What makes a good clinical student and teacher? An exploratory study

<b>Background</b> What makes a good clinical student is an area that has received little coverage in the literature and much of the available literature is based on essays and surveys. It is particularly relevant as recent curricular innovations have resulted in greater student autonomy. We also wished to look in depth at what makes a good clinical teacher. <p></p> <b>Methods</b> A qualitative approach using individual interviews with educational supervisors and focus groups with senior clinical students was used. Data was analysed using a “framework” technique. <p></p> <b>Results</b> Good clinical students were viewed as enthusiastic and motivated. They were considered to be proactive and were noted to be visible in the wards. They are confident, knowledgeable, able to prioritise information, flexible and competent in basic clinical skills by the time of graduation. They are fluent in medical terminology while retaining the ability to communicate effectively and are genuine when interacting with patients. They do not let exam pressure interfere with their performance during their attachments. <p></p> Good clinical teachers are effective role models. The importance of teachers’ non-cognitive characteristics such as inter-personal skills and relationship building was particularly emphasised. To be effective, teachers need to take into account individual differences among students, and the communicative nature of the learning process through which students learn and develop. Good teachers were noted to promote student participation in ward communities of practice. Other members of clinical communities of practice can be effective teachers, mentors and role models. <p></p> <b>Conclusions</b> Good clinical students are proactive in their learning; an important quality where students are expected to be active in managing their own learning. Good clinical students share similar characteristics with good clinical teachers. A teacher’s enthusiasm and non-cognitive abilities are as important as their cognitive abilities. Student learning in clinical settings is a collective responsibility. Our findings could be used in tutor training and for formative assessment of both clinical students and teachers. This may promote early recognition and intervention when problems arise

Digital health and wellness in higher education

The rapid online expansion of the Internet means students and teaching academics in higher education are increasingly engaging with synchronous and asynchronous digital learning environments. Correlating with this increase in engagement is the rise of ethical challenges and mental wellbeing difficulties associated with digital safety, digital reputation and digital citizenship. Engaging students and staff in higher education with creating and leading safe spaces online has received minimal attention in the literature, in university policies and student engagement documents. It is this dearth of literature and policy direction that has driven the development of our innovative research project, a student informed website promoting positive digital presence, digital health and wellness. http.//www.preventcyberbullyingjcu.com.a

Taking a stand against cyberbullying in higher education

As a result of the rapid online expansion of digital learnscapes, resulting in university students regularly engaging in online learning communities, cyberbullying has increasing potential to become a serious issue for higher education institutions. The effectiveness of educating students and staff in higher education on the elements and impacts of cyberbullying has driven this innovative study, which involves the development of an action research-led and student-directed interactive educational website to inform higher education students and staff about the consequences of cyberbullying. In describing the ongoing development and generalisation of the site, this chapter highlights the third cycle of an action research inquiry, and more generally the need for such resources to support higher education so that users understand what constitutes cybersafety and cyberbullying. As such, the research is directed toward understanding, sharing, participation, reflection, and change. Findings are discussed in relation to the information on the site for users in higher education

Clogging the machinery: the BBC's experiment in science coordination, 1949–1953

In 1949, physicist Mark Oliphant criticised the BBC’s handling of science in a letter to the Director General William Haley. It initiated a chain of events which led to the experimental appointment of a science adviser, Henry Dale, to improve the ‘coordination’ of science broadcasts. The experiment failed, but the episode revealed conflicting views of the BBC’s responsibility towards science held by scientists and BBC staff. For the scientists, science had a special status, both as knowledge and as an activity, which in their view obligated the BBC to make special arrangements for it. BBC staff, however, had their own professional procedures which they were unwilling to abandon. The events unfolded within a few years of the end of the Second World War, when social attitudes to science had been coloured by the recent conflict, and when the BBC itself was under scrutiny from the William Beveridge’s Committee. The BBC was also embarking on new initiatives, notably the revival of adult education. These contextual factors bear on the story, which is about the relationship between a public service broadcaster and the external constituencies it relies on, but must appear to remain independent from. The article therefore extends earlier studies showing how external bodies have attempted to manipulate the inner workings of the BBC to their own advantage (e.g. those by Doctor and Karpf) by looking at the little-researched area of science broadcasting. The article is largely based on unpublished archive documents

Population-based type-specific prevalence of high-risk human papillomavirus infection in Estonia

<p>Abstract</p> <p>Background</p> <p>Effective prophylactic vaccines are available against human papillomavirus (HPV) types 6, 11, 16, and 18 which are licensed for routine use among young women. Monitoring is needed to demonstrate protection against cervical cancer, to verify duration of protection, and assess replacement frequency of non-vaccine types among vaccinated cohorts.</p> <p>Methods</p> <p>Data from a population-based study were used to assess the type-specific prevalence of HPV in a non-vaccinated population in Estonia: 845 self-administered surveys and self-collected vaginal swabs were distributed, 346 were collected by mail and tested for HPV DNA from female participants 18-35 years of age.</p> <p>Results</p> <p>The overall HPV prevalence (weighted estimate to account for the sampling method) in the study population (unvaccinated women aged 18-35) was calculated to be 38% (95% CI 31-45%), with estimated prevalences of high- and low-risk HPV types 21% (95% CI 16-26%), and 10% (95% CI 7-14%), respectively. Of the high-risk HPV types, HPV 16 was detected most frequently (6.4%; 95% CI 4.0-9.8%) followed by HPV 53 (4.3%; 95% CI 2.3-7.2%) and HPV 66 (2.8%; 95% CI 1.3-5.2%).</p> <p>Conclusions</p> <p>We observed a high prevalence of total and high-risk type HPV in an Eastern European country. The most common high-risk HPV types detected were HPV 16, 53, and 66.</p

The influence of structural and institutional change on teaching and culture in clinical settings: an exploratory study

&lt;b&gt;Objectives&lt;/b&gt; Learning in clinical settings is a function of activity, context and culture. Glasgow University’s Medical School has undergone significant curricular change in recent years. This has coincided with change to National Health Service consultants’ contracts, the introduction of the European Working Time Directive and the Modernising Medical Careers training initiative. We wished to explore teachers’ and students’ perspectives on the effects of change on our clinical teachers’ capacity for teaching and on medical culture.&lt;p&gt;&lt;/p&gt; &lt;b&gt;Methods&lt;/b&gt; A qualitative approach using individual interviews with educational supervisors and focus groups with senior clinical students was used. Data were analysed using a “framework” technique.&lt;p&gt;&lt;/p&gt; &lt;b&gt;Results&lt;/b&gt; Curricular change has led to shorter clinical attachments in the senior clinical rotation, which combined with more centralised teaching have had adverse effects on both formal and informal teaching during attachments. Consultants’ NHS contract changes the implementation of the European Working Time Directive and changes to postgraduate training have adversely affected consultants’ teaching capacity, which has had a detrimental effect on their relationships with students. Medical culture has also changed as a result of these and other societal influences.&lt;p&gt;&lt;/p&gt; &lt;b&gt;Conclusions&lt;/b&gt; The apprenticeship model was still felt to be relevant in clinical settings. This has to be balanced against the need for systematic teaching. Structural and institutional change affects learning. Faculty needs to be aware of the socio-historical context of their institutions

Potential enablers of mental health and wellness for those teaching in tertiary education

The mental health and wellness of those teaching in Australian universities is in the spotlight. The role of teaching academics in contemporary universities is reported to be in a state of transition, moving from traditional teaching, research and management responsibilities, to more differentiated duties including management of casual staff, accreditation and administration tasks (Bennett, Roberts, Ananthram, & Broughton, 2018; Chory & Offstein, 2017). Stress of heavy workloads, performance demands with fewer resources, expansion of staff roles and expectations, higher research productivity and output expectations are the common neoliberal pressures grounded in commodification and globalising marketisation of knowledge in higher education settings (Field, 2018; Kinman & Wray, 2018). Such examples of neoliberal processes have been well documented, however, Dudau, Kominis, and Szocs (2018, p. 254) contend, although decreasing funding and resources brings pressure, it also invites opportunity for innovation and creativity and "identifying newer, more effective products or services, using technological advances more effectively, streamlining processes, and so on". Additionally, for Barnett (2018), contemporary universities are uniquely positioned to embrace possibilities and change. This positioning may encompass cultivating sustainable health-promoting cultures with a focus on promoting high levels of employee mental health and wellbeing through initiatives including enhancing mental health literacy. Therefore, this paper explores the literature in alignment to the research question, 'what are potential enablers of mental health and wellness for those teaching in tertiary education?

Educational media: potential impacts on tertiary students’ mental health

As the result of the rapid expansion of digital communications, university students worldwide are increasingly engaging with educational and social media during their studies. Challenges are reported in the literature associated with responsible digital citizenship; specifically communicating, connecting and engaging ethically with online media technologies. This creates a conundrum for staff and students working and learning in higher education. To explore one component of the complex role of the relationship between university students’ and various media, this literature review examines the following research question: What are the potential impacts of educational and social media on the mental health and wellness of students in higher education? Projects and initiatives demonstrate how educational media is designed and enacted to promote, support and sustain mental health in higher education

Learning about blended learning through students' experiences: an exploratory study in postgraduate guidance and counselling programs in a university with campuses in Australia and Singapore

The digital age together with the political and economic agenda to make higher education more accessible and cost effective are challenging teaching academics worldwide to rethink and redesign their pedagogical practices. The challenges include how to respond to increasingly diverse twenty first century learners who demand flexibility, and the requirements of a more service driven economy. For a program to be successful in higher education's current learnscape, teaching and learning need to optimise students' experiences and learning outcomes. The exploratory study discussed in this chapter investigates seventy-three postgraduate students' experiences with blended learning in guidance and counselling programs in one Australian university with an offshore branch campus in Singapore. The study aims to inform the future design and delivery of teaching and learning within blended learning spaces with a focus on pedagogical practices for student engagement. As such, it contributes to the body of knowledge about learning design that enhances student learning experiences

Taking a Stand against Cyberbullying in Higher Education

As a result of the rapid online expansion of digital learnscapes, resulting in university students regularly engaging in online learning communities, cyberbullying has increasing potential to become a serious issue for higher education institutions. The effectiveness of educating students and staff in higher education on the elements and impacts of cyberbullying has driven this innovative study, which involves the development of an action research-led and student-directed interactive educational website to inform higher education students and staff about the consequences of cyberbullying. In describing the ongoing development and generalisation of the site, this chapter highlights the third cycle of an action research inquiry, and more generally the need for such resources to support higher education so that users understand what constitutes cybersafety and cyberbullying. As such, the research is directed toward understanding, sharing, participation, reflection, and change. Findings are discussed in relation to the information on the site for users in higher education