Peer assisted learning (PAL) has been described as “the development of knowledge and skill through active help and support among status equals or matched companions”. To enhance the learning experience of health professions students and improve collaborative and collegial learning, six pilot Peer Assisted Learning (PAL) projects were conducted across a health science faculty in Australia.
Open access. This questionnaire study aimed to investigate the reasons for choosing to specialise in psychiatry in a sample of consultant psychiatrists and core trainee psychiatrists from within the West Midlands.
Open access. Objective Structured Clinical Examination (OSCE) is a core component of undergraduate medical student assessment. With increased emphasis on integrated programmes, more courses include OSCEs in the traditionally ‘preclinical’ years. The acceptability and impact of such assessment methods at this stage of training is unknown.
Just over 10 years ago, Educational Review published an article “Reconceiving argument” by Richard Andrews. In the article, Andrews traced some of the changes in the conception of argument that had taken place within educational contexts (primarily within the UK) over the previous few years. An important aim of the authors’ article is to consider whether there is any evidence that the (re)conceptualization of argument discussed in Andrews’ article has permeated educational theory and practice in the last 10 years. Specifically they will consider his invocation of new metaphors to conceive of the argumentation process as more akin to a dialogic exchange in contrast to adversarial combat. They question whether such a framing diminishes the value of conflict and confrontation in the argumentation process.
NHL begins domestic violence and sexual assault training After a series of high-profile incidents across sports, the NHL has joined other professional leagues in mandating domestic violence, sexual assault and sexual harassment training for all of its players
Ongoing serious breaches in medical professionalism might be avoided if UK doctors rethink their approach to law. UK medical education has a role in creating a climate of change by re-examining how law is taught to medical students. Adopting a more insightful approach in the UK to the impact of The Human Rights Act and learning to manipulate legal concepts, such as conflict of interest, need to be taught to medical students now if UK doctors are to manage complex decision-making in the NHS of the future. The literature is reviewed from a unique personal perspective of a doctor and lawyer, and practical proposals for developing medical education in law in the UK are suggested. To read the full article, log in using your NHS OpenAthens details
The aim of this narrative literature review was to identify evidence of the essential attributes that make a successful student nurse and/or qualified nurse, and discover if these were different for mental health nurses. A comprehensive search of three electronic databases between the years 1991 and 2015 was conducted using inclusion and exclusion criteria to identify those articles or texts that would be relevant on essential attributes, traits or behaviours of what makes a good nurse and/or successful student nurse. Please contact the library to receive a copy of this article - http://bit.ly/1Xyazai
The NHS will create 100,000 apprenticeships – almost 7 times the current number – across the country by 2020, offering opportunities to thousands of young people who want a career in the health sector.
This commitment follows the launch of the government consultation to make 2.3% of workers in large public sector bodies apprentices. The roles will be created in a range of areas within the NHS, including:
nursing and healthcare assistants
IT, estates and facilities
domestic and housekeeping services
business administration and accounting
To explore how nursing students account for decisions to report or not report poor care witnessed on placement and to examine the implications of findings for educators. Login using your SSSFT NHS OpenAthens for full text. SSOTP - request a copy of the article from the library - www.sssft.nhs.uk/library
Caroline Gagnon, and Valérie Côté. Proceedings of DRS 2014: Design’s Big Debates. Design Research Society Biennial International Conference 16-19 June 2014, Umeå, Sweden, Umeå Institute of Design, Umeå University, Umeå, Sweden, (2014)
Diana Díaz, Rafael Ramírez, and Davinia Hernández-Leo. IEEE 15th International Conference on Advanced Learning Technologies (ICALT); 2015 Jul 06-Jul 09; Hualien, Taiwan.Sl: IEEE, 2015. p. 367-369., Institute of Electrical and Electronics Engineers (IEEE), (2015)
Caroline Coffin. NALDIC Quarterly3(3):13--26 (2006)<b>Copyright</b><br></br>Copyright for individual contributions remains vested in the authors to whom applications for rights toreproduce should be made. NALDIC Quarterly should always be acknowledged as the original source ofpublication.NALDIC retains the right to republish any of the contributions in this issue in future NALDIC publicationsor to make them available in electronic form for the benefit of its members. For further information email@example.com.