Associations between type 1 diabetes and educational outcomes: an Aotearoa/New Zealand nationwide birth cohort study using the Integrated Data Infrastructure.

Aims/hypothesis: Type 1 diabetes is one of the most common chronic diseases of childhood. It is hypothesised that the metabolic and psychosocial consequences of type 1 diabetes may affect educational outcomes; however, existing literature presents conflicting results. This study aimed to assess whether educational outcomes differ for young people with and without type 1 diabetes in Aotearoa/New Zealand (NZ).

When personal experience overlaps with study.

Background: Health professional education programmes increasingly seek to train a generation of clinicians who reflect the population they serve. However, teaching approaches in health professional education have not always kept pace with this drive, and some educators tend to assume a lack of overlap between students' life experience and aspects of the curriculum.

Method: In-depth interviews were conducted with 22 health professional students and graduates, who self-identified as having experienced a significant overlap between their personal life and their course of study.

Mobile agency and relational webs in women's narratives of international study.

Internationalisation and forced migration are rarely thought about as related phenomena in higher education (HE) literature. Internationalisation is associated with movement, choice and brand recognition, and used in international rankings methodologies as a proxy for quality. Forced migration is associated not only with movement, but also with lack of choice, containment, or 'stuckness'.

Coping strategies and the Salutogenic Model in future oral health professionals.

Background: Attention to the role of context in shaping individuals' coping strategies is necessary. This study used the Salutogenic Model (SM) as a framework to identify the coping strategies of oral health profession students from three countries.

Methods: Students from Australia, New Zealand and Chile were invited to participate in this cross-sectional study, and were given a questionnaire including socio-demographics, the Perceived Stress Scale, The SOC-13 and the Brief COPE.

Stress and health-promoting attributes in Australian, New Zealand, and Chilean dental students.

This study investigated stress levels and health-promoting attributes (sense of coherence, social support, and coping strategies) in dental students using a Salutogenic approach. All dental students (n=2,049) from two Australian universities, two Chilean universities, and one New Zealand university were invited to participate in this cross-sectional study. The questionnaire covered sociodemographic and career choice questions, Perceived Stress Scale, Orientation to Life Questionnaire, Multidimensional Scale of Perceived Social Support, and Brief COPE scale.

Initial University of Otago oral health graduates' employment pathways and preparedness for work.

Objectives: To examine University of Otago BOH graduates' post-graduation pathways and employment experiences; and graduate, employer and host therapist perspectives of the new BOH programme and student/ graduate preparedness for work.

Design: A survey-based qualitative research project.

Setting: Private and public oral healthcare settings.

New Zealand dental technicians and continuing education: findings from a qualitative survey.

Under the 2003 Health Practitioners Competence Assurance (HPCA) Act, New Zealand registered dental technicians are subject to mandatory Continuing Professional Development (CPD) requirements. Internationally, little published literature has examined dental technicians' perspectives of CPD and CPD needs, and there is no published literature relating to the New Zealand context. Available research highlights the importance of CPD for maintaining high professional standards, ensuring patient safety, allowing dental technicians to keep abreast of current research and technological advances, fostering peer networks, and promoting job satisfaction.

Undergraduate dental education in New Zealand: 2007-2009 final-year student feedback on clinical learning environments.

Dental education is a unique form of health professional education. This is because the clinical training component largely occurs within the dental school and involves students carrying out irreversible patient interventions early in their education. Perhaps not surprisingly, previous research indicates that dental education (and particularly the clinical component) is stressful for many students.

A new predoctoral endodontic module: evaluating learning and effectiveness.

The teaching of advanced endodontic courses at the predoctoral level is common, but it can be difficult to assess teaching effectiveness. Advanced modules placed later in the dental curriculum provide the opportunity to introduce a new topic, revisit and reinforce concepts learned previously, and instill the notion of lifelong learning. At any level, the introduction of new techniques to novices must be based on recognition of their prior knowledge and experience and their need for explicit direction, stepwise instruction, and comprehensive feedback.