Karina Jones

COVID-19 safety required rapid transitions to online learning across education. This posed unique challenges for veterinary anatomy, which is a practical subject. This study compares the cognitive load and academic performance of first- and second-year veterinary students studying anatomy in 2019 (pre-COVID-19) and 2020 (post-COVID-19 teaching adjustme nts). Importantly, the core teaching content remained identical for both courses in 2019 and 2020 apart from teaching method (in-person vs. online), allowing us to isolate the effects of teaching method on cognitive load and academic performance. Cognitive load was measured among first- (n2019 = 105, n2020 = 49) and second-year students (n2019 = 85, n2020 = 42) at the end of each teaching semester, using a validated instrument. The instrument measures intrinsic load (IL, study material complexity), extraneous load (EL, presentation of material), and germane load (GL, self-perceived learning). t-Tests compared the 2019 and 2020 cohorts with respect to both cognitive load and academic performance. The results indicated that 2019 and 2020 cohorts did not differ on IL or EL in either the first- or second-year subject. However, among both first- and second-year students, the 2020 cohort reported significantly less GL compared to the 2019 cohort. Additionally, the first-year 2020 cohort performed at a significantly lower level than the first-year 2019 cohort. No significant difference in performances was reported between second-year cohorts. Therefore, despite being less inclined to perceive that online course activities enhanced their understanding of anatomy, second-year students with previous experience of learning anatomy in an in-person tertiary environment adjusted better than first-year students with limited experience.

Introduction: Marine environments offer a wealth of opportunities to improve understanding and treatment options for cancers, through insights into a range of fields from drug discovery to mechanistic insights. By applying One Health principles the knowledge obtained can benefit both human and animal populations, including marine species suffering from cancer. One such species is green sea turtles (Chelonia mydas), which are under threat from fibropapillomatosis (FP), an epizootic tumor disease (animal epidemic) that continues to spread and increase in prevalence globally. In order to effectively address this epizootic, a more thorough understanding is required of the prevalence of the disease and the approaches to treating afflicted turtles.

Methods: To identify knowledge gaps and assess future needs, we conducted a survey of sea turtle FP experts. The survey consisted of 47 questions designed to assess general perceptions of FP, the areas where more information is needed, local FP trends, the disease status, and mitigation needs, and was voluntarily completed by 44 experts across a broad geographic range.

Results: Over 70% of respondents both recognized FP as a cancerous panzootic disease, and reported that FP is increasing in prevalence. They report several factors contributing to this increase. Nearly all of the respondents reported that FP research, patient treatment and rehabilitation required more funding in their area, and reported inadequate facilities and capacity for dealing with FP patients. Treatment approaches varied: just over 70% of the medical experts that responded surgically remove FP tumors, either using laser or scalpel. Just under half of respondents use anti-cancer drugs in their treatment of FP. Internal tumors were reported as justification for euthanasia by 61.5% of respondents, and 30.8% reported severe external tumors to be sufficient grounds for euthanasia. Most medical respondents (93.3%) routinely perform necropsy on deceased or euthanized FP-afflicted turtles. Over 80% of respondents considered large-scale multidisciplinary collaboration ‘extremely important’ for advancing the field of FP research.

Discussion: The survey responses provide a valuable insight into the current status of FP in sea turtles, FP treatment, rehabilitation and research, and help to identify critical FP-related areas most in need of attention.

Volunteers play a key role in the conservation of many threatened species, yet volunteer motivations for participating in conservation and strategies used for attracting and retaining volunteers remain little studied. Iconic and charismatic megafauna species, such as marine turtles, attract the attention of conservation volunteers worldwide, making this species an ideal case study to explore volunteer motivations. We developed a novel values-based framework that examines the motivations and values of people volunteering with turtles in Queensland, Australia by harmonizing insights from Values Belief Norm (VBN) theory and intrinsic, instrumental, and relational values. We found that although motivations for these volunteers are multi-faceted, common factors underpinning volunteering decisions included values alignment with the organization, social influence, the ability to learn, and optimism. Awareness of these characteristics can assist organizations with designing more effective voluntary programs and further scholarly understanding of drivers of pro-environmental behaviors among a key group of environmental stakeholders.

The cognitive load imposed by instruction is an important consideration for instructional designers. Theoretical models have traditionally divided total cognitive load into intrinsic, extrinsic, and germane load. The 10-item Cognitive Load Inventory (CLI-10) is designed to measure these three types of cognitive load. It is typically administered immediately following a discrete learning activity (e.g., a lecture). This study assesses the properties of the CLI-10 when used to measure the “long-term” cognitive load experienced in a course, over a semester. To do this, the instrument was given to a group of students enrolled in a veterinary anatomy course (N = 94), toward the end of a 13-week semester. Students were asked to indicate the cognitive load they experienced across this course. Confirmatory factor analysis supported the instrument’s three-factor structure when used in this way. Further, the instrument’s three subscales performed well in terms of internal reliability and convergent and discriminant validity.

Satellite trackers can be used for studying sea turtle movement, illuminating their migrations and behaviours. However, many studies have focused on adult turtles, with uneven species representation, despite the importance of understanding movement and habitat use of turtles at all life-stages. Furthermore, few publications detail successful satellite tracker attachment methods, particularly for juveniles. Smaller-sized juvenile sea turtles often have an irregularly shaped carapace and are fast growing, rendering the attachment of rigid trackers in a safe and durable manner challenging. Juvenile hawksbill turtles' specific carapace shape and imbricated scute arrangement further complicate satellite tracker attachment compared to juveniles of other turtle species. This study's objective was to confirm the feasibility of an attachment method that would allow small-sized juvenile hawksbill turtles (similar to 267-345 mm curved carapace length) to continue growing, without tracker loss or damage to underlying scutes. Replica trackers were made of resin (simulating Wildlife Computer Spot-387 trackers), and attached with epoxy, silicone and neoprene, using a technique modified from those used on neonate loggerheads and Kemp's ridleys. Throughout the study (3.5 mo), replica trackers remained attached, the turtles grew up to 114% heavier and 25% longer, and all turtles appeared clinically healthy and active. Furthermore, all scutes were undamaged after tracker removal. As a critically endangered species, the paucity of data on hawksbill turtles, and specifically juveniles, can hinder evidence-based management decision-making. The improved ability to satellite track juvenile hawksbills can, therefore, help better our understanding of their ecology and inform management and conservation practices for this species.

Fibropapillomatosis (FP) is a tumor-forming disease which affects all species of marine turtle, but predominantly the green turtle (Chelonia mydas). Expression of this disease is thought to be precipitated by poor environmental conditions and often linked to anthropogenically induced environmental changes. Although FP is a globally distributed disease, targeted studies on the spatial distribution of the disease in Australia are limited. Here, we present the first comprehensive report of FP prevalence in Queensland, Australia. A retrospective analysis of 25,645 capture records for 15 sites along the Queensland coast were used to determine FP prevalence and trends in foraging green turtles. Within this data set, 791 turtles (3.1%) with FP tumors were recorded. Our analysis showed that prevalence varies between sites and years, with juvenile turtles being the most frequently affected by the disease. We found that survey method has a significant influence on the apparent FP prevalence detected at each site. That is, surveys which were explicitly FP-targeted detected higher numbers of individual turtles with FP, and therefore generated higher prevalence rates than comprehensive population surveys. We also report the first attempt at developing water quality indices (WQIs) to compare with FP prevalence data in foraging green turtles. The WQIs were built from metrics published in a range of peer-reviewed papers, reports, and based on expert opinion. Despite utilizing an extensive data set, a relationship between FP prevalence and WQI rankings at each site could not be quantified. The analysis was confounded by a range of limitations, including data gaps, varying temporal scales and data capture methods in the FP prevalence, and water quality data sets. This study has significant implications for management as it highlights the benefits of designing and collecting centralized data that can be integrated and used across multiple projects or programs.

Background
Perceived readiness for practice can help mitigate the stress and uncertainty associated with transitioning from university into the workforce. This study aimed to identify factors influencing the readiness for clinical practice among final-year medical, dental, and pharmacy students at an Australian regional university.

Methods
The study utilised a sequential explanatory mixed-methods approach with surveys administered for the quantitative phase and interviews/focus groups for the qualitative phase. Descriptive statistics and inductive thematic analysis were utilised for the quantitative and qualitative data, respectively. Triangulation of findings from both phases facilitated in-depth understanding of the factors that influenced participants’ self-perceived readiness for clinical practice.

Results
From the three disciplines, 132 students completed the survey and 14 participated in the focus groups and interviews. Students felt most prepared in their patient-centred capabilities, core skills, and advanced consultation skills, and least prepared in their system-related capabilities and clinical care skills. Themes identified as essential enablers and confidence builders in relation to workforce readiness in all three disciplines were: gained knowledge and skills, value of clinical placement experiences, support from peers, family and staff. However, students felt their work-readiness was impaired by heavy academic workloads and poor knowledge of health care systems, which affected skills development. Participants suggested additional support in health care system and clinical governance, mental healthcare, and induction to placement sites to further improve their work readiness.

Conclusions
The findings of this study suggest that improving work-readiness of healthcare students requires alignment of learning needs to real-world practice opportunities, ensuring support systems are appropriate, and early familiarisation with the healthcare system.

Background: During 2020, the COVID-19 pandemic caused worldwide disruption to the delivery of clinical assessments, requiring medicals schools to rapidly adjust their design of established tools. Derived from the traditional face-to-face Objective Structured Clinical Examination (OSCE), the virtual OSCE (vOSCE) was delivered online, using a range of school-dependent designs. The quality of these new formats was evaluated remotely through virtual quality assurance (vQA). This study synthesizes the vOSCE and vQA experiences of stakeholders from participating Australian medical schools based on a Quality framework.

Methods: This study utilized a descriptive phenomenological qualitative design. Focus group discussions (FGD) were held with 23 stakeholders, including examiners, academics, simulated patients, professional staff, students and quality assurance examiners. The data was analyzed using a theory-driven conceptual Quality framework.

Results: The vOSCE was perceived as a relatively fit-for purpose assessment during pandemic physical distancing mandates. Additionally, the vOSCE was identified as being value-for-money and was noted to provide procedural benefits which lead to an enhanced experience for those involved. However, despite being largely delivered fault-free, the current designs are considered limited in the scope of skills they can assess, and thus do not meet the established quality of the traditional OSCE.

Conclusions: Whilst virtual clinical assessments are limited in their scope of assessing clinical competency when compared with the traditional OSCE, their integration into programs of assessment does, in fact, have significant potential. Scholarly review of stakeholder experiences has elucidated quality aspects that can inform iterative improvements to the design and implementation of future vOSCEs.

Decision-making in clinical assessment, such as exit-level medical school Objective Structured Clinical Examinations (OSCEs), is complex. This study utilized an empirical phenomenological qualitative approach with thematic analysis to explore OSCE assessors' perceptions of the concept of a "prototypical intern" expressed during focus group discussions. Topics discussed included the concept of a prototypical intern, qualities to be assessed, and approaches to clinical assessment decision-making. The thematic analysis was then applied to a theoretical framework (Cultural Historical Activity Theory-CHAT) that explored the complexity of making assessment decisions amidst potentially contradicting pressures from academic and clinical perspectives. Ten Australasian medical schools were involved with 15 experienced and five less experienced assessors participating. Thematic analysis of the data revealed four major themes in relation to how the prototypical intern concept influences clinical assessors' judgements: (a) Suitability of marking rubric based on assessor characteristics and expectations; (b) Competence as final year student vs. performance as a prototypical intern; (c) Safety, trustworthiness and reliability as constructs requiring assessment and (d) Contradictions in decision making process due to assessor differences. These themes mapped well within the interaction between two proposed activity systems in the CHAT model: academic and clinical. More clinically engaged and more experienced assessors tend to fall back on a heuristic, mental construct of a "prototypical intern," to calibrate judgements, particularly, in difficult situations. Further research is needed to explore whether consensus on desirable intern qualities and their inclusion into OSCE marksheets decreases the cognitive load and increases the validity of assessor decision making.