Doctoral students’ access to non-academic support for mental health

Increased doctoral student numbers has led to a growth in studies dedicated to doctoral experience. These studies have raised a range of mental health concerns around workload, supervision processes and student well-being. Despite these challenges being well documented, few studies have looked at doctoral student’s experiences of accessing non-academic support services. This article presents the findings of a mixed-method study to investigate doctoral experiences of non-academic support, conducted at one British university with a large postgraduate research population. Drawing on focus groups and a student survey, the article concludes that many doctoral students are not accessing institutional support when they could benefit from it, with many turning to external support mechanisms including family, personal doctor and online resources. Five institutional recommendations are proposed to develop improved dedicated doctoral student mental health support: clear signposting, online self-help, workshops, parity of support and supervisor training

Evaluation of the long-term sustainability of biosand filters in rural Ethiopia

Point-of-use water treatment is growing in popularity in the developing world, especially in rural areas where the costs of providing centralised treatment systems are higher than their low cost counterparts. One such technology, the biosand filter, has been shown to effectively remove turbidity and pathogens in laboratory and field research but the long-term performance of the filter and its sustainability are not well documented. An evaluation was therefore conducted to examine filters in rural Ethiopia installed more than 5 years previously. Filters were examined to assess filter performance, maintenance practices and the supporting environment. The working filters showed an average E.coli reduction rate of 87.9% with 75.7 % of filtrate samples achieving rates of <10cfu/100ml and 81.2% achieving turbidity values of <5NTU. The varied levels of usage in the three study villages, from 44% to 100%, also highlighted several risks and opportunities for continued active long term adoption

Supporting the learning of deaf students in higher education: a case study at Sheffield Hallam University

This article is an examination of the issues surrounding support for the learning of deaf students in higher education (HE). There are an increasing number of deaf students attending HE institutes, and as such provision of support mechanisms for these students is not only necessary but essential. Deaf students are similar to their hearing peers, in that they will approach their learning and require differing levels of support dependant upon the individual. They will, however, require a different kind of support, which can be technical or human resource based. This article examines the issues that surround supporting deaf students in HE with use of a case study of provision at Sheffield Hallam University (SHU), during the academic year 1994-95. It is evident that by considering the needs of deaf students and making changes to our teaching practices that all students can benefit

Student experiences of facilitated asynchronous online discussion boards: Lessons learned and implications for teaching practice

As an alliance of academics undertaking blended delivery, we have experienced the challenge of tailoring teaching strategies to different learning styles. Our teaching has evolved, moving from traditional didactic delivery to the utilisation of online technology to accommodate both academic and student expectations. The pressure to teach within constrained resources and issues presented from the COVID-19 pandemic has provided opportunities to optimise educational technology. We identified a gap in genuinely engaged online discussions, observing that pedagogic value was often obscure. This cross-sectional study investigated the opinions and experiences of undergraduate students in four health science online units where asynchronous discussion boards were linked to summative assessment. By assessing discussion posts, students may be motivated to participate further, with student engagement influenced through educator involvement, the discussion purpose and group interactivity. Whilst some students were critical of the value of asynchronous discussion boards, others positively viewed discussions as a platform for peer engagement and information sharing. Discussion boards can provide active learning experiences particularly for online students; however, effective educator involvement and online supportive teaching strategies and practices are crucial to pedagogical success. Based on the key findings from this study we propose implications for practice in a higher education context

Enhancing the early student experience

This paper is concerned with identifying how the early student experience can be enhanced in order to improve levels of student retention and achievement. The early student experience is the focus of this project as the literature has consistently declared the first year to be the most critical in shaping persistence decisions. Programme managers of courses with high and low retention rates have been interviewed to identify activities that appear to be associated with good retention rates. The results show that there are similarities in the way programmes with high retention are run, with these features not being prevalent on programmes with low retention. Recommendations of activities that appear likely to enhance the early student experience are provided

Superallowed nuclear beta decays: A critical survey with tests of CVC and the standard model

A complete and critical survey is presented of all half-life, decay-energy and branching-ratio measurements related to 20 superallowed decays; no measurements are ignored, though some are rejected for cause and others updated. A new calculation of the statistical rate function is described and experimental ft values determined. The associated theoretical corrections needed to convert these results into Ft values are discussed, and careful attention is paid to the origin and magnitude of their uncertainties. As an exacting confirmation of the conserved vector current hypothesis, the Ft values are seen to be constant to 3 parts in 10^4. These data are also used to set new limits on any possible scalar interactions or right-hand currents. The average Ft value obtained from the survey, when combined with the muon lifetime, yields the CKM matrix element Vud = 0.9738(4); and the unitarity test on the top row of the matrix becomes |Vud|^2 + |Vus|^2 + |Vub|^2 = 0.9966(14) using the PDG's currently recommended values for Vus and Vub. We discuss the priorities for future theoretical and experimental work with the goal of making the CKM unitarity test more definitive.Comment: 64 pages, 4 postscript figure

"Then you get a teacher" - Guidelines for excellence in teaching

Background: Current literature calls for the explicit teaching to health-science educators of the skills, knowledge and dispositions that are required for successful teaching in higher education. Aims: This paper draws on evidence from an Oral Hygiene department at a South African university in order to illustrate these teaching-competency needs. Insights from the evidence are synthesised with current literature regarding best teaching practice, in support of an appropriate framework for the development of teaching competencies to health-science educators. Description: A qualitative approach, using a case study, was adopted. The cohort comprised fifteen students in the first-year Oral Hygiene cohort class and the ten educators who taught their programme. Data was collected through semistructured interviews and open-ended questionnaires. The topics that emerged from the combined analysis of the interviews and the questionnaires were organised into a grid so that common themes could be identified. Current literature regarding teaching and learning was used as a framework for interpreting the empirical evidence, from which three categories emerged. The first category included suggestions from students regarding what to do to teach better. A review of the literature indicates that these competencies can be effectively learnt from self-help guides. The second category included requests for skills development. Literature review suggests that these might effectively be learnt from single-event workshops facilitated by more able peers. Responses in the final category highlighted the need for an underpinning theory of teaching and learning, and signalled the need for a more theoretically grounded and detailed approach to teacher development. Conclusion: The framework developed from the empirical study and current literature makes it possible for individual clinical teachers, and staff developers, to construct teaching-competency development plans that are pertinent to individual teachers’ needs, relevant and practical, educationally sound, and cost-effective in terms of time and effort

Chinese students in a UK business school: hearing the student voice in reflective teaching and learning practice.

This paper presents the outcomes of a study carried out in 2001-2002 with nine postgraduate students from China, enrolled on taught master's programmes in a UK university business school. The aims of the research were to explore the development of the students' orientations to learning during their year of study in the UK, and to explore how the researcher's interactions with the study group contributed to her professional reflections and influenced her academic practice. The main conclusions of the project were that participants' underlying approaches to learning did not change substantially over the year, owing to the culturally implicit nature of UK academic conventions and that they experienced high levels of emotional isolation and loneliness, which affected their academic confidence

Crime reconstruction and the role of trace materials from crime scene to court

Crime reconstruction takes place in a complex ecosystem and needs to be responsive to the context of each case. For accurate, reproducible and transparent crime reconstructions to take place, a holistic approach is needed that considers the different stakeholders, different types of trace material, integral human decision‐making and interconnected nature of the forensic science process. For robust reconstruction, there needs to be a consideration of both the distinctive types of trace material that can contribute to the reconstruction, and an understanding of the interplay of human decision‐making within reconstruction approaches. In addition, it is also necessary to consider source attribution of a trace material in addition to the activities that led to the generation, identification, transfer, and persistence of the trace. This requires explicit and tacit forms of knowledge, and an incorporation of the inherent uncertainty and risk in the reconstruction approach. The communication of conclusions reached in a crime reconstruction that address what the evidence means is also an important consideration given the different requirements of intelligence and evidence. Therefore, undertaking a crime reconstruction within a holistic framework that seeks to incorporate the complexity of the forensic science ecosystem is valuable for achieving a problem solving approach that offers reproducible, transparent reconstructions with a clear articulation of risk and uncertainty that can be of value to investigators and the courts. This article is categorized under: Forensic Science in Action/Crime Scene Investigation > Crime Scene Reconstruction Forensic Science in Action/Crime Scene Investigation > From Traces to Intelligence and Evidenc

COVID-19 prevalence and mortality in patients with cancer and the effect of primary tumour subtype and patient demographics: a prospective cohort study

BACKGROUND: Patients with cancer are purported to have poor COVID-19 outcomes. However, cancer is a heterogeneous group of diseases, encompassing a spectrum of tumour subtypes. The aim of this study was to investigate COVID-19 risk according to tumour subtype and patient demographics in patients with cancer in the UK. METHODS: We compared adult patients with cancer enrolled in the UK Coronavirus Cancer Monitoring Project (UKCCMP) cohort between March 18 and May 8, 2020, with a parallel non-COVID-19 UK cancer control population from the UK Office for National Statistics (2017 data). The primary outcome of the study was the effect of primary tumour subtype, age, and sex and on severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) prevalence and the case-fatality rate during hospital admission. We analysed the effect of tumour subtype and patient demographics (age and sex) on prevalence and mortality from COVID-19 using univariable and multivariable models. FINDINGS: 319 (30·6%) of 1044 patients in the UKCCMP cohort died, 295 (92·5%) of whom had a cause of death recorded as due to COVID-19. The all-cause case-fatality rate in patients with cancer after SARS-CoV-2 infection was significantly associated with increasing age, rising from 0·10 in patients aged 40-49 years to 0·48 in those aged 80 years and older. Patients with haematological malignancies (leukaemia, lymphoma, and myeloma) had a more severe COVID-19 trajectory compared with patients with solid organ tumours (odds ratio [OR] 1·57, 95% CI 1·15-2·15; p<0·0043). Compared with the rest of the UKCCMP cohort, patients with leukaemia showed a significantly increased case-fatality rate (2·25, 1·13-4·57; p=0·023). After correction for age and sex, patients with haematological malignancies who had recent chemotherapy had an increased risk of death during COVID-19-associated hospital admission (OR 2·09, 95% CI 1·09-4·08; p=0·028). INTERPRETATION: Patients with cancer with different tumour types have differing susceptibility to SARS-CoV-2 infection and COVID-19 phenotypes. We generated individualised risk tables for patients with cancer, considering age, sex, and tumour subtype. Our results could be useful to assist physicians in informed risk-benefit discussions to explain COVID-19 risk and enable an evidenced-based approach to national social isolation policies. FUNDING: University of Birmingham and University of Oxford