Journal of University Teaching and Learning Practice
Practical classes are an integral part of learning human anatomy. The importance of utilising 3-d... more Practical classes are an integral part of learning human anatomy. The importance of utilising 3-dimensional resources (such as cadavers and skeletons) is only overshadowed by the teacher/student interactions when determining a positive learning experience. As student diversity in Higher Education increases, teaching approaches must also evolve. This study was developed in response to increased student diversity within an anatomy course. It aimed to compare allied health students’ perceptions of anatomy practical classes delivered via two different formats. In 2018, a team-taught format (comprising a lead demonstrator (LD), clinical demonstrator (CD) and near-peer demonstrator (NPD)) was introduced at the large, metropolitan campus, while the smaller regional campus continued the sole-taught format. Student data were collected via anonymous online surveys and interviews. Quantitative data were analysed using ANOVA or appropriate non-parametric testing and qualitative data underwent t...
Journal of University Teaching and Learning Practice
Recent decades have seen cadaveric anatomy teaching decline and shift from traditionally team-tau... more Recent decades have seen cadaveric anatomy teaching decline and shift from traditionally team-taught practicals in large dissection laboratories to sole-taught classes in smaller laboratories. Such changes may alter teaching quality due to loss of peer teacher interactions in class. The current study aimed to compare experiences of team-taught versus sole-taught practicals in the same course across two campuses. This paper presents on the staff experiences. The study utilised educational design research methodology for an iterative approach to solving the problem of optimising cadaveric-based teaching. Classes at the metropolitan campus were team-taught (lead demonstrator, clinical demonstrator and near-peer demonstrator, n=18) and sole-taught at the regional, smaller campus (lead demonstrator only, n=5). Demonstrators completed an anonymous online survey that explored their teaching experiences and thematic analysis of survey data was conducted. Benefits of team-teaching were captu...
Australasian Journal of Educational Technology, 2021
Amid increasing calls for universities to transition to online learning, there is a need to explo... more Amid increasing calls for universities to transition to online learning, there is a need to explore how platforms and technology can provide positive student experiences and support learning. In this paper, we discuss the implementation of an online peer learning and recommender platform in a large, multi-campus, first-year health subject (n = 2095). The Recommendation in Personalised Peer Learning Environments (RiPPLE) platform supports student’s co-creation of learning resources and allows for students to provide feedback and rate their peers’ submissions. Our results indicated that both student engagement and academic performance were positively impacted for users by the introduction of the RiPPLE platform, but that academic preparedness, in the form of students’ ATAR scores, strongly influenced their engagement and the benefits received. Implications for practice or policy: We explored if students were willing to co-create learning resources online. Our study piloted an online p...
Anatomy practical classes have traditionally been taught by a team of demonstrators (team‐taught)... more Anatomy practical classes have traditionally been taught by a team of demonstrators (team‐taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole‐taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team‐taught at one campus (metropolitan) and sole‐taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face‐to‐face teaching. In 2018, the metropolitan campus introduced team‐teaching practical classes while the regional campus continued with sole‐teaching. Student marks and engagement with online content were compared between campuses and to the previous y...
The development of new technologies and ensuing pedagogical research has led many tertiary instit... more The development of new technologies and ensuing pedagogical research has led many tertiary institutions to integrate and adopt online learning strategies. The authors of this study have incorporated online learning strategies into existing educational practices of a second year anatomy course, resulting in half of the course content delivered via face-to-face lectures, and half delivered online via tailored video vignettes, with accompanying worksheets and activities. The effect of the content delivery mode on student learning was analyzed by tailoring questions to content presented either face-to-face or online. Four practical tests were conducted across the semester with each consisting of four questions. Within each test, two questions were based on content delivered face-to-face, and two questions were based on content delivered online. Examination multiple choice questions were similarly divided and assessed. Findings indicate that student learning is consistent regardless of t...
Journal of musculoskeletal & neuronal interactions, 2014
Previous studies have shown galanin (GAL) injections onto mouse calvaria increased bone thickness... more Previous studies have shown galanin (GAL) injections onto mouse calvaria increased bone thickness and osteoblast number. This study investigated the effects of the GAL receptor agonist galnon on bone loss using the ovariectomised (OVX) rat model. OVX rats were treated with either vehicle or galnon for 6 weeks via mini-osmotic pumps. Plasma osteocalcin concentrations, osseous cell gene expression, morphological and biomechanical properties of the skeleton were compared between the two groups. Treatment with galnon increased RANKL:OPG gene ratio (p<0.001) plus expression of TNF-α (p<0.05) and cathepsin K (p<0.05). μCT analyses revealed galnon-treated OVX animals had reduced trabecular and cortical morphology compared to control animals. Biomechanically, galnon OVX animals required similar peak force to failure to that of control OVX animals although galnon treatment did enhance the mechanical properties of Young's modulus and ultimate tensile stress. Our research suggests...
Journal of musculoskeletal & neuronal interactions, 2014
SHARPIN is a subunit of LUBAC and regulates activation of NF-κB, a pivotal transcription factor i... more SHARPIN is a subunit of LUBAC and regulates activation of NF-κB, a pivotal transcription factor in skeletal homeostasis. Mutated SHARPIN gene (cpdm) mice develop chronic proliferative dermatitis and systemic inflammation. Cpdm mice have an osteopaenic phenotype characterised by decreased cortical and trabecular bone volume, but whether this is a consequence of the hyper-inflammatory phenotype is unknown. The inflammatory phenotype of cpdm mice is prevented by Tnf deficiency so we examined cpdm.Tnf (-/-) mice to examine the role of SHARPIN in skeletal development. This research determined the extent to which SHARPIN and TNF interact within the skeleton through analyses of gene expression, μCT and biomechanical properties of bones of control (CTRL), cpdm, Tnf (-/-) (TNF KO) and cpdm.Tnf (-/-) (cpdm/TNF KO) mice. Gene expression of IL-1β, TNF and caspase-3 increased in cpdm mice but was comparable to control values in cpdm/TNF KO mice. Decreased cortical and trabecular bone in cpdm mic...
The use of digital resources in the new learning environment has drastically influenced how human... more The use of digital resources in the new learning environment has drastically influenced how human topographic anatomy is taught and assessed. An array of digital technologies for anatomy teaching have been recently adopted in medical and health science schools in both undergraduate and postgraduate courses. This resulted from a surging demand for digital anatomy technologies in the wake of the coronavirus disease 2019 (COVID-19) pandemic and required rapid digital up-skilling of anatomists. Despite the wide adoption of digital technologies in anatomy teaching, there is little comprehensive information on the selection and implementation of these digital resources from a practical perspective. Based on the authors’ experience and supported by literature, this article describes their implementation of digital anatomy resources for teaching gross anatomy in eleven Australian universities. This paper highlights the advantages and limitations that the authors encountered and their recommendations for using these current digital technologies in anatomy teaching.
Journal of University Teaching and Learning Practice
Practical classes are an integral part of learning human anatomy. The importance of utilising 3-d... more Practical classes are an integral part of learning human anatomy. The importance of utilising 3-dimensional resources (such as cadavers and skeletons) is only overshadowed by the teacher/student interactions when determining a positive learning experience. As student diversity in Higher Education increases, teaching approaches must also evolve. This study was developed in response to increased student diversity within an anatomy course. It aimed to compare allied health students’ perceptions of anatomy practical classes delivered via two different formats. In 2018, a team-taught format (comprising a lead demonstrator (LD), clinical demonstrator (CD) and near-peer demonstrator (NPD)) was introduced at the large, metropolitan campus, while the smaller regional campus continued the sole-taught format. Student data were collected via anonymous online surveys and interviews. Quantitative data were analysed using ANOVA or appropriate non-parametric testing and qualitative data underwent t...
Journal of University Teaching and Learning Practice
Recent decades have seen cadaveric anatomy teaching decline and shift from traditionally team-tau... more Recent decades have seen cadaveric anatomy teaching decline and shift from traditionally team-taught practicals in large dissection laboratories to sole-taught classes in smaller laboratories. Such changes may alter teaching quality due to loss of peer teacher interactions in class. The current study aimed to compare experiences of team-taught versus sole-taught practicals in the same course across two campuses. This paper presents on the staff experiences. The study utilised educational design research methodology for an iterative approach to solving the problem of optimising cadaveric-based teaching. Classes at the metropolitan campus were team-taught (lead demonstrator, clinical demonstrator and near-peer demonstrator, n=18) and sole-taught at the regional, smaller campus (lead demonstrator only, n=5). Demonstrators completed an anonymous online survey that explored their teaching experiences and thematic analysis of survey data was conducted. Benefits of team-teaching were captu...
Australasian Journal of Educational Technology, 2021
Amid increasing calls for universities to transition to online learning, there is a need to explo... more Amid increasing calls for universities to transition to online learning, there is a need to explore how platforms and technology can provide positive student experiences and support learning. In this paper, we discuss the implementation of an online peer learning and recommender platform in a large, multi-campus, first-year health subject (n = 2095). The Recommendation in Personalised Peer Learning Environments (RiPPLE) platform supports student’s co-creation of learning resources and allows for students to provide feedback and rate their peers’ submissions. Our results indicated that both student engagement and academic performance were positively impacted for users by the introduction of the RiPPLE platform, but that academic preparedness, in the form of students’ ATAR scores, strongly influenced their engagement and the benefits received. Implications for practice or policy: We explored if students were willing to co-create learning resources online. Our study piloted an online p...
Anatomy practical classes have traditionally been taught by a team of demonstrators (team‐taught)... more Anatomy practical classes have traditionally been taught by a team of demonstrators (team‐taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole‐taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team‐taught at one campus (metropolitan) and sole‐taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face‐to‐face teaching. In 2018, the metropolitan campus introduced team‐teaching practical classes while the regional campus continued with sole‐teaching. Student marks and engagement with online content were compared between campuses and to the previous y...
The development of new technologies and ensuing pedagogical research has led many tertiary instit... more The development of new technologies and ensuing pedagogical research has led many tertiary institutions to integrate and adopt online learning strategies. The authors of this study have incorporated online learning strategies into existing educational practices of a second year anatomy course, resulting in half of the course content delivered via face-to-face lectures, and half delivered online via tailored video vignettes, with accompanying worksheets and activities. The effect of the content delivery mode on student learning was analyzed by tailoring questions to content presented either face-to-face or online. Four practical tests were conducted across the semester with each consisting of four questions. Within each test, two questions were based on content delivered face-to-face, and two questions were based on content delivered online. Examination multiple choice questions were similarly divided and assessed. Findings indicate that student learning is consistent regardless of t...
Journal of musculoskeletal & neuronal interactions, 2014
Previous studies have shown galanin (GAL) injections onto mouse calvaria increased bone thickness... more Previous studies have shown galanin (GAL) injections onto mouse calvaria increased bone thickness and osteoblast number. This study investigated the effects of the GAL receptor agonist galnon on bone loss using the ovariectomised (OVX) rat model. OVX rats were treated with either vehicle or galnon for 6 weeks via mini-osmotic pumps. Plasma osteocalcin concentrations, osseous cell gene expression, morphological and biomechanical properties of the skeleton were compared between the two groups. Treatment with galnon increased RANKL:OPG gene ratio (p<0.001) plus expression of TNF-α (p<0.05) and cathepsin K (p<0.05). μCT analyses revealed galnon-treated OVX animals had reduced trabecular and cortical morphology compared to control animals. Biomechanically, galnon OVX animals required similar peak force to failure to that of control OVX animals although galnon treatment did enhance the mechanical properties of Young's modulus and ultimate tensile stress. Our research suggests...
Journal of musculoskeletal & neuronal interactions, 2014
SHARPIN is a subunit of LUBAC and regulates activation of NF-κB, a pivotal transcription factor i... more SHARPIN is a subunit of LUBAC and regulates activation of NF-κB, a pivotal transcription factor in skeletal homeostasis. Mutated SHARPIN gene (cpdm) mice develop chronic proliferative dermatitis and systemic inflammation. Cpdm mice have an osteopaenic phenotype characterised by decreased cortical and trabecular bone volume, but whether this is a consequence of the hyper-inflammatory phenotype is unknown. The inflammatory phenotype of cpdm mice is prevented by Tnf deficiency so we examined cpdm.Tnf (-/-) mice to examine the role of SHARPIN in skeletal development. This research determined the extent to which SHARPIN and TNF interact within the skeleton through analyses of gene expression, μCT and biomechanical properties of bones of control (CTRL), cpdm, Tnf (-/-) (TNF KO) and cpdm.Tnf (-/-) (cpdm/TNF KO) mice. Gene expression of IL-1β, TNF and caspase-3 increased in cpdm mice but was comparable to control values in cpdm/TNF KO mice. Decreased cortical and trabecular bone in cpdm mic...
The use of digital resources in the new learning environment has drastically influenced how human... more The use of digital resources in the new learning environment has drastically influenced how human topographic anatomy is taught and assessed. An array of digital technologies for anatomy teaching have been recently adopted in medical and health science schools in both undergraduate and postgraduate courses. This resulted from a surging demand for digital anatomy technologies in the wake of the coronavirus disease 2019 (COVID-19) pandemic and required rapid digital up-skilling of anatomists. Despite the wide adoption of digital technologies in anatomy teaching, there is little comprehensive information on the selection and implementation of these digital resources from a practical perspective. Based on the authors’ experience and supported by literature, this article describes their implementation of digital anatomy resources for teaching gross anatomy in eleven Australian universities. This paper highlights the advantages and limitations that the authors encountered and their recommendations for using these current digital technologies in anatomy teaching.
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Papers by Heath McGowan