Errors in Veterinary Practice: Preliminary Lessons for Building Better Veterinary Teams

Case studies in two typical UK veterinary practices were undertaken to explore teamwork, including interprofessional working. Each study involved one week of whole team observation based on practice locations (reception, operating theatre), one week of shadowing six focus individuals (veterinary surgeons, veterinary nurses and administrators) and a final week consisting of semistructured interviews regarding teamwork. Errors emerged as a finding of the study. The definition of errors was inclusive, pertaining to inputs or omitted actions with potential adverse outcomes for patients, clients or the practice. The 40 identified instances could be grouped into clinical errors (dosing/drugs, surgical preparation, lack of follow-up), lost item errors, and most frequently, communication errors (records, procedures, missing face-to-face communication, mistakes within face-to-face communication). The qualitative nature of the study allowed the underlying cause of the errors to be explored. In addition to some individual mistakes, system faults were identified as a major cause of errors. Observed examples and interviews demonstrated several challenges to interprofessional teamworking which may cause errors, including: lack of time, part-time staff leading to frequent handovers, branch differences and individual veterinary surgeon work preferences. Lessons are drawn for building better veterinary teams and implications for Disciplinary Proceedings considered

Moebius strip enterprises and expertise in the creative industries: new challenges for lifelong learning?

The paper argues that the emergence of a new mode of production – co-configuration is generating new modes of expertise that EU policies for lifelong learning are not designed to support professionals to develop. It maintains that this change can be seen most clearly when we analyse Small and Medium Size (SMEs) enterprises in the creative industries. Drawing on concepts from Political Economy - ‘Moebius strip enterprise/expertise’ and Cultural Historical Activity Theory - project-object’ and the ‘space of reasons’, the paper highlights conceptually and through a case study of an SME in the creative industries what is distinctive about the new modes of expertise, before moving on to reconceptualise expertise and learning and to consider the implications of this reconceptualisation for EU policies for lifelong learning. The paper concludes that the new challenge for LLL is to support the development of new forms expertise that are difficult to credentialise, yet, are central to the wider European goal of realising a knowledge economy

Work Experience and VET: Insights from the Connective Typology and the Recontextualisation Model

The chapter compares two models of work experience – connective typology of work experience and recontextualisation of knowledge model – and uses the term work experience to refer to the way that young people enrolled in both school- and apprenticeship-based VET learn to relate their experience of education as represented by the acquisition of domain knowledge and their experience of work as represented by occupational values, skill and knowledge to one another. The common link between the two models is that they accept the existence of a mediated relationship between education and work. The former explores this relationship from a boundary-crossing perspective, focusing on learners’ movement between education and work, and identifies the outcomes associated with different models of work experience. The latter focuses on the interplay between the manifestation of knowledge in the contexts of education and work and learners’ movement within and between both contexts. It differs from the connective typology, because it takes account of the mediated nature of the contexts of education and work as well as the process of learning through work experience. The chapter concludes by using the concept of recontextualisation to highlight how digital and mobile technologies could serve as resources to facilitate learning through work experience in school- and apprenticeship-based VET

Non-traumatic Arm, Neck, and Shoulder Complaints in General Practice: Incidence, Course and Management

Non-traumatic complaints of arm, neck, and shoulder are common and can result in functional limitations in daily life and may sometimes lead to sickness absence. Reported symptoms are e.g. pain, tingling, stiffness, numbness, loss of hand coordination. When seeking medical care for these complaints, the general practitioner (GP) is usually the first person to consult. This thesis studies patients who consult their GP with a new non-traumatic complaint of arm, neck or shoulder, with a focus on incidence, course and management. The incidence study showed that a fulltime GP is consulted about 3 times every week for a new non-traumatic complaint of arm, neck, or shoulder, most frequently located at neck or shoulder. Six months after the first consultation with their GP, 46% of the patients in the cohort study reported no recovery. Next to several complaint specific variables, the psychosocial variables little social support and high score on somatization were predicitve of non-recovery at 6 months. Management upto 6 months after the first consultation most frequently consisted of prescribed analgesics and referral for physiotherapy. Specific and non-specific diagnostic subgroups differed in the frequency that corticosteroid injections were applied, and referrals to physiotherapy and to a medical specialist. In addition variables associated with five common management options within a few weeks after the first consultation were evaluated. Overall, besides diagnosis, most frequently long duration of complaints, more functional limitations but also several GP characteristics were associated with the application of a treatment option in non-traumatic arm, neck and shoulder complaints

On the making and taking of professionalism in the further education workplace

This paper examines the changing nature of professional practice in English further education. At a time when neo-liberal reform has significantly impacted on this under-researched and over-market-tested sector, little is known about who its practitioners are and how they construct meaning in their work. Sociological interest in the field has tended to focus on further education practitioners as either the subjects of market and managerial reform or as creative agents operating within the contradictions of audit and inspection cultures. In challenging such dualism, which is reflective of wider sociological thinking, the paper examines the ways in which agency and structure combine to produce a more transformative conception of the further education professional. The approach contrasts with a prevailing policy discourse that seeks to re-professionalise and modernise further education practice without interrogating either the terms of its professionalism or the neo-liberal practices in which it resides

Vocational knowledge in motion: rethinking vocational knowledge through vocational teachers' professional development

The paper presents empirical data to consider some of the current debates concerning the nature of vocational knowledge taught in Further Education colleges to students following craft, vocational and occupational courses. The concept of ‘knowledge in motion’ and workplace learning theories are employed as a conceptual framework to examine the continuing professional development (CPD) activities of vocational teachers. This is used to shed light on the ways in which teachers use CPD as a means of accessing and transporting vocational knowledge from occupations to classrooms. Empirical data were gathered through questionnaire, in-depth interviews and participant observation. The findings are presented around five themes: (1) the range of CPD engaged with by vocational teachers; (2) the limitations of propositional, explicit knowledge; (3) engaging with and capturing tacit knowledge; (4) managing the temporality of vocational knowledge; and (5) networking within and to the occupation. Findings suggests that vocational knowledge is distributed and networked and this conceptualisation makes visible some of the ways teachers are able, through CPD activity, to transport vocational knowledge from occupations to classrooms

Comfort radicalism and NEETs: a conservative praxis

Young people who are not in education, employment or training (NEET) are construed by policy makers as a pressing problem about which something should be done. Such young people's lack of employment is thought to pose difficulties for wider society in relation to social cohesion and inclusion and it is feared that they will become a 'lost generation'. This paper(1) draws upon English research, seeking to historicise the debate whilst acknowledging that these issues have a much wider purchase. The notion of NEETs rests alongside longstanding concerns of the English state and middle classes, addressing unruly male working class youth as well as the moral turpitude of working class girls. Waged labour and domesticity are seen as a means to integrate such groups into society thereby generating social cohesion. The paper places the debate within it socio-economic context and draws on theorisations of cognitive capitalism, Italian workerism, as well as emerging theories of antiwork to analyse these. It concludes by arguing that ‘radical’ approaches to NEETs that point towards inequities embedded in the social structure and call for social democratic solutions veer towards a form of comfort radicalism. Such approaches leave in place the dominance of capitalist relations as well as productivist orientations that celebrate waged labour