What and how students learn depend largely on how they think they will be assessed. This study aimed to explore medical students' perception of the value of assessment and feedback on their learning, and how this relates to their examination performance. A mixed methods research design was adopted in which a questionnaire was developed and administered to the students to gain their perceptions of assessments. Perceptions were further explored in focus group discussions. Survey findings were correlated with students' performance data and academic coordinators' perceptions. Students' perceptions of the level of difficulty of different assessments mirrored their performance in examinations, with an improvement observed in clinical assessments as students progressed through their degree. Students recognised that feedback is important to allow improvements and seek more timely, better quality and personalised feedback. Academic coordinators identified that some of the students' suggestions are more realistic than others. Students had a positive attitude towards assessment, but emphasised the need for educators to highlight the relevance of assessment to clinical practice.

Despite the growing recognition of the contribution that indigenous ecological knowledge (IEK) can make to contemporary 'western' science-based natural resource management (NRM), integration of the two knowledge systems has not reached its full potential in Australia. One explanation is that there is an implicit requirement for IEK to be validated by western scientific knowledge (SK), which has stalled its application and perpetuated the primacy of SK over IEK. Consequently, there is little experience of IEK validation, indigenous peoples' perspectives of the process, and no formal frameworks to achieve mutual and equitable validation of both IEK and SK. In this paper we assess the opportunities and limitations of validation processes using a case study of traditional fishing poisons for invasive fish management in the Wet Tropics World Heritage Area of Australia. The study was conducted within a coresearch approach between the Aboriginal holders of the IEK, who are among the paper's authors, and science-based biologists. We jointly carried out scientific laboratory trials that demonstrated that fishing poisons are effective at immobilizing invasive tilapia. Retrospective interviews with indigenous coresearchers showed that they did not find the experience of validation disrespectful, but instead empowering and necessary for their IEK to be understood and appreciated by scientists and included in NRM. Based on our experiences and knowledge of socialization theory we present a framework for the potential future design of collaborative validation processes to facilitate the integration of IEK into mainstream NRM, and the acceptance of SK within indigenous communities in Australia

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Aboriginal inhabitants of the Wet Tropics of Queensland advocate for greater inclusion of their Indigenous knowledge (IK) in natural resource management (NRM) to fulfil their customary obligations to country and to exert their Native Title rights. Despite a legal and institutional framework for inclusion of IK in NRM, IK has so far been applied only sporadically. We conducted an ethnographic case study to investigate perceptions on IK, science and how they affect integration of the two knowledge systems in the Wet Tropics. Our results show that IK and science are perceived as different concepts; that integration is limited by weak Indigenous internal and external governance; and that stronger Aboriginal governance and more focused engagement strategies are required to further the application of IK in local NRM. We conclude by arguing that NRM in the Wet Tropics needs to be reconceptualised to accommodate IK holistically, by considering its epistemology and the values and ethic that underpin it.

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The call for the integration of scientific and traditional ecological knowledge (TEK) in natural resource and environment management (NREM) is now stronger than ever. Australian central and state governments have indicated that "knowledge integration" in NREM is a way to pursue social equity and enhance sustainability. Yet a clear path for integrating knowledge systems on the ground is still to be developed, which often hinders the dialogue between holders of different knowledge systems. In this paper we argue that the integration of knowledge systems in NREM should be pursued at the level of the knowledge production process and with the involvement of knowledge holders. We are aware that integrating TEK and scientific knowledge requires a change of social values. To achieve this change, we argue that both scientific and traditional ecological knowledge holders need to step out of their own paradigms and meet each other half way.