Focus
Evaluation of student responses to metacognitive prompts was performed with the aim of promoting self-regulated learning (SRL) and identifying effective learning processes for diverse student groups.

Background
The transition to university presents challenges for students. Increased demands, particularly rapidly acquiring skills for autonomous learning, can leave some students poorly prepared, impacting academic success and risk of attrition (Naylor et al. 2018). SRL is crucial in this process, involving cognitive and metacognitive processes (Zimmerman & Schunk, 2011). While evidence suggests SRL can be taught (Colthorpe et al. 2018; Weinstein et al. 2000), it is often overlooked in university curriculum design.

Description
Aiming to improve SRL behaviours and academic outcomes, we designed tasks prompting students to reflect on their learning processes, set goals, and consider how to seek help and utilise feedback.

Method
Meta-learning tasks were embedded in undergraduate physiology topics. Student responses were analysed using reflexive thematic analysis (Braun & Clarke, 2006). Variables identified were correlated with student demographic information, and grades.

Evidence
Differences in planning abilities and strategy selection for overcoming challenging concepts were observed between students across different grade bands. Higher grades were associated with a broader range of learning strategies and resources, with group study, visualisation and self-quizzing used most by students who achieved greater academic success. Differences were also observed between students from different disciplines and across varying demographics.
Students self-reported meta-learning tasks as beneficial (79% - 83% agreement). Student data demonstrated increased student satisfaction and decreased topic fail rates following inclusion of meta-learning tasks.

Contribution
Curriculum design and educational practice to enhance SRL is important to foster academic success for students and promote equity in higher education.

Engagement
Audience members will learn how to implement and evaluate metacognitive prompts and brainstorm how learning behaviours that support academic success could be promoted within their contexts.

Focus Test anxiety in Allied Health students.
Background Undergraduate physiotherapy students are high achievers with perfectionistic tendencies (Zhang & Walton, 2018) who report higher levels of test anxiety (TA) with practical skills/ oral viva examinations than other health students impacting performance and well-being (Ferreira et al, 2020). Practical/ oral examinations evaluate clinical competence and determine course progression hence are perceived as high stakes examinations. Known factors associated with TA include gender and self-efficacy (Mavis, 2001) however little is known what influences TA, nor whether TA predicts performance.
Video exemplars have been shown to reduce TA in nursing students undertaking practical examinations (Abbasi et al, 2023) however the impact of video exemplars on reducing TA in physiotherapy students is unknown.
Description 
Series of observational and interventional cohort studies determining:
1. Relationship between TA, Self-Efficacy (SE) and examination performance
2. Student perspectives of factors influencing TA
3. Effect of video exemplars in reducing TA
Method(s) 
Undergraduate physiotherapy students enrolled at an Australian University between 2019-2021 rated their TA and SE using validated questionnaires (Lowe, 2021; Mavis, 2001) prior to viewing video exemplars of excellent and poor performance and performing their exams. Student perspectives were explored using qualitative surveys. Data analysed using linear regression, thematic analysis and t-tests.
Evidence 
Undergraduate physiotherapy students report high levels of TA, not predictive of performance. Student perception of preparedness was a weak predictor of performance but reported to be a factor contributing to TA with performance anxiety and exam operations.
Test anxiety was significantly reduced after viewing video exemplars in preparation for practical skills examinations (Pre ¯x¯= 70.5 (16.9), Post x¯= 63.18 (18.3), p,<0.001).
Contribution to scholarship and/or practice 
Student perceptions of TA including lack of preparedness, performance anxiety and exam operations can be decreased by video exemplars.
Engagement: Interactive (Mentimeter) of audience perceptions of TA factors.