Journal articles: 'University of Auckland. School of Medicine'

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Jass, J. R. "Teaching pathology at the university of auckland school of medicine." Pathology 25, no. 3 (1993): 316–18. http://dx.doi.org/10.3109/00313029309066598.

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Mitchell, Clinton, Boaz Shulruf, and Phillippa Poole. "Relationship between decile score of secondary school, the size of town of origin and career intentions of New Zealand medical students." Journal of Primary Health Care 2, no. 3 (2010): 183. http://dx.doi.org/10.1071/hc10183.

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INTRODUCTION: New Zealand is facing a general practice workforce crisis, especially in rural communities. Medical school entrants from low decile schools or rural locations may be more likely to choose rural general practice as their career path. AIM: To determine whether a relationship exists between secondary school decile rating, the size of the town of origin of medical students and their subsequent medical career intentions. METHODS: University of Auckland medical students from 2006 to 2008 completed an entry questionnaire on a range of variables thought important in workforce determination. Analyses were performed on data from the 346 students who had attended a high school in New Zealand. RESULTS: There was a close relationship between size of town of origin and decile of secondary school. Most students expressed interests in a wide range of careers, with students from outside major cities making slightly fewer choices on average. DISCUSSION: There is no strong signal from these data that career speciality choices will be determined by decile of secondary school or size of town of origin. An increase in the proportion of rural students in medical programmes may increase the number of students from lower decile schools, without adding another affirmative action pathway. KEYWORDS: Education, medical; social class; career choice

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Hawken, Susan, Marcus Henning, Ralph Pinnock, Boaz Shulruf, and Warwick Bagg. "Clinical teachers working in primary care: what would they like changed in the medical school?" Journal of Primary Health Care 3, no. 4 (2011): 298. http://dx.doi.org/10.1071/hc11298.

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INTRODUCTION: General practitioners (GPs) working as clinical teachers are likely to influence medical students’ level of community-based learning. This paper aimed to ascertain clinical teachers’ views in relation to The University of Auckland about their clinical learning environment. METHOD: A total of 34 clinical teachers working in primary care contributed to this study. To gauge their level of involvement in teaching and learning, the clinical teachers were asked about issues such as their confidence, available time, sufficient clinical learning opportunities, clear learning objectives to teach students and what they would like changed. FINDINGS: The GPs appeared confident, felt there were sufficient learning opportunities for students and that their students were part of the team. Less experienced teachers expressed less confidence than more experienced peers. There was some hesitancy in terms of coping with time and feedback. Some clinical teachers were unclear about the learning objectives presented to students. CONCLUSION: Several issues that emerged—including available time and financial rewards – are difficult to resolve. Curriculum and selection are evolving issues requiring constant monitoring and alignment with increasing numbers of students studying medicine, increased ethical awareness, more diverse teaching systems and more advanced technologies. Non-faculty clinicians need adequate representation on curriculum committees and involvement in clinical education initiatives. Issues of cultural competency and professional development were raised, suggesting the need for more established links between university and GPs. KEYWORDS: Primary health care; clinical teaching; general practitioners

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Poole, Phillippa, and Boaz Shulruf. "Shaping the future medical workforce: take care with selection tools." Journal of Primary Health Care 5, no. 4 (2013): 269. http://dx.doi.org/10.1071/hc13269.

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INTRODUCTION: Medical school selection is a first step in developing a general practice workforce. AIM: To determine the relationship between medical school selection scores and intention to pursue a career in general practice. METHODS: A longitudinal cohort study of students selected in 2006 and 2007 for The University of Auckland medical programme, who completed an exit survey on career intentions. Students are ranked for selection into year 2 of a six-year programme by combining grade point average from prior university achievement (60%), interview (25%) and Undergraduate Medicine and Health Sciences Admission Test (UMAT) scores (15%). The main outcome measure was level of interest in general practice at exit. Logistic regression assessed whether any demographic variables or admission scores predicted a strong interest in general practice. RESULTS: None of interview scores, grade point average, age, gender, or entry pathway predicted a strong interest in general practice. Only UMAT scores differentiated between those with a strong interest versus those with some or no interest, but in an inverse fashion. The best predictor of a strong interest in general practice was a low UMAT score of between 45 and 55 on all three UMAT sections (OR 3.37, p=0.020). Yet, the academic scores at entry of students with these UMAT scores were not lower than those of their classmates. DISCUSSION: Setting inappropriately high cut-points for medical school selection may exclude applicants with a propensity for general practice. These findings support the use of a wider lens through which to view medical school selection tools. KEYWORDS: Cognitive tests; general practice; health workforce; medical student career choice; selection; UMAT

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Gallaher, BW, MH Oliver, K. Eichhorn, U. Kessler, W. Kiess, JE Harding, PD Gluckman, and BH Breier. "Circulating insulin-like growth factor II/mannose-6-phosphate receptor and insulin-like growth factor binding proteins in fetal sheep plasma are regulated by glucose and insulin." European Journal of Endocrinology 131, no. 4 (October 1994): 398–404. http://dx.doi.org/10.1530/eje.0.1310398.

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Gallaher BW, Oliver MH, Eichhorn K, Kessler U, Kiess W, Harding JE, Gluckman PD, Breier BH. Circulating insulin-like growth factor II/mannose-6-phosphate receptor and insulin-like growth factor binding proteins in fetal sheep plasma are regulated by glucose and insulin. Eur J Endocrinol 1994; 131:398–404. ISSN 0804–4643 We have reported previously that levels of insulin-like growth factor I (IGF-I) and IGF-II in fetal sheep plasma decrease with maternal starvation and increase following an infusion of glucose to the starved fetus, while a fetal infusion of insulin elevates UGF-I alone. We now report the changes in the circulating IGF-II/M6P receptor and plasma IGF binding proteins (IGFBPs), as measured by western blotting and ligand blotting, respectively, in fetus and mother during this study. In fetal plasma, the circulating IGF-II/mannose-6-phosphate (M6P) receptor, IGFBP-3 and IGFBP-4 were reduced during starvation. While circulating IGF-II/M6P receptor and IGFBP-4 levels were increased following the fetal insulin or glucose infusion, IGFBP-3 was unchanged and increased only after 48 h of maternal refeeding. Both IGFBP-1 and IGFBP-2 increased with starvation but while IGFBP-1 levels returned to control values following both insulin and glucose infusion, levels of IGFBP-2 were not reduced significantly by either infusion or by refeeding. In maternal plasma, levels of IGFBP-3 and IGFBP-4 decreased while IGFBP-1 and IGFBP-2 increased after 48 h of starvation. Levels of each IGFBP were unaltered following the fetal infusions but returned to values obtained during the control period after refeeding. These data show that each of the IGF carrier proteins is sensitive of changes in nutrition, either acutely, such as IGFBP-1, or chronically, as for IGFBP-3. This suggests that the circulating IGFII/M6P receptor and the IGFBP's may modulate IGF activity in the fetus during different nutritional states. BH Breier, Research Centre for Developmental Medicine and Biology, Department of Paediatrics, School of Medicine, University of Auckland, Private Bag 92019, Auckland, New Zealand

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Lack, Liza, Jill Yielder, and Felicity Goodyear-Smith. "Evaluation of a compulsory reflective group for medical students." Journal of Primary Health Care 11, no. 3 (2019): 227. http://dx.doi.org/10.1071/hc18030.

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ABSTRACT INTRODUCTIONThe ability to reflect – reflection – taking time to stop, think and evaluate is an important professional skill to develop. AIMTo evaluate a compulsory reflective group activity to determine whether compulsory participation enabled students to constructively share emotional clinical experiences and develop ethical and professional behaviour. METHODSThis was a case study with mixed methodology. Participants were Years 5 and 6 medical students at the University of Auckland, New Zealand. Data collection included pre- and post-reflective group questionnaires with Year 5 and 6 students, questionnaires with general practice academic facilitators, and audiotapes of the reflection group discussions. RESULTSStudents shared emotional experiences that were organised into three themes: (i) witnessing unprofessional behaviour; (ii) meeting difficult clinical scenarios for the first time; and (iii) the hierarchy of medicine. They reported positive learning experiences relevant to their future practice and valued the opportunity to share their experiences safely. Facilitators thought the groups provided unique educational opportunities that students appreciated. Eighty-two percent of participants would like to repeat the activity during their medical school training. CONCLUSIONSelf-reflection is an essential condition for professionalism. Use of reflective groups can help students become ethical and professional doctors.

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Egli, Victoria, Sandra Mandic, Tessa Pocock, Anantha Narayanan, Lisa Williams, Terryann Clark, Lisa Spasic, Ailsa Wilson, Karen Witten, and Melody Smith. "Understanding children’s perceptions of, and priorities for, healthy neighbourhoods in Aotearoa New Zealand: study protocol for a cross-sectional study." BMJ Open 11, no. 6 (June 2021): e047368. http://dx.doi.org/10.1136/bmjopen-2020-047368.

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IntroductionNeighbourhood environments can have significant and enduring impacts on children’s physical, psychological and social health. Environments can impact health through promoting or hindering physical activity, active travel, and healthy eating in addition to opportunities for social interaction, cognitive development, rest and relaxation. There is a paucity of research that has examined neighbourhood and health priorities, strengths and needs from the perspectives of the community, and even less that has focused on the perspectives of children within communities. The aim of this article is to describe the research protocol for a project to gather child-identified needs and strengths-based solutions for promoting child health and well-being in urban neighbourhood environments.Methods and analysisThis participatory research project is designed to partner with children in school settings in Tāmaki Makaurau Auckland and Ōtepoti Dunedin, Aotearoa New Zealand. An abundant communities approach will be used with children to identify needs and strengths related to neighbourhoods and health. Specific methods including collaborative, creative, play-based methods such as concept-mapping activities and co-creation of final dissemination material on the key messages are described. Plans for researcher reflections, data analysis and dissemination are also detailed.Ethics and disseminationThis research has been approved by the University of Auckland Human Participants Ethics Committee. Results will be disseminated through child and researcher co-created output, a technical report and academic journal articles. By using evidence-based child-centred approaches to knowledge generation, we anticipate the research will generate new localised insights about children’s preferences and needs for healthy neighbourhoods which will be shared with stakeholders in planning and practice. The detailed session protocol including critical researcher reflections is shared in this manuscript for application, development and refinement in future research.

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Curtis, Elana, Erena Wikaire, Yannan Jiang, Louise McMillan, Robert Loto, Phillippa Poole, Mark Barrow, Warwick Bagg, and Papaarangi Reid. "Examining the predictors of academic outcomes for indigenous Māori, Pacific and rural students admitted into medicine via two equity pathways: a retrospective observational study at the University of Auckland, Aotearoa New Zealand." BMJ Open 7, no. 8 (August 2017): e017276. http://dx.doi.org/10.1136/bmjopen-2017-017276.

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ObjectiveTo determine associations between admission markers of socioeconomic status, transitioning, bridging programme attendance and prior academic preparation on academic outcomes for indigenous Māori, Pacific and rural students admitted into medicine under access pathways designed to widen participation. Findings were compared with students admitted via the general (usual) admission pathway.DesignRetrospective observational study using secondary data.Setting 6-year medical programme (MBChB), University of Auckland, Aotearoa New Zealand. Students are selected and admitted into Year 2 following a first year (undergraduate) or prior degree (graduate).Participants1676 domestic students admitted into Year 2 between 2002 and 2012 via three pathways: GENERAL admission (1167), Māori and Pacific Admission Scheme—MAPAS (317) or Rural Origin Medical Preferential Entry—ROMPE (192). Of these, 1082 students completed the programme in the study period.Main outcome measuresGraduated from medical programme (yes/no), academic scores in Years 2–3 (Grade Point Average (GPA), scored 0–9).Results735/778 (95%) of GENERAL, 111/121 (92%) of ROMPE and 146/183 (80%) of MAPAS students graduated from intended programme. The graduation rate was significantly lower in the MAPAS students (p<0.0001). The average Year 2–3 GPA was 6.35 (SD 1.52) for GENERAL, which was higher than 5.82 (SD 1.65, p=0.0013) for ROMPE and 4.33 (SD 1.56, p<0.0001) for MAPAS. Multiple regression analyses identified three key predictors of better academic outcomes: bridging programme attendance, admission as an undergraduate and admission GPA/Grade Point Equivalent (GPE). Attending local urban schools and higher school deciles were also associated with a greater likelihood of graduation. All regression models have controlled for predefined baseline confounders (gender, age and year of admission).ConclusionsThere were varied associations between admission variables and academic outcomes across the three admission pathways. Equity-targeted admission programmes inclusive of variations in academic threshold for entry may support a widening participation agenda, however, additional academic and pastoral supports are recommended.

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Amster, Matthew, Jérôme Rousseau, Atsushi Ota, Johan Talens, Wanda Avé, Johannes Salilah, Peter Boomgaard, et al. "Book Reviews." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 156, no. 2 (2000): 303–45. http://dx.doi.org/10.1163/22134379-90003850.

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- Matthew Amster, Jérôme Rousseau, Kayan religion; Ritual life and religious reform in Central Borneo. Leiden: KITLV Press, 1998, 352 pp. [VKI 180.] - Atsushi Ota, Johan Talens, Een feodale samenleving in koloniaal vaarwater; Staatsvorming, koloniale expansie en economische onderontwikkeling in Banten, West-Java, 1600-1750. Hilversum: Verloren, 1999, 253 pp. - Wanda Avé, Johannes Salilah, Traditional medicine among the Ngaju Dayak in Central Kalimantan; The 1935 writings of a former Ngaju Dayak Priest, edited and translated by A.H. Klokke. Phillips, Maine: Borneo Research Council, 1998, xxi + 314 pp. [Borneo Research Council Monograph 3.] - Peter Boomgaard, Sandra Pannell, Old world places, new world problems; Exploring issues of resource management in eastern Indonesia. Canberra: Centre for Resource and Environmental Studies, Australian National University, 1998, xiv + 387 pp., Franz von Benda-Beckmann (eds.) - H.J.M. Claessen, Geoffrey M. White, Chiefs today; Traditional Pacific leadership and the postcolonial state. Stanford, California: Stanford University Press, 1997, xiv + 343 pp., Lamont Lindstrom (eds.) - H.J.M. Claessen, Judith Huntsman, Tokelau; A historical ethnography. Auckland: Auckland University Press, 1996, xii + 355 pp., Antony Hooper (eds.) - Hans Gooszen, Gavin W. Jones, Indonesia assessment; Population and human resources. Canberra: Research School of Pacific and Asian Studies, Australian National University, 1997, 73 pp., Terence Hull (eds.) - Rens Heringa, John Guy, Woven cargoes; Indian textiles in the East. London: Thames and Hudson, 1998, 192 pp., with 241 illustrations (145 in colour). - Rens Heringa, Ruth Barnes, Indian block-printed textiles in Egypt; The Newberry collection in the Ashmolean Museum, Oxford. Oxford: Clarendon Press, 1997. Volume 1 (text): xiv + 138 pp., with 32 b/w illustrations and 43 colour plates; Volume 2 (catalogue): 379 pp., with 1226 b/w illustrations. - H.M.J. Maier, David T. Hill, Beyond the horizon; Short stories from contemporary Indonesia. Clayton, Victoria: Monash Asia Institute, 1998, xxxviii + 201 pp. - John N. Miksic, Helena A. van Bemmel, Dvarapalas in Indonesia; Temple guardians and acculturation, 1994, xvii + 249 pp. Rotterdam: Balkema. [Modern Quarternary Research in Southeast Asia 13.] - Remco Raben, Paul van Beckum, Adoe Den Haag; Getuigessen uit Indisch Den Haag. Den Haag: SeaPress, 1998, 200 pp. - Cornelia M.J. van der Sluys, Colin Nicholas, Pathway to dependence; Commodity relations and the dissolution of Semai society. Clayton: Centre of Southeast Asian Studies, Monash University, 1994, vii + 130 pp. [Monash Papers on Southeast Asia 33.] - David Stuart-Fox, Herman C. Kemp, Bibliographies on Southeast Asia. Leiden: KITLV Press, 1998, xvii + 1128 pp. - Sikko Visscher, Lynn Pan, The encyclopedia of the Chinese overseas. Richmond, Surrey: Curzon, 1999, 399 pp. - Sikko Visscher, Jurgen Rudolph, Reconstructing identities; A social history of the Babas in Singapore. Aldershot: Ashgate, 1998, 507 pp. - Edwin Wieringa, Perry Moree, ‘Met vriend die God geleide’; Het Nederlands-Aziatisch postvervoer ten tijde van de Verenigde Oost-Indische Compagnie. Zutphen: Walburg Pers, 1998, 287 pp. - Edwin Wieringa, Monique Zaini-Lajoubert, L’image de la femme dans les littératures modernes indonésienne et malaise. Paris: Association Archipel, 1994, ix + 221 pp. [Cahiers d‘Archipel 24.]

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Maddison, Ralph, Leila Pfaeffli Dale, Samantha Marsh, Allana G. LeBlanc, and Melody Oliver. "Results from New Zealand’s 2014 Report Card on Physical Activity for Children and Youth." Journal of Physical Activity and Health 11, s1 (January 2014): S83—S87. http://dx.doi.org/10.1123/jpah.2014-0180.

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Background:This brief report provides grades for the 2014 New Zealand Report Card on Physical Activity for Children and Youth. The Report Card presents a review of current evidence across 9 key indicators, including physical activity (PA), organized sport and free play, sedentary behavior, and community and government initiatives across New Zealand.Methods:Nationally representative survey data were collated by researchers at the University of Auckland, New Zealand, between June and December 2013. The grade for each indicator is based on the percentage of children and youth meeting a defined benchmark: A is 81%−100%; B is 61%−80%; C is 41%−60%, D is 21%−40%; F is 0%−20%; INC is incomplete data.Results:Overall PA received a score of B, as did Organized Sport Participation and Active Play. PA participation in School Environment scored slightly less with a score of B-. Sedentary Behaviors, Family and Peers, and Community and Built Environment scored a grade of C. Active transportation received a score of C-. An inconclusive grade was given for the Government indicator due to a lack of established international criteria for assessment.Conclusions:PA participation in New Zealand is satisfactory, but could improve. However, sedentary behavior is high. Of particular concern is the age-related decline in PA participation, particularly among adolescent females, and the increase in sedentary behavior.

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Crowley, Jennifer, Lauren Ball, Michael Leveritt, Bruce Arroll, Dug Yeo Han, and Clare Wall. "Impact of an undergraduate course on medical students self-perceived nutrition intake and self-efficacy to improve their health behaviours and counselling practices." Journal of Primary Health Care 6, no. 2 (2014): 101. http://dx.doi.org/10.1071/hc14101.

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INTRODUCTION: Doctors are increasingly involved in the management of chronic disease and counsel patients about their lifestyle behaviours, including nutrition, to improve their health outcomes. AIM: This study aimed to assess the impact of a medical undergraduate course containing nutrition content on medical students self-perceived nutrition intake and self-efficacy to improve their health behaviours and counselling practices. METHODS: A total of 239 medical students enrolled in a 12-week nutrition-related course at The University of Auckland were invited to complete an anonymous questionnaire before and after the course. The questionnaire was adapted from a previous evaluation of a preventive medicine and nutrition course at Harvard Medical School. RESULTS: Sixty-one medical students completed both pre- and post-course questionnaires (25.5%). At baseline, medical students described their eating habits to be more healthy than non-medical students (p=0.0261). Post-course, medical students reported a higher frequency of wholegrain food intake (p=0.0229). Medical students also reported being less comfortable making nutrition recommendations to family and friends post-course (p=0.008). Most medical students (63.9%) perceived increased awareness of their own dietary choices, and some (15.3%) reported an increased likelihood to counsel patients on lifestyle behaviour post-course. DISCUSSION: Students can increase awareness of their own nutrition behaviour after undertaking a course that includes nutrition in the initial phase of their medical degree. Further investigation of how medical students confidence to provide nutrition advice evolves throughout their training and in future practice is required. KEYWORDS: Exercise; health behavior; medical education; nutritional sciences

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Chang, Anne B., Siew Moy Fong, Tsin Wen Yeo, Robert S. Ware, Gabrielle B. McCallum, Anna M. Nathan, Mong H. Ooi, et al. "HOspitalised Pneumonia Extended (HOPE) Study to reduce the long-term effects of childhood pneumonia: protocol for a multicentre, double-blind, parallel, superiority randomised controlled trial." BMJ Open 9, no. 4 (April 2019): e026411. http://dx.doi.org/10.1136/bmjopen-2018-026411.

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IntroductionEarly childhood pneumonia is a common problem globally with long-term complications that include bronchiectasis and chronic obstructive pulmonary disease. It is biologically plausible that these long-term effects may be minimised in young children at increased risk of such sequelae if any residual lower airway infection and inflammation in their developing lungs can be treated successfully by longer antibiotic courses. In contrast, shortened antibiotic treatments are being promoted because of concerns over inducing antimicrobial resistance. Nevertheless, the optimal treatment duration remains unknown. Outcomes from randomised controlled trials (RCTs) on paediatric pneumonia have focused on short-term (usually <2 weeks) results. Indeed, no long-term RCT-generated outcome data are available currently. We hypothesise that a longer antibiotic course, compared with the standard treatment course, reduces the risk of chronic respiratory symptoms/signs or bronchiectasis 24 months after the original pneumonia episode.Methods and analysisThis multicentre, parallel, double-blind, placebo-controlled randomised trial involving seven hospitals in six cities from three different countries commenced in May 2016. Three-hundred-and-fourteen eligible Australian Indigenous, New Zealand Māori/Pacific and Malaysian children (aged 0.25 to 5 years) hospitalised for community-acquired, chest X-ray (CXR)-proven pneumonia are being recruited. Following intravenous antibiotics and 3 days of amoxicillin-clavulanate, they are randomised (stratified by site and age group, allocation-concealed) to receive either: (i) amoxicillin-clavulanate (80 mg/kg/day (maximum 980 mg of amoxicillin) in two-divided doses or (ii) placebo (equal volume and dosing frequency) for 8 days. Clinical data, nasopharyngeal swab, bloods and CXR are collected. The primary outcome is the proportion of children without chronic respiratory symptom/signs of bronchiectasis at 24 months. The main secondary outcomes are ‘clinical cure’ at 4 weeks, time-to-next respiratory-related hospitalisation and antibiotic resistance of nasopharyngeal respiratory bacteria.Ethics and disseminationThe Human Research Ethics Committees of all the recruiting institutions (Darwin: Northern Territory Department of Health and Menzies School of Health Research; Auckland: Starship Children’s and KidsFirst Hospitals; East Malaysia: Likas Hospital and Sarawak General Hospital; Kuala Lumpur: University of Malaya Research Ethics Committee; and Klang: Malaysian Department of Health) have approved the research protocol version 7 (13 August 2018). The RCT and other results will be submitted for publication.Trial registrationACTRN12616000046404.

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Alyami, Hussain, Mohammed Alawami, Mataroria Lyndon, Mohsen Alyami, Christin Coomarasamy, Marcus Henning, Andrew Hill, and Frederick Sundram. "Impact of Using a 3D Visual Metaphor Serious Game to Teach History-Taking Content to Medical Students: Longitudinal Mixed Methods Pilot Study." JMIR Serious Games 7, no. 3 (September 26, 2019): e13748. http://dx.doi.org/10.2196/13748.

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Background History taking is a key component of clinical practice; however, this skill is often poorly performed by students and doctors. Objective The study aimed to determine whether Metaphoria, a 3D serious game (SG), is superior to another electronic medium (PDF text file) in learning the history-taking content of a single organ system (cardiac). Methods In 2015, a longitudinal mixed methods (quantitative and qualitative) pilot study was conducted over multiple sampling time points (10 weeks) on a group of undergraduate medical students at The University of Auckland Medical School, New Zealand. Assessors involved in the study were blinded to group allocation. From an initial sample of 83, a total of 46 medical students were recruited. Participants were assigned to either a PDF group (n=19) or a game group (n=27). In total, 1 participant left the PDF group after allocation was revealed and was excluded. A total of 24 students in the game group and 14 students in the PDF group completed follow-up 7 weeks later. Using an iterative design process for over a year, with input from a variety of clinical disciplines, a cardiac history-taking game and PDF file were designed and informed by Cognitive Load Theory. Each group completed its intervention in 40 min. A total of 3 levels of Kirkpatrick training evaluation model were examined using validated questionnaires: affective (perception and satisfaction), cognitive (knowledge gains and cognitive load), and behavioral attitudes (Objective Structured Clinical Exam) as well as qualitative assessment. A priori hypotheses were formulated before data collection. Results Compared with baseline, both groups showed significant improvement in knowledge and self-efficacy longitudinally (P<.001). Apart from the game group having a statistically significant difference in terms of satisfaction (P<.001), there were no significant differences between groups in knowledge gain, self-efficacy, cognitive load, ease of use, acceptability, or objective structured clinical examination scores. However, qualitative findings indicated that the game was more engaging and enjoyable, and it served as a visual aid compared with the PDF file. Conclusions Students favored learning through utilization of an SG with regard to cardiac history taking. This may be relevant to other areas of medicine, and this highlights the importance of innovative methods of teaching the next generation of medical students.

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Hammond, Catherine. "Escaping the digital black hole: e-ephemera at two Auckland art libraries." Art Libraries Journal 41, no. 2 (April 2016): 107–14. http://dx.doi.org/10.1017/alj.2016.10.

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The collections of e-ephemera of two Auckland art libraries are discussed here: the E H McCormick Research Library at Auckland Art Gallery Toi o Tāmaki, a specialist art library within one of New Zealand's major public art galleries, and the Fine Arts Library Te Herenga Toi at the University of Auckland which supports the research and teaching needs of the Elam School of Fine Arts and the Department of Art History. While there are differences in approach both institutions see the value in preserving print and e-ephemera and are looking to make this material more accessible to users, despite numerous challenges.

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Spurling, Thomas H., and Barry N. Noller. "Robert (Robin) Harold Stokes 1918–2016." Historical Records of Australian Science 30, no. 1 (2019): 42. http://dx.doi.org/10.1071/hr18018.

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Robin Stokes was born in the village of Southsea, on Portsea Island, UK, on 24 December 1918 and died in Armidale, NSW, Australia, on 15 November 2016. He came from a long line of distinguished scientists and mathematicians. Robin was educated at Auckland Grammar School, Auckland University College and the University of Cambridge. He commenced his academic career at the University of Western Australia in 1945 during the post-war reconstruction period, left there to pursue his PhD at Cambridge in 1947 and returned as a senior lecturer in 1950. He took the chair of chemistry at the University of New England in 1955 and remained there for the rest of his career. He made outstanding contributions to our understanding of electrolyte solutions. His book with R. A. Robinson has more than 12,000 citations.

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Linzey, Kate. "The Auckland School of Music, Post-Modernism & Nervous Laughter." Architectural History Aotearoa 6 (October 30, 2009): 12–20. http://dx.doi.org/10.26686/aha.v6i.6751.

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In 1984, the book-of-the-television-show The Elegant Shed was released by Otago University Press, and subsequently reviewed by Libby Farrelly in New Zealand Architect (1985) 2:39-40. Declaring the cover "wholly seductive ... glutinous sensuality," but its contents only "occasionally brilliant," Farrelly asks a lot of a not very big volume: to be "a definitive treatise on New Zealand's architecture." Though concluding that such a demand was "unsupporting" Farrelly's persistent fear is that David Mitchell and Gillian Chaplin lacked a "valiant idea." The review included the plan of Hill, Manning, Mitchell Architects' design for the Auckland School of Music. Citing Mitchell's comment in The Elegant Shed that "there was no logical connection between the side of a grand piano and the shape of a noise deflecting wall," Farrelly warns that such arbitrary aesthetics condemns architecture to mere "applique." Though "applique" is not, strictly speaking, collage, patching together is an apt description of the design process evident in the Music School plan. In their description of the design Hill, Manning, Mitchell Architects tauntingly declared that the project contains elements of "Baroque, Spanish Mission and Post-Modern" architecture (New Zealand Architect (1981) 5/6:1-3), and suggested that their transition from being "straight-line modernists" to "sensuous and baroque... [is] not unexpected in middle age." This paper will discuss Manning & Mitchell's design of the Auckland Music School in the context of their own writings and seminal international texts on the post-modern architecture, Learning From Las Vegas (1972) and Complexity and Contradiction (1966) by Robert Venturi et al. and Colin Rowe's Collage City (1978). I will argue that the hardest thing for architecture to bear/bare, especially New Zealand architecture, is a sense of humour.

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Linzey, Kate. "Constructing Education: 1961-69." Architectural History Aotearoa 2 (October 3, 2005): 10–22. http://dx.doi.org/10.26686/aha.v2i0.6707.

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The 1960s were a time of great change and growth in New Zealand's tertiary eduction sector, and the university-based discipline of architecture was in no way exempt from this progress. In response to the Parry Report of 1959-1960, the New Zealand government passed the 1961 Universities Act, which dissolved the federated University of New Zealand. This Act opened the way for the independence of the four universities of Auckland, Victoria, Canterbury and Otago, and the two allied agricultural colleges of Massey and Lincoln. Under the federated university system, Auckland University College had been the centre of architectural training, and had delivered extramural course through colleges in the other centres. As the "disproportionate number" of extramural and part-time study had been criticisms levelled by the Parry Report, it was obvious that another School of Architecture would now be required, but where? Ever an argumentative association, members of the New Zealand Institute of Architects engaged in a lively debate on the choice, positing Victoria University in Wellington, and Canterbury University in Christchurch, as the major contenders. By the end of the decade university-based architectural training would expand at both Auckland and (the new) Wellington Schools, New Zealand's first PhD in Architecture would be conferred on Dr John Dickson, and many of the careers of architects and architectural academics who went on to construct the discipline as it is today, had begun.

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Mutch, Carol, Sarah Yates, and Chris Hu. "Gently, gently: A school-university participatory research partnership in a post-disaster setting." Gateways: International Journal of Community Research and Engagement 8, no. 1 (September 3, 2015): 79–99. http://dx.doi.org/10.5130/ijcre.v8i1.4161.

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In 2010/2011, the city of Christchurch and the surrounding district of Canterbury in New Zealand suffered a series of devastating earthquakes. A study led by The University of Auckland and co-funded by UNESCO followed schools as they came to terms with these events and began to rebuild their lives. The process to recruit and engage schools was slow and respectful as we built trust with first one school, then another. We offered a facilitative and participatory process where each school could choose how they wanted to proceed, who they wanted to involve and what they wanted the outcome to be. We engaged the students in various activities (narratives, video-making and arts-based activities) to help them process the events and move forward. The outcomes included a community mosaic, an illustrated book and video documentaries. This article charts the evolving partnerships between university researchers, school principals, teachers, students and parents. The lessons learned about successful school-university partnerships are summarised under dispositional, relational and situational factors.Keywords: School-university partnership; participatory research; disaster settings; children and young people

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19

Ng, Jennifer, Gregory O'Grady, Tristan Pettit, and Richard Frith. "Nitrous oxide use in first-year students at Auckland University." Lancet 361, no. 9366 (April 2003): 1349–50. http://dx.doi.org/10.1016/s0140-6736(03)13045-0.

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Insull, Phillip J., Ritwik Kejriwal, and Phil Blyth. "SURGICAL INCLINATION AND ANATOMY TEACHING AT THE UNIVERSITY OF AUCKLAND." ANZ Journal of Surgery 76, no. 12 (December 2006): 1056–59. http://dx.doi.org/10.1111/j.1445-2197.2006.03942.x.

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21

Rahimi, Muhammad, Lawrence Zhang, and Nasim Esfahani. "Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers’ Cognitions about Principles of Curriculum Design and Their Own Roles." Australian Journal of Teacher Education 41, no. 12 (December 2016): 84–96. http://dx.doi.org/10.14221/ajte.2016v41n12.6.

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22

King, Barry. "EDITORIAL: A timely alternative vision." Pacific Journalism Review : Te Koakoa 9, no. 1 (September 1, 2003): 6–7. http://dx.doi.org/10.24135/pjr.v9i1.748.

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As many readers will know, Pacific Journalism Review was published for nine years in the Pacific – initially at the University of Papua New Guinea from November 1994, and then most recently at the University of the South Pacific in Fiji. This issue marks the relocation of the journal from Suva to the School of Communication Studies, Auckland University of Technology. The issue following this one, with the theme of ‘Media ownership and democracy’, will mark a decade of publication. Throughout this time the journal has been at the forefront of critical reflections on the role of the media and journalism practices in the Pacific region; a role it will continue to serve in its new location.

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Grant, Valerie J. "University of Auckland, Faculty of Medical and Health Sciences, Medical Humanities Courses." Academic Medicine 78, no. 10 (October 2003): 1072–73. http://dx.doi.org/10.1097/00001888-200310000-00045.

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Locke, Kirsten. "Activating Built Pedagogy: A genealogical exploration of educational space at the University of Auckland Epsom Campus and Business School." Educational Philosophy and Theory 47, no. 6 (October 6, 2014): 596–607. http://dx.doi.org/10.1080/00131857.2014.964159.

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25

Furlong, Mary A., Racheal M. Ferguson, L. Whitman Brown, and Stephen R. Mitchell. "Georgetown University School of Medicine." Academic Medicine 95, no. 9S (September 2020): S91—S94. http://dx.doi.org/10.1097/acm.0000000000003453.

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Eley, J. William, Erica Brownfield, and Hugh A. Stoddard. "Emory University School of Medicine." Academic Medicine 95, no. 9S (September 2020): S132—S135. http://dx.doi.org/10.1097/acm.0000000000003331.

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Garg, Priya S., Rebecca Halley, and Molly Cohen Osher. "Boston University School of Medicine." Academic Medicine 95, no. 9S (September 2020): S220—S222. http://dx.doi.org/10.1097/acm.0000000000003352.

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WHEELER, ARTHUR P., and BARNEY S. GRAHAM. "VANDERBILT UNIVERSITY SCHOOL OF MEDICINE." Southern Medical Journal 82, no. 10 (October 1989): 1250–58. http://dx.doi.org/10.1097/00007611-198910000-00012.

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GARDNER, PHYLLIS. "Stanford University School of Medicine." Academic Medicine 75, Supplement (September 2000): S35—S38. http://dx.doi.org/10.1097/00001888-200009001-00014.

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DAVIS, F. DANIEL, LOUIS B. JACQUES, S. RAY MITCHELL, and CAROLYN B. ROBINOWITZ. "Georgetown University School of Medicine." Academic Medicine 75, Supplement (September 2000): S53—S58. http://dx.doi.org/10.1097/00001888-200009001-00018.

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SHULMAN, JONAS. "Emory University School of Medicine." Academic Medicine 75, Supplement (September 2000): S74—S80. http://dx.doi.org/10.1097/00001888-200009001-00023.

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MOON, ROBERT. "Mercer University School of Medicine." Academic Medicine 75, Supplement (September 2000): S83—S87. http://dx.doi.org/10.1097/00001888-200009001-00025.

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SMITH, PAULA S., and HERBERT E. CUSHING. "Indiana University School of Medicine." Academic Medicine 75, Supplement (September 2000): S118—S121. http://dx.doi.org/10.1097/00001888-200009001-00033.

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KRANE, N. KEVIN, and JAMES J. CORRIGAN. "Tulane University School of Medicine." Academic Medicine 75, Supplement (September 2000): S140—S142. http://dx.doi.org/10.1097/00001888-200009001-00040.

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CULBERT, ARTHUR J. "Boston University School of Medicine." Academic Medicine 75, Supplement (September 2000): S149—S150. http://dx.doi.org/10.1097/00001888-200009001-00044.

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LEE, MARY Y. "Tufts University School of Medicine." Academic Medicine 75, Supplement (September 2000): S158—S163. http://dx.doi.org/10.1097/00001888-200009001-00047.

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WHELAN, ALISON. "Washington University School of Medicine." Academic Medicine 75, Supplement (September 2000): S199—S202. http://dx.doi.org/10.1097/00001888-200009001-00058.

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HUNTER, WILLIAM J. "Creighton University School of Medicine." Academic Medicine 75, Supplement (September 2000): S203—S206. http://dx.doi.org/10.1097/00001888-200009001-00059.

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KAUFMAN, RUSSEL E., and EMIL R. PETRUSA. "Duke University School of Medicine." Academic Medicine 75, Supplement (September 2000): S265—S267. http://dx.doi.org/10.1097/00001888-200009001-00077.

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STERLING, GERALD H., SALLY E. ROSEN, and RICHARD J. KOZERA. "Temple University School of Medicine." Academic Medicine 75, Supplement (September 2000): S322—S324. http://dx.doi.org/10.1097/00001888-200009001-00095.

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SMITH, STEPHEN R. "Brown University School of Medicine." Academic Medicine 75, Supplement (September 2000): S336—S338. http://dx.doi.org/10.1097/00001888-200009001-00099.

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GOTTERER, GERALD S., GEORGE BOLIAN, DEBORAH C. GERMAN, and JOHN E. CHAPMAN. "Vanderbilt University School of Medicine." Academic Medicine 75, Supplement (September 2000): S357—S359. http://dx.doi.org/10.1097/00001888-200009001-00105.

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BROWN, PATRICK I. "Marshall University School of Medicine." Academic Medicine 75, Supplement (September 2000): S398—S401. http://dx.doi.org/10.1097/00001888-200009001-00117.

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Schindler, Karon. "Emory University School of Medicine." Academic Medicine 78, no. 11 (November 2003): 1143. http://dx.doi.org/10.1097/00001888-200311000-00011.

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Cohen, Harvey Jay, and Mitchell T. Heflin. "Duke University School of Medicine." Academic Medicine 79, Supplement (July 2004): S37—S44. http://dx.doi.org/10.1097/00001888-200407001-00013.

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Saunders, Pamela A., and Paul S. Aisen. "Georgetown University School of Medicine." Academic Medicine 79, Supplement (July 2004): S45—S50. http://dx.doi.org/10.1097/00001888-200407001-00014.

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Westmoreland, Glenda R., Paula Smith, Steven R. Counsell, Amna Buttar, and Debra K. Litzelman. "Indiana University School of Medicine." Academic Medicine 79, Supplement (July 2004): S57—S60. http://dx.doi.org/10.1097/00001888-200407001-00016.

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Peck, William A. "Washington University School of Medicine." JAMA 266, no. 14 (October 9, 1991): 1992. http://dx.doi.org/10.1001/jama.1991.03470140104034.

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Mark, James B. D. "Stanford University School of Medicine." Archives of Surgery 139, no. 12 (December 1, 2004): 1276. http://dx.doi.org/10.1001/archsurg.139.12.1276.

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Jelesiewicz, Eryn. "Temple University School of Medicine." Academic Medicine 80, no. 5 (May 2005): 442. http://dx.doi.org/10.1097/00001888-200505000-00005.

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Journal articles on the topic 'University of Auckland. School of Medicine'

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