Generative AI has changed the assessment conversation in higher education, but in sonography the issue is even sharper. This presentation argues that the real challenge is not simply academic misconduct or detecting AI use, but whether our assessment systems still allow us to make credible decisions about learning, competence, and readiness for practice. In a profession where graduates move into high-stakes clinical environments, the validity of the pass decision matters enormously. TEQSA’s recent guidance has shifted attention away from policing and towards structural assessment reform, with greater emphasis on assurance of learning, secure assessment points, and defensible evidence of student capability.

Using sonography as a case study, this session explores why some familiar assessment approaches now sit on increasingly shaky ground, particularly when identity, authorship, and performance conditions cannot be confidently assured. It will consider what more valid assessment might look like in practice, including direct observation, oral defence, in-person clinical examinations, and programmatic approaches that build evidence across time. The presentation also reflects on the implications for course design, governance, and professional accreditation in a time when assessment can no longer be treated as business as usual.

Looking for tips to get students started in the clinical environment?
This lecture will explore a structured approach to teaching ultrasound skills to novice learners in clinical settings. Focusing on breaking complex techniques into consistent and manageable steps builds confidence in early skill development for both the student and supervisor. The session will highlight practical strategies for standardising instruction, scaffolding learning, and reinforcing core principles.

The journey of a student sonographer is rewarding and challenging, filled with emotions of self-doubt, happiness and personal growth. As sonography students, we undergo hours of lab time at university, where we learn to scan, build rapports, master culturally safe communication, and work effectively with the rest of the medical team. These skills then guide us on clinical placement, with the support and mentoring of our supervisors helping to strengthen and hone our sonography foundation

Our presentation will discuss our journeys as sonography students who are completing our training in both public hospital and private radiology settings in Brisbane and the Sunshine Coast, and how the training received from our supervisors has honed our knowledge, skills, and confidence as trainee sonographers.

By discussing our experiences, our presentation hopes to discuss the important impact that sonographers have on student sonographer development and building a strong foundation that shapes our careers and patient care.

The journey of a student sonographer is rewarding and challenging, filled with emotions of self-doubt, happiness and personal growth. As sonography students, we undergo hours of lab time at university, where we learn to scan, build rapports, master culturally safe communication, and work effectively with the rest of the medical team. These skills then guide us on clinical placement, with the support and mentoring of our supervisors helping to strengthen and hone our sonography foundation.

Our presentation will discuss our journeys as sonography students who are completing our training in both public hospital and private radiology settings in Brisbane and the Sunshine Coast, and how the training received from our supervisors has honed our knowledge, skills, and confidence as trainee sonographers.

By discussing our experiences, our presentation hopes to discuss the important impact that sonographers have on student sonographer development and building a strong foundation that shapes our careers and patient care.

For fifteen years, CQUniversity has delivered Australia’s only integrated undergraduate‑to‑postgraduate ultrasound pathway, with Edith Cowan University entering the field in 2024. Despite the longevity and proven outcomes of this model, the structure, intent, and academic equivalence of the undergraduate/postgraduate pathway remain poorly understood across the sector. This presentation clarifies how the pathway functions, why it is academically equivalent to traditional postgraduate routes, and how it contributes to national workforce sustainability.
A key point of confusion is the one‑year Graduate Diploma, often assumed to be “less” than the two‑year part‑time postgraduate diplomas commonly offered elsewhere. The academic level is identical. The distinction lies in focus: this model embeds ultrasound‑specific learning earlier, more intensively, and more coherently across the student journey. The curriculum delivered in the Graduate Diploma year mirrors that of standard postgraduate programs, but students in the integrated pathway engage with ultrasound concepts sooner, supporting stronger clinical reasoning and professional identity formation.
The presentation will explore persistent awareness gaps, understanding what the course involves, recognition of the equivalence to the Graduate Diploma, and exploring the shifting national landscape now that CQU is no longer the sole provider. It will also examine the undergraduate/postgraduate ultrasound space and what this means for consistency, standards, and future workforce planning.
By leveraging undergraduate entry and integrating postgraduate‑level learning, this model offers a scalable, efficient, and academically rigorous solution to national workforce shortages, strengthening clinical capacity and long‑term sustainability.