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Ethnicity was not found to be a predictor of willingness to enroll in a study registry. A greater belief of gain and less concern over privacy were associated with willingness to enroll, even after controlling for age, education, facility, and ethnic group.

Despite self-assessment against NCS being mandated annually, Australia's practising pharmacists provided explanations for why this is not common in practice. The barriers provided by respondents are interconnected; their enablers are practical solutions to each barrier. The findings reinforce the notion that student pharmacists must have their competency standards, life-long learning and self-assessment skills embedded into their university curriculum to ensure a strong foundation for practice. The opportunity offered by periodic renewal of standards must prompt regular profession-wide evaluation of its education to practice nexus. Insights and author recommendations are portable to the pharmacy profession globally.

Due to the changing nature of learning and teaching in universities, there is a growing need for professional development for lecturers and tutors teaching in disciplines in the mathematical sciences. Mathematics teaching staff receive some training in learning and teaching but many of the courses running at university level are not tailored to the mathematical sciences. This article reports on a collaborative research project aimed at investigating the type of professional development that Australian tertiary mathematics teachers need and their preference for delivery modes. Effective teaching promotes effective learning in our students and discipline-specific professional development will enhance outcomes for teachers, students, and mathematics.

Parent-driven educational strategies provide an opportunity to promote reliable CF-related information in parent-preferred formats that enhance self-management skills in caring for children with CF. Parental confidence to follow CF center recommendations increased between 2004 and 2011. Although many factors may impact confidence, parent satisfaction with the creation of electronic resources and engagement in the CQI process were intangible, but important outcomes.

Teaching in universities can be a solitary pursuit, with academics designing and delivering learning and teaching experiences, and even units, in relative isolation. Even course design can involve only a small, discipline-specific team that rarely extends to colleagues outside their specialisation. The challenges and possibilities provided by introduction of work integrated learning (WIL) to universities offer an unprecedented opportunity for staff to share knowledge and experience across disciplines to enhance student learning. This paper focuses on an opportunity for such cross-discipline collaboration on the issues of WIL through a roundtable event at the University of Tasmania. The roundtable allowed staff from across the institution to share successes, challenges and resources and then to make recommendations to address identified issues.

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