Garth Maker

This research will adopt a qualitative design to explore the lived experiences of women with endometriosis and PCOS. The study will use community-based surveys and in-depth interviews with individuals diagnosed with these conditions. Surveys and interviews will focus on participants’ quality of life, understanding of their condition, and experiences with healthcare professionals, including general practitioners and specialists. Responses will be analysed using thematic and narrative analyses to identify common patterns, challenges, and perspectives across participants’ stories. Findings will inform the development of a targeted intervention program aimed at improving healthcare providers’ knowledge, communication, and clinical practice in relation to women’s reproductive health.

This study seeks to:

· Examine the physiological and sociological impacts of those with clinically diagnosed endometriosis and PCOS

· Identify gaps in knowledge and care from both research and clinical perspectives

· Explore the lived experiences of individuals with these conditions through qualitative research

· Develop an evidence-informed intervention program (e.g., education program) to enhance healthcare providers’ understanding and responsiveness to the conditions

Overall, this study aims to centre patient voices in the conversation about women’s health, particularly regarding endometriosis and PCOS. By addressing gaps in understanding and care, the project will support more responsive healthcare practices and enhance the translation of research into meaningful clinical change. Ultimately, it seeks to ensure that women’s health receives the visibility and attention it needs.

This project asks the question “Will numeracy skills modules, tailored to unit content and scaffolded through an undergraduate degree, improve student confidence and/or mastery of core quantitative skills and concepts?”  

Funding from the Australian Council of Deans of Science is supporting evaluation of four Diversity in Numbers (DiN) modules that have been designed to promote numeracy learning and engagement, particularly for under-represented groups. The outcomes have potential implications for the design of Australian undergraduate science curricula by:

• Supporting the pursuit of increased participation and diversity of historically underrepresented minorities in Australian science degrees.
• Development of instruments that will generate, in the medium term, quantitative and qualitative data regarding quantitative skills-associated student capability, confidence, and anxiety, and an evidence base for the development of undergraduate numeracy skill interventions.