Helen L. Naug

Vitreal macrophages express vascular endothelial growth factor in oxygen-induced retinopathy

Purpose: The possibility of vitreal macrophages playing an angiogenic role in oxygen‐induced retinopathy (OIR) was investigated. Oxygen‐induced retinopathy was produced in newborn animals with the purpose of modeling the proliferative phase of human retinopathy of prematurity (ROP).

Promoting metacognition in first year anatomy laboratories using plasticine modeling and drawing activities: A pilot study of the “Blank Page” technique

Many first year students of anatomy and physiology courses demonstrate an inability to self‐regulate their learning. To help students increase their awareness of their own learning in a first year undergraduate anatomy course, we piloted an exercise that incorporated the processes of (1) active learning: drawing and plasticine modeling and (2) metacognition: planning, monitoring, reaction, and reflection. The activity was termed “blank page” because all learning cues were removed and students had to create models and diagrams from reflection and recall. Two hundred and eighty‐two students responded to a questionnaire reporting qualitative feedback on the exercise. Based on student responses, the “blank page” activity was a positive learning experience and confirmed a need to teach metacognitive skills. From this pilot study, we established that drawing or plasticine modeling is an excellent vehicle for demonstration of the metacognitive processes that enable self‐regulation: a known predictor of academic success. Anat Sci Educ.

Occupational health and metabolic risk factors: A pilot intervention for transport workers.

OBJECTIVES Heavy vehicle transport workers have a high risk of obesity and obesity-related disorders including cardiovascular disease and diabetes. Sedentary nature of their work makes a healthy work and lifestyle balance difficult to achieve. Educational interventions that promote behavioral changes have been shown to be effective in various group settings. The aims of this study were to determine the prevalence of metabolic risk factors among a population of urban bus drivers; to deliver a 3-month educational intervention specifically tailored for the workplace environment of transport workers; and to evaluate the efficacy of the intervention through quantitative measurements and qualitative feedback. MATERIAL AND METHODS Thirty-three bus drivers from depots in south Queensland were recruited for the study. Baseline metabolic data were collected through anthropometric measurements, blood collection and diet/lifestyle questionnaires. Metabolic risk factors that were analyzed included: waist circumference, blood pressure, fasting glucose, blood triglycerides and high density lipoprotein cholesterol (HDL-C). Three interactive seminars were delivered over a 3-month period. At the end of the period, data collection was repeated. RESULTS At the commencement of the study, 35% of the participants exhibited ≥ 3 of the metabolic risk factors that characterize metabolic syndrome. This is higher than the reported prevalence in the general Australian population (22.1%). A total 21 of the 33 participants remained committed to the intervention and provided pre and post intervention data. Of these, 28% (N = 6) showed a decrease in one or more of the risk factors associated with metabolic syndrome. There was a significant increase in the average HDL-C after the intervention. Qualitative feedback indicated that the workers benefited from the program, especially regarding their awareness of the risks associated with their profession. CONCLUSIONS This pilot study demonstrates that lifestyle education seminars specifically tailored for the workplace can have an impact on the health behaviors of transport workers.

A peer observation program for the professional development of laboratory tutors

As undergraduate allied health programs continue to expand, there is increasing reliance on laboratory tutors, to engage, mentor and teach students. The bioscience laboratory is a specialised, tightly regulated learning environment and a potentially rich learning platform for students, but when the laboratory tutors are inadequately trained, the flow-on effects to the students can produce unfavourable learning outcomes. Traditionally, new tutors attend a generic sessional training workshop offered by the university. Due to the added health & safety considerations and the type of learning (kinaesthetic) that occurs in the laboratory, we identified a need for a specific professional development program for laboratory tutors. Our aim was to develop a program that allowed tutors to work within a framework tailored for laboratory teaching and, in a supportive environment, build teaching skills that promote student learning. Based on Lave’s theory of situated learning (Lave, 1991) and the recognised approach of supported reflective practice (Bell, 2001) we placed opportunities for peer observation at the centre of the program. The framework presented here (3P’s) was developed specifically for laboratory tutors and served as behavioural guidelines for peer observation sessions. Ten participants volunteered for the pilot program which concluded in 2015. Peer observation records and focus group data were gathered to evaluate the pilot program. Tutor feedback has initiated improvements in the program, and due to its overall success, it has been embedded into the recruitment/induction process for laboratory tutors in our department.