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This project was conducted at the Faculty of Medical and Health Sciences, University of Auckland, and sought to improve the Maori health curriculum with particular regard to assessment. Specifically, the project aimed to: (1) develop two new assessment tasks and associated marking schedules; (2) pilot these assessment methods in a clinical learning environment, with associated development and support for clinicians in the pilot areas; (3) modify the assessment methods and tools as appropriate; (4) implement the assessment tasks and associated staff development at different clinical teaching sites; (5) evaluate the new methods of assessment; and (6) refine the tools and develop recommendations for expansion into other clinical teaching settings. Show less

UNITEC is attempting to shift from a paradigm that views quality as systems compliance to a paradigm of personal care and individual responsibility where quality is about making a real difference in classrooms. A set of ‘quality principles’ has been developed to replace comprehensive standards and processes specified in the existing quality-management system. Staff are encouraged to develop tailored processes, through controlled pilots, rather than unthinkingly implementing predefined institutional procedures. Experience to date is outlined, focusing on whether a paradigm shift might be achieved through this model or whether the institute is simply moving from one form of compliance to another.

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Tertiary institutions aim to provide high quality teaching and learning that meet the academic needs for an increasingly diverse student body including Indigenous students. Tatou Tatou is a qualitative research project utilising Kaupapa Maori research methodology and the critical incident technique interview method to investigate the teaching and learning practices that help or hinder Maori student success in non-lecture settings within undergraduate health programmes at the University of Auckland. Forty-one interviews were completed from medicine, health sciences, nursing and pharmacy. A total of 1346 critical incidents were identified with 67 per cent helping and 33 per cent hindering Maori student success. Thirteen sub-themes were grouped into three overarching themes representing potential areas of focus for tertiary institutional undergraduate health programme development: Maori student support services, undergraduate programme, and Maori student whanaungatanga. Academic success for Indigenous students requires multi-faceted, inclusive, culturally responsive and engaging teaching and learning approaches delivered by educators and student support staff.

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