Learning histology – dental and medical students' study strategies

PurposeHistology, the science of cells and tissues at the microscopic level, is an integral component of most dental and medical curricula and is often taught using both traditional and novel computer‐based didactic approaches. The purpose of this study was to analyse the strategies used by dental and medical students when studying this very visual and challenging subject.MethodsData were collected from 75 dental and 143 medical students, who had almost identical histology learning resources at their disposal.ResultsWhen compared with their medical counterparts, dental students view histology as a more difficult subject and as less relevant for their future career. Whereas dental students, who are required to attend class unlike medical students, made more use of in‐classroom learning opportunities, they did not take as much advantage of out‐of‐classroom resources. In addition, dental students reported a significantly higher tendency than medical students to work together, rather than to study alone.DiscussionSmall differences in the dental versus the medical learning environment associate with several observed differences in learning strategies that are adopted by dental and medical students.ConclusionsThese differences should be considered when teaching the subject of histology to dental or to medical students.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/111121/1/eje12104.pd

Improving medical students’ competence at breast examination

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/135217/1/ijgo173.pd

Student Evaluation of Faculty Physicians: Gender Differences in Teaching Evaluations

Purpose: To investigate whether there is a difference in medical student teaching evaluations for male and female clinical physician faculty. Methods: The authors examined all teaching evaluations completed by clinical students at one North American medical school in the surgery, obstetrics and gynecology, pediatrics, and internal medicine clinical rotations from 2008 to 2012. The authors focused on how students rated physician faculty on their ?overall quality of teaching? using a 5-point response scale (1?=?Poor to 5?=?Excellent). Linear mixed-effects models provided estimated mean differences in evaluation outcomes by faculty gender. Results: There were 14,107 teaching evaluations of 965 physician faculty. Of these evaluations, 7688 (54%) were for male physician faculty and 6419 (46%) were for female physician faculty. Female physicians received significantly lower mean evaluation scores in all four rotations. The discrepancy was largest in the surgery rotation (males?=?4.23, females?=?4.01, p?=?0.003). Pediatrics showed the next greatest difference (males?=?4.44, females?=?4.29, p?=?0.009), followed by obstetrics and gynecology (males?=?4.38, females?=?4.26, p?=?0.026), and internal medicine (males?=?4.35, females?=?4.27, p?=?0.043). Conclusions: Female physicians received lower teaching evaluations in all four core clinical rotations. This comprehensive examination adds to the medical literature by illuminating subtle differences in evaluations based on physician gender, and provides further evidence of disparities for women in academic medicine.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/140140/1/jwh.2015.5475.pd

Getting shot of elves: healing, witchcraft and fairies in the Scottish witchcraft trials

This paper re-examines the evidence of the Scottish witchcraft trials for beliefs associated by scholars with "elf-shot." Some supposed evidence for elf-shot is dismissed, but other material illuminates the interplay between illness, healing and fairy-lore in early modern Scotland, and the relationship of these beliefs to witchcraft itself

The impact and effectiveness of the general public wearing masks to reduce the spread of pandemics in the UK: a multidisciplinary comparison of single-use masks versus reusable face masks

During the coronavirus (COVID-19) pandemic, the UK government mandated the use of face masks in various public settings and recommended the use of reusable masks to combat shortages of medically graded single-use masks in healthcare. To assist decision-making on the choice of masks for future pandemics, where shortages may not be a contributing factor, the University College London (UCL) Plastic Waste Innovation Hub has carried out a multidisciplinary comparison between single-use and reusable masks based on their anatomy, standalone effectiveness, behavioural considerations, environmental impact and costs. Although current single-use masks have a higher standalone effectiveness against bacteria and viruses, studies show that reusable masks have adequate performance in slowing infection rates of respiratory viruses. Material flow analysis (MFA), life cycle assessment (LCA) and cost comparison show that reusable masks have a lower environmental and economic impact than single-use masks. If every person in the UK uses one single-use mask each day for a year, it will create a total of 124,000 tonnes of waste, 66,000 tonnes of which would be unrecyclable contaminated plastic waste (the masks), with the rest being the recyclable packaging typically used for transportation and distribution of masks. Using reusable masks creates >85% less waste, generates 3.5 times lower impact on climate change and incurs 3.7 times lower costs. Further behavioural research is necessary to understand the extent and current practices of mask use; and how these practices affect mask effectiveness in reducing infection rates. Wearing single-use masks may be preferred over reusable masks due to perceptions of increased hygiene and convenience. Understanding behaviour towards the regular machine-washing of reusable masks for their effective reuse is key to maximise their public health benefits and minimise environmental and economic costs

aPKC Inhibition by Par3 CR3 Flanking Regions Controls Substrate Access and Underpins Apical-Junctional Polarization

Atypical protein kinase C (aPKC) is a key apical-basal polarity determinant and Par complex component. It is recruited by Par3/Baz (Bazooka in Drosophila) into epithelial apical domains through high-affinity interaction. Paradoxically, aPKC also phosphorylates Par3/Baz, provoking its relocalization to adherens junctions (AJs). We show that Par3 conserved region 3 (CR3) forms a tight inhibitory complex with a primed aPKC kinase domain, blocking substrate access. A CR3 motif flanking its PKC consensus site disrupts the aPKC kinase N lobe, separating P-loop/αB/αC contacts. A second CR3 motif provides a high-affinity anchor. Mutation of either motif switches CR3 to an efficient in vitro substrate by exposing its phospho-acceptor site. In vivo, mutation of either CR3 motif alters Par3/Baz localization from apical to AJs. Our results reveal how Par3/Baz CR3 can antagonize aPKC in stable apical Par complexes and suggests that modulation of CR3 inhibitory arms or opposing aPKC pockets would perturb the interaction, promoting Par3/Baz phosphorylation

The Levellers, political literacy and contemporary citizenship education in England

This paper analyses the concept of political literacy (as introduced in the 1998 Crick Report) in relation to Citizenship in the English National Curriculum. It argues that political literacy has not been sufficiently emphasised or facilitated within this foundation subject and that the concept is particularly important for students at a time of considerable political and social conflict in England (and elsewhere). The authors state that engagement with the ideas and practices of the Levellers (a political group writing and agitating at the time of the Civil Wars) could enable students and teachers to explore political literacy (especially the implications of social media) by looking at a political group who utilised mass pamphlettering as a form of political communication. The paper will also investigate the context of Citizenship within the English National Curriculum and some of the philosophical concerns around Citizenship education. It contains a section placing the Levellers in their contemporary and historiographical contexts