AUT And Abbott Team Up To Tackle Concussions & Women's Health
Press Release – AUT
Under the collaboration, Abbott has installed the ARCHITECT ci4100 analyser, one of its Core Laboratory platforms, in AUTs SPRINZ biochemistry lab at AUT Millennium, a hub for many of New Zealands high-performance sports organisations and Olympic …
New Zealand's leading sports research institute, based at Auckland University of Technology (AUT), has embarked on a multi-year collaboration with global healthcare technology company Abbott. This joint effort has potential to transform how sports injuries are treated in the future, especially for female athletes.
Under the collaboration, Abbott has installed the ARCHITECT® ci 4100 analyser, one of its Core Laboratory platforms, in AUT's SPRINZ biochemistry lab at AUT Millennium, a hub for many of New Zealand's high-performance sports organisations and Olympic athletes.
A Legacy of Innovation
AUT Professor of Human Performance Patria Hume, who played a key role in establishing the collaboration, describes the initiative as the start of a legacy, not just a research programme.
'The Abbott Core Laboratory platform will enable us to build a comprehensive database of women's health metrics, fostering long-term studies that will benefit future generations,' says Professor Hume. 'This is a collaborative effort, bringing together experts from various fields to tackle some of the most pressing health issues faced by women today. The technology will push the boundaries of what's possible in sports science and medical research.'
The installation of Abbott's diagnostics platform marks a revolutionary step in advancing brain and women's health research. The system allows for precise blood tests that were previously out of reach, enabling researchers to identify critical biomarkers for neurological and hormonal health.
'With this technology, we can uncover insights that will lead to early detection, better treatment options, and personalised care plans tailored to the unique needs of each woman,' says Professor Hume.
Addressing Concussion Challenges in Female Athletes
Research increasingly shows that female athletes face a higher risk of concussion and respond to brain trauma differently than males. Yet current diagnostic and treatment practices often fail to account for these differences.
'It's time we adopt approaches that address the unique challenges concussions pose to women,' says Beth McQuiston, M.D., Medical Director in Abbott's diagnostics business.
'Having worked in this field for years, I'm truly excited to see how new technologies, like Abbott's Core Laboratory instruments, are helping us make groundbreaking strides in this area. By screening for blood biomarkers released after a brain injury, we can quickly and accurately determine if a CT scan is necessary. This not only improves patient triage but also reduces unnecessary radiation exposure – it's a win for both patients and healthcare providers.'
AUT Professor of Psychology and Brain Health Alice Theadom, who also directs the TBI Network (Traumatic Brain Injury Network), highlights the significance of the partnership for advancing brain health research.
'There is exciting emerging evidence on the use of blood and hormone levels to detect physiological changes caused by brain injury,' says Professor Theadom.
'The availability of this instrument will position New Zealand at the forefront of new discoveries, revolutionising how we detect and treat these injuries. This collaborative programme brings together clinicians, community groups, and academics to drive clinically important discoveries in women's brain health.'
The AUT-Abbott partnership goes beyond concussion research. The team will also explore how vitamins (such as Vitamin D and B12) and neuroendocrine changes impact brain health – a first-of-its-kind initiative that has never been done before. This holistic approach will provide unprecedented insights into the factors influencing brain health and recovery.
Recruitment for study participants has begun. For information about the studies and to learn how to get involved, visit Women's health and neuroscience research programme – SPRINZ – AUT or contact brain@aut.ac.nz
Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles
RNZ News
4 hours ago
- RNZ News
Professor Allan Blackman: investigating the 'living glow'
Professor Allan Blackman from the School of Science at AUT joins us to discuss the implications of a recent study that found all living things, including humans, emit a ghostly glow that vanishes as soon as we die. Photo: YEW! IMAGES
Scoop
3 days ago
- Scoop
Science Kits Launched, Curriculum Overhaul To Come
The 2025 Budget included almost $40 million over four years on science kits for Year 0 to 8 students, which the Education Minister today announced will 'support teachers to confidently deliver practical science learning, aligned with the new science curriculum.' The SMC asked experts to comment on the state of science education in NZ. Professor Stuart McNaughton, Professor in Curriculum and Pedagogy at the University of Auckland, comments: 'Science and pūtaiao kits which provide teachers with hands on level-appropriate resources for experiments and science activities are an important piece in a wider puzzle. That puzzle is how best to increase both students' understanding and critical engagement in science, particularly through the primary school years where we know we need to be more effective. 'Other parts of the puzzle include the capabilities of the teachers to use the resources effectively. It has been apparent for some time that we need more specialised knowledge and skills to teach science in these years. Being able to use resources such as these, tailored to the local context, is key to increasing ongoing engagement. 'A good example is the role of well-designed resources in environment science topics, focused on the local context and its communities, acknowledging their knowledge, including Mātauranga Māori. When associated with students engaging in ways which contribute to solving issues related to climate change, this develops both achievement in science, and science citizenship skills. 'There are implications here for the preparation of our teachers to teach years 0-8 and their ongoing professional learning and development. Having advanced qualifications and a science background for specialist teaching available in schools needs to be accompanied by other pieces. 'The curriculum piece requires clear direction on how best and when to foster deep knowledge, critical thinking and the skills for acting as a scientist. The latter must include being able to identify and understand the threats posed by misused and misrepresented science information; students urgently need well-developed media and information literacy for science.' No conflicts of interest. Science education researchers Professor Georgina Tuari Stewart (Ngāpuhi-nui-tonu, Pare Hauraki), AUT; Associate Professor Sally Birdsall, University of Auckland; and Dr Brian Tweed, Massey University, comment: 'It's got to be a good thing to bring down barriers to learning science, so we welcome the news today about the kits for all Year 0-8 classrooms. 'They are not essential for primary science, which can be taught brilliantly using everyday materials, and schools will need to carefully store and manage them to prevent components being lost. Providing teacher professional learning will be key; on their own, the kits could be ineffective. 'But no matter how well they are used, these kits could never produce the results claimed by the Minister, because it is in secondary schooling where all but a tiny percent of students are turned off and stop studying science.' Conflict of interest statement: None declared. Dr Carrie Swanson, Senior Lecturer in Teacher Education at AUT, comments: 'The announcement of investment in primary science education is welcome. 'There are two main foci for science education, one is to produce scientifically literate citizens, and the other is to produce scientists or students who will work in STEM fields. It appears the direction of the implied curriculum is towards educating future scientists. 'Enhancing the STEM pipeline is more complex than providing students with a 'wow' experience. Providing curated boxes of experiments, and online modules on how to do the experiments will not position the learning within relevant contexts. This is only part of the solution. Teachers need sustained professional development from science experts, preferably kanohi ki te kanohi to not only develop their thinking about scientific concepts but also how to support discussion and enhance critical thinking about socio-scientific issues and wicked problems affecting the world. Students need to be able to see themselves in science and see the relevance of it to them and their community. 'This is a weakness in this approach, as the science is 'boxed' rather than connected to the world around them. While it is pleasing to see that resources are available in te reo, the connection to Mātauranga Māori and Pacific contexts is less apparent. There seems to be a dearth of connection to the environment, and sustainability.' No conflicts of interest. Dr Jared Carpendale, Senior Lecturer – Teacher Education, Massey University, comments: ' I also want students to love learning about science. 'The issue of a lack of science learning opportunities and experiences for primary aged students which foster their natural curiosity is systemic and ongoing. Focusing on developing science kits seems short sighted when the goal should be about supporting teachers' knowledge and confidence to teach science in a transformative and systemic way. 'Science kits might help those teachers who are keen on teaching science where accessing resources is an external barrier. However, research shows that for most primary teachers, the barrier is internal – their knowledge, confidence, and views on science, often stemming from their own science education experiences. 'In their work, the Education Review Office highlighted eight actions from schools that influenced the improvement of science learning for primary aged students: Demonstrating the will to improve student engagement in science Carrying out high-quality internal evaluation Using achievement information for planning and evaluation Engaging in targeted external and in-school professional learning and development Effectively managing change Changing the focus of science programmes from content to developing science capabilities Using a range of resources Involving others in the community 'Using science kits focuses on one of these. While the announcement mentions that teachers will have access to professional development modules, it seems that they will be focused on how to use the kits rather than understanding the science ideas which underpin them. 'Perhaps a more appropriate way to use ~$40m is to build a national network of primary science specialists who can support teacher knowledge and confidence in appropriate and transformative ways.' No conflicts of interest. Associate Professor Chris Eames, School of Education, University of Waikato, comments: 'It was great news in the budget to see the Government resourcing science education. This is critical for our students to foster an understanding of the world around us and give young people the knowledge and skills to inform their decision-making. This is especially important at a time when misinformation and disinformation are being widely used, the role of evidence is being undermined. 'The provision of the science kits does have promise to engage students' thinking and curiosity, and done well, could stimulate an enjoyment of learning in science, leading to later career choices. Science kits by themselves are a limited response to engaging students' learning and care is needed to ensure students are engaging in a range of scientific methods, including learning outside the classroom. 'Any initiative to improve science education in primary schools will rely on the capacity and capability of the teacher, so it will be important that the science kit professional development modules focus on more than just how to use the kit, but help to support teacher conceptual, procedural and epistemic knowledge. It is also questionable as to whether provision of science kits to all schools over 4 years is a durable solution to create long-term excellence in science education in primary schools. This initiative seems lacking in longer-term teacher capacity building. 'The timeframe to deliver the kits and support is welcome but quite short. It is to be hoped that the provision of this initiative will be offered widely to the science education community to ensure the best possible offerings from a diverse range of suppliers. It would also be important for the kits to include opportunities to integrate literacy and numeracy objectives, so that time-pressured teachers can find ways to fit their use into their curriculum. ' Conflict of interest statement: 'I have not been involved in the science curriculum writing and do not perceive any other conflict of interest.' Dr Michael Edmonds, President of the NZ Institute of Chemistry, comments: 'I am delighted to see the government has committed to bring high quality, hands-on science kits into classrooms around New Zealand. There is nothing quite like students participating in science themselves to spark a passion for science that can lead to many different and satisfying future careers. The New Zealand science and engineering communities have a proud history of bringing practical science to schools and communities through initiatives such as the Wonder Project, House of Science, Nanogirl and EVolocity. Reduction of government funding for the aforementioned projects means there is certainly a space for more hands on activities in schools. 'As this government is focused on efficiency, I would encourage them to make sure that any new initiatives align well with previous initiatives use of existing expertise in New Zealand, perhaps by consulting or contracting previous providers. This way we can be certain that the new initiatives engage and inspire students to not only understand key scientific concepts but also see how science can and does make the world a better and more exciting place to live.' No conflicts of interest.
Scoop
22-05-2025
- Scoop
Trans Tasman AI Collaboration Links High School Students With Trailblazer
Press Release – Auckland University of Technology AUT Vice-Chancellor, Professor Damon Salesa, says that as New Zealands only university of technology, AUT is proud to collaborate on initiatives that harness the power of technology to shape a better future. AUT has hosted renowned video gamer and designer, Maru Nihoniho, (NZOM, Ngāi Tahu, Ngāti Porou, Te Whānui-ā-Apanui), at a livestreamed Future Careers Forum for high school students held in collaboration with the Science Gallery at the University of Melbourne. Also featuring a talented line-up of AUT and University of Melbourne experts, and special guests, the Trans-Tasman panel discussion about the AI Revolution marked the first time the University of Melbourne's hub for innovation – has collaborated with a New Zealand university. In the QS Rankings 2025 the University of Melbourne was ranked number one in Australia and number 13 worldwide. AUT Vice-Chancellor, Professor Damon Salesa, says that as New Zealand's only university of technology, AUT is proud to collaborate on initiatives that harness the power of technology to shape a better future. 'This trans-Tasman collaboration with the University of Melbourne is a strong example of how partnerships across science, technology, art, and design can drive opportunities for meaningful impact. 'AUT is committed to ensuring that technologies like AI are developed inclusively and ethically. Working alongside Maru Nihoniho, Science Gallery Melbourne, and our own AUT experts strengthens our ability to have impact for our communities in this space. 'Through this collaboration, we aim to inspire future students to see themselves as innovators and changemakers in a rapidly evolving technological world—reinforcing AUT's reputation as a bold, future focused university making real-world impact,' he says. Science Gallery at the University of Melbourne explores the collision of art and science through an annual program of exhibitions, learning initiatives, public programs and research that showcases interdisciplinary and experimental practice. Part of an international network of galleries linked to universities across the globe, Science Gallery is located in the University of Melbourne's innovation precinct, Melbourne Connect. One of five global nodes, Science Gallery Melbourne aims to involve, inspire and transform young people through art and science. The current exhibition, SCI-FI: Mythologies Transformed, offers fresh insights on science fiction, a genre built on envisioning alternative futures and imaginary realms in collaboration with ArtScience Museum, Singapore. The lines connecting science fiction with ancient philosophy and mythologies are brought to light through the work of Asian and First Nations women artists and collectives. 'Collaborating with AUT on Science Gallery Melbourne's global classroom initiative has allowed us to boldly inspire 3,500 high school students across the Asia-Pacific, including Australia, New Zealand, Vietnam and China. Sharing interdisciplinary and intercultural learning experiences online offers new pathways into the careers of the future, where creativity and collaboration are crucial in an ever-changing world,' says Dr Ryan Jefferies, Director of Science Gallery Melbourne. Named one of the top 50 women in technology by Forbes magazine, Maru Nihoniho is the founder and director of Metia Interactive, an Auckland-based game development company that produces third-party games across multiple platforms. As a game designer and producer, her focus is on indigenous storytelling, and she is committed to delivering meaningful games that feature strong cultural themes and unique stories. Participating high school students had the opportunity to ask questions of the panellists in both countries, with a focus on the use of AI and integration in industry. Note: Auckland University of Technology (AUT) is one of the world's best modern universities. Home to more than 29,000 students across three campuses, AUT leads Australasia in global research impact, with over 60 research centres and institutes delivering leading research – from artificial intelligence to robotics, and ecology to public health. As a contemporary university AUT is connected to an extraordinary range of organisations worldwide; sharing expertise and resources, collaborating on ground-breaking research, and connecting students with industry leaders and employers. Learn more about AUT
