Enhancing preparation for higher education

Evidence from national and international studies points to the lack of preparation for Higher Education (HE) as a major factor for student non-completion of courses. This paper reports the findings of a study designed to enhance potential students’ understandings of the expectations of independent learning and assessment. It seeks to provide evidence of the ways in which students and their families can be supported in their understanding of the values and practices of a HE institution. Data are drawn from questionnaires distributed to potential pre-entry students and their parents/carers/friends. The findings illustrate that in allowing for opportunities for pre-entry students to develop a transparent understanding of the expectations of HE study, that they can be supported in the transition to HE by parents/carers/friends. It is hoped that the outcomes of this research will contribute to a more informed transition to HE

The role of teacher educator virtual communities of practice (VCoPs) in mobilising policy engagement: A case study of the initial teacher training market review from England

Attempts to solve perceived policy problems in Initial Teacher Education (ITE) have seen national and international jurisdictions increasingly centralising ITE curricula, coupled with monitoring and auditing of outcomes against defined sets of professional standards. This paper reports the findings of a documentary analysis of 75 items of publicly available literature generated by stakeholders between 2 July and 30 September 2021, in response to a Market Review of Initial Teacher Training in England. The paper outlines how online platforms and networks can serve as Virtual Communities of Practice (VCoP), which can mobilise teacher educators to engage with and critique policy making. Discourse emerging from the analysis of the 75 items focuses on key concerns associated with teacher supply, quality and questions the evidence for wholesale changes to ITE. This paper highlights that the voice of teacher educators in England is marginalised and offers a cautionary tale for colleagues currently immersed in international efforts to “reform” and “review” ITE. We argue that this case study illustrates the potential for the international sector to form a VCoP and through these, to challenge postulated “solutions” to espoused policy “problems” in ITE

Beyond formative assessment : a study of the practices of two primary school teachers

This study was carried out to seek to understand the formative assessment practices of two experienced teachers; to establish the impact of being immersed in a top-down model of education and the extent to which personal and professional biographies influence approaches to formative assessment. Through adopting a case study approach that valued the voices of the children in the research process, this study elaborates some of the findings of earlier research and highlights important new findings. These include: the sophisticated relationship between a teacher's values and beliefs, the top-down demands of the National Literacy Strategy (NLS) and approaches to formative assessment; the key role played by specification of attainment in such a top-down model and the notion of three discernible feedback types defined as 'phatic', 'evaluative' and 'analytical'. In addition, a more comprehensive model of assessment is offered that demonstrates the above. This is conceived as 'Reflective Assessment'. Although this study is small in scale, it is anticipated that the issues raised will be of interest to policy makers, researchers interested in the relationship between the NLS, formative assessment and teacher development, and to primary practitioners themselves.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

The role of teacher educator virtual communities of practice (VCoPs) in mobilising policy engagement: A case study of the initial teacher training market review from England

Attempts to solve perceived policy problems in Initial Teacher Education (ITE) have seen national and international jurisdictions increasingly centralising ITE curricula, coupled with monitoring and auditing of outcomes against defined sets of professional standards. This paper reports the findings of a documentary analysis of 75 items of publicly available literature generated by stakeholders between 2 July and 30 September 2021, in response to a Market Review of Initial Teacher Training in England. The paper outlines how online platforms and networks can serve as Virtual Communities of Practice (VCoP), which can mobilise teacher educators to engage with and critique policy making. Discourse emerging from the analysis of the 75 items focuses on key concerns associated with teacher supply, quality and questions the evidence for wholesale changes to ITE. This paper highlights that the voice of teacher educators in England is marginalised and offers a cautionary tale for colleagues currently immersed in international efforts to “reform” and “review” ITE. We argue that this case study illustrates the potential for the international sector to form a VCoP and through these, to challenge postulated “solutions” to espoused policy “problems” in ITE

Early career teacher mentoring in England: a case study of compliance and mediation

This paper reports the findings from a small-scale study of ten mentors’ experiences of supporting Early Career Teachers (ECTs) in secondary schools in England following the introduction of the Early Career Framework (ECF) in 2021. Data were collected via semi-structured interviews with individual mentors based in London, Manchester and York, UK. The findings suggest that mentors experience some challenges supporting ECTs through the use of mandated training materials. The data report the contradictions of being required to support trainees through a programme governed by the statutory requirements of the Department for Education (DfE) in England, whilst also being part of a complex, nuanced school community. The authors examine mentors’ experiences as they balance the compliance requirements of the ECF alongside seeking to support ECTs with the realities of classroom life in their own settings. The paper discusses the emergence of a mediated mentor professionalism as mentors seek to navigate competing demands. We argue that this case study illustrates the potential for the international sector to challenge postulated solutions of homogenised mentoring curricula and practices to the recruitment and retention of ECTs

Taking patient and public involvement online: qualitative evaluation of an online forum for palliative care and rehabilitation research.

PLAIN ENGLISH SUMMARY: Patient and public involvement (PPI) is increasingly recognised as important in research. Most PPI takes place face-to-face, but this can be difficult for people who are unwell or have caring responsibilities. As these challenges are particularly common in palliative care and rehabilitation research, we developed an online forum for PPI: www.csipublicinvolvement.co.uk. In this study, we explored how well the online forum worked, if it is a suitable method for PPI, and how PPI members and researchers reacted to using it. We used an existing theory about online interventions to help choose the 'right' questions to ask participants. We invited PPI members and researchers who had used the online forum to participate in focus groups, and identified the most important themes discussed. Within this study, PPI members have helped with the interview questions, analysis, and write up. Overall, four PPI members and five researchers participated in the focus groups. Participants felt the online forum worked well and had multiple benefits. From the discussions, we identified four key questions to consider when developing online methods for PPI: how does the forum work, how does it engage people, how does it empower people, and what is the impact? Participants suggested the forum could be improved by being more PPI and less researcher focused. We conclude that when developing online methods of PPI, a functioning forum is not enough: it also needs to be engaging and empowering to have an impact. Future work can use these four domains when developing their own online PPI methods. BACKGROUND: Patient and public involvement (PPI) in research is increasingly recognised as important. Most PPI activities take place face-to-face, yet this can be difficult for people with ill health or caring responsibilities, and may exclude people from hard-to-reach populations (e.g. living in vulnerable social circumstances and/or remote geographical locations). These challenges are particularly pertinent in palliative care and rehabilitation research where people often live with, or care for someone with, advanced illness. In response to this, we aimed to test the functionality, feasibility, and acceptability of an online forum for PPI for palliative care and rehabilitation research (www.csipublicinvolvement.co.uk). METHODS: We conducted separate focus groups with PPI members and researchers who had used the online forum. Data collection was underpinned by DeLone and Mclean's model of information systems success. Focus groups were recorded, transcribed, and analysed using inductive thematic analysis. Dual coding by two authors ensured rigour, and attention was paid to divergent cases. RESULTS: Four PPI members and five researchers participated in the focus groups (two PPI focus groups, one researcher focus group). The online forum was perceived as functional, feasible, and acceptable. Our analysis identified four key questions to consider when developing online methods for PPI: (1) how does the forum work, (2) how does it engage people, (3) how does it empower people, and (4) what is the impact? PPI members felt that the online forum was too researcher led, and needed to be more PPI focussed. CONCLUSIONS: When developing online methods of PPI, a functioning forum is not enough: it also needs to be engaging and empowering to have an impact. To optimise online involvement, future work should refer to these four domains and balance the needs of researchers and PPI members

Patients’ Expectations of Physiotherapy Treatment for Musculoskeletal Conditions

Relevance Research shows that the expectations a patient brings to treatment have important influences on the clinical relationship, experiences of treatment, the treatment process, outcomes and satisfaction with care. This influence means that patients’ expectations are important for physiotherapists, service providers and researchers to take into account in approaches to care and treatment evaluations. Research highlights the need for a better understanding of expectations of physiotherapy treatment for Msk problems to enable more effective, high quality and cost-beneficial care. Purpose The aim of this qualitative study was to explore prospective responses to an open comment item on patients’ expectations of their physiotherapy treatment that was nested within a larger research project developing and validating the Brighton musculoskeletal Patient Reported Outcome Measure (BmPROM). Methods/Analysis The BmPROM is a generic patient self-report outcome measure developed to evaluate the effectiveness of physiotherapy treatment for musculoskeletal conditions. A validity and reliability study was undertaken with patients newly referred into five NHS physiotherapy outpatient departments in SE England. The outcome tool has open-comment items, which included a pre-treatment invitation to provide expectations of their physiotherapy treatment. A thematic analysis was undertaken of the expectations expressed to gain insights for physiotherapy practice and patient care. Results Analysis was undertaken of 563 expectations of physiotherapy treatment expressed from 224 participants (mean 50.7yrs [17-88yrs]; 60% female) experiencing a range of Msk conditions (Lower limb:30%, Upper limb:25%, Spine:28%, Other/multiple sites:17%). Five key themes were identified. Three themes were outcome-related and desired effects of treatment; Relieving symptoms, predominately pain relief; Regaining and maintaining physical abilities and function; and Improving psychological well-being by enabling coping, confidence and control. Theme four was process-related; Explanation, advice and education, where physiotherapy was seen as a resource to acquire better knowledge, skills and strategies to support resolution, management or prevention. The final theme involved recovery expectations conveyed within responses; Problem resolution and responsibility, where responses implied an expectation of a cure or one of problem management and control. Discussion and conclusions The findings provide an understanding of domains considered important or appropriate by patients when seeking care for Msk problems. The themes show overlap with studies using retrospective explorations and surveys of treatment expectations, and research on outcomes considered important to evaluate within Msk PROMs. The study has also shown that a written method of eliciting expectations can be a valuable clinical tool for use to support discussions concerning treatment aims, strategies, desired outcomes and responsibilities. These communication processes are also likely to be integral to achieving the qualities in the therapist and clinical encounters considered important to patients, of feeling listened to, consulted with and respected, and associated with satisfaction with physiotherapy and features of patient-centred care. Impact and implications Healthcare is changing as evidence-informed practice and cost-benefit drivers influence what and how care is provided. Shifts from traditional understandings about Msk problems and their management makes exploring and addressing patients’ expectations particularly important. Developing ways to support appropriate expectations of physiotherapy treatment remains an important endeavour that is integral to its effectiveness and demonstrating its value

Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK

In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in March 2020, we draw on the conceptual framework of classroom readiness to consider the continued and variable disruption caused by Covid-19 on ITE programmes in England during the period September 2020 – June 2021. Through a participatory workshop, which included identifying key questions, group discussion and written reflections with teacher educators working across eight institutions, we assess the changes to pre-service teacher education provision over this period, with a focus on postgraduate programmes. We identify that the nature and implementation of school visits and the role of technology and digital pedagogies are key areas of change during the pandemic period, whilst continuity in the value and strength of school and university partnerships remain. We consider the ways in which ideas of developing ‘classroom readiness’ have been informed and shaped through changes to teacher education brought about during the pandemic period. We argue that conceptualisations of classroom readiness need to be grounded in reflective professional learning in the context of collaborative professional communities so to enable pre-service teachers to become adaptable pastorally engaged subject specialists. We reflect on how learning from this period might be incorporated into future international ITE programmes and policy

Real-world experience of nintedanib for progressive fibrosing interstitial lung disease in the UK

Background Nintedanib slows progression of lung function decline in patients with progressive fibrosing (PF) interstitial lung disease (ILD) and was recommended for this indication within the United Kingdom (UK) National Health Service in Scotland in June 2021 and in England, Wales and Northern Ireland in November 2021. To date, there has been no national evaluation of the use of nintedanib for PF-ILD in a real-world setting.Methods 26 UK centres were invited to take part in a national service evaluation between 17 November 2021 and 30 September 2022. Summary data regarding underlying diagnosis, pulmonary function tests, diagnostic criteria, radiological appearance, concurrent immunosuppressive therapy and drug tolerability were collected via electronic survey.Results 24 UK prescribing centres responded to the service evaluation invitation. Between 17 November 2021 and 30 September 2022, 1120 patients received a multidisciplinary team recommendation to commence nintedanib for PF-ILD. The most common underlying diagnoses were hypersensitivity pneumonitis (298 out of 1120, 26.6%), connective tissue disease associated ILD (197 out of 1120, 17.6%), rheumatoid arthritis associated ILD (180 out of 1120, 16.0%), idiopathic nonspecific interstitial pneumonia (125 out of 1120, 11.1%) and unclassifiable ILD (100 out of 1120, 8.9%). Of these, 54.4% (609 out of 1120) were receiving concomitant corticosteroids, 355 (31.7%) out of 1120 were receiving concomitant mycophenolate mofetil and 340 (30.3%) out of 1120 were receiving another immunosuppressive/modulatory therapy. Radiological progression of ILD combined with worsening respiratory symptoms was the most common reason for the diagnosis of PF-ILD.Conclusion We have demonstrated the use of nintedanib for the treatment of PF-ILD across a broad range of underlying conditions. Nintedanib is frequently co-prescribed alongside immunosuppressive and immunomodulatory therapy. The use of nintedanib for the treatment of PF-ILD has demonstrated acceptable tolerability in a real-world setting