Surface and bulk transitions in three-dimensional O(n) models

Using Monte Carlo methods and finite-size scaling, we investigate surface criticality in the O$(n)$ models on the simple-cubic lattice with $n=1$, 2, and 3, i.e. the Ising, XY, and Heisenberg models. For the critical couplings we find $K_{\rm c}(n=2)=0.454 1655 (10)$ and $K_{\rm c}(n=3)= 0.693 002 (2)$. We simulate the three models with open surfaces and determine the surface magnetic exponents at the ordinary transition to be $y_{h1}^{\rm (o)}=0.7374 (15)$, $0.781 (2)$, and $0.813 (2)$ for $n=1$, 2, and 3, respectively. Then we vary the surface coupling $K_1$ and locate the so-called special transition at $\kappa_{\rm c} (n=1)=0.50214 (8)$ and $\kappa_{\rm c} (n=2)=0.6222 (3)$, where $\kappa=K_1/K-1$. The corresponding surface thermal and magnetic exponents are $y_{t1}^{\rm (s)} =0.715 (1)$ and $y_{h1}^{\rm (s)} =1.636 (1)$ for the Ising model, and $y_{t1}^{\rm (s)} =0.608 (4)$ and$y_{h1}^{\rm (s)} =1.675 (1)$ for the XY model. Finite-size corrections with an exponent close to -1/2 occur for both models. Also for the Heisenberg model we find substantial evidence for the existence of a special surface transition.Comment: TeX paper and 10 eps figure

Using a Smartphone App and Coaching Group Sessions to Promote Residents' Reflection in the Workplace

Item does not contain fulltextPROBLEM: Reflecting on workplace-based experiences is necessary for professional development. However, residents need support to raise their awareness of valuable moments for learning and to thoughtfully analyze those learning moments afterwards. APPROACH: From October to December 2012, the authors held a multidisciplinary six-week postgraduate training module focused on general competencies. Residents were randomly assigned to one of four conditions with varying degrees of reflection support; they were offered (1) a smartphone app, (2) coaching group sessions, (3) a combination of both, or (4) neither type of support. The app allowed participants to capture in real time learning moments as a text note, audio recording, picture, or video. Coaching sessions held every two weeks aimed to deepen participants' reflection on captured learning moments. Questionnaire responses and reflection data were compared between conditions to assess the effects of the app and coaching sessions on intensity and frequency of reflection. OUTCOMES: Sixty-four residents participated. App users reflected more often, captured more learning moments, and reported greater learning progress than nonapp users. Participants who attended coaching sessions were more alert to learning moments and pursued more follow-up learning activities to improve on the general competencies. Those who received both types of support were most alert to these learning moments. NEXT STEPS: A simple mobile app for capturing learning moments shows promise as a tool to support workplace-based learning, especially when combined with coaching sessions. Future research should evaluate these tools on a broader scale and in conjunction with residents' and students' personal digital portfolios

Professional autonomy and the normative structure of medical practice

Professional autonomy is often described as a claim of professionals that has to serve primarily their own interests. However, it can also be seen as an element of a professional ideal that can function as a standard for professional, i.e. medical practice. This normative understanding of the medical profession and professional autonomy faces three threats today. 1) Internal erosion of professional autonomy due to a lack of internal quality control by the medical profession; 2) the increasing upward pressure on health care expenses that calls for a health care policy that could imply limitations for the professional autonomy of physicians; 3) a distorted understanding of the profession as being based on a formal type of knowledge and related technology, in which other normative dimensions of medical practice are neglected and which frustrates meaningful communication between physicians and patients. To answer these threats a normative structure analysis of medical practice is presented, that indicates which principles and norms are constitutive for medical practice. It is concluded that professional autonomy, normatively understood, should be maintained to avoid the lure of the technological imperative and to protect patients against third parties' pressure to undertreatment. However, this professional autonomy can only be maintained if members of the profession subject their activities and decisions to a critical evaluation by other members of the profession and by patients and if they continue to critically reflect on the values that regulate today's medicin