Preparing pre-service teachers for classroom practice in a virtual world: A pilot study using Second Life

Many pre-service teachers feel under-prepared to teach students with a diverse range of needs and abilities and continue to be concerned about classroom behaviour management when undertaking practicum experiences. In order to address these concerns, teacher educators have explored alternative pedagogical approaches, including computer based simulations and immersion in virtual worlds. This paper reports on the results of a pilot study conducted with eight pre-service teachers who operated avatars in a virtual classroom created within Second Life (SL)™. The pre-service teachers were able to role-play students with a diverse range of behaviours and engage in reflective discussion about their experiences. The results showed that the pre-service teachers appreciated the opportunity to engage in an authentic classroom experience without impacting on "real" students, but that the platform of SL proved limiting in enacting certain aspects of desired teaching pedagogy. The findings of this pilot study are discussed in relation to improving the preparation of pre-service teachers for practicum

The relationship between school type and academic performance at medical school:A national, multi-cohort study

Acknowledgements We thank UKMED for releasing the data for this project via a competitive bid process. We are grateful to the following for their support of the application to UKMED for this and other research projects: Dr Sally Curtis (University of Southampton, UK), Dr Sandra Nicholson (Barts and The London School of Medicine and Dentistry, UK), Professor Peter Johnston (NHS Education for Scotland, UK) and Dr Rhoda MacKenzie (University of Aberdeen, UK). We thank Daniel Smith and Andy Knapton of the General Medical Council of the UK for their support for the application and throughout the project, particularly regarding data linkage and troubleshooting. We thank Dr Gordon Prescott (University of Aberdeen, UK) for the statistical support. Funding This study is part of Ben Kumwenda’s doctoral programme of research funded by the UKCAT Research Panel, of which JC and RG are members.Peer reviewedPublisher PD

Anomalous suppression of the shot noise in a nanoelectromechanical system

In this paper we report a relaxation-induced suppression of the noise for a single level quantum dot coupled to an oscillator with incoherent dynamics in the sequential tunneling regime. It is shown that relaxation induces qualitative changes in the transport properties of the dot, depending on the strength of the electron-phonon coupling and on the applied voltage. In particular, critical thresholds in voltage and relaxation are found such that a suppression below 1/2 of the Fano factor is possible. Additionally, the current is either enhanced or suppressed by increasing relaxation, depending on bias being greater or smaller than the above threshold. These results exist for any strength of the electron-phonon coupling and are confirmed by a four states toy model.Comment: 7 pages, 7 eps figures, submitted to PRB; minor changes in the introductio

Relationship between sociodemographic factors and specialty destination of UK trainee doctors:a national cohort study

We are grateful to UKMED for releasing the data for this project. We also are grateful to the following for their support of the application to UKMED for this and other research projects: Dr Sally Curtis (University of Southampton, UK), Dr Sandra Nicholson (Barts and The London School of Medicine and Dentistry, UK). We thank Daniel Smith and Andy Knapton of the General Medical Council of the UK for their support for the application and throughout the project, particularly regarding data linkage and troubleshooting.Peer reviewedPublisher PD

Are there differences between those doctors who apply for a training post in Foundation Year 2 and those who take time out of the training pathway? A UK multi-cohort study

Introduction Knowledge about the career decisions of doctors in relation to specialty (residency) training is essential in terms of UK workforce planning. However, little is known about which doctors elect to progress directly from Foundation Year 2 (F2) into core/specialty/general practice training and those who instead opt for an alternative next career step. Objectives To identify if there were any individual differences between these two groups of doctors. Design This was a longitudinal, cohort study of “home” students who graduated from UK medical schools between 2010 and 2015 and completed the Foundation Programme (FP) between 2012 and 2017. We used the UK Medical Education Database (UKMED) to access linked data from different sources, including medical school performance, specialty training applications, and career preferences. Multivariable regression analyses were used to predict the odds of taking time out of training based on various socio-demographic factors. Results 18380/38905 (47.2%) of F2 doctors applied for, and accepted, a training post offer immediately after completing F2. The most common pattern for doctors taking time out of the training pathway after FP was to have a one-year (7155: 38.8%) or a two-year break (2605: 14.0%) from training. The odds of not proceeding directly into core or specialty training were higher for those who were: male, white, entered medical school as (high) school leavers, and whose parents were educated to degree level. Doctors from areas of low participation in higher education were significantly (0.001) more likely to proceed directly into core or specialty training. Conclusion The results show that UK doctors from higher socio-economic groups are less likely to choose to progress directly from the FP into specialty training. The data suggest that widening access and encouraging more socio-economic diversity in our medical students may be helpful in terms of attracting F2s into core/specialty training posts

Geographical mobility of UK trainee doctors, from family home to first job: a national cohort study

Background: The UK faces geographical variation in the recruitment of doctors. Understanding where medical graduates choose to go for training is important because doctors are more likely to consider practicing in areas where they completed postgraduate training. The wider literature also suggests that there is a relationship between origin and background, and where doctors wish to train/work. Thus, the purpose of this paper is to investigate the geographical mobility of UK medical graduates from different socio-economic groups in terms of where they wish to spend their first years of postgraduate training. Methods: This was an observational study of Foundation Programme (FP) doctors who graduated from 33 UK medical schools between 2012 and 2014. Data was accessed via the UK medical education database (UKMED: https://www.ukmed.ac.uk/). Chi-square tests were used to examine the relationships between doctor’s sociodemographic characteristics and the dependent variable, average driving time from parental home to foundation school/region. Generalised Linear Mixed Models (GLMM) were used to estimate the effects of those factors in combination against the outcome measure. Results: The majority of doctors prefer to train at foundation schools that are reasonably close to the family home. Those who attended state-funded schools, from non-white ethnic groups and/or from lower socio-economic groups were significantly more likely to choose foundation schools nearer their parental home. Doctors from disadvantaged backgrounds (as determined by entitlement to free school meals, OR = 1.29, p = 0.003 and no parental degree, OR = 1. 34, p < 0.001) were associated with higher odds of selecting a foundation schools that were closer to parental home. Conclusion: The data suggests that recruiting medical students from lower socioeconomic groups and those who originate from under-recruiting areas may be at least part of the solution to filling training posts in these areas. This has obvious implications for the widening access agenda, and equitable distribution of health services