teaching in NSW; 2/determine whether teachers in NSW do not teach biotechnology because they do not have the necessary knowledge and experience; 3/identify other reasons why NSW teachers choose not to teach biotechnology; 4/describe problems encountered in teaching biotechnology in NSW; 5/suggest ways in which the problems encountered in the teaching of biotechnology can be overcome. Quantitative and qualitative methods were used in a complementary way to investigate these aims. In a sample of teachers surveyed, many reported that they chose not to teach biotechnology because they did not have adequate knowledge and experience. Other obstacles were identified. These were: 1/ the difficulty of the subject matter; 2/ the lack of practical work; 3/ lack of a program for biotechnology in junior science. The results of this trial suggested that a biotechnology unit should be developed in collaboration with the teacher and that time needs to be made available for school based program development.
Master of Education (Hons)
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Debela, Nega Worku. "Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.

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Mazibuko, Edmund Z. "The mediation of teaching through central curriculum controls: Four case studies of history teaching in year 12 in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1573.

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The work of scholars on pedagogical content knowledge has drawn attention to the importance of mastery of subject matter. Good teachers are able to make clever transitions between their knowledge of content and their pedagogy. The examples of these transitions in the literature usually assume that teachers have a large measure of control over the content: lessons are exploratory and concerned with understanding the deeper meanings and fundamental concepts that underpin the discipline base. The reality of most classrooms is otherwise; teachers are guided by syllabus statements, textbooks and end of year examinations. Sequence and pace of instruction are often implicitly or explicitly controlled. Teachers are required to make choices: either teach towards the examination or teach for deeper understanding and jeopardise the completion of the examinable content. The purpose of this study was to examine how experienced Year 12 history teachers in Western Australia managed the tension between content coverage and teaching for deeper understanding of the subject matter. To examine this question, four experienced history teachers in four high schools in Perth, Western Australia took part in the study. These teachers were observed teaching history in Year 12 during the 1994 school year and they were also interviewed on aspects of their teaching, the syllabus and the TEE examination. The students in these classrooms were also interviewed during the data collection period. The stories of these teachers are presented in four case studies. Evidence from this study indicates that the experienced Year 12 teachers have learned to make compromises in the way they teach and manage content coverage in such a way that they are able to achieve high levels of examination performance while maintaining a focus on conceptual learning. The teachers managed this balancing act by (a) representing high examination performance and conceptual understanding of the subject matter as a single objective rather than as two objectives in opposition, (b) ensuring that students had a broad conceptual understanding of the key issues contained in the examination syllabus so that the students could independently construct answers to the kinds of questions contained in examinations and (c) selectively emphasising and teaching in depth some parts of the syllabus though the whole syllabus was covered at least superficially. Though the teachers would have preferred more personal control over the selection of content and assessment procedures, they nevertheless saw the external examination to have merit; however, as this study has demonstrated, the external examination is clearly a fallible means of student evaluation.
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Rigby, Elaine Rose. "Modelling results of student evaluations to improve the quality of teaching in accounting departments." Thesis, Canberra, ACT : The Australian National University, 1995. http://hdl.handle.net/1885/133664.

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The Course Evaluation Questionnaire is a student evaluation instrument designed to measure the teaching performance of academic organisational units. The statistical qualities of its scales, as well as their sensitivity, reliability and validity have been confirmed in other studies. This study situates the development of the CEQ within the context of public sector reform in Australia, which emphasised accountability measured through performance indicators. It reviews previous research using the CEQ and attempts to apply the CEQ in a new way, by using responses from students who were enrolled in a first year accounting subject at three established universities, to construct a model which quantifies the relationship between students' overall satisfaction score and certain variables which were tested for their contribution to students' satisfaction. The variables which were found to make a statistically significant contribution to student satisfaction were: good teaching; clear goals and standards; appropriate workload; emphasis on student independence; gender; language background; and university. The major conclusions reached are 1) that of the five CEQ scales good teaching appears to be most strongly related to overall satisfaction and that positive effect is the same at all three universities, 2) that gender affects satisfaction at all three universities and 3) that language background has an effect at two universities. The implications of these findings for quality teaching in accounting courses and for accounting education research are discussed.
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Seah, Wee Tiong. "The negotiation of perceived value differences by immigrant teachers of mathematics in Australia." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5456.

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Baume, Georges Jean Roger. "Tourism and hospitality management education in Australia : development of a conceptual framework and model for the 21st century." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phb3471.pdf.

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Bibliography: leaves 305-335. Investigates the rapid expansion, growth, and perceived quality and viability of tourism and hospitality management education. Argues that there are doubts as to whether tourism and hospitality management education is changing according to the needs of industry and the requirements of future managers. An analysis of tourism and hospitality programs in Australian colleges and universities is conducted. Results from the analysis support the proposition for a change of direction in graduate tourism and hospitality management education, and demonstrate a general agreement in terms of content and structure.
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Paris, Lisa. "Visual arts history and visual arts criticism : Applications in middle schooling." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1240.

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Visual arts history and criticism occupy central positions in visual arts curriculum statements in Western Australia. This status is sustained by the belief that the study of visual arts history and criticism actively contributes to the education of the student as a "whole person". In reality however, rather than attending to the holistic education of students, the application of visual arts history and criticism in Western Australian schools tends to be pragmatic and instrumental - visual arts teachers often use visual art works as "learning aids" because they don't have time, interest or experience in dealing with visual arts works in any other way. While visual arts history and criticism offer the student a valuable life-skill worth acquiring for the contribution they could make to the student's autonomy and personal welfare, this understanding often seems a foreign concept for many classroom teachers. The difference between theorists' and teachers' understandings of the place and purpose of visual arts history and criticism provides an important area of inquiry requiring urgent attention. This research makes a foray into this domain with the purpose of shedding light on the content and methods used by middle school visual arts teachers and their students' perceptions of the content and methods. A qualitative descriptive study was selected for the research taking the form of semi-structured interviews with six teachers. An interview guide was used and transcripts deriving from this methodology were coded by way of reference to the original research questions and classifications which emanated from emergent themes. The teacher interviews were complemented by a questionnaire administered to one class of students from each of the six schools. Participating teachers were selected through a stratified sampling technique. Analysis of data was undertaken from a qualitative stance in the case of interview participants. Narrative-style reporting of interview content was employed to facilitate accurate representation of the teachers' perceptions of visual arts history and criticism at the middle school level. A quantitative analysis of students' questionnaires provided triangulation of methodology, ensuring greater levels of validity than would be afforded by qualitative methods alone. With pressure being applied by the impending implementation of the Curriculum Framework for Kindergarten to Year 12 Education in Western Australian Schools (1998) for the formal inclusion of Arts Responses (aesthetics, art criticism) and Arts in Society (art history), a pressing need exists for clear information about current professional practice. Findings indicated that a misalignment appears to exist between theoretical assumptions embedded in documentation supporting the implementation of the Framework and actual classroom teaching practice. The implications of such misalignment, albeit illustrated on a small scale, are that the initiatives of the Framework may not be sustainable in the longer term, precisely because they are built upon invalid assumptions about what teachers actually do. Whilst the size of the sample and scope of the research limits the generalisability of findings, this first foray may provide impetus for a more comprehensive and evaluative study at a later date.
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Leccisi, Michael S. G. "Decision making in an intensive care environment in medicine." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24089.

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Medical professions associated with time pressured environments, incorporate apprenticeship as part of training. While our understanding of decision making has moved towards examining these environments, how does this knowledge apply to instruction in these contexts?
Specific reasoning strategies identified by Patel are useful in assessing medical instruction. Rasmussen's guidelines and Patel's protocol analytic methods are applied in this thesis to assess two time-pressured environments of a local hospital. In the medical and surgical intensive care unit, resident physician instruction and patient care co-occur withing the context of problem solving and decision making.
Differences between the two environments include a flattened hierarchy of communication, information exchange, and decision making content. Trainees approximated the proportion of directed reasoning strategies used by supervisors. Results are attributed to differences in knowledge-based solution strategy use, and medical domain structure. Implications for design of more guided apprenticeship programs is discussed.
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Cox, Philip F. "Student beliefs about learning in religion and science in Catholic schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/799.

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The focus of this study is the impact of student perception of the validity of content on student learning. It is proposed that, if the content of a subject is perceived by students as being different to the content of another subject, a result of this perceived difference is that students will treat their learning in these subjects differently. To test this proposal, student beliefs about items from the content of the religious education course are compared with student responses to items of content of their science course. A sample of 1418, year 11 students from nine co-educational Catholic secondary schools were asked to respond to a series of outcome statements from the year 10 religious education and science courses. The questionnaire asks two questions; one, can• the student recall being taught each item; and two, does the student believe that the item is true. If the students believe that the item is true, they are asked to indicate one of three possible reasons for their belief. One, they believe the item because the teacher had provided them with evidence that convinced them that the item is true; two, they believe the item because they trust the teacher to teach them what is true, or three they believe the item for some other reason such as faith. This study does not deal with the issue of faith formation, catechesis, new evangelisation or evangelisation which are significant raison•d'etre of Catholic schools and are closely linked to the study of religious education in Catholic schools. Student and staff responses to a number of open-ended questions, and extensive discussions with students in a Reference Group, provide additional insights into the student beliefs regarding the nature of knowledge particularly for the content of their religious education and science courses.
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Books on the topic "Medicine Study and teaching Australia"

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University of Melbourne. VicHealth Koori Health Research & Community Development Unit, ed. Towards reconciliation in Aboriginal health: Initiatives for teaching medical students about Aboriginal issues. Melbourne: VicHealth Koori Health Research and Community Development Unit, 2001.

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Chrissy, Collins, Slattery Carolyn, and Victoria. Dept. of Education, eds. An Australian perspective on health and human development: VCE units 1 & 2. Melbourne, VIC: Cambridge Univervisy Press, 2007.

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Moore, Jo Ellen. Australia. Edited by Noris Jill, Davis Cindy, and Winters Keli. Monterey, CA: Evan-Moor Corp., 1999.

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1944-, Hawkins Anne Hunsaker, and McEntyre Marilyn Chandler 1949-, eds. Teaching literature and medicine. New York: Modern Language Association, 2000.

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Kelley, Skeff, Stratos Georgette Antigone, and American College of Physicians, eds. Methods for teaching medicine. Philadelphia: American College of Physicians, 2010.

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Foundation, Japan, and Australia-Japan Research Centre, eds. Japanese studies in Australia and New Zealand. Tokyo: Japan Foundation, 1997.

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Cooper, Kenneth S. Europe, Africa, Asia, and Australia. Morristown, N.J: Silver Burdett, 1986.

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Coltheart, Max. Learning to read in Australia. Canberra: The Academy of the Social Sciences in Australia, 2007.

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Haas, Adrian R. Para-professional engineering education in Australia. Hobart, Tasmania, Australia: Australian Institute of Engineering, 1986.

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David, Goldsworthy, ed. Development studies in Australia: Themes and issues. Clayton, Vic., Australia: Monash Development Studies Centre, Monash University, 1988.

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Book chapters on the topic "Medicine Study and teaching Australia"

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Zipkin, Daniella A., and Matthew Tuck. "Non-inferiority Study Designs." In Teaching Evidence-Based Medicine, 91–104. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11174-7_5.

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Zipkin, Daniella A., and Deepa Rani Nandiwada. "Clinical Question and Study Design." In Teaching Evidence-Based Medicine, 11–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11174-7_2.

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Blackham, Ruth E. "Teaching Medical Law: The Genesis and Directions of Legal Medicine in Australia." In Legal and Forensic Medicine, 193–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-32338-6_6.

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MacMullin, Colin, and Lina Scalfino. "Placing Values at the Centre of School Policy and Classroom Practice—A Case Study of Modbury School, South Australia." In Values Education and Quality Teaching, 45–62. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9962-5_4.

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Hubber, Peter, and Jörg Ramseger. "Physical Learning Environments for Science Education: An Ethnographic Field Study of Primary Classrooms in Australia, Germany and Taiwan." In Quality Teaching in Primary Science Education, 51–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_3.

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Kenny, Máirín, R. E. Harreveld, and P. A. Danaher. "Dry Stone Walls, Black Stumps and the Mobilisation of Professional Learning: Rural Places and Spaces and Teachers’ Self-Study Strategies in Ireland and Australia." In Self-Study of Teaching and Teacher Education Practices, 179–202. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17488-4_10.

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Bilgin, Ayse Aysin, Caterina Primi, Francesca Chiesi, Maria Virginia Lopez, Maria del Carmen Fabrizio, Veronica Frances Quinn, Tamas Gantner, and Petra L. Graham. "A Comparison of First Year Statistics Units’ Content and Contexts in a Multinational Study, with a Case Study for the Validation of ASSIST in Australia." In Topics from Australian Conferences on Teaching Statistics, 189–210. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0603-1_11.

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Zhang, Qinqiong, and Max Stephens. "Teacher Capacity as a Key Element of National Curriculum Reform in Statistical Thinking: A Comparative Study Between Australia and China." In The Teaching and Learning of Statistics, 301–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23470-0_36.

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Kendal, Evie, and Basia Diug. "An Empirical Study of Student Engagement with Professional and Ethical Issues in Medical Television Dramas." In Teaching Medicine and Medical Ethics Using Popular Culture, 99–114. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65451-5_6.

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Li, Yanyun, and Tangbin Liao. "Rational Regression of Student-Centered Classroom Teaching - A Comparative Study of Multimedia Teaching and Traditional Methods in Senior High School Chemistry." In Advances in Artificial Systems for Medicine and Education VI, 522–32. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-24468-1_47.

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Conference papers on the topic "Medicine Study and teaching Australia"

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Staritsina, I. A. "PROSPECTS FOR VETERINARY EDUCATION ABROAD." In DIGEST OF ARTICLES ALL-RUSSIAN (NATIONAL) SCIENTIFIC AND PRACTICAL CONFERENCE "CURRENT ISSUES OF VETERINARY MEDICINE: EDUCATION, SCIENCE, PRACTICE", DEDICATED TO THE 190TH ANNIVERSARY FROM THE BIRTH OF A.P. Stepanova. Publishing house of RGAU - MSHA, 2021. http://dx.doi.org/10.26897/978-5-9675-1853-9-2021-69.

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The experience of using an interactive whiteboard is applicable for distance learning during a pandemic. The division of students into microgroups, for the integration of knowledge in various disciplines, is applicable for the organization of self-study. On the example of the teaching experience of universities in the USA, Australia, Great Britain, Brazil.
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Conde, Margarida Gil, Raquel Carmona Ramos, Ana Rente, Carina Afonso, Cristina Jesus Henriques, and Rita Grossinho Reist. "1 Prescribing ‘routine’ blood tests in family medicine -a cross-sectional study based on the portuguese practice-." In Preventing Overdiagnosis Abstracts, December 2019, Sydney, Australia. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/bmjebm-2019-pod.107.

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Chen, Yourong, Juhua Cheng, Banteng Liu, and Zhangquan Wang. "Study on Project-driven Teaching Reform of SCM Curriculum." In 2015 International Conference on Education, Management, Information and Medicine. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/emim-15.2015.6.

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Yuanping Zou. "Study on teaching reform of computer networks course." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6130904.

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Zhang, Min, Gao Ling, and Li-Hua Xu. "The Study on the Applicability of Modular Teaching in Surgical Nursing." In 2015 International Conference on Medicine and Biopharmaceutical. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814719810_0062.

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Jiandong, Hao, Song Jinyu, and Zhang Suojuan. "Study on the Iterative Teaching Method in Database Curriculum." In 2018 9th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2018. http://dx.doi.org/10.1109/itme.2018.00141.

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Jialin Guan and Fang Zhao. "A study on China's teaching method in college education." In 2012 International Symposium on Information Technology in Medicine and Education (ITME 2012). IEEE, 2012. http://dx.doi.org/10.1109/itime.2012.6291323.

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Huang, Rui. "Study on Optimization of Biological Experiment Teaching in Universities." In 2016 7th International Conference on Education, Management, Computer and Medicine (EMCM 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcm-16.2017.220.

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Zhang, Yu-ying, Jin-hua Li, and Guo-qing Wang. "Study on Integrated Experiment Teaching on Functional Science of Preclinical Medicine." In 2014 International Conference on e-Education, e-Business and Information Management (ICEEIM 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iceeim-14.2014.81.

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Wang, Xiaofang, and Cheng Liu. "Study of Translation Teaching of Traditional Chinese Medicine Based on Corpus." In 8th International Conference on Social Network, Communication and Education (SNCE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/snce-18.2018.29.

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Reports on the topic "Medicine Study and teaching Australia"

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, July 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.

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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.
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Klement, Eyal, Elizabeth Howerth, William C. Wilson, David Stallknecht, Danny Mead, Hagai Yadin, Itamar Lensky, and Nadav Galon. Exploration of the Epidemiology of a Newly Emerging Cattle-Epizootic Hemorrhagic Disease Virus in Israel. United States Department of Agriculture, January 2012. http://dx.doi.org/10.32747/2012.7697118.bard.

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In September 2006 an outbreak of 'Bluetongue like' disease struck the cattle herds in Israel. Over 100 dairy and beef cattle herds were affected. Epizootic hemorrhagic disease virus (EHDV) (an Orbivirusclosely related to bluetongue virus (BTV)), was isolated from samples collected from several herds during the outbreaks. Following are the aims of the study and summary of the results: which up until now were published in 6 articles in peer-reviewed journals. Three more articles are still under preparation: 1. To identify the origin of the virus: The virus identified was fully sequenced and compared with the sequences available in the GenBank. It appeared that while gene segment L2 was clustered with EHDV-7 isolated in Australia, most of the other segments were clustered with EHDV-6 isolates from South-Africa and Bahrain. This may suggest that the strain which affected Israel on 2006 may have been related to similar outbreaks which occurred in north-Africa at the same year and could also be a result of reassortment with an Australian strain (Wilson et al. article in preparation). Analysis of the serological results from Israel demonstrated that cows and calves were similarly positive as opposed to BTV for which seropositivity in cows was significantly higher than in calves. This finding also supports the hypothesis that the 2006 EHD outbreak in Israel was an incursive event and the virus was not present in Israel before this outbreak (Kedmi et al. Veterinary Journal, 2011) 2. To identify the vectors of this virus: In the US, Culicoides sonorensis was found as an efficient vector of EHDV as the virus was transmitted by midges fed on infected white tailed deer (WTD; Odocoileusvirginianus) to susceptible WTD (Ruder et al. Parasites and Vectors, 2012). We also examined the effect of temperature on replication of EHDV-7 in C. sonorensis and demonstrated that the time to detection of potentially competent midges decreased with increasing temperature (Ruder et al. in preparation). Although multiple attempts were made, we failed to evaluate wild-caught Culicoidesinsignisas a potential vector for EHDV-7; however, our finding that C. sonorensis is a competent vector is far more significant because this species is widespread in the U.S. As for Israeli Culicoides spp. the main species caught near farms affected during the outbreaks were C. imicolaand C. oxystoma. The vector competence studies performed in Israel were in a smaller scale than in the US due to lack of a laboratory colony of these species and due to lack of facilities to infect animals with vector borne diseases. However, we found both species to be susceptible for infection by EHDV. For C. oxystoma, 1/3 of the Culicoidesinfected were positive 11 days post feeding. 3. To identify the host and environmental factors influencing the level of exposure to EHDV, its spread and its associated morbidity: Analysis of the cattle morbidity in Israel showed that the disease resulted in an average loss of over 200 kg milk per cow in herds affected during September 2006 and 1.42% excess mortality in heavily infected herds (Kedmi et al. Journal of Dairy Science, 2010). Outbreak investigation showed that winds played a significant role in virus spread during the 2006 outbreak (Kedmi et al. Preventive Veterinary Medicine, 2010). Further studies showed that both sheep (Kedmi et al. Veterinary Microbiology, 2011) and wild ruminants did not play a significant role in virus spread in Israel (Kedmi et al. article in preparation). Clinical studies in WTD showed that this species is highly susceptibile to EHDV-7 infection and disease (Ruder et al. Journal of Wildlife Diseases, 2012). Experimental infection of Holstein cattle (cows and calves) yielded subclinical viremia (Ruder et al. in preparation). The findings of this study, which resulted in 6 articles, published in peer reviewed journals and 4 more articles which are in preparation, contributed to the dairy industry in Israel by defining the main factors associated with disease spread and assessment of disease impact. In the US, we demonstrated that sufficient conditions exist for potential virus establishment if EHDV-7 were introduced. The significant knowledge gained through this study will enable better decision making regarding prevention and control measures for EHDV and similar viruses, such as BTV.
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