[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-206275-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-206275-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","redesigning-a-core-first-year-physiology-subject-in-allied-health-to-achieve-better-learning-outcomes-abstract","Redesigning A Core First Year Physiology Subject In Allied Health To Achieve Better Learning Outcomes - Abstract","","The paper addresses persistent learning difficulties in first-year human bioscience within nursing and allied health education, where teaching has often targeted highly prepared students. A subject redesign is proposed to shift emphasis toward core concepts and student-focused learning activities, using team-based guided inquiry and collaborative testing. The approach aims to increase time-on-task, strengthen active learning and teamwork, improve study habits, and support diverse student success while aligning with excellence in subject design principles.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/redesigning-a-core-first-year-physiology-subject-in-allied-health-to-achieve-better-learning-outcomes-abstract/206275/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/redesigning-a-core-first-year-physiology-subject-in-allied-health-to-achieve-better-learning-outcomes-abstract/206275.png","ImageObject",300,407,{"name":42,"@type":43},"Margaret","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-23","2026-09-05",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",13,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why were first-year human bioscience subjects challenging for students historically?","Question",{"text":63,"@type":64},"Teaching and content were traditionally skewed toward the most advanced students, leaving less-prepared or less-skilled students struggling to keep up.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What learning activities does the redesigned subject use to improve outcomes?",{"text":68,"@type":64},"The redesign uses team-based guided inquiry and collaborative testing to encourage time-on-task, active learning, and constructive teamwork.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the goal of the new subject design for allied health and nursing education?",{"text":72,"@type":64},"The redesign is intended to meet stakeholder needs, promote student success, and align with the university’s subject design excellence principles.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},206275,1788591013,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":108,"slug":109},7,40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":107,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":80,"read_time":108},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","International Journal of Innovation in Science and Mathematics Education, 21(2), 37-52, 2013  \nRedesigning A Core First Year Physiology Subject In Allied Health To Achieve Better Learning Outcomes  \nJoseph A. Rathnera, Diane L. Hughesb and Johannes A. Schuijersc  \nCorresponding author: Joseph A. Rathner ([j.rathner@latrobe.edu.au](j.rathner@latrobe.edu.au))  \naDepartment of Rural Human Bioscience, La Trobe Rural Health School, La Trobe University, Bendigo VIC 3552, Australia  \nbDepartment of Rural Human Bioscience, La Trobe Rural Health School, La Trobe University, AlburyWodonga VIC 3689, Australia  \nc Department of Human Bioscience, School of Public Health and Human Bioscience, La Trobe University, Bundoora VIC 3086, Australia  \nKeywords: guided inquiry learning, constructive alignment, collaborative testing, nursing education, curriculum redesign, subject redesign, collaborative learning  \nInternational Journal of Innovation in Science and Mathematics Education, 21(2), 37-52, 2013  \nAbstract  \nIn an era of rationalization and emphasis on economies of scales (Hare, 2011; Johnson, 2009; Trounson & Ross, 2011), many allied health and nursing programmes are finding the need to develop Core Subjects that can cater to the needs of a diverse range of students. Historically, human bioscience (anatomy and physiology) has been a major stumbling block to student success in nursing education. Part of the problem is that teaching activities and content knowledge has traditionally been skewed to cater for the most advanced student, with less adequately prepared or academically skilled students left struggling to keep up. Here we describe a subject redesign that switches the emphasis on teaching and learning from the maximalist approach to one where the emphasis is on teaching and learning activities focused on the core concepts that students are obligated to know and where advanced concepts are learned via self-directed, self-motivated learning. This redesign utilises team based guided inquiry and collaborative testing to encourage time-on-task, active learning and constructive teamwork to promote good learning and study habits. The new subject design is intended to meet individualstake-holder needs for human bioscience, promote student success and meet the University’s “excellence in subject design principles.”  \nIntroduction  \nSince the start of the 2009 academic year, most students who enter into either the Bachelor of Health Science programme or the Bachelor of Nursing programme at La Trobe University enter into a common Core First Year (CFY) programme. A stated purpose of this programme is to allow maximum flexibility of students who fail to achieve entry marks for other allied health courses alternative entry into those programmes after successfully completing first year (\"Health Science: Flexible Learning for Undergraduates,\" 2011) . In addition to allowing greater flexibility and opportunities for students entering the courses, the Core First Year programme in the Bachelor of Health Science is intended to build the skills necessary for graduates to succeed as part of a multi-disciplinary allied-health team in professional practice (O. o. t. D. V.-C. La Trobe University, 2009) . In first semester of the Core First Year, students study subjects such as Inter-professional Practice, Perspective of Health and Wellbeing & Individual Determinants of Health. Key Learning Objectives in these subjects include the development of skills to work in teams, ability to engage in Enquiry Based  \nInternational Journal of Innovation in Science and Mathematics Education, 21(2), 37-52, 2013  \nLearning and academic skills including critical thinking and research skills (Student Study Guide HLT1IPA) . In addition to these three subjects, students in first semester of first year are required to complete a first semester physiology/human bioscience subject. Although some practitioners feel that human bioscience educations waste valuable space in the curri","cbCainKurhrB6CtX","https://ap.wps.com/l/cbCainKurhrB6CtX","pdf",1117845,16,"English","# Introduction\n## Core First Year programme and physiology context\n## Rationale for subject redesign\n# Abstract\n## Learning outcomes and learning strategy","[{\"question\":\"Why were first-year human bioscience subjects challenging for students historically?\",\"answer\":\"Teaching and content were traditionally skewed toward the most advanced students, leaving less-prepared or less-skilled students struggling to keep up.\"},{\"question\":\"What learning activities does the redesigned subject use to improve outcomes?\",\"answer\":\"The redesign uses team-based guided inquiry and collaborative testing to encourage time-on-task, active learning, and constructive teamwork.\"},{\"question\":\"What is the goal of the new subject design for allied health and nursing education?\",\"answer\":\"The redesign is intended to meet stakeholder needs, promote student success, and align with the university’s subject design excellence principles.\"}]","Redesigning A Core First Year Physiology Subject In Allied Health To Achieve Better Learning Outcomes - Abstract | PDF"]