An external review of the disciplines of Chemistry, Anatomy and Physiology commissioned in 2005 recommended that the Health Group establish a common Foundation Year across a number of degree programs to address a range of issues related to consistency and integration of curricula, development of a rich repertoire of shared resources, enhanced student support and a common approach to assessment. A Foundation Year Coordinator, Dr Jay Browning, was appointed in early 2006 to coordinate the development of the Year. Following extensive consultation with relevant Schools, eight core first year Foundation courses were developed, which replaced an array of previous course offerings. The eight courses include:

Semester 1

1. Chemistry in Biological Systems 1
2. Cell Biology
3. Cells, Tissues and Regulation
4. Introductory Individual and Social Psychology

Semester 2

5. Chemistry in Biological Systems 2
6. Anatomy and Physiology 1
7. Anatomy and Physiology 2
8. Biophysics and Quantitative Biology

It was agreed that the Foundation Year would be implemented across 12 degree programs in the Schools of Dentistry and Oral Health, Medical Science, Pharmacy and Physiotherapy and Exercise Science. These programs include seven or eight of the Foundation Year courses. The Foundation Year commenced in 2007 with a cohort of 650 students.

Introduction of the Foundation Year was perceived to have a number of benefits for students:

1. Simplifies the course structure across a number of degree programs. The previous first year course structure was complicated with numerous courses that overlapped in content and had different assessment approaches. The Foundation Year provides an integrated set of courses with a common approach to assessment.
2. Provides a better foundation for second year by ensuring that all first year students have a solid grounding in chemistry, cell biology, anatomy, physiology, psychology and biophysics.
3. Ensures there is consistency between first year courses. Prior to the Foundation Year there was significant variation between courses in terms of assessment, tutorial help and laboratory requirements. This has been largely standardized to make it fairer and more transparent for students. For example, there is now a single laboratory program, so that all students have a common constant weekly timeslot.
4. Enables the provision of more resources to support learning. For example a CD has been developed that contains lecture notes, laboratory notes and practice assessment for each of the first semester courses offered as well as useful resources and web links. FLAS ensured that the design of the CD was attractive, the information easily accessible and the presentation of materials consistent across courses. This was sent to students at the beginning of February to ensure it was available to them as early as possible
5. Places a much greater emphasis on providing student support. In some of the courses drop-in tutorials have been scheduled to help answer students’ questions about courses content and assessment. Each student is enrolled in a web-based study group of approximately 10 students. This on-line group can be used to share information. Common Time has been introduced, which is a weekly common hour, available to all students, that offers advice and support in a range of areas including essay writing, library skills, exam preparation and career matters.
6. Opportunities to engage with students from other degrees through shared lectures, laboratories, on-line groups and drop-in tutorials. Not only is student engagement critical to retention, but these days jobs in health settings require practitioners to work with other professions in multi-disciplinary teams. Getting to know and work with students who will be going into other professional roles gives students an advantage in the job market and a better understanding of the roles of other professions.
7. Easier transition from one degree program to another after the first year. Although it is not encouraged, those students who decide to change degrees at the end of their first year can more easily do so as they will receive full credit for their first year studies.

The Foundation Year will be extensively evaluated to determine its effectiveness in promoting student learning. Recommendations will also be made for improvements. An area that will receive considerable attention is the embedding of academic and career development skills into the curriculum and greater preparation for the Foundation Year through orientation activities.

Associate Professor Nick Buys,
Dean, Learning & Teaching (Health Group)