268 research outputs found

    Cross-comparison of MRCGP & MRCP(UK) in a database linkage study of 2,284 candidates taking both examinations: assessment of validity and differential performance by ethnicity.

    Get PDF
    MRCGP and MRCP(UK) are the main entry qualifications for UK doctors entering general [family] practice or hospital [internal] medicine. The performance of MRCP(UK) candidates who subsequently take MRCGP allows validation of each assessment. In the UK, underperformance of ethnic minority doctors taking MRCGP has had a high political profile, with a Judicial Review in the High Court in April 2014 for alleged racial discrimination. Although the legal challenge was dismissed, substantial performance differences between white and BME (Black and Minority Ethnic) doctors undoubtedly exist. Understanding ethnic differences can be helped by comparing the performance of doctors who take both MRCGP and MRCP(UK)

    Children's informal learning at home during COVID-19 lockdown

    Get PDF
    The national COVID-19 lockdown during school Term 1 2020 provided a unique context to investigate children’s experiences of informal, everyday learning in their household bubble. In Terms 3 and 4, 178 children in Years 4–8 from 10 primary schools agreed to participate in a group art-making activity and an individual interview about their experiences. The research adopted a strengths-based approach on the basis that most children are capable actors in their social worlds. This report documents children’s accounts of the multiple ways in which they negotiated the novel experience of forced confinement over a period of several weeks with family and whānau. The report is rich with children’s own accounts of their everyday living and learning during lockdown. To foreground children’s descriptions and explanations of their lockdown experience in this way is an acknowledgement of their right to express their views on matters of interest to them in their lives, and to have those views listened to, and acted on, by adults. Similarly, the approach reflects a growing educational research interest in student voice: enabling children to articulate their experiences so that adults can use this knowledge to better respond to and support children’s learning aspirations and needs. This research report does not speak for all children or all children’s experiences. Nevertheless, it does provide valuable insights about the phenomenon of children’s informal and everyday learning during lockdown, gained from a group of children for whom it was a mostly positive experience, and through which they learned much about themselves as persons and as members of a family and whānau. Several months after the event, children in this study were able and willing to recall their experiences of learning during lockdown. They could identify social, cultural, and historical dimensions of their learning at home. Some children were able to recount rich, detailed stories about their lockdown experience and the ways in which they organised their days and activities. For some others, their days were largely shaped for them by family and whānau members, but even so, the children were able to explain what they enjoyed, or did not, and why. Variations in children’s learning across the group highlighted the complexity of learning that each child experienced, and the importance of having social relations, environments, and contexts that encourage and support their learning. Children demonstrated an understanding and appreciation of the value of this learning.falsehttp://www.nzcer.org.nz/research/publications/learning-during-lockdownNew Zealand Council for Educational Researc

    Mend the Gap: The Independent Review into Gender Pay Gaps in Medicine in England

    Get PDF
    The Independent Review into Gender Pay Gaps in Medicine in England was commissioned by the Department of Health and Social Care in 2017. It is the largest and most comprehensive review of its kind ever completed in the public sector. Chaired by Professor Dame Jane Dacre and led by Professor Carol Woodhams, the review takes a comprehensive approach to understanding the structural and cultural barriers affecting the female medical workforce

    Early onset airway obstruction in response to organic dust in the horse

    Get PDF
    Equine recurrent airway obstruction (RAO) has been used as a naturally occurring model of human asthma. However, it is unknown whether there is an early-phase response in RAO. The aim of this study was to determine whether exposure to organic dust induces immediate changes in lung function in RAO-affected horses, which could be mediated by airway mast cells. Six RAO-affected horses in remission and six control horses were challenged with hay-straw dust suspension by nebulization. Total respiratory resistance at 1 Hz, measured by forced oscillation, was increased from 0.62 +/- 0.09 cmH(2)O.l(-1).s (mean +/- SE) to 1.23 +/- 0.20 cmH(2)O.l(-1).s 15 min after nebulization in control horses (P = 0.023) but did not change significantly in the RAO group. Total respiratory reactance at 1 Hz (P = 0.005) was significantly lower in the control horses (-0.77 +/- 0.07 cmH(2)O.l(-1).s) than in the RAO group (-0.49 +/- 0.04 cmH(2)O.l(-1).s) 15 min after nebulization. Bronchoalveolar lavage fluid (BALF) histamine concentration was significantly elevated 10 and 20 min postnebulization in control horses but not in RAO horses. Minimum reactance at 1 Hz in the early postnebulization period significantly correlated with both prechallenge BALF mast cell numbers (r = -0.65, P = 0.02) and peak BALF histamine concentration postnebulization (r = -0.61, P = 0.04). In conclusion, RAO horses, unlike human asthmatic patients, do not exhibit an early-phase response. However, healthy control horses do demonstrate a mild but significant early (<20 min) phase response to inhaled organic dust. This response may serve to decrease the subsequent dose of dust inhaled and as such provide a protective mechanism, which may be compromised in RAO horses
    corecore