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Background: During the arrival of the COVID-19 pandemic, various professional ethical guidance was issued to (and for) health and social care professionals in England and Wales. Guidance can help to inform and support such professionals and their patients, clients and service users, but a plethora of guidance risked information overload, confusion, and inconsistency.Methods: During the early months of the pandemic, we undertook a rapid review, asking: what are the principles adopted by professional ethical guidance in England and Wales for dealing with COVID-19? We undertook thematic content analysis of the 29 documents that met our inclusion criteria.Results: The 29 documents captured 13 overlapping principles: respect, fairness, minimising harm, reciprocity, proportionality, flexibility, working together, inclusiveness, communication, transparency, reasonableness, responsibility, and accountability.Conclusions: We intend this attempt to collate and outline the prominent principles to be helpful, particularly, for healthcare practice during the COVID-19 pandemic and, hopefully, for future pandemic planning. We also offer some reflections on the guidance and the principles therein. After describing the principles, we reflect on some of the similarities and differences in the guidance, and the challenges associated not only with the specific guidance reviewed, but also with the nature and import of "professional ethical guidance". [ABSTRACT FROM AUTHOR]

Research exploring parents' experiences of having offspring with autism spectrum disorder (ASD) currently underrepresents fathers. This study aimed to develop an understanding of the experience of fathers, with a view to facilitating improved support. Eight fathers participated in semi-structured interviews exploring their experiences of fathering children with ASD. Fathers described their experiences as a path towards acceptance, with independence and integration for their offspring being key goals. Fathers saw themselves as advocates fighting obstructive services to access appropriate care. The value placed on formal and informal support varied, although the need for personalised support was emphasised. Enabling fathers to see their experiences as a journey, whilst engaging them on the important topics of independence and integration, may improve their experience. [ABSTRACT FROM AUTHOR]

Information about the Second Annual Postgraduate Conference in Bioethics in Cambridge, England is presented. It discussed the theoretical and methodological foundations of bioethics and future research agendas. It is stated that many delegates were invited to explore how they perform bioethics and whether they identify themselves as bioethicists through describing on aspects of their own research.

Introduction: General Practitioners (GPs) and allied healthcare professionals working in primary care are regularly required to make decisions with, for and on behalf of patients who lack capacity. In England and Wales, these decisions are made for incapacitated adult patients under the Mental Capacity Act 2005, which primarily requires that decisions are made in the patient's 'best interests'. Regarding children, decisions are also made in their best interests but are done so under the Children Act 1989, which places paramount importance on the welfare of the child. Decisions for children are usually made by parents, but a GP may become involved if he or she feels a parent is not acting in the best interests of the child. Internationally, including elsewhere in the UK, different approaches are taken. We hypothesise that, despite the legislation and professional guidelines, there are many different approaches taken by GPs and allied healthcare professionals in England and Wales when making these complex decisions with, for and on behalf of patients who lack capacity. To better understand what is known about how these decisions are made, we plan to undertake a scoping review and directed content analysis of the literature. While the majority of decisions made in primary care are made by GPs, for completeness, this review will include all allied healthcare professionals working in primary care., Methods and Analysis: To ensure a wide breadth of literature is captured, a scoping review will be undertaken as described by Arksey and O'Malley (2005). A five-stage approach will be taken when conducting this review: (1) identifying the research question; (2) identifying relevant papers; (3) study selection; (4) data extraction and (5) summarising and synthesis. The final stage will include a directed content analysis of the data to help establish the cross-cutting themes., Ethics and Dissemination: The scoping review will be disseminated through conferences and peer-reviewed publications. This scoping review is the first (mapping) phase in a proposed larger study to explore how GPs make decisions with, for and on behalf of those who lack capacity. Qualitative research with GPs, patients and their families will follow, before all the results are synthesised using an 'empirical bioethics' methodology., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2020. Re-use permitted under CC BY. Published by BMJ.)

Teaching and learning practice in higher education (HE) should incorporate educational evaluation, both for the purpose of external and internal quality assurance and to monitor and improve the student experience. Methods used to evaluate education vary, but the majority of literature on course evaluation is based on quantitative surveys of the learner experience. One alternative to survey evaluation is 'nominal group technique' (NGT), which has been used with some success in curriculum development. This multi-method study aimed to (1) compare the nature and quality of data gathered using NGT with standard written questionnaires, (2) assess the usefulness of the feedback for an individual teacher and institution and (3) consider the appropriateness and feasibility of widespread use. Both the standard written questionnaire and NGT generated data on similar topics. The structured nature of the questionnaire tended to generate short answers which were similar to the results of the NGT ranking exercise. However, in contrast to the questionnaire data, the NGT discussion phase allowed in-depth exploration and interrogation of students' views. Whilst the specific data gathered via NGT are unlikely to be useful for quality assurance purposes within an institution, since they is not easily comparable, they can provide teachers with in-depth information on how to improve the learning experience and improve the efficacy of teaching. It is likely that NGT evaluation will be particularly useful when evaluating new courses, identifying problems in poorly performing courses, and identifying good practice in high-performing courses. Institutional investment in selective NGT evaluation may be more feasible than routine use.