Pacific young people living in Aotearoa New Zealand experience disparities in their sexual and reproductive health outcomes, thought to stem from cultural differences and educational inequities. Although these barriers have been characterised in literature, their influence on Pacific youth’s understandings of sexual and reproductive health have been relatively unexplored. This study investigated the sexual and reproductive health knowledge of Pacific students enrolled at a university in Aotearoa New Zealand in 2020 and where they gained this knowledge. The study used the theoretical framework of the (revitalised) Fonofale health model and was guided by the Kakala research methodology. Data were collected by means of an online survey comprised of open-ended questions and Likert scales, completed by eighty-one eligible students. Open-ended questions were analysed for general themes and responses to Likert scale items are reported using descriptive statistical analysis. The study found that Pacific youth have strong foundations of health knowledge that is heavily influenced by Polynesian cultural beliefs. Both formal and non-formal learning environments were important in developing participants’ health knowledge of these topics and for encouraging independent help-seeking behaviours. This is the first reported study to investigate the sexual and reproductive health knowledges of a pan-Pacific tertiary cohort of young people.

Exploring student motivation to learn is a research area that has rapidly expanded over the past decade, especially as the COVID‐19 pandemic continues to influence education. In the field of anatomy, most research about motivation to learn targets medical and other health professional students, but little is known about factors that drive students enrolled in science degrees. The aims of this mixed‐methods study were to determine: (1) what motivates undergraduate university science students to learn anatomy, and whether motivation differs between cohorts (second‐ and third‐year) and gender; and (2) the impact of COVID‐19 on motivation to learn. Students (n = 171) completed a survey (the Science Motivation Questionnaire II [SMQII] and questions about learning experiences during the pandemic) and a subset (n = 12) participated in focus groups/interviews. Quantitative data were analyzed using a combination of parametric and non‐parametric statistics, and a general inductive approach was applied to qualitative data. Grade, intrinsic, and career factors were consistently identified as the key components of motivation. No statistically significant differences were found for motivation components between level of study or gender. Students reported that the COVID‐19 pandemic negatively impacted motivational components, but it had also fast‐tracked the development of online learning, with both positive and negative connotations. Students value traditional in‐person lectures but support a blended approach of traditional and online teaching methods for learning anatomy. Educators should utilize these findings when considering how to teach and support science students in ways that embrace motivational components to foster success in those studying anatomy.

The teaching of reproduction, gender and sexuality at tertiary level is often compartmentalised, separating biological components from the political, socio-cultural, psychological and ethical perspectives that influence how knowledge is understood and utilised. In parallel, educators often have specialised knowledge and can struggle to address the broader questions outside their area of expertise. This is particularly true in an era of changing constructs and terminology related to gender and sexual diversity, and strong views as to which terminology is appropriate. Recognising this need, we organised a local symposium drawing together educators (lecturers, teaching-fellows, demonstrators) from across our university campus to discuss the range and nature of courses in medicine, sciences and the social sciences taught at our institution. Here, we outline the rationale, process and the key themes discussed, which included changing models of sex and gender, associated terminology changes and the importance of appropriate framing and incorporation of indigenous (Māori) perspectives. An interdisciplinary approach is essential to integrate theories engaging with the non-binary nature of sex and gender with the largely binary process of reproduction. This cultural shift requires educationalists to counter biased opinions and misinformation with accurate and diverse content to ensure teaching is accurate and up-to-date.

Human-cadaveric material is a valuable resource for teaching anatomy, and a lot of research engaging medical students shows they benefit, in a variety of ways, from engaging with this material. However, more and more students who study anatomy are non-medical. Thus, they may have different educational foci than that of medical students, and, therefore, different perspectives on the value of human-cadaveric material as a learning resource. The aim of this study was to explore the perceptions of science students studying anatomy, in the use of learning using cadaveric material. Two cohorts of undergraduate science students studying anatomy (second-year, third-year) completed two surveys; one at the start and another following the completion of their semester-long courses that utilised prosections (second-year) and dissection (third-year) as a primary way of learning anatomy. Likert-scale and open-ended responses were analysed using a general inductive approach, and common emergent themes were identified. In total, 134 second-year and 77 third-year students completed the first survey, and 80 second-year and 36 third-year students completed the second survey. For the majority of students, their interactions with human material were positive and most of them cope well. Students acknowledged the opportunity and expressed gratitude for an invaluable learning resource. If at first the situation is confronting, with more experience, exposure, and staff support, most students find their initial concerns dissipate. This study identifies key areas of the learning journey that work well and others that can be improved, to better prepare students for learning with human material.