Podcasting to the undergraduate medical radiation student.

INTRODUCTION: The researcher of this study identified a gap in the current availability of educational resources that are specifically designed for the undergraduate student studying Medical Radiation Science (MRS). The purpose of the development of the podcast is to improve the student experience and allow for autonomy in student learning through utilising extracurricular means, as they are introduced to a career in the medical radiation sciences. This paper explores the implementation of an extracurricular podcast to a large undergraduate MRS cohort. DISCUSSION: The design of this study is observational in that the work presented here is aimed at documenting an innovation in undergraduate education. In this study, purposeful sampling was used. A total of seven clinical contacts were asked to be informally interviewed ranging from national contacts to international clinical connections, forming the podcast episode content Through providing insight to students through an alternate learning tool, the podcast aims at fostering engagement within the subject and promotes self-directed extension of scholarship within the first year of tertiary study. RESULT: Analysis of pilot qualitative and quantitative data sets was undertaken. The results presented is platform data with some student and colleague feedback, however interview data is yet to be analysed. Results demonstrate geographical location of listeners, daily plays of episodes and the listening platforms utilised. In relation to the student experience, written feedback from members within the cohort was utilised. CONCLUSION: Positive conclusions including student engagement, connection to practice and increased industry knowledge, have been drawn from the implementation of this emerging innovative learning tool with the MRS undergraduate program.

An Alternative Pedagogy for the Teaching of Anatomy and Physiology Beyond the Classroom.

This article was migrated. The article was marked as recommended. Valuing Indigenous culture is a requirement for teaching at the Charles Sturt University and we enact this on the Port Macquarie and dubbo campuses through the principles of Indigenous pedagogy/andragogy (IP). In this paper we share our experiences of IP-inspired learning activities, in particular our use of the 8 Aboriginal Ways of Learning ( Yunkaporta, 2009), to increase student engagement with anatomy and physiology and support the retention of Indigenous students in their first year of university study. Indeed, we propose that this approach will increase the educational success of all students.