Thompson, J.Charlton, K.Thirumanickam, A.Prideaux, N.Chen, K.2025-07-232025-07-232023Abstracts of the Higher Education Research Group Adelaide Conference (HERGA 2023) as published in the HERGA 2023 Conference Program, 2023, pp.59-59https://hdl.handle.net/2440/146253Human bioscience curriculum represents the foundation for a range of allied health disciplines. Challenges for learning designers include the delivery of effective and sustainable learning, navigating large glossaries of terminology, and remaining relevant to each of the unique disciplinary memberships of the classroom. Traditional pedagogical approaches have been linked to student memorisation and rote learning, meaning higher order learning milestones remain unrealised, and learning gains are often a short term phenomenon. Our work sought to continue to build on a successful local human bioscience program, which had already witnessed a shift from basic memorisation and recall tasks through a flipped classroom design which was sympathetic to the different disciplinary membership. We present our latest iterative interprofessional learning developments within a human bioscience course. We introduce the use of an authentic healthcare workplace team HUDDLE, an acronym for ‘Healthcare Using Deliberate Discussions Linking Events’1. These established workplace practices are characterised by interdisciplinary collaboration and shared problem solving to optimise patient care and safety2. We introduced the HUDDLE to the classroom as an interprofessional education (IPE) tool to support weekly group work activities and assessments. Classroom HUDDLE tasks are framed using the five core IPE competencies of; 1. Roles and responsibilities, 2. Ethical Practice, 3. Conflict resolution, 4. Communication, and 5. Collaboration and teamwork3. These also form the basis of a continuous program of assessment, distinguishing our approach from many IPE examples characterised by a discreet teaching event, while aligning our work with the principles of sustainable assessment. We are changing the local teaching narrative within human bioscience, shifting beyond students memorising inventories of terms and facts, towards the appreciation of the future professional relevance of content and the collaborative interdisciplinary application of learning.enCopyright status unknownHuman bioscience curriculum; allied health disciplinesConference paper744240Thompson, J. [0000-0002-0473-3266] [0000-0003-0055-5842]Prideaux, N. [0000-0001-7673-7621]