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Background: Female genital mutilation and cutting (FGM/C) describes procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs for non-medical reasons. Increasing migration means many communities living in the UK originate from countries where FGM/C is practised. Consequently, clinicians in the UK are increasingly exposed to women and children who have experienced FGM/C. Aim: To explore the knowledge, attitudes, and practice of primary care GPs and practice nurses (PNs) regarding FGM/C. Design & setting: An observational cross-sectional study with GPs and PNs working in primary care in the West Midlands, UK. Method: An online survey was circulated to GPs and PNs between September 2019 and December 2019. Results: A total of 137 survey responses were received. Study participants were predominantly female (81.8%) and GPs (59.9%), with a mean age of 47.3 years (standard deviation [SD] 9.1). The survey found 19.7% of responders reported seeing >1 patient with FGM/C in the past 12 months. It also found 91.3% of responders had received some form of FGM/C training; however, the format and frequency of training varied and 34.3% felt they had received inadequate training to manage treatment of FGM/C. Conclusion: The results have suggested varying degrees of competence and confidence associated with recognising and managing patients with FGM/C in primary care in the West Midlands. Given that patients with FGM/C typically present in primary care, it is important that clinicians can provide appropriate support underpinned by up-to-date training. [ABSTRACT FROM AUTHOR]

The literature on team-based learning (TBL) as a pedagogical methodology in social work education is limited; however, TBL, which was developed as a model for business, has been successfully used as a teaching methodology in nursing, business, engineering, medical school, and many other disciplines in academia. This project examines the use of TBL in a Human Behavior in the Social Environment (HBSE) class and how a convenience sample ("n"?=?44) of undergraduate students responds to this method of learning. The project addresses the implications for this pedagogical style as an innovative way for teaching the social work curriculum and preparing a future generation of social workers to be productive members of work-related and professional groups.

Analyzing mathematics and reading achievement outcomes from a district-level random assignment study fielded in over 500 schools within 59 school districts and seven states, the authors estimate the 1-year impacts of a data-driven reform initiative implemented by the Johns Hopkins Center for Data-Driven Reform in Education (CDDRE). CDDRE consultants work with districts to implement quarterly student benchmark assessments and provide district and school leaders with extensive training on interpreting and using the data to guide reform. Relative to a control condition, in which districts operated as usual without CDDRE services, the data-driven reform initiative caused statistically significant districtwide improvements in student mathematics achievement. The CDDRE intervention also had a positive effect on reading achievement, but the estimates fell short of conventional levels of statistical significance. (Contains 1 figure, 3 tables, and 16 notes.)