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A personal narrative is presented which explores the author's experience of observing a male House Sparrow copulating with a female in his garden in Fife, Scotland on May 6, 2012.

Introduction: The newly introduced National Ultrasound Training Programme within the NHS Scotland Academy provides an alternative clinical learning environment for postgraduate medical ultrasound learners. Learners during academic year 2022/23 were supported with up to five weeks of clinical education within the NHS Scotland Academy, as an alternative to their local Health Board. This study explores the perceptions and experiences of the first cohort of learners and their practice educators., Methods: An interview guide was developed comprising questions to explore learners and practice educator experiences and perceptions of the National Ultrasound Training Programme. Ten semi-structured interviews were conducted (Learners n = 5 and Practice Educators n = 5). Thematic analysis was performed by two independent researchers following an established six-stage process., Results: Three themes emerged:1. Importance of the Clinical learning environment, 2. Relationships and 3. Skills and confidence. Organisational challenges within the NHS Health Boards pose barriers to Learners and Practice Educators supporting clinical education. Learners benefitted from both the clinical learning environments while practice educators recognise the advantage of alternative clinical education for their Learner and wider ultrasound services. Further collaboration to capitalise on knowledge exchange was identified for enhancement., Conclusion: The NHS Scotland Academy can play a pivotal role in delivering learner-centred, protected clinical education as an adjunct to traditional models of practice education., Implications for Practice: Employers and Practice Educators must identify and acknowledge barriers to postgraduate medical ultrasound education. Protected learning time, recognising roles of Learners and Educators and a supportive clinical learning environment are paramount. Learner-centred best practice clinical education can be successfully delivered within the NHS Scotland academy as an adjunct to acute health board clinical education and adopting a collaborative approach will provide enhancements for stakeholders., Competing Interests: Conflict of interest Diane M Dickson and Morgyn Kay declare that they have no conflict of interest., (Crown Copyright © 2024. Published by Elsevier Ltd. All rights reserved.)

A study to ascertain how the community based antenatal services in the East End of Glasgow related to the guidelines set by a Working Party on Ante-Natal and Intrapartum Care (Royal College of Obstetricians and Gynaecologists, 1982) is reported. All community based clinics were visited and described. The socio-economic status of the sample population was defined and users' views and preferences sought. The women sampled were often socially and economically disadvantaged. Unemployment was high. They received their community antenatal care from midwives, general practitioners and consultants in both health centres and general practitioner surgeries. Women were generally satisfied with the care they received. Answers to more specific questions indicated, however, that more information and individualised care would be appreciated.