DescriptionCSEdX is a key professional learning event that celebrates best practices, explores our potential; and challenges us to provide every learner with a learning experience that is connected, relevant, thought-provoking, and future focussed.
It is the place where teaching academics can share and collaboratively learn about teaching practice: strategies, pedagogies, technologies, and approaches. The sessions offer the opportunity to explore ways to teach and to connect with peers to ‘talk teaching’.
It is the place to share the ways we improve our work through scholarly activity, bring discipline research into our teaching, and use student voices to guide teaching decisions.
CSEdX will drive innovative teaching and learning for 2023 because it offers an opportunity to bring together all staff who are connected to student learning: faculty academics and divisional staff who support the design of learning, or who lead student learning for 3 days of collective thinking and celebrating. It can be a flagship event at the university bringing together professional learning foci from across the year and shaping collective consideration of a conceptual direction for scholarly focus for the next 12 months- guiding the planning for what we need to be focussing on in teaching and scholarly activity for teaching.
|Period||15 Nov 2022 → 17 Nov 2022|
|Event type||Online presentation|
|Location||AustraliaShow on map|
|Degree of Recognition||Regional|
- gender diversity
ASJC Scopus subject areas
- Health Professions(all)
Documents & Links
Introducing LGBTIQ+ content into the Physiotherapy program. ‘We know that poor physical and mental health are pervasive in the LGBTIQ+ population, and that unequal access to healthcare, and discriminatory treatment, continue to exist for LGBTIQ+ people’ (Ross et al., 2019). Research shows that LGBTIQ+ people may experience or fear, discrimination related to their sexuality and/or gender identity when attending physiotherapy. Physiotherapists may make assumptions about gender and sexuality and due to the intimate nature of physiotherapy practice involving, undressing, palpation and close observation of movement, may unintentionally make people feel uncomfortable and avoid physiotherapy. Without the inclusion of LGBTIQ+ content within physiotherapy entry-level education there also may be a lack of knowledge about specific health issue specific to LGBTQIA+ population. During 2019-2022 a scaffolded approach based on the Indigenous Cultural Competency Framework was used to review and introduce LGBTIQ+ content into the physiotherapy program at Charles Sturt University. Staff were encouraged to attend Ally training and use pronouns on zoom profile and email signatures. There was a review of teaching content including the review of clinical case studies used in teaching for diversity of people and the use of pronouns within the cases throughout the course. In first year, a clinical case study was altered to introduce the concept of preferred names, a specific lecture on diversity was presented and some students completed a presentation on Gender Diversity and inclusivity in healthcare. In third year, specific issues involving palpation and touch and consent were reviewed in the acute care and musculoskeletal subjects and a new Gender Health topic area was developed in the new subject PHS306, Exploring the Breath of Physiotherapy Practice. This podcast will also present survey responses exploring the student perspective on the inclusion of LGBTIQ+ content within the physiotherapy course at Charles Sturt University.