Wonder Down Under: Australian sci-fi 1948-52

Moral guardians, industry protectionists and concerned citizens (each with their own political agendas) had, or many years, lobbied various Ministers of Customs to regulate the offensive material which flooded the local market-the war effectively opened a protectionist climate in which the local publishing industry nourished (Johnson-Woods Pulp Friction). Though westerns dominated at first, science fiction (i.e., futuristic stories, alternative histories, space exploration, time-travel past and future ) soon followed. Within the decaying and yellowed pages, contemporary readers have a glimpse into the culture of the 1950s and, amusing though some of the predictions are, the cultural and social critic gains some understanding of the anxieties and desires of post-World War II Australia.

Sharing Narratives Online: An international, self-organising curriculum in rural health

The aim of the Rural Medicine Rotation (RMR) at the University of Queensland (UQ) is to give all third year medical students exposure to and an understanding of, clinical practice in Australian rural or remote locations. A difficulty in achieving this is the relatively short period of student clinical placements, in only one or two rural or remote locations. A web-based Clinical Discussion Board (CDB) has been introduced to address this problem by allowing students at various rural sites to discuss their rural experiences and clinical issues with each other. The rationale is to encourage an understanding of the breadth and depth of rural medicine through peer-based learning. Students are required to submit a minimum of four contributions over the course of their six week rural placement. Analysis of student usage patterns shows that the majority of students exceeded the minimum submission criteria indicating motivation rather than compulsion to contribute to the CDB. There is clear evidence that contributing or responding to the CDB develops studentâ??s critical thinking skills by giving and receiving assistance from peers, challenging attitudes and beliefs and stimulating reflective thought. This is particularly evident in regard to issues involving ethics or clinical uncertainty, subject areas that are not in the medical undergraduate curriculum, yet are integral to real-world medical practice. The CDB has proved to be a successful way to understand the concerns and interests of third year medical students immersed in their RMR and also in demonstrating how technology can help address the challenge of supporting students across large geographical areas. We have recently broadened this approach by including students from the Rural Program at The Ohio State University College of Medicine. This important international exchange of ideas and approaches to learning is expected to broaden clinical training content and improve understanding of rural issues.