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Students gained valuable first-hand experience and contact with racing teams and event officials at the international endurance race for GT-class cars on the famous road circuit that hosts many events including the iconic Bathurst 1000 Supercars event. Other than getting their hands dirty working with crews for the Aussie Race Cars, Classic/Historic and Sports Sedans categories, the students commenced training that deals with safety and risk management in the motorsport environment, industry knowledge and motorsport officiating duties, such as flag marshalling and scrutineering. TAFE NSW Motorsport Repair Team coordinator and Federation member John Ewing said the Mt Panorama campus, along with Kangan in Victoria, were the only TAFE colleges that addressed the training component with hands-on experience.

Mobile microlearning platforms have increased over the years. Literature shows that platforms use specific instructions or media, such as videos or multiformat materials (e.g., text, audio, quizzes, hands-on exercises). However, few studies investigate whether or how specific design principles used on these platforms contribute to learning efficacy. A mobile microlearning course for journalism education was developed using the design principles and instructional flow reported in literature. The goal of this formative research was to study the mobile microcourse’s learning efficacy, defined as effectiveness, efficiency, and appeal. Learners’ knowledge before and after the mobile microcourse was analyzed using semistructured questionnaires as well as pretests and posttests to measure differences. The results indicate that learners of this mobile microcourse had an increase in knowledge, more certainty in decisions about practical applications, and an increase in confidence in performing skills. However, automated feedback, timed gamified exercises, and interactive real-world content indicate room for improvement to enhance effective learning.

Two really interesting outcomes were used; 1) the end-of-treatment response adjusted for duration of antibiotic risk (RADAR), a composite end point that ranks each child’s clinical response, resolution of symptoms, and 2) antibiotic-associated adverse effects in an ordinal desirability of outcome ranking (DOOR). The median (range) number of antibiotic resistance genes per prokaryotic cell (RGPC) was significantly lower in the short-course strategy compared with the standard-course strategy for total RGPC (1.17 [0.35–2.43] vs 1.33 [0.46–11.08]; p = 0.01) and β-lactamase RGPC (0.55 [0.18–1.24] vs 0.60 [0.21–2.45]; p = 0.03). DOOR is an 8-level ordinal outcome encompassing three components: adequate clinical response, resolution of symptoms, and the presence and severity of antibiotic-associated adverse effects.

The aim of the study was to explore whether short online pedagogy courses can have an effect on university teachers’ interpretations of teaching–learning situations. Before and after participating in a short online pedagogical training programme, a total of 66 participants wrote their interpretations of two short video clips, which depicted a content-focused teacher and a learning-focused teacher, respectively. The training was successful in changing participants’ interpretations from a knowledge-transmission view to a learning-facilitation view of teaching. This result indicates that even short online training programmes have the potential to affect participants’ interpretations of teaching–learning situations, especially when participants are not very experienced in teaching. Therefore, pedagogical training should be offered already at the early stages of teaching careers.

BackgroundChronic disseminated candidiasis (CDC) can be a severe infection in immunocompromised patients. CDC/IRIS is an associated immune reconstitution syndrome most commonly characterised by prolonged fever despite adequate antimicrobial cover, raised inflammatory markers and typical radiological changes, often occurring during neutrophil recovery and causing significant morbidity in itself.ObjectiveTo establish the outcomes of corticosteroid use in CDC/IRIS patients.MethodsIn this retrospective study, we included all the patients with CDC/IRIS treated with corticosteroids in our Department from March 2017 until May 2020. We defined CDC/IRIS with persistent fevers, resistant to a minimum of 2 weeks of antifungal treatment, raised inflammatory markers and accompanying radiological changes. The data was collected through searches in the laboratory system and the medical notes.Results6 patients fit the criteria for CDC/IRIS. All the patients received a substantial course of antifungals before starting corticosteroids (median 47.5 days (range 15–107)). All patients had raised CRP (median 186 (range 77–271)). 5 patients had positive radiological changes in the spleen, liver or kidney. 1 patient only had pulmonary changes. The duration of fevers prior to starting corticosteroids was 46 days (range 21–96).Most patients (5/6) received a short course of methylprednisolone, dexamethasone or hydrocortisone, followed by prednisolone for the rest of the treatment. The median duration of corticosteroid treatment was 94 days (range 34–400).Fever resolved on the same day or the day after starting corticosteroids in 5/6 patient. 5/6 patients remained apyrexial more than seven days after stopping corticosteroids.ConclusionThese findings confirm that adjuvant corticosteroids are helpful in the management of CDC/IRIS. However, prolonged corticosteroid treatment has associated complications and can impair anti-fungal immune responses so its use has to be judged carefully. In this series, all patients derived clinical benefit and there were no cases of clinical deterioration related to progression of fungal infection.

The advent of generative AI has caused both excitement and anxiety among educators. Some school systems have gone so far as to ban it altogether. Generative AI has the potential to transform human learning; but like any new technology, it has both strengths and weaknesses, and adopting it involves some risks. There are risks that generative AI will mislead learners with wrong information, or that learners will use it to do their homework and take tests for them. This article presents some ways to take best advantage of generative AI, while managing and mitigating the risks. It also suggests some uses of generative AI to avoid. These insights are informed by learning science and extensive experience developing AI-enabled learning products. If applied properly, generative AI can dramatically accelerate human learning and do so at scale.