Human Anatomy & Physiology Society (Haps)

4th to 5th Dec 2015

HUMAN ANATOMY & PHYSIOLOGY SOCIETY (HAPS)

- AUSTRALIAN REGIONAL CONFERENCE -

ADVANCING SOCIETY THROUGH INNOVATIVE CURRICULUM IN PHYSIOLOGY AND ANATOMY

CONFERENCE PROGRAM

La Trobe University, Melbourne Campus Mailing address La Trobe University Victoria 3086 Australia

T PROFESSOR JANE LONG, FRHistS, FAICD + 61 3 9479 3329 E [email protected] Senior Deputy Vice-Chancellor latrobe.edu.au

MELBOURNE CAMPUSES Bundoora Collins Street CBD Franklin Street CBD

REGIONAL CAMPUSES Bendigo Albury-Wodonga Mildura December 4, 2015 Shepparton

Dear Delegate It’s my great pleasure to welcome you to the 2015 regional Human Anatomy and Physiology Society (HAPS) conference at the Melbourne campus of La Trobe University. The conference is a great opportunity to share best practice, to learn and collaborate with colleagues. A belief in the transformative nature of education is central to La Trobe’s mission. This empowers our commitment to deliver distinctive, relevant courses in a period of rapid change and our determination to do so in ways that highlight La Trobe’s proud traditions of quality, social justice, and effective engagement with diversity. La Trobe is committed to developing innovative, adaptive and creative approaches to educational delivery that are based on sound pedagogy and enhance effective student learning. Conferences such as this HAPS regional are an essential part of achieving these aims. The conference provides an opportunity to foster the scholarship of teaching and learning at the discipline level and to stimulate conversations about new and emerging practices that create opportunities for whole-of-University innovation. Thank you for your attendance and participation in this conference. I wish each of you a great and memorable experience.

Yours sincerely,

Professor Jane Long Senior Deputy Vice-Chancellor La Trobe University

ABN 64 804 735 113 CRICOS Provider 00115M

1 CONFERENCE PROGRAM

FRIDAY, 4TH DECEMBER 2015 13.00 – 13.30 Registration in WLT foyer

IN WLT 2 13.30 – 13.45 Conference opening & welcome by Professor Jane Long, Senior Deputy Vice-Chancellor, La Trobe University

13.45 – 14.45 Keynote Address 1: Australia’s future workforce? Mr Nathan Taylor, Committee for Economic Development of Australia (CEDA)

14.45 – 15.15 Refreshments with ADInstruments in WLT foyer

15.15 – 16.15 Keynote Address 2: In search of the future anatomy of Learning and Teaching Professor Darrell Evans, Vice-Provost (Learning and Teaching), Professor of Developmental Tissue Biology, Monash University

16.15 – 17.00 Drink with ADInstruments

SATURDAY, 5TH DECEMBER 2015 ALL IN WLT 2 9.30 – 9.40 Opening and welcome by Dr. Fiona Bird, Associate Head, School of Life Sciences, La Trobe University

9.40 – 10.40 Keynote Address 3: “Understanding the Global Concern of the Potential Pandemic, H5N1 Influenza Virus” Professor Emeritus, Pierce College District, Washington State and President Emeritus of the Human Anatomy and Physiology Society (HAPS) Sandy Lewis

10.50 – 11.50 Keynote Address 4: Trends in Tertiary Education Professor Anthony Macknight, Director of Education, ADInstruments & International Union of Physiological Sciences (IUPS) Education Committee member

11.50 – 12.50 Lunch sponsored by ADInstruments

WORKSHOPS 12.50 – 13.45 Setting the new standard for immersive, interactive learning with Lt. Tony Macknight & Sebastian White Venue: HS3 309 The VCE plus program: from VCE to first year physiology Deanna Horvath & Amy Larsen Venue: HS3 310

13.45 – 14.40 Communicating science and health to the general population; a skill all science graduates should possess Brianna Julien, Samyukta Sausman, Rob Ray, Morgan Jones, Natasha Reynolds & Louise Lexis Venue: HS3 309 Blended learning in a large cohort subject: physiology in the 2010’s Amy Larsen & Deanna Horvath Venue: HS3 310

14.40 – 15.10 Poster Session and Refreshments in WLT foyer

2 CONFERENCE PROGRAM (cont)

SATURDAY, 5TH DECEMBER 2015

WORKSHOPS 15.10 – 16.05 Third Year Anatomy: Introduction of Cadaveric Dissection in Non-Clinical Anatomy Subjects Richard G.D. Fernandez, Andrew Quinton, Brendan Doyle, Ebony Nixon, Joshua Lim, Nuwani Jayawardene, Ryan Waters, Laura Wilsdon, Emily Barrett, Darcy Sharples, Dhivaan Naidoo & Aaron C McDonald Venue: HS3 309 Let’s do a REAL Clinical Urinalysis Lab, just like we do in hospitals and clinics! Your A&P students will love and learn so much from this lab! Sandy Lewis Venue: BS2 263/4 16.05 – 17.00 Dissection and Drawing: teaching observation and mechanical skills Quentin Fogg & Michelle D. Lazarus Venue: HS3 309

Independent research project in a human physiology capstone program: Oral presentations Louise Lexis, Brendan Doyle, Jenn Isles, Phoebe Coad & Brianna Julien Venue: HS3 310

17.00-17.55 Energy Conservation: Developing a Scholarly Approach to Your Existing Teaching Innovations Michelle D. Lazarus & Quentin Fogg Venue: HS3 206 17.55-18.05 Conference close in HS3 206

3 LOCALITY MAP MELBOURNE

4 VENUE MAP LA TROBE UNIVERSITY, MELBOURNE

5 GENERAL INFORMATION GETTING TO LA TROBE UNIVERSITY

BY CAR Free parking for attendees will be available in white spaces in car park 1 which is closest to the Western Lecture Theatres (WLT) and HS3 where the majority of the conference will be held. There is no need to purchase a ticket or display anything on your car on either Friday or Saturday if you park in these spaces.

PUBLIC TRANSPORT Options for getting to La Trobe University Melbourne campus via public transport are detailed here: http://www.latrobe.edu.au/transport-central/public-transport/melbourne. The Lost on Campus app will help you navigate the La Trobe University Melbourne (or Bundoora) campus; download this for free from your app store.

Wifi access for conference Wifi access is available for all attendees. A username and password to access the La Trobe University network will be provided at registration.

FREE COFFEE! We are delighted to offer attendees a free coffee on campus from Charlie’s Coffee & Bean or Bake N Bean thanks to ZingMe CEO and Founder, Phillip Biggs! Simply download the ZingMe app and use the promo code ‘Human’. Also if you introduce Zingme to a café back at your campus, ZingMe will be happy to add $50 to your Zingme account (this feature is built in to the app).

FOOD & DRINKS The Polaris Town Centre (F1 campus map; http://www.polaris3083.com.au/town-centre/) is very close to campus and offers the following: • Woolworths Supermarket • Chemist Warehouse • Dan Murphy’s Liquor Store

A NUMBER OF CASUAL EATERIES, CAFES AND RESTAURANTS: • Bundoora Kebab • Specialist Food Store • Fishermans Pier • Good & More Asian Grocery • Giorgios Charcoal Chicken • We Meat Again • Miyoshi Sushi • Restaurants • Pizza Hut • Mimi’s Dumpling Kitchen • Subway • Pho 999 • Ciao Bella Italian Bakery • Sensations Thai Restaurant • Gloria Jeans • Korea Café and Bistro

Namaste Indian Restaurant is 5-10 minute drive from the campus: http://www.namasteindian.com.au/.

There is a McDonald’s located on Plenty Rd & Dunne Street across the road from the campus.

6 OFFICIAL HAPS 2015 SPONSOR ADInstruments

HAPS would like to recognize and thank all ADInstruments for exhibiting and sponsoring the Friday lunch.

Their generous support makes this conference possible.

DON’T FORGET TO REGISTER FOR THE HAPS 2016 ANNUAL CONFERENCE!

The 30th Annual meeting will be held in Atlanta, Georgia from May 21st to May 25th.

7 KEYNOTE SPEAKERS

“AUSTRALIA’S FUTURE WORKFORCE?” TIME: FRIDAY 13.45 - 14.45 ROOM: WESTERN LECTURE THEATRE (WLT) 2

NATHAN TAYLOR CHIEF ECONOMIST AT THE COMMITTEE FOR ECONOMIC DEVELOPMENT OF AUSTRALIA Nathan Taylor is the Chief Economist at CEDA where he is responsible for CEDA’s Research and Policy agenda. This includes CEDA’s major reports Australia’s future workforce? and Australia Adjusting: How to optimize national prosperity.

Nathan has also been responsible for CEDA’s research programs on Climate Change, Healthcare: Reform or Ration, Australia’s Energy Options, Crisis and Opportunity: Lessons from Australian Water Reform, A Greater Australia: Population, policies, and governance and a range of other issues. Nathan has held a series of policy roles at the RBA, CCI WA, WALGA and others.

He is currently undertaking a PhD examining Quantifying the value of water reliability at the University of Melbourne and is the author of the behavioral economics blog The Writing of a Naked Ape.

“IN SEARCH OF THE FUTURE ANATOMY OF LEARNING AND TEACHING” TIME: FRIDAY 15.15 - 16.15 ROOM: WESTERN LECTURE THEATRE (WLT) 2 PROFESSOR DARRELL EVANS VICE-PROVOST (LEARNING AND TEACHING) AT MONASH UNIVERSITY As Vice-Provost (Learning and Teaching) at Monash University, Professor Darrell Evans is responsible for the provision of transformational senior level leadership of the University’s learning and teaching strategic activities including forward planning, implementation and strategic management.

Professor Evans is known as an energetic academic leader and has extensive expertise in curriculum development, quality assurance/ enhancement and improvement and renewal agendas, and has been an active contributor to local, national and international debate and outreach.

Professor Evans is an active and award winning teacher and internationally recognized for advances and creativity in higher education practice. His productive pedagogical research program has focused on creating opportunities for students to develop skills to communicate with different audiences, and the development and analysis of learning approaches in higher education teaching.

Professor Evans has an academic background as an anatomist and developmental biologist and prior to arriving at Monash in 2013 he was Head of Anatomy and Associate Dean at Brighton and Sussex Medical School at the Universities of Sussex and Brighton in the UK.

8 KEYNOTE SPEAKERS (cont) “UNDERSTANDING THE GLOBAL CONCERN OF THE POTENTIAL PANDEMIC, H5N1 INFLUENZA VIRUS” TIME: SATURDAY 09.40-10.40 ROOM: WESTERN LECTURE THEATRE (WLT) 2 PROFESSOR SANDRA LEWIS PROFESSOR EMERITUS, PIERCE COLLEGE DISTRICT PRESIDENT EMERITUS HUMAN ANATOMY AND PHYSIOLOGY SOCIETY

Sandy is a Professor Emeritus, Pierce College District, Washington State and President Emeritus of the Human Anatomy and Physiology Society (HAPS). She taught for 31 years full-time at Pierce College, teaching primarily Human Anatomy and Physiology, but also taught other Biology, Health Sciences, Medical Technology, Veterinary Technology and related courses. Sandy has also taught Anatomy and Physiology at the University of Alaska Fairbanks and Tacoma Community College. Sandy received both her Masters and BS degrees from the University of Puget Sound and is currently pursuing a Doctorate Degree in Public Health. As a HAPS President Emeritus, Sandy is the She has a keen interest in the H5N1 influenza virus and its potential to become official Board of a pandemic virus. Sandy has given numerous talks on the comparison Directors representative between pandemic influenza viruses and the annual influenza viruses; the from the Human Anatomy history of pandemic influenza viruses; and about the need to educate the and Physiology Society (HAPS), so anyone with public about potential pandemic influenza viruses. She seeks to provide viral questions about the influenza pandemic education and preparation in a professional and non organization can fear- or panic-inducing manner, believing that we have been given this “gift: of contact Sandy. education, not given to those from previous generations.

“TRENDS IN TERTIARY EDUCATION” TIME: SATURDAY 10.50 - 11.50 ROOM: WESTERN LECTURE THEATRE (WLT) 2 PROFESSOR TONY MACKNIGHT CONSULTANT FOR ADINSTRUMENTS AND MEMBER OF THE IUPS EDUCATION COMMITTEE Graduated MBChB from the University of Otago in 1963 and obtained a PhD in Physiology in 11968 and an MD in 1969. In 1984 he was appointed as the Wolf Harris Professor of Physiology at the University of Otago, a position he held until his retirement at the beginning of 2002. He has published over 100 original papers, reviews, and booki chapters and served as an Editor for the first 4 Editions of the student text book “Lecture Notes on Human Physiology” published by Blackwells.

In 1986, he initiated the development of the computer-based data acquisition system that is now marketed internationally by ADInstruments as PowerLab and is used in universities, research institutes and industry worldwide.

Professor Macknight was the chairman of the Organizing Committee and the International Scientific Program Committee for the 34th International Congress of the International Union of Physiological Sciences (IUPS). He was a member of the Council of the IUPS from 2001 to 2009 and is currently a member of the IUPS Education Committee. He is now Director of Education for ADInstruments and is involved in developing an active learning platform and creating examples of the types of material that foster active learning. He is currently the APS Claude Bernard – Distinguished Lectureship awardee. 9 POSTER SESSION TIME: SATURDAY 14.40-15.10 ROOM: WESTERN LECTURE THEATRE (WLT) FOYER

POSTER 1: DOES STUDENT ENGAGEMENT WITH ON-LINE EXAM PREPARATION MATERIALS HAVE AN EFFECT ON EXAM RESULTS IN A BLENDED FIRST YEAR ANATOMY SUBJECT? SHERRIE WENTWORTH, LA TROBE UNIVERSITY, [email protected]

Students in a large cohort core first year anatomy subject have access a range of resources to help with their subject review and exam preparation. These include an exam preparation film clip explaining the exam layout, a specific exam question forum in which answers to past exam papers are discussed, 3 formative multiple choice question tests covering each of the 3 main topic areas in the subject and recordings of 3 lectures covering discussions on the previous year’s written exam questions. This poster examines how these resources have been used and the relationship between use and final exam results.

POSTER 2: THE BALLAD OF THE SKELETON: A LINK BETWEEN ONLINE ENGAGEMENT AND PERFORMANCE AMONGST UNDERGRADUATE ANATOMY STUDENTS LLOYD WHITE, LA TROBE UNIVERSITY, [email protected]

Students in a large cohort core first year anatomy subject have access a range of resources to help with their subject review and exam preparation. These include an exam preparation film clip explaining the exam layout, a specific exam question forum in which answers to past exam papers are discussed, 3 formative multiple choice question tests covering each of the 3 main topic areas in the subject and recordings of 3 lectures covering discussions on the previous year’s written exam questions. This poster examines how these resources have been used and the relationship between use and final exam results. POSTER 3: CATERING FOR THE MASSES PAM MEGAW, JAMES COOK UNIVERSITY, [email protected] CO-PRESENTERS: MONIKA ZIMANYI, JAMES COOK UNIVERSITY, [email protected], KATHRYN MELDRUM, JAMES COOK UNIVERSITY

POSTER 4: THEY MAY NOT LIKE IT, BUT IT IS GOOD FOR THEM! PAM MEGAW, JAMES COOK UNIVERSITY, [email protected] CO-PRESENTERS: MONIKA ZIMANYI, JAMES COOK UNIVERSITY, [email protected], KATHRYN MELDRUM, JAMES COOK UNIVERSITY

We delivered the physiology component of a large first year anatomy and physiology subject using the ‘flipped classroom’ method. The physiology learning plan was structured using the 5E’s framework. Our intention in changing delivery style was to increase student engagement, performance, and retention. Students were surveyed regarding their attitudes to the learning styles and the subject outcomes compared. Overall, students preferred the traditional delivery to the flipped classroom method and felt less prepared for assessment by the flipped method. However, quiz results improved 20% for material delivered by the flipped method and the overall subject failure rate was reduced by 10%. 10 POSTER SESSION (cont) POSTER 5: USE OF VARIOUS AUDIENCE RESPONSE SYSTEMS IN FIRST YEAR ANATOMY AND PHYSIOLOGY ENHANCES LEARNING IN LARGE GROUP LECTURE ENVIRONMENTS

PUSPHA SINNAYAH, VICTORIA UNIVERSITY, [email protected] CO-PRESENTERS: JEREMY DRAKE, VICTORIA UNIVERSITY, [email protected], MATT COOKE, VICTORIA UNIVERSITY, [email protected]

Feedback is the student’s primary mechanism to determine their progress within a learning task (Lucas, 2012). The immediacy of this feedback has been reported by Hillier (2012) as being important for learners to understand if there are areas they should be working on to gain the necessary level of competence in the subject. In addition to this, there is research to suggest that clear, consistent feedback can increase the motivation of a student towards a subject (Hoskins, 1999). As such, audience response systems are a tool that can be used to connect and engage with students during a lecture, but notably, promote that instant feedback to the student regarding their comprehension of the material being covered. Clicker technology using “TurningPoint” software/hardware and online audience response systems, such as “Kahoot” and “Socrative”, have been used in various first year anatomy and physiology units at Victoria University. “Kahoot” and “Socrative” are online student response systems where teachers can make quizzes, start web discussions or make surveys. The main difference between the two online platforms involves the stronger gamification element in Kahoot. Anecdotal evidence indicates that students’ engagement with Kahoot is greater than using clicker technology, given the element of competition involved. An evaluation survey was administered in some units to assess the use of clicker technology in large group lectures. Survey questions comprised of closed questions with a 5-scale Likert scale (1 = strongly agree to 5 = strongly disagree) and one open question. Results from these surveys indicate that students find the use of interactive technology enjoyable (4.3/5) and provided motivation to participate actively in lectures (4.23/5). This is consistent with previous research by Biggs (2011) who found that employing strategies like this that help to engage and motivate students will result in deeper approaches to learning and better academic work. Furthermore, feedback from staff indicates that the use of these audience response systems helps them to re-align their teaching based on learners’ needs. The real-time feedback from students (i.e. answers to questions in class) gives the lecturer a better insight into areas of difficulty or student misconceptions. The use of these tools in lectures engages students in an active learning environment and also increases student satisfaction.

References Lucas, B., Spencer, E. & Claxton, G. (2012). Learning and teaching methods that work. How to teach vocational education : a theory of vocational pedagogy. London: City and Guilds Centre for Skill Development in conjunction with the Centre for Real-World learning at the University of Winchester. Hillier, Y. (2012). Who are your learners? Reflective Teaching in Further and Adult Education. 3rd ed. London & New York: Continuum. Hoskins, S. L. (1999). The development of undergraduates’ approaches to studying and essay writing in higher education, PhD Thesis, University of Plymouth. Biggs, J. B. (2011). Setting the scene for effective teaching. Teaching for Quality Learning at University. Maidenhead and New York: Open University Press.

POSTER 6: LEARN IT AND TEACH IT TO SOMEONE ELSE;- THE USE OF ACTIVE LEARNING STRATEGIES IN THE TEACHING OF HUMAN PHYSIOLOGY TO ALLIED HEALTH STUDENTS

AMANDA HAWKINS, SOUTHERN CROSS UNIVERSITY, [email protected]

In order to increase engagement with unit content and foster deep learning practices in first year Human Physiology students, I have designed laboratory study activities that give students the experience of engaging in ‘active learning’. The main technique I use is to get students to learn the steps of a physiological pathway or process and then teach it to someone else. This is a simple exercise, yet highly effective in teaching students how to learn. They experience what it feels like to actually learn a concept to the level where they understand it enough to explain it to someone else

11 POSTER SESSION (cont) POSTER 7: EVALUATION OF STUDENT LEARNING EXPERIENCES USINGINTERACTIVE ONLINE RESOURCES IN HUMAN BIOSCIENCES JANELLE PAGE, LA TROBE UNIVERSITY, [email protected] CO-PRESENTER: TERRI MEEHAN-ANDREWS, LA TROBE UNIVERSITY, [email protected]

This poster summarises student perceptions of learning introductory physiology via the implementation of pre-workshop multimedia activities using Mastering Anatomy and Physiology (MasteringA&P®). MasteringA&P® provides students with active learning activities to assist in their understanding of key concepts of anatomy and physiology. As part of a subject redesign in first year first semester physiology taught to allied health students, weekly compulsory pre-workshop quizzes, as homework activities, were introduced. This study found that the addition of this tool lead to an enhanced learning experience and were effective tools for motivating students to ‘stay up to date’ with the subject content. POSTER 8: POSITIVE EFFECT OF STUDENT RESPONSE SYSTEMS AND COURSE SPECIFIC CASE STUDIES FOR TEACHING A ‘COMMON’ PATHOPHYSIOLOGY SUBJECT

TERRI MEEHAN-ANDREWS, LA TROBE UNIVERSITY, [email protected] CO-PRESENTER: JANELLE PAGE, LA TROBE UNIVERSITY, [email protected]

Understanding pathophysiology is crucial not only for treatment of each particular disease, but also in the prevention and treatment plans relevant for other health professionals. To develop a relevant and engaging pathophysiology subject, we incorporated student response systems (SRS) and course specific case studies. There was improvement in student learning outcomes. Students ranked both scenario discussions and SRS as equally important to their learning. Students were also actively engaged in their learning as indicated by attendance and positive feedback. These teaching strategies has enabled the successful delivery of a ‘common’ pathophysiology subject to a diverse student population. POSTER 9: CLIENT EDUCATION PACKAGES: MULTIPLE USES FOR MULTIPLE DISCIPLINES

RUBEN PHILLIPS, EDITH COWAN UNIVERSITY, [email protected] CO-PRESENTER: DAVID COALL, EDITH COWAN UNIVERSITY, [email protected]

SCH1143 is a foundation physiology unit for various degrees including paramedicine, biomedical sciences, nutrition, speech pathology, exercise science, psychology and forensics. We planned an assessment item which would encourage students to discuss fundamental physiology amongst themselves and the wider community. The idea of an education package with an element of written work, presentation and an emphasis on review and communication between the audience and the presenter was implemented. This assessment is run both on campus and online where students present a fact sheet, prepare and practice a presentation with the feedback from their peers, instructors and audience.

POSTER 10: ORIENTATION LABS TO ENGAGE STUDENTS IN LAB PROJECTS

RUBEN PHILLIPS, EDITH COWAN UNIVERSITY, [email protected] CO-PRESENTER: DAVID COALL, EDITH COWAN UNIVERSITY, [email protected]

SCH2111 is a second year physiology unit and a final unit in a triplet of anatomy and physiology units offered to students in the biomedical sciences. Additionally, it is a services other degree programs eg nutrition, exercise science, psychology. The cohort has a diverse appreciation of what lab projects are. Prior experience showed that students struggle with the idea of a lab project and orientation labs which allow students to try out the equipment (ADInstruments Powerlab) were implemented. Quality assurance data (Unit evaluations) show a marked improvement in the students’ perception of the unit.

10 POSTER SESSION (cont)

POSTER 11: HYBRID TRADITIONAL AND ELECTRONIC PRACTICAL EXAMINATION DELIVERY AND ASSESSMENT: THE BEST OF BOTH WORLDS JASON R POTAS, THE AUSTRALIAN NATIONAL UNIVERSITY, [email protected] CO-PRESENTER: ALEXANDRA L WEBB, THE AUSTRALIAN NATIONAL UNIVERSITY, [email protected]

Purely electronic-based practical examinations can be limited when assessing medical science skills. We aimed to deliver a hybrid practical assessment incorporating traditional and electronic objects. A 22-station examination combining traditional assessment objects and electronic media was delivered using a Moodle-based online format. The assessment consisted of short answer, multiple choice and extended matching item questions. Students answered on laptops carried between stations. Online marking was performed by 12 examiners who reported improved legibility of student responses. Direct mark entry into the Moodle gradebook saved 80 administrative hours. The hybrid traditional examination with enhanced media had no deleterious impact on students.

POSTER 12: EXPLORING DISEASE AETIOLOGY USING BIOENERGETICAL EXTRACELLULAR FLUX TECHNOLOGY: A MULTIDIMENSIONAL TEACHING APPROACH TO DEVELOP ADVANCED RESEARCH SKILLS IN BIOMEDICAL SCIENCE UNDERGRADUATES

EMMA RYBALKA, VICTORIA UNIVERSITY, [email protected] CO-PRESENTERS: CARA TIMPANI, VICTORIA UNIVERSITY, [email protected], KERRY DICKSON, VICTORIA UNIVERSITY, [email protected]

Fundamental to undergraduate science education is developing well-rounded scientists with a comprehensive technical skill set that increases employability. Our unit, Advanced Experimental Techniques, amalgamates complex physiological and methodological theory, with hands-on laboratory- based learning experiences using cutting edge biomedical technology platforms. One module utilises a multidimensional teaching approach to provide third year students with experience using Seahorse Bioscience XF technology. We marry the teaching of conceptually challenging mitochondrial bioenergetics with a novel exploration of Duchenne Muscular Dystrophy aetiology and pathophysiology. Here, we describe a successful undergraduate learning experience that develops advanced research skills through authentic and relevant laboratory experiences and assessment.

POSTER 13: EFFECTS OF ACUTE CAFFEINE SUPPLEMENTATION ON COGNITIVE FUNCTION: BEST PEER-VOTED ADVANCED PHYSIOLOGY INDEPENDENT RESEARCH PROJECT POSTER

BRAYDEN SAUNDERS, LA TROBE UNIVERSITY, [email protected] CO-PRESENTERS: LAURA CENTORRINO, LA TROBE UNIVERSITY, [email protected], JAYDEN MCCORMACK, LA TROBE UNIVERSITY, [email protected], DARCY SHARPLES, LA TROBE UNIVERSITY, [email protected], MATTHEW FERLAZZO, LA TROBE UNIVERSITY, [email protected], LAURA WILSDON, LA TROBE UNIVERSITY, [email protected]

The capstone program in human physiology at La Trobe University culminates in a semester-long independent research project. This task promotes development of scientific research skills along with communication and team work skills. In teams of 5-6 students, a research project is designed and implemented, and concludes with a team poster presentation, and an individual oral presentation and journal article submission. This poster was voted best poster by the student cohort.

13 POSTER SESSION (cont)

POSTER 14: THE EFFECT OF CAFFEINE SUPPLEMENTATION ON HEART RATE RECOVERY AFTER EXERCISE: BEST STAFF-VOTED ADVANCED PHYSIOLOGY INDEPENDENT RESEARCH PROJECT POSTER

PHOEBE COAD, LA TROBE UNIVERSITY, [email protected] CO-PRESENTERS: REBECCA TURNER, LA TROBE UNIVERSITY, [email protected], MADELEINE MCLEOD, LA TROBE UNIVERSITY, [email protected], STINE WESTDAHL, LA TROBE UNIVERSITY, [email protected], KIMBERLY DAVIS, LA TROBE UNIVERSITY, [email protected], ANDREW DWYER, LA TROBE UNIVERSITY, [email protected]

14 WORKSHOP SESSION 1 55 MINUTE WORKSHOPS

12.50-13.45 HS3 309 SETTING THE NEW STANDARD FOR IMMERSIVE, INTERACTIVE LEARNING WITH LT. TONY MACKNIGHT, ADINSTRUMENTS, [email protected], SEBASTIAN WHITE, ADINSTRUMENTS, [email protected] SPONSORED BY ADInstruments

After 27 years at the cutting edge of life science education, ADInstruments is bringing a new element to the table. Lt is the only cloud-based teaching system that allows you to record and analyze physiological signals with your teaching curriculum to engage and inspire your students. Lt is optimized for any browser or mobile device for continued learning most anywhere. Lt was designed to have comprehensive course management capabilities combined with more intuitive authoring tools that make teaching easier, and learning more engaging.

Come and see some of your favourite anatomy and physiology topics elevated to a completely new level.

12.50-13.45 HS3 309 THE VCE PLUS PROGRAM: FROM VCE TO FIRST YEAR PHYSIOLOGY AMY LARSEN, LA TROBE UNIVERSITY, [email protected], DEANNA HORVATH, LA TROBE UNIVERSITY, [email protected] Universities are interested in attracting an increased number of high ATAR students. Thus, there has recently been an increase in the implementation of higher education VCE studies programs in Australian Universities aimed at high achieving students. In 2015, we implemented the VCE plus program within a core first year Human Physiology subject. We will provide preliminary data on the student and staff experience of the program at La Trobe University, as well as hear from the student ambassadors directly.

13.45-14.50 HS3 309 COMMUNICATING SCIENCE AND HEALTH TO THE GENERAL POPULATION; A SKILL ALL SCIENCE GRADUATES SHOULD POSSESS BRIANNA JULIEN, LA TROBE UNIVERSITY, [email protected], SAMYUKTA SAUSMAN, LA TROBE UNIVERSITY, SUSAUSMAN@ STUDENTS.LATROBE.EDU.AU, ROB RAY, LA TROBE UNIVERSITY, [email protected], MORGAN JONES, LA TROBE UNIVERSITY, [email protected], NATASHA REYNOLDS, LA TROBE UNIVERSITY, [email protected], LOUISE LEX- IS, LA TROBE UNIVERSITY, [email protected]

Effectively communicating science to multiple audiences is a critical skill for all science graduates. Our 3rd year physiology students were tasked with creating a piece of work (their choice of medium) to communicate an aspect of human physiology to a chosen target audience. Students have created a range of pieces including video clips, claymations, animations, board games, brochures, and story books. Target audiences included primary school students, high school students, the general public, and populations with a variety of illnesses. We briefly describe the scaffold used to support students through this skill- building exercise, and select students provide examples of their work.

13.45-14.50 HS3 310 BLENDED LEARNING IN A LARGE COHORT SUBJECT: PHYSIOLOGY IN THE 2010’S DEANNA HORVATH, LA TROBE UNIVERSITY, [email protected], AMY LARSEN, LA TROBE UNIVERSITY, [email protected] While blended learning is now a feature of many university courses there is difficulty when implementing such learning in first year studies. This is particularly challenging for large core first year subjects. We recently implemented blended learning within a first year human physiology subject that has over 1800 enrolled students. We present the learning design, planning, examples of resources and student feedback on their experience of blended learning. 15 WORKSHOP SESSION 2 55 MINUTE WORKSHOPS

15.10-16.05 HS3 309 THIRD YEAR ANATOMY: INTRODUCTION OF CADAVERIC DISSECTION IN NON-CLINICAL ANATOMY SUBJECTS RICHARD G.D. FERNANDEZ, LA TROBE UNIVERSITY, [email protected], ANDREW QUINTON, LA TROBE UNIVERSITY, AJQUIN- [email protected], BRENDAN DOYLE, LA TROBE UNIVERSITY, [email protected], EBONY NIXON, LA TROBE UNIVERSITY, [email protected], JOSHUA LIM, LA TROBE UNIVERSITY, [email protected], NUWANI JAYAWARDENE, LA TROBE UNIVERSITY, [email protected], RYAN WATERS, LA TROBE UNIVERSITY, RTWATERS@ STUDENTS.LATROBE.EDU.AU, LAURA WILSDON, LA TROBE UNIVERSITY, [email protected], EMILY BARRETT, LA TROBE UNIVERSITY, [email protected], DARCY SHARPLES, LA TROBE UNIVERSITY, [email protected]. AU, DHIVAAN NAIDOO, LA TROBE UNIVERSITY, [email protected], AARON C MCDONALD, LA TROBE UNIVERSITY, [email protected]

The evolution of topographic anatomical teaching methods have been met with a reduction, to exclusion, of cadaveric dissection in curricula. Whilst prosected specimens are a method of presenting anatomical structures, dissection allows the student to develop a unique understanding of three-dimensional structure, function and variability. The novel development and operation of two, third-year dissection based anatomy subjects are presented. Methods to facilitate student pre-dissection preparation to consolidate anatomical knowledge are given and two, fifteen minute student dissection presentations are included. A review of teaching methods, assessment of learning outcomes, staff roles and uses of prosected specimens produced are also discussed.

15.10-16.05 BS2 263/4 LET’S DO A REAL CLINICAL URINALYSIS LAB, JUST LIKE WE DO IN HOSPITALS AND CLINICS! YOUR A&P STUDENTS WILL LOVE AND LEARN SO MUCH FROM THIS LAB! SANDY LEWIS, PIERCE COLLEGE PUYALLUP (WA, USA), [email protected]

Having your students perform a complete clinical urinalysis, each using their own urine, especially as one of the last labs of their A&P sequence, is one of the most rewarding and educational labs that your students will have during their A&P course. From my experience, I would suggest that you reassure students that this is a “urinalysis to assist in disease diagnosis, not a drug test” to ensure participation from all students :). This workshop presents procedures involved in a clinical urinalysis, with an emphasis on safety, microscopic sediment findings, and the medical significance of all urinalysis results.

16.05-17.00 HS3 309 DISSECTION AND DRAWING: TEACHING OBSERVATION AND MECHANICAL SKILLS QUENTIN FOGG, CENTRE FOR HUMAN ANATOMY EDUCATION, MONASH UNIVERSITY, [email protected], MICHELLE D. LAZARUS, CENTRE FOR HUMAN ANATOMY EDUCATION, MONASH UNIVERSITY, [email protected]

The “hidden curriculum” of whole body donor dissection includes more than developing empathy and teamwork. Observation and mechanical skills that are applicable to all clinical disciplines and laboratory research can also be rapidly developed to a high level. By combining highly specific dissection technique instructions and drawing to document progress, skills are developed in parallel; this workshop will allow attendees to demonstrate their own observation skills through drawing, irrespective of artistic talent, emulating the approach taken with students; classroom examples and student feedback will be presented. The concepts presented will be readily applicable to other lab settings.

16 WORKSHOP SESSION 2 (cont) 55 MINUTE WORKSHOPS

16.05-17.00 HS3 310 INDEPENDENT RESEARCH PROJECT IN A HUMAN PHYSIOLOGY CAPSTONE PROGRAM: ORAL PRESENTATIONS LOUISE LEXIS, LA TROBE UNIVERSITY, [email protected], BRENDAN DOYLE, LA TROBE UNIVERSITY, [email protected]. EDU.AU, JENN ISLES, LA TROBE UNIVERSITY, [email protected], PHOEBE COAD, LA TROBE UNIVERSITY, PECOAD@STU- DENTS.LATROBE.EDU.AU, BRIANNA JULIEN, LA TROBE UNIVERSITY, [email protected] As part of our capstone program in human physiology, we introduced a semester-long independent research project. This task was designed to promote the development of scientific research skills along with communication and team work skills. In teams of 5-6 students, a research project is designed and implemented, and concludes with a team poster presentation, and an individual oral presentation and journal article submission. We briefly describe the scaffold used to support students through the project, and select students will present their individual oral presentations.

17.00-17.55 HS3 206 ENERGY CONSERVATION: DEVELOPING A SCHOLARLY APPROACH TO YOUR EXISTING TEACHING INNOVATIONS MICHELLE D. LAZARUS, CENTRE FOR HUMAN ANATOMY EDUCATION, MONASH UNIVERSITY, [email protected], QUEN- TIN FOGG, CENTRE FOR HUMAN ANATOMY EDUCATION, MONASH UNIVERSITY, [email protected]

Many educators have backgrounds in wet-lab research but may struggle with applying these experiences to their educational role. This session will use knowledge of hypothesis-driven research in evaluating educational initiatives. Research outcomes can inform educational endeavors and enhance communication of these endeavors with stakeholders (students, administration, colleagues). This session will serve to facilitate participants’ educational scholarship and provide a discussion platform for evaluating educational research methods. Participants are encouraged to bring educational queries and innovations to the workshop. The purpose of this session will be to scaffold these projects using a workbook based on Glassicks criteria for educational scholarship.

17 LIST OF ATTENDEES

First Name Last Name Email Address Organisation Sandra Lewis [email protected] Pierce College District Hamish McKay [email protected] Brianna Julien [email protected] La Trobe University Louise Lexis [email protected] La Trobe University Janelle Page [email protected] La Trobe University Luana Main [email protected] Deakin University Amanda Hawkins [email protected] Southern Cross University Terri Meehan-Andrews [email protected] La Trobe University Committee of Economic Nathan Taylor [email protected] Development of Australia Darrell Evans [email protected] Monash University Tony MacKnight [email protected] ADInstruments Pam Megaw [email protected] James Cook University Ruben Phillips [email protected] Edith Cowan University Michelle Lazarus [email protected] Monash University Quentin Fogg [email protected] Monash University Aaron McDonald [email protected] La Trobe University Philip Seymour [email protected] Victoria University Jeremy Drake [email protected] Victoria University Matthew Cooke [email protected] Victoria University Melanie Sullivan-Gunn [email protected] Victoria University Rudi Klein [email protected] Victoria University Puspha Sinnayah [email protected] Victoria University Emma Rybalka [email protected] Victoria University Amy Larsen [email protected] La Trobe University Australian National Zan-Min Song [email protected] University, Medical School The Australian National Jason Potas [email protected] University Deanna Horvath [email protected] La Trobe University Richard Fernandez [email protected] La Trobe University Amy Larsen [email protected] La Trobe University Elizabeth Brown [email protected] La Trobe University Brendan Doyle [email protected] La Trobe University Jenn Isles [email protected] La Trobe University Phoebe Coad [email protected] La Trobe University Samyukta Sausman [email protected] La Trobe University Rob Ray [email protected] La Trobe University Morgan Jones [email protected] La Trobe University Natasha Reynolds [email protected] La Trobe University Ryan Waters [email protected] La Trobe University Laura Wilsdon [email protected] La Trobe University Dhivaan Naidoo [email protected] La Trobe University Emily Barrett [email protected] La Trobe University Darcy Sharples [email protected] La Trobe University

18 LIST OF ATTENDEES (cont)

Andrew Quinton [email protected] La Trobe University Ebony Nixon [email protected] La Trobe University Nuwani Jayawardene [email protected] La Trobe University Joshua Lim [email protected] La Trobe University Laura Centorrino [email protected] La Trobe University Brayden Saunders [email protected] La Trobe University Rebecca Turner [email protected] La Trobe University Madeleine McLeod [email protected] La Trobe University Stine Westdahl [email protected] La Trobe University Kimberly Davis [email protected] La Trobe University Andrew Dwyer [email protected] La Trobe University Lloyd White [email protected] La Trobe University Sherrie Wentworth [email protected] La Trobe University Johannes Schuijers [email protected] La Trobe University

19 THANK-YOU

HAPS WOULD LIKE TO THANK THE FOLLOWING PEOPLE FOR MAKING THIS MEETING POSSIBLE!

A very special thank you Brittney Roberts, Shanan Atkinson and Peter English who have so generously given of their time, expertise and enthusiasm to enable us to hold the first HAPS regional conference in Australia.

Thank you to the four outstanding keynote speakers for their valuable time, willingness to participate and their contribution to our knowledge.

Thank you to ADInstruments for supporting the inaugural HAPS regional conference by generously sponsoring the conference lunch and for exhibiting.

Thank you to the conference presenters and attendees for supporting the inaugural HAPS Australian regional conference.

Thank you to Associate Professor John Schuijers and the Department of Physiology, Anatomy and Microbiology for sponsoring 23 student attendees to showcase the work being done at La Trobe University.

Thank you to the Department of Physiology, Anatomy and Microbiology support staff Christine Forster, Paul Moon and Arun Singh for their invaluable assistance.

Thank you to the members of the Human Anatomy and Physiology Society Board of Directors for their encouragement and continuing support, with particular thanks to Valerie O’Louglin, John Waters and Dee Silverthorn.