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Drug information specialists (DIS) bring unique, specialized expertise and provide services in diverse settings including health systems, academia, pharmaceutical industry, compendia, medical writing, and other areas. With widespread access to drug information (DI) resources through user‐friendly, online platforms, the role of DIS has shifted. Core skill sets once confined to DIS are now distributed across various non‐DIS clinical specialties. DIS have transformed the application of their specialized skill set and adapted it to a variety of traditional and nontraditional areas, providing and applying advanced expertise to solve a variety of contemporary challenges. The training of students and residents has evolved to include evidence‐based practical contemporary methods that promote critical thinking and reasoning. Effective DI evaluation and communication necessitates customizing content for stakeholders to ensure understanding and contribute to optimal patient care, all while addressing misinformation and disinformation. The future of DI as a specialty is bright, with ever‐increasing recognition of the importance of DI skills in non‐DIS practitioners. DIS will likely continue to guide best practices in the education/training of new practitioners and continue to provide advanced services and formulary analytics. This update to our 2009 DI PRN Opinion paper will focus on: (1) DI education and training needed for all students, residents, and pharmacists; (2) career opportunities, roles, and responsibilities specifically tailored for DIS in health systems, managed care organizations, academia, pharmaceutical/biotechnology industry, and medical writing services; and (3) the future direction of DI, including the potential impact of artificial intelligence. [ABSTRACT FROM AUTHOR]

Interrogating the White Paper 3 of 1997 which upholds academic freedom, institutional autonomy and public accountability, I make the case for justice through higher education using public accountability. I argue that the higher education system in South Africa is capable of fulfilling such a role in the context of extreme injustices but not without a critical engagement of the extent and causes of these injustices and an understanding of their implications for academic curricula, practices and deeply embedded conceptions of knowledge. A redefinition of higher education institutions' public accountability in terms of responsibility to their 'institutional locale' or community (the populations whose needs they should be meeting) can be an effective 'proactive tool' with which higher education can redress social injustices. This requires an interrogation of the social, political and economic conditions of possibility that either inhibit or aid educational desire and attainment. An investigation of this nature entails a rigorous reappraisal of all three of the key principles within which higher education systems operate—academic freedom, institutional autonomy and public accountability—if they are to guard against the continued perpetuation of epistemic and social injustices. [ABSTRACT FROM AUTHOR]

Alzheimer's disease (AD) is characterized by high heterogeneity in disease manifestation, progression and risk factors. High phenotypic variability is currently regarded as one of the largest hurdles in early diagnosis and in the design of clinical trials; there is therefore great interest in identifying factors driving variability that can be used for patient stratification. In addition to genetic and lifestyle factors, the individual's sex and gender are emerging as crucial drivers of phenotypic variability. Evidence exists on sex and gender differences in the rate of cognitive deterioration and brain atrophy, and in the effect of risk factors as well as in the patterns of diagnostic biomarkers. Such evidence might be of high relevance and requires attention in clinical practice and clinical trials. However, sex and gender differences are currently seldom appreciated; importantly, consideration of sex and gender differences is not currently a focus in the design and analysis of clinical trials for AD. The objective of this position paper is (i) to provide an overview of known sex and gender differences that might have implications for clinical practice, (ii) to identify the most important knowledge gaps in the field (with a special regard to clinical trials) and (iii) to provide conclusions for future studies. This scientific statement is endorsed by the European Academy of Neurology. [ABSTRACT FROM AUTHOR]

Background: National ranking from the triennial Programme of International Student Assessment (PISA) often serves as a barometer of national performance and human capital. Though excessive student- and school-level covariates (n > 700) may prove intractable for traditional least-squares estimate procedures, shrinkage methods may be more suitable for subset selection., Aims: With a focus on the United States, this paper proposes sparse regression for PISA 2012 to discover salient student- and school-level predictor variables for mathematical literacy achievement., Sample: The sparse regression analysis was conducted on 10 top-tiered OECD countries/economies, Canada, and the United States in mathematical literacy on the 2012 PISA. Two- and three-level hierarchical regression analyses were performed on Canadian and US students (N = 26,522) along with five of the ten top-tiered countries/economies (N = 58,385)., Methods: Using the 'least absolute shrinkage and selection operator' (LASSO) technique, the study (1) identified salient predictor variables of mathematical literacy performance for the top-tiered countries/economies, Canada, and the United States and (2) used these salient variables to perform two- and three-level hierarchical regression on data from Canada and the United States along with five top-tiered countries/economies. Weights and replicates were used to account for complex sample design. A weighted, two-level confirmatory factor analysis was performed to identify latent constructs. Missing data were handled through multiple imputation., Results: Separate two-level hierarchical models accounted for 32-35% student-level and 58-70% school-level variance in Canada and the United States, respectively; three-level models accounted for 33% of level-one variance, 62-65% level-two variance, and 13-44% of level-three variance for the US/Canada and US/Canada/top-tiered students, respectively. Following top-tiered countries/economies, Canadian students had high levels of self-efficacy, were more likely to encounter advanced concepts in class, were less activity/small group-centred, and were more likely to consider truancy a learning hindrance. Factor analyses revealed a positive relation with rigour and class organization (teacher-centred) for top-tiered countries and Canada, though not for the United States. For all countries, there was a strong relation between rigour and self-beliefs., Conclusion: Compared to top performers, a less rigorous curriculum, coupled with class and school factors, may explain lag in US performance., (© 2018 The British Psychological Society.)

The article discusses the proposal of a new regulatory changes on the three dimensional (3D) printing technology also known as the additive manufacturing as of January 2019 in the clinical practice. Topics mention including the role of the printing process in the clinical decision-making, Australian Register of Therapeutic Goods (ARTG) and increasing new technology in surgical practices.

The oral health education system is in need of major reform! This is especially apparent in university-based education for the health professions. So-called preclinical as well as clinical education simply has not kept pace with or been responsive enough to shifting patient demographics and patient/population desires and expectations, changing health system expectations, evolving interdisciplinary expertise and practice requirements, new scientific discoveries and scientific information, focus on quality improvement, and/or integration of emerging technologies. Moreover, university-based "dental education" is the most costly professional degree education within the entire university portfolio, and dental student accumulated debt is increasing each year well beyond national inflation estimates. Today, we have an enormous opportunity to explore major reforms in health professional education. Through the Santa Fe "process" of open and candid engagements and discussions (see www.santafegroup.org), we advance an argument as well as a national strategy that can enable major reforms in the oral health education system. We further suggest that major revisions can result in an outcome-based education system that prepares oral health professionals to meet both the needs of patients/families/communities and the requirements of a changing health system. [ABSTRACT FROM AUTHOR]

We have evaluated performances and subjective impressions of paper, LCD tablet, and e‐Paper during study tasks of reading and writing on each medium. Paper showed general superiority in correct answer rate, processing speed, and most of subjective impression. It should also be noted that e‐Paper showed better correct answer rate than tablet. [ABSTRACT FROM AUTHOR]

The strongest and best-documented risk factor for drug hypersensitivity ( DH) is the history of a previous reaction. Accidental exposures to drugs may lead to severe or even fatal reactions in sensitized patients. Preventable prescription errors are common. They are often due to inadequate medical history or poor risk assessment of recurrence of drug reaction. Proper documentation is essential information for the doctor to make sound therapeutic decision. The European Network on Drug Allergy and Drug Allergy Interest Group of the European Academy of Allergy and Clinical Immunology have formed a task force and developed a drug allergy passport as well as general guidelines of drug allergy documentation. A drug allergy passport, a drug allergy alert card, a certificate, and a discharge letter after medical evaluation are adequate means to document DH in a patient. They are to be handed to the patient who is advised to carry the documentation at all times especially when away from home. A drug allergy passport should at least contain information on the culprit drug(s) including international nonproprietary name, clinical manifestations including severity, diagnostic measures, potential cross-reactivity, alternative drugs to prescribe, and where more detailed information can be obtained from the issuer. It should be given to patients only after full allergy workup. In the future, electronic prescription systems with alert functions will become more common and should include the same information as in paper-based documentation. [ABSTRACT FROM AUTHOR]

ABSTRACT The ability to perform bedside thoracic ultrasound is increasingly recognized as an essential skill for thoracic clinicians, extending the clinical examination and aiding diagnostic and therapeutic procedures. Thoracic ultrasound reduces complications and increases success rates when used prior to thoracentesis or intercostal chest tube insertion. It is increasingly difficult to defend performing these procedures without real or near-real time image guidance. To assist thoracic physicians and others achieve and demonstrate thoracic ultrasound competence, the Interventional Pulmonology Special Interest Group ( IP-SIG) of the Thoracic Society of Australia and New Zealand ( TSANZ) has developed a new pathway with four components: (i) completion of an approved thoracic ultrasound theory and hands-on teaching course. (ii) A log of at least 40 relevant scans. (iii) Two formative assessments (following 5-10 scans and again after 20 scans) using the Ultrasound-Guided Thoracentesis Skills and Tasks Assessment Tool ( UG-STAT). (iv) A barrier assessment ( UG-STAT, pass score of 90%) by an accredited assessor not directly involved in the candidate's training. Upon completion of these requirements a candidate may apply to the TSANZ for recognition of competence. This pathway is intended to provide a regional standard for thoracic ultrasound training. [ABSTRACT FROM AUTHOR]

This paper presents an insight into two Farsi complementary language classrooms in Copenhagen, Denmark, characterised by political sensitivities. We illustrate a number of characteristic features of the classrooms concerning language use, pedagogical methods and cultural phenomena, which were related to key adults' preferences, and we consider possible interpretations of them as indexical signs. In particular, we emphasise ideological interpretations (e.g. the monolingualism norm and language purism) and we relate the classroom characteristics to the contemporary state of Iran as well as to the time and place in which the classes occurred. We analyse both explicit metapragmatic messages and implicit ways of indicating ideologies, and see both types as characterised by avoidance of particular referents, that is, by unmentionables. [ABSTRACT FROM AUTHOR]

The Association of Community Health Nursing Educators (ACHNE) has developed a number of documents designed to delineate the scope and function of community/public health nursing (C/PHN) educators, researchers, and practitioners. Consistent with the mission of ACHNE, this position paper entitled Academic Faculty Qualifications for Community/Public Health Nursing has been developed by the Faculty Qualifications Task Force. The shortage of qualified nursing faculty has been well documented. In particular, this shortage has increased the difficulty in having sufficient numbers of faculty who are educationally and experientially qualified to teach in the C/PHN specialty. ACHNE is addressing this concern by setting forth preferred qualifications for faculty to teach C/PHN at both the graduate and undergraduate level. While we recognize that the current faculty shortage may require schools to use faculty to teach in areas in which they do not have appropriate formal preparation, the paper outlines best practices for teaching C/PHN, a goal we urge all schools of nursing to work toward. Task Force members developed an earlier draft of the document in fall 2008, and input was solicited and received from ACHNE members and considered in the final document, which was approved by the ACHNE Executive Board in July 2009. [ABSTRACT FROM AUTHOR]

Objective To determine the differential effects of a paper-based versus a web-based portfolio in terms of portfolio quality, user-friendliness and student motivation. Methods An experimental design was used to compare Year 1 medical students' reflective portfolios. The portfolios differed in presentation medium only (i.e. web-based versus paper-based). Content analysis, a student questionnaire and mentor interviews were used to evaluate portfolio quality, user-friendliness and student motivation. A total of 92 portfolios were scored independently by 2 raters using a portfolio quality-rating instrument. Results Portfolio structure, quality of reflection and quality of evidence showed no significant effects of presentation medium. Multi-level analysis showed a significant effect for student motivation: web-based portfolios scored 0.39 more than paper-based portfolios ( P < 0.05; effect size 0.76). The mentors reported no differences in portfolio quality, except that there were more visuals in web-based portfolios. Students spent significantly more time preparing the web-based than the paper-based portfolios (15.4 hours versus 12.2 hours; t = 2.1, P < 0.05; effect size 0.46). The 2 student groups did not differ significantly in terms of their satisfaction with the portfolio. The mentors perceived the web-based portfolios as more user-friendly. Conclusions The web-based portfolios were found to enhance students' motivation, were more user-friendly for mentors, and delivered the same content quality compared with paper-based portfolios. This suggests that web-based presentation may promote acceptance of portfolios by students and teachers alike. [ABSTRACT FROM AUTHOR]

There are few publications summarising the main issues concerning pathology teaching and learning within undergraduate medical degrees. This article examines the themes that have emerged from the literature over the last 2 decades. A literature search was performed using PubMed, which identified 86 relevant papers in the English language. The themes discussed in the literature included the timing and duration of pathology courses, the appropriate pathology teacher for medical students, the teaching strategies used for pathology, and the methods used to assess learning. With the gradual increase of integrated medical curricula, it is important for pathology teachers to engage in the change process and help to shape the new-style courses. One of the positive aspects of change is that it can provide an opportunity to rethink current practice. It is hoped that this paper might stimulate discussion about how pathology is taught and learnt, leading to further developments in this area. [ABSTRACT FROM AUTHOR]

The viability of a pencil-and-paper version of the lexical-decision (LD) task to assess children's word decoding skill was investigated. Participants in this study were Dutch second and third graders. Lexical decision and oral reading appear to be highly correlated, in second grade more than in third grade. Retest reliability of the LD tests is sufficient, at least for screening purposes, to good. The correlation with tests designed to measure pencil-and-paper test-taking skills shows that such skills at most play a minor role. Materials of different phonological and morphological structure caused systematic differences in score level, but a single factor suffices to explain common reading test variance. LD scores appear not to be particularly subject to inappropriate strategies. [ABSTRACT FROM AUTHOR]

Research data derived from observational studies are accumulating quickly in the field of allergy and immunology and a large amount of observational studies are published every year. The aim of the present study was to evaluate the adherence to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist by papers published in the three European Academy of Allergy and Clinical Immunology journals, during the period 2009–2018. To this end, we conducted a bibliographic study of up to eight randomly selected papers per year per Journal. Our literature search resulted in 223 papers. Amongst those, 80, 80 and 63 records were from Paediatric Allergy and Immunology, Allergy and Clinical and Translational Allergy, respectively; the latter was published only from 2011 on. Prospective, case control and cross‐sectional designs were described in 88, 43 and 92 papers, respectively. Full reporting of all STROBE items was present in 47.4%, 45.6% and 41.2% for the cohort, cross‐sectional and case‐control studies, respectively. Generally, no time trend in adherence of reporting STROBE items was observed, apart from reporting funding, which increased from 60% in 2009/2010 to more than 90% in 2018. We identified a cluster of STROBE items with low proportions of full reporting constituted by the items on reporting study design in the title and methods, variables types along with their measurement/assessment, bias and confounding, study size, and grouping of variables. It appears that the STROBE checklist is a suitable tool in observational allergy epidemiology. However, adherence to the STROBE checklist appeared suboptimal. [ABSTRACT FROM AUTHOR]

The article presents abstracts on nutrition and dietetics topics which include supporting mental health of dietetic students, exploration of learner autonomy in a pre-placement work-incorporated learning experience for dietetic students, and evaluation of a protected mealtimes programme in a general surgical ward.

My intervention briefly addresses the long, complex debate on technical and educational issues within British psychoanalysis during the late 1930s and 1940s. I hope to show that some of the problems discussed and the resolutions proposed by the Training Committee of the British Society during the years of the Controversies which we are commemorating are still a source of food for thought today, in spite of the fact that they belong to a specific past. I stress the importance of Strachey's ideas about an open psychoanalytic forum. This would not be the solution to all our problems, as crises and dissent are an inevitable part of the development of our discipline. However, the more transparent and the more informed we are about our past, and about the whole internal history of our discipline, including the wider cultural, scientific and socio-political context within which psychoanalysis developed and is developing, the better chance we have of understanding our present. [ABSTRACT FROM AUTHOR]

Teacher professionalism in England may be considered to have been shaped by the set of professional standards, and the accompanying statutory performance management system, introduced by the Labour government in 2007. More recently the coalition government’s 2010 White Paper, The Importance of Teaching, announced reforms that will potentially re-shape teacher professionalism. In this article I examine the ‘shape’ of teacher professionalism in England, as defined by the professional standards. I reveal it to be a lop-sided shape, indicating a professionalism that focuses predominantly on teachers’ behaviour, rather than on their attitudes and their intellectuality. Presenting my conceptual analysis of professionalism, and examination of its link with professional development, I consider whether—and to what extent—teacher professionalism may in fact be shaped by government-imposed reform. I conclude that ‘enacted’ professionalism may be quite different from ‘demanded’ professionalism, and shaping professionalism involves a complex and indecipherable process that is better understood by examining the process whereby individuals develop professionally. [ABSTRACT FROM PUBLISHER]

Undergraduate clinical orthodontic experience may be expressed in a variety of ways. The most common way (used, inter alia, in the DentEd school visits) is by number of curriculum hours. Other ways include the number of patients seen, or number of procedures carried out. Whilst any of these methods may allow comparison between cohorts of students within a school or between schools, none of them are suitable to determine how much experience is ‘satisfactory’, nor do they indicate what the student should know, understand, or be able to do, to be considered ‘satisfactory’, and hence fit to graduate. This situation may be addressed by the use of competences and/or learning outcomes, and in 2004 the Association for Dental Education in Europe (ADEE) adopted a document that contained one major competence and five supporting competences in orthodontics. This paper considers the shortcomings of conventional methods of recording orthodontic experience in relation to the acquisition of these competences, and some ways in which staff and students may assess competence. [ABSTRACT FROM AUTHOR]

This paper reports on research into personal education plans (PEPs) for ‘looked after’ children (children in care) in one large county local authority in England. PEPs were introduced by guidance from the Department for Education and Employment and Department of Health in 2000. The fieldwork for this research began two years after this guidance was published. The research findings show that although social services staff and teachers are critical of specific aspects of PEPs, they have helped to raise the profile of the educational needs of looked after children in the local authority studied. They have provided a forum for social work and education professionals to meet in the interests of particular children. Key problems relate to practical issues: ensuring social workers and teachers feel able to fulfil their expected roles in relation to the education of looked after children; making the system focus on meeting the needs of children as well as practitioners; difficulty in meeting specified timescales; more meaningful, constructive and sensitive involvement of children in the process of producing and reviewing PEPs. The broader issue, however, is about the ability to plan the education of looked after children. Additional barriers to planning were particularly apparent in residential care and specifically within secure accommodation. [ABSTRACT FROM AUTHOR]

The article presents a paper based on the Policy Seminar held at Birkbeck College in London, England on the special educational needs (SEN) Green Paper. It outlines the definition of SEN and explains how merging school action and school action plus would simplify the system. It relates the proposal of the Green Paper to extend the choice of schools to all state-funded schools that would include special schools, academies and free schools.

Background Existing tools for rapid cognitive assessment in HIV-positive individuals with mild cognitive deficits lack sensitivity or do not meet psychometric requirements for tracking changes in cognitive ability over time. Methods Seventy-five nondemented HIV-positive patients were evaluated with the Montreal Cognitive Assessment (MoCA), a brief battery of standardized neuropsychological tests, and computerized tasks evaluating frontal-executive function and processing speed. Rasch analyses were applied to the MoCA data set and subsequently to the full set of data from all tests. Results The MoCA was found to adequately measure cognitive ability as a single, global construct in this HIV-positive cohort, although it showed poorer precision for measuring patients of higher ability. Combining the additional tests with the MoCA resulted in a battery with better psychometric properties that also better targeted the range of abilities in this cohort. Conclusion This application of modern test development techniques shows a path towards a quick, quantitative, global approach to cognitive assessment with promise both for initial detection and for longitudinal follow-up of cognitive impairment in patients with HIV infection. [ABSTRACT FROM AUTHOR]

The article discusses the scope, competences, proficiencies and learning results in Postgraduate Periodontal Education. Under the European Directives, a postgraduate program in periodontology should include a 3-year full-time course or part-time for 4 years in order to allow the student to practise Periodontics and Oral Implant Therapy at a specialist level. A list of competences and proficiences in postgraduate periodontal education is presented.

The article chronicles the activities of the American Association of Physicists in Medicine (AAPM) from 1999 to 2008. In 1999, AAPM's TG-51 calibration protocol was published. The AAPM Summer Research Fellow Program started in 2001. In 2004, a major undertaking of AAPM was the reorganization of committees and councils. In 2007, issues related to education and training were prominent in AAPM's agenda.

As we celebrate the 50th year of the American Association of Physicists in Medicine (AAPM), what better time to look back at our development as well as to look forward to the opportunities that lie ahead. Here the authors will review some of the achievements of the Education Council and show how the activities are helping to shape the future educational goals and opportunities of the AAPM and the medical physics profession. Much of the work of the Education Council is carried out by the various committees and subcommittees that make up the Council or have a liaison relationship with the Council. [ABSTRACT FROM AUTHOR]

It is important to establish the predictive validity of medical school grades. The strength of predictive validity and the ability to identify at-risk students in medical schools depends upon assessment systems such as number grades, pass/fail (P/F) or honours/pass/fail (H/P/F) systems. This study was designed to examine the predictive validity of number grades in medical school, and to determine whether any important information is lost in a shift from number to P/F and H/P/F grading systems. The participants in this prospective, longitudinal study were 6656 medical students who studied at Jefferson Medical College over 3 decades. They were grouped into 10 deciles based on their number grades in Year 1 of medical school. Participants were compared on academic accomplishments in Years 2 and 3 of medical school, medical school class rank, delayed graduation and attrition, performance on medical licensing examinations and clinical competence ratings in the first postgraduate year. Results supported the short- and longterm predictive validity of the number grades. Ratings of clinical competence beyond medical school were predicted by number grades in medical school. We demonstrated that small differences in number grades are statistically meaningful, and that important information for identifying students in need of remedial education is lost when students who narrowly meet faculty's expectations are included with the rest of the class in a broad ‘pass’ category. The findings refute the argument that knowledge of sciences basic to medicine is not critical to subsequent performance in medical school and beyond if an appropriate evaluation system is used. Furthermore, the results of this study raise questions about abandoning number grades in favour of a pass/fail system. Consideration of these findings in policy decisions regarding assessment systems of medical students is recommended. [ABSTRACT FROM AUTHOR]

To evaluate potential learning outcomes for pre-registration house officer (PRHO) training and develop an evidence base for informed decision making. A 2-stage Delphi process was employed to establish the opinions of Scottish stakeholders with regard to learning outcomes for the PRHO year. Doctors involved in the provision of PRHO training, including deans, postgraduate tutors and general practitioners (GPs) with trainees, were invited to participate in the study. Respondents rated a range of outcomes according to which they believed should be included or excluded from the PRHO training year. Learning outcomes identified for PRHOs were grouped under the 12-domain framework of the 3-circle model: ‘What the doctor can do’, ‘How they approach their practice’ and ‘Their professionalism’. Based on the consensus opinions gained in the Delphi study, the ratings were classified into priority groupings. Priority 1 contained 45 of the original 81 learning outcomes, representing each area of the 3-circle model, with emphasis on the domains of clinical skills, patient investigation/management, communication, appropriate attitudes and personal development. Health promotion and disease prevention was the only domain not represented at priority 1. Priority 2 contained 24 outcomes with emphasis on the understanding of clinical skills, patient management and personal development. Priority 3 contained 12 outcomes indicating a lack of emphasis for some outcomes, particularly the role of the doctor and health promotion. Consensus on the learning outcomes for PRHO training has been achieved, providing an evidence base for curriculum planning. The relative priority assigned to these outcomes can facilitate the use of the evidence. This evidence base should be referred to when reviewing any PRHO training programme. [ABSTRACT FROM AUTHOR]

To explore the relationship between teaching scientific methodology in Year 2 of the medical curriculum and student attitudes towards and knowledge about science and scientific methodology. Anonymous questionnaire survey developed for this purpose. Zagreb University School of Medicine, Croatia. A total of 932 students (response rate 58%) from all 6 years were invited to participate. Score on attitude scale with 45 Likert-type statements and score on knowledge test consisting of 8 multiple choice questions. The average attitude score for all students was 166 ± 22 out of a maximum of 225, indicating a positive attitude towards science and scientific research. The students' average score on the knowledge test was 3.2 ± 1.7 on 8 questions. Students who had finished Year 2 had the highest mean attitude (173 ± 24) and knowledge (4.7 ± 1.7) scores compared with other year groups ( P < 0.001, anova and Tukey posthoc test). For students who had attended a mandatory Year 2 course on the principles of scientific research in medicine (Years 3 to 6), multiple linear regression analysis showed that knowledge test score (B = 3.4; SE = 0.4; 95% confidence interval 2.5–4.2; P < 0.001) and average grades (B = 7.6; SE = 1.5; 95% CI 4.6–10.6; P < 0.001) were significant predictors of attitude towards science, but not sex or failure to pass a year (B = − 0.6; SE = 1.7; 95% CI − 3.9–2.6; P = 0.707; and B = − 3.1; SE = 1.9; 95% CI − 6.8–5.7; P = 0.097, respectively). Medical students have generally positive attitudes towards science and scientific research in medicine. Attendance of a course on research methodology is related to a positive attitude towards science. [ABSTRACT FROM AUTHOR]

Portfolios are increasingly advocated in medical education. Qualitative studies have suggested their value in stimulating experiential learning, promoting deep learning and encouraging reflection. This study explored the use of educational portfolios in reflective learning by general practice (GP) registrars in Yorkshire, England. A postal questionnaire was sent to the 92 registrars of a deanery in November 2001, after a pilot study with registrars in a single district had been carried out. The questionnaire explored the registrars' use of the portfolio to collect information and for reflection, as well as registrars' attitudes towards the portfolio. It was returned by 71 registrars, representing a 77% response rate. Structured in-depth interviews were used to support the results obtained. Of the registrars who responded, 65% recorded information on a regular basis and 42% used the portfolio in reflective learning. Experienced registrars used the portfolio least. Those with supportive trainers used the portfolio more in reflection. The study suggests that the role of the trainer/supervisor is vital in portfolio-based learning. It raises questions about the acceptability of portfolio learning. It adds weight to the suggestion that careful introduction of portfolios and training of supervisors is vital. Further work to establish the role of portfolios in reflective learning is recommended. [ABSTRACT FROM AUTHOR]

The article offers information on the submission of papers needed for a special issue of the journal on topics like oracy, communication, literacy policy, and education.

Provides a technique in teaching students on how to deal with death and grief. Proliferation of death education; Story of Sadako Sasaki; Procedure of making a paper crane.

Podcasts refer to episodes of audio content that are readily available on streaming applications on smartphones or computers. This paper reports on the development of the 'Breathe In Radiography Podcast' series for radiography students and provides suggestions for evaluation. Podcast development followed a structured framework, including identification of podcast topics and expert guests, content development, audio recording, episode upload to host site and distribution. Using a framework was useful to guide development and ensure consistency across podcast episodes. Evaluation through podcast usage data, surveys and focus groups provides a comprehensive strategy to explore radiography students' perception of the newly developed podcast series. [ABSTRACT FROM AUTHOR]

In this editorial introduction, we outline recent debates on geographies of education, specifically on themes of nature, place, and outdoor landscapes. We argue for the need to extend these discussions due to the rising popularity and politicisation of educational encounters in outdoor landscapes, as well as their long‐standing relationship to a series of moral geographies. We introduce the main focus of the five papers in this themed collection, and show how together, they add to our understanding of the spatialities and experiences of both formal and informal educational sites, through both historical and contemporary perspectives. We reflect on some of the themes that tie these papers together, the UK‐based focus of this collection, and its wider geographical contributions. In this editorial introduction, we outline recent debates on geographies of education, specifically on themes of nature, place and outdoor landscapes. We introduce the main focus of the five papers in this themed collection, and show how together, they add to our understanding of the spatialities and experiences of both formal and informal educational sites, through both historical and contemporary perspectives. [ABSTRACT FROM AUTHOR]

Threats to the health of our environment are numerous. Much research in science and engineering is devoted to documenting, understanding, and attempting to mitigate the harm itself. The root challenge for sustainability, however, is human behavior. As such, changes to human behaviors and the internal processes that drive them are also essential. Critical to understanding sustainability‐related behaviors is the individual's conceptualization of the natural world and its components and processes. The papers in this topiCS issue address these conceptualizations by drawing from anthropological, linguistic, educational, philosophical, and social cognitive perspectives as well as traditional psychological approaches to the study of concepts and their development in children. They engage with many domains bearing on environmental sustainability including climate change, biodiversity, land and water conservation, resource use, and design of the built environment. They coalesce around four broad themes: (a) What people know (or believe) about nature broadly and about specific aspects of nature, and how they acquire and use this knowledge; (b) how knowledge is expressed and shared via language; (c) how knowledge and beliefs interact with affective, social, and motivational influences to yield attitudes and behaviors; and (d) how members of different cultures and speakers of different languages differ in these ways. The papers also point to lessons for advancing sustainability via public policy and public messaging, education, conservation and nature management, and design of the built environment. The root challenge for environmental sustainability is human behavior. Critical to understanding sustainability‐related behaviors is the individual's conceptualization of the natural world and its components and processes. The papers in this issue address these conceptualizations by drawing from anthropological, linguistic, educational, philosophical, and social cognitive perspectives as well as traditional psychological approaches to the study of concepts and their development in children. [ABSTRACT FROM AUTHOR]

The article comments on the dilemma of the objective paper-and-pencil assessment within the Piagetian framework in the U.S. Paper-and-pencil measures also lack the flexibility of the clinical method in which a perceptive interviewer can explore the various ways in which a subject interprets his or her environment. Paper-and-pencil instruments attempt to retain various aspects of the clinical interview method. It must be noted that many measures of formal operational reasoning also assess other cognitive capabilities such as field independence.

Integrated pest management (IPM) is a broad-based approach for addressing pests that negatively affect human and environmental health and economic profitability. Weeds, insects and disease-causing pathogens (diseases) are the pests most often associated with IPM. A systematic review, widely used in other scientific disciplines, was employed to determine the most commonly studied IPM topics and summarize the reasons for these trends and the gaps. In a field synopsis of the literature, 1679 relevant published papers were identified and categorized into one of the following five broad areas: IPM and organic (organic), climate change and pests (climate), rural and urban IPM (rural and urban), next-generation education (education) and advanced production systems (technology). Papers were examined in greater detail for at least one of the three main pests in a systematic review. A majority (85%) of IPM papers have been in the area of rural and urban IPM, primarily addressing agriculture (78%). Professionals, landowners and the general public were the focus of a majority (95%) of IPM papers on education. Technology is an increasing area of focus in the literature. Over the past 40 years, IPM papers have primarily (75%) addressed insects and been limited mostly to rural and urban settings. Climate change, technology and education specific to pest management studies are increasingly being published and will help broaden the focus that could result in increased adoption and development of IPM. © 2017 Society of Chemical Industry [ABSTRACT FROM AUTHOR]

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Comments on the Green Paper on the future of higher education in Great Britain by Sir Keith Joseph, the Secretary of State for Education and Science, in 1985. Challenge to the conservative complacency of universities; Analysis of the British government's policies on education; Implications on higher education.

The article presents several announcements, including the opening of a Centre for Economic History at the Australian National University (ANU), the date of the 2013 Asia Pacific Economic and Business History Conference, and the recipient of the Wiley-Blackwell Best Conference Paper Award, Ekaterina Sadetskaya.

A list of papers presented at the Association for the Study of Higher Education (ASHE) conference is presented including "Negotiating race and sexual orientation in the college choice process of Black gay males," by Dian Squire and colleagues, "Morehouse College: Promoting Black male success in STEM," by Marybeth Gasman and colleagues and "In search of progressive Black masculinities," by Keon McGuire.

Introduction: Twitter journal clubs are a relatively new adaptation of an established continuing professional development (CPD) activity within healthcare. The medical radiation science (MRS) journal club 'MedRadJClub' (MRJC) was founded in March 2015 by a group of academics, researchers and clinicians as an international forum for the discussion of peer‐reviewed papers. To investigate the reach and impact of MRJC, a five‐year analysis was conducted. Methods: Tweetchat data (number of participants, tweets and impressions) for the first five years of MRJC were extracted and chat topics organised into themes. Fifth anniversary MRJC chat tweets were analysed and examples of academic and professional outputs were collated. Results: A total of 59 chats have been held over five years with a mean of 41 participants and 483,000 impressions per hour‐long synchronous chat. Ten different tweetchat themes were identified, with student engagement/preceptorship the most popular. Eight posters or oral presentations at conferences, one social media workshop and four papers have been produced. Qualitative analysis revealed five core themes relating to the perceived benefits of participation in MRJC: (1) CPD and research impact, (2) professional growth and influencing practice, (3) interdisciplinary learning and inclusion, (4) networking and social support and (5) globalisation. Conclusion: MRJC is a unique, multi‐professional, global community with consistent engagement. It is beneficial for both CPD, research engagement, dissemination and socialisation within the MRS community. [ABSTRACT FROM AUTHOR]

Summary: Google, Facebook, OpenAI, and others have released access to versions of language chatbots that they have developed. These chatbots have been trained on massive amounts of text using neural networks for language processing. Using an approach similar to security penetration testing, this paper investigates and compares three different chatbots, assessing potential strengths and limitations of these systems. The paper presents several findings, including a comparison of those systems across answers to common questions, an analysis of the use of names and activities to guide discussion in two systems, an analysis of the extent of differences in responses arising from "regeneration" of a question, the determination of a weakness in a system of knowing "who" invented something, development of a potential new subfield, sensitive topic classifiers, and an analysis of some of the implications of these findings. As part of this analysis, I find emerging topics in chatbots, such as "topic stalemate" and the use of sensitive topic classifiers. [ABSTRACT FROM AUTHOR]

This paper provides a critical overview of scholarship on the geographies of education. The article explores some of the key roots, linguistic traditions, and conceptual underpinnings of what has become a burgeoning and diverse area of scholarship. It emphasises the different subdisciplinary areas to which research on geographies of education has contributed, including work on social reproduction, the relationship between education spaces and their "outsides," the agency of learners, structural inequalities, learners' experiences, materialities, and mobilities. The paper concludes with some suggestions about future work on geographies of education, identifying key areas of potential in terms of connection: with scholarship on geography education; with research going on outside geography; with scholarship on education spaces less well‐represented thus far (such as Further Education); and with research on and from non‐Anglophone contexts and the Majority Global South. This paper provides an overview of scholarship on the geographies of education. It considers research from a number of geographical traditions, providing a wide‐ranging review of work on issues as diverse as identities, political ideals, materiality, inequality, mobility, and learners' experiences. The paper also explores potential avenues for future research on geographies of education. [ABSTRACT FROM AUTHOR]

Data logging is the process of collecting and storing data from an experiment. Traditionally, data from science experiments was collected manually by hand and graphs were produced using pen and paper. By the introduction of cheap and powerful microcontrollers, all data logging operations are currently carried out using microcontroller-based data logging devices. This article describes the design of an educational microcontroller-based data logger device, which can be used to collect and save data for both offline and online analysis. © 2009 Wiley Periodicals, Inc. Comput Appl Eng Educ 18: 397–405, 2010; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20281 [ABSTRACT FROM AUTHOR]

In the context of the COVID‐19 pandemic, this co‐authored paper grew out of a graduate course on mindfulness and an extended inquiry into what it means to cultivate mindful relationships in curriculum as lived experience. Centring three graduate students' experiential projects, including two projects of interactions with nature and one project of interpersonal interactions, this paper demonstrates the process of practicing mindfulness from students' perspectives as individual inquiry, a process that was filled with curves and frustrations as well as revelations and potentiality. The teacher educator created pedagogical conditions but the students enacted their own curriculum in their lived experience of forming mindful relationships. A further layer of inquiry was conducted in the conversations among the three graduate students and the teacher educator, from which shared meanings of time, self‐understanding, gender and making connections across difference emerged. A reconstructed conversation was composed to demonstrate this inquiry process. Curriculum as lived experience, including curriculum as a complicated conversation, is the orientation for this individual and group inquiry. This study shows that curriculum as mindfully lived in relationship is an emergent process of cultivating both deepened self‐understanding and relational attunement, sustained through a lived body, lived time and space, and lived connections across difference. [ABSTRACT FROM AUTHOR]

Background Teaching using paper problem-based learning (p- PBL) sessions has left some students fatigued with the learning process. Therefore, attempts have been made to replace p- PBL with digitally enhanced, decision-making PBL in the form of virtual patients ( VP). Student enthusiasm for substituting p- PBL with VP has not been quantitatively evaluated on the intended educational effects. Aim To determine the educational effects of substituting p- PBL sessions with VP on undergraduate medical students in their internal medicine course. Methods We conducted a randomised controlled study on 34 third-year undergraduate medical students in the academic year 2015-2016. Student performance after an intervention substituting p- PBL sessions with VP was analysed. The educational outcomes were measured with knowledge exams and the Diagnostic Thinking Inventory. Results There was no difference in exam performance between groups ( P > 0.833) immediately after the intervention, or in long term. Nor was there a significant difference in improvement of diagnostic thinking between groups ( P > 0.935 and P > 0.320). Conclusions Our study showed no significant improvement in diagnostic thinking abilities or knowledge exam results with the use of VP. Educators can add VP to sessions to motivate students, but a significant improvement to educational outcome should not be expected. [ABSTRACT FROM AUTHOR]

This paper responds directly to the question, how do we communicate our philosophy of art education? It does this by drawing upon previous research with House of Imagination,School Without Walls and doctoral research exploring children's learning identity as artists, to illuminate a philosophical approach to art education and its pedagogy that highlights both human and more‐than‐human dimensions of learning in communities of practice involving artists, researchers and educators working alongside children and young people where spaces of possibility for practice and innovation emerge. The paper focuses particularly on current and creative research in the Forest of Imagination, a long‐term participatory contemporary arts and architecture event in Bath, UK. Forest of Imagination offers an alternative, creative approach to learning, focusing on ecological imagination and nature connection. As a new aesthetic imaginary, the Forest of Imagination is a living, breathing art classroom, inspiring curiosity, imagination and a deeper connection with the natural world. [ABSTRACT FROM AUTHOR]