Gender and the Climate Crisis: Equitable Solutions for Climate Plans

The effects of rising greenhouse gas emissions are more harmful to women, gender diverse people, and Black, Indigenous and people of color, although these communities contribute less to climate change. This underscores the need to include gender frameworks and gender diverse voices from communities of color into climate action planning.The Center for Biological Diversity sought to learn if gender and solutions related to gender were included in municipal climate plans. Twenty-one climate plans from cities across the United States were analyzed for this report, representing approximately 10% of the U.S. population (30,492,353). The plans were reviewed for the frequency of inclusion of each of the following topics: consumption, education, family planning/contraception/reproductive health, gender, human population/population growth/growth, public health/pollutants and vulnerable populations.The report analyzes gender-based solutions in municipal climate plans and provides practical policy recommendations for stakeholders to enhance their plans with mitigation and adaptation efforts based on gender empowerment and social justice. Gender empowerment initiatives include universal access to voluntary modern family planning methods (e.g. the oral contraceptive pill, long-acting reversible contraception, condoms and emergency contraception); LGBTQIA+ inclusive, culturally responsive and medically accurate comprehensive sexual education; and affordable sexual and reproductive healthcare that allows individuals to have agency and autonomy over their bodies. Additional solutions include supporting educational opportunities, redefining gender roles, creating equitable opportunities for women and LGBTQIA+ individuals, and guaranteeing safety from harassment and violence

La Iniciativa del Laboratorio de Habilidades Clínicas Veterinarias

[EN] Veterinary students need to develop competence in clinical skills in preparation for working in practice. Models and simulators are increasingly used to help supplement existing training and are often housed in a clinical skills laboratory. The laboratory provides a safe environment where students can practise repeatedly on models in order to develop proficiency. It is also an ideal venue to run practical classes and assessments, such as an objective structured clinical examination (OSCE).The veterinary clinical skills laboratory initiative is relatively new and recent growth and has been facilitated by several factors. There is much that can be learned from medical education and other health professions as their clinical skills laboratories have been running for many years. Additionally, there are several veterinary conferences that now include dedicated clinical skills sessions and have workshops where, for example, delegates can share tips about making models and discuss developing[ES] Los estudiantes de veterinaria necesitan desarrollar competencia en sus habilidades clínicas como preparación para el trabajo práctico.  Los  modelos  y  simuladores se utilizan cada vez más para ayudar a complementar  la  formación  práctica existente y, a menudo, se alojan en laboratorios de habilidades clínicas. Este tipo de laboratorio ofrece un ambiente seguro donde los estudiantes pueden practicar  varias  veces  en  los  modelos con el fin de desarrollar el dominio de las  habilidades.  También  es  un  lugar ideal para realizar clases y evaluaciones prácticas, tales como los exámenes clínicos estructurados  por  objetivos  (OSCE).  La iniciativa del laboratorio de habilidades clínicas  veterinarias  es  relativamente nueva y de crecimiento reciente, lo que ha sido facilitado por varios factores. Es mucho lo que se puede aprender de la educación médica y de otras profesiones de la salud, ya que sus laboratorios de habilidades clínicas llevan ya funcionando muchos  años.  Además,The booklet ‘A Guide to Veterinary Clinical Skills Laboratories’ was supported by a grant from the UK Higher Education Academy.Baillie, S.; Crowther, E.; Dilly, M. (2015). The Veterinary Clinical Skills Laboratory Initiative. REDU. Revista de Docencia Universitaria. 13(3):73-82. https://doi.org/10.4995/redu.2015.5474OJS7382133Baillie, S. (2007). Utilization of simulators in veterinary training. Cattle Practice, 15(3), 244-248.Baillie, S., Shore, H., Gill, D., May, S. (2011). Introducing Peer-Assisted Learning into a Veterinary Curriculum: A Trial with a Simulator. Journal of Veterinary Medical Education, 36(2), 174-179. https://doi.org/10.3138/jvme.36.2.174Baillie S., Booth, N., Catterall, A., Coombes, N., Crowther, E., Dilly, M., Farrell, R., Langebæk, R., O'Reilly, M., Read, E. (2015). A Guide to Veterinary Clinical Skills Laboratories. http://www.bris.ac.uk/vetscience/media/docs/csl-guide.pdf [Accessed August 2015].Bradley, P., Postlethwaite, K. (2003). Setting up a Clinical Skills Learning Facility. Medical Education, 37 (Suppl 1), 6-13. https://doi.org/10.1046/j.1365-2923.37.s1.11.xCrowther, E., Booth, N., Coombes, N., Baillie, S. (2013). Veterinary Clinical Skills Labs: Online Collaboration and Moving Forward. Health and Social Care Education, 2(1), 39-43. https://doi.org/10.11120/hsce.2013.00019Dilly, M., Tipold, A., Schaper, E., Ehlers, J. P. (2014). Setting Up a Veterinary Medicine Skills Lab in Germany. GMS Zeitschrift für Medizinische Ausbildung, 31(2).du Boulay, C., Medway, C. (1999). The Clinical Skills Resource: A Review of Current Practice. Medical Education, 33(3), 185-91. https://doi.org/10.1046/j.1365-2923.1999.00384.xEuropean Association of Establishments for Veterinary Education (EAEVE). List of Recommended Essential Competences at Graduation "Day-One Skills". URL: http://www.eaeve.org/fileadmin/downloads/sop/SOP_Annex4to8_Hanover09.pdf[Accessed August 2015].Fox, V., Sinclair, C., Bolt, D. M., Lowe, J., Weller, R. (2013). Design and Validation of a Simulator for Equine Joint Injections. Journal of Veterinary Medical Education, 40(2), 152-7. https://doi.org/10.3138/jvme.0912-083R1Gelbart, N. R. (1998). The King's Midwife. A History and Mystery of Madame du Coudray.Los Angeles, University of California Press.General Medical Council: Tomorrow's Doctors. Outcomes and Standards fir Undergraduate Medical Education. (2009). General Medical Council, Manchester.George, J. H., Doto, F. X. (2001). A Simple Five-Step Method for Teaching Clinical Skills. Family Medicine, 33(8), 577-578.Gerke, L., Barrett, D. C., Arnold, C., Hale-Mitchell, L., Baillie, S. (2015). Synthetic Models for Teaching Farm Animal Technical and Clinical Skills to Veterinary Undergraduates. Cattle Practice, 23(1), 20-26.Langebæk, R., Eika, B., Tanggaard, L., Jensen, A. L., Berendt, M. (2012). Emotions in Veterinary Surgical Students: A Qualitative Study. Journal of Veterinary Medical Education, 39(4), 312-321. https://doi.org/10.3138/jvme.0611.068R1Ledingham, I. McA., Harden, R. M. (1998). Twelve Tips for Setting up a Clinical Skills Training Facility. Medical Teacher, 20(6), 503-507. https://doi.org/10.1080/01421599880201May, S. A., Head, S. D. (2010). Assessment of technical Skills: Best Practices. Journal of Veterinary Medical Education, 37(3), 120-8. https://doi.org/10.3138/jvme.37.3.258McGaghie, W. C., Issenberg, S. B., Petrusa, E. R., Scalese, R. J. (2010). A critical review of simulation-based medical education research: 2003-2009. Medical Education, 44,50-63. https://doi.org/10.1111/j.1365-2923.2009.03547.xRCVS (2014). RCVS Day One Competences. Royal College of Veterinary Surgeons. http://www.rcvs.org.uk/document-library/rcvs-day-one-competences [Accessed August 2015].Rosch, T., Schaper, E., Tipold, A., Fischer, M. R., Dilly, M., Ehlers, J. P. (2014). Clinical Skills of Veterinary Students - A Cross-Sectional Study of the Self-Concept and Exposure to Skills Training in Hannover, Germany. BMC Veterinary Research, 10, 969. https://doi.org/10.1186/s12917-014-0302-8Scalese, R. J., Issenberg, B. (2005). Effective Use of Simulations for the Teaching and Acquisition of Veterinary Professional and Clinical Skills. Journal of Veterinary Medical Education, 32(4), 461-467. https://doi.org/10.3138/jvme.32.4.461Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO978051180393

Validation of the Haptic Cow: A simulator for training veterinary students

A virtual reality simulator, the Haptic Cow, has been developed using touch feedback technology for training veterinary students to perform bovine rectal palpation of the reproductive tract. The simulator was designed to supplement existing training and address some of the difficulties associated with teaching palpation-based skills. Students need to achieve a certain level of proficiency by graduation but this has become increasingly difficult because of problems with current training methods and a reduction in the number of opportunities to practice. A simulator- based teaching tool was developed as a potential solution. The first step involved designing a simulator on the basis of requirements established through consultation with both veterinary surgeons, as teachers, and students, as learners. Research was then undertaken to validate the simulator by following a set of established criteria described for the evaluation of new technologies used in medical education. The virtual models were assessed by experts as realistic enough representations of the same structures in the cow. An experiment to assess the effect of simulator training compared the performance of one group of students, whose training was supplemented with a simulator session, with another group of traditionally trained students. The subsequent performance for finding and identifying the uterus when examining cows for the first time, was significantly better for the simulator trained group, indicating that skills learned in the simulator environment transferred to the real task. A project was also undertaken to integrate the simulator into a curriculum, with training included as part of the farm animal course at the University of Glasgow Veterinary School. The training was well received by students, useful feedback was gathered and the simulator continues to be used as part of the course. Further developments were undertaken with the aim of creating a more versatile teaching tool and addressing some of the questions and issues raised. An automated version of the Haptic Cow was designed for students to use on their own, with computer guidance replacing the instructor's role. An evaluation found that the new version of the teaching tool was both usable and an effective way of equipping students with the skills required to find and identify the uterus. The potential to use haptic technology to investigate various aspects of performance was also explored in relation to the question of hand choice for certain palpation-based skills: differentiating between objects on the basis of softness and size. Ongoing research and development options are discussed, with the aim of building on the current work by expanding the role of haptic technology in veterinary education in the future

Post-traumatic growth following a burn injury

Post-traumatic growth (PTG) is the experience of positive changes as a result of a traumatic event, where well-being and personal functioning exceed that of pre-trauma levels (Tedeschi, Park, & Calhoun, 1998). The occurrence of PTG following a variety of traumas has been examined, and a number of meta-analyses and reviews have attempted to summarise such literature and determine what facilitates PTG (e.g. Linley & Joseph, 2004). Some of these seek to establish whether there are differences in the experience of PTG dependent on the cause of the trauma (e.g. Bostock, Sheikh, & Barton, 2009). It has been suggested that the character of PTG following a serious accident may be different to that following physical illness, for example, with physical illness being experienced as an internal trauma and an accident as an external trauma (Hefferon, Grealy, & Mutrie, 2009). There are no reviews which explore the literature around PTG following a serious accident. Paper one of this thesis is a systematic review of the quantitative literature which aims to investigate the experience of PTG following serious accidents. A burn injury can be a traumatic event and can be challenging to recover from, both physically and psychologically (Blakeney, Rosenberg, Rosenberg, & Faber, 2008). Although the psychological impact of burn injuries is undisputed (Wisely, Hoyle, Tarrier, & Edwards, 2007), little attention has been paid to the benefits of such traumas (Fauerbach, Pruzinsky, & Saxe, 2007). Several qualitative studies exploring individuals’ experiences of a burn injury refer to positive changes which can accompany distress and trauma; however, only one quantitative study has directly explored the concept of PTG post-burn (Rosenbach & Renneberg, 2008). Paper two of this thesis is an empirical paper which aims to build on this, using quantitative methods to explore the concept of PTG following a burn injury

Endangered species condoms: a social marketing tool for starting conversations about population

The Endangered Species Condoms project was launched 10 years ago to bring the discussion of human population growth back into the environmental movement with a focus on human rights and reproductive justice. In that time, more than 1 million condoms have been distributed by thousands of volunteers. The principles of social marketing are used through the Endangered Species Condoms project to create a national discourse around the population issue. They are introduced in both formal teaching settings like high school and university classrooms as well as informal settings like community events and after-hours programing at zoos and museums to reach a broad, diverse audience