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Addressing sexting in sexual health education classrooms is one way of supporting young people to become good sexual citizens and to emphasise respect and consent in their sexual practices and in their lives. While a fair amount of research has worked with youth to understand their motivations for sexting, less research has been conducted with in-service teachers to understand their perspectives, pedagogical approaches, and beliefs regarding young people and sexting. Set in this context, this paper discusses findings from interviews with Canadian teachers who were teaching a new Ontario Health and Physical Education curriculum that included discussions of sexting. Our findings suggest that many teachers are still engaging discourses of risk, shame and blame when they talk to their students about sexting. Likewise, longstanding gender norms and stereotypical sexual scripts are evident in the ways in which many teachers both understand and teach sexting. Some teachers, however, are engaging in more promising pedagogical practices that frame sexting as having a range of uses, outcomes, and purposes, painting a more holistic picture of young people's sexting landscapes. Findings from this paper may be useful for educators and policymakers creating sexting curriculum for young people in educational settings. [ABSTRACT FROM AUTHOR]

Despite decades of research and education, sexual and gender-based violence remain distressingly prevalent on university and college campuses globally. The taboos associated with sex, gender inequity, and living in a patriarchal world where misogyny is glorified and criminalised are key socio-cultural determinants driving these forms of violence. Less is known about the ways in which sexual slang or terminology impact how students experience and talk about these events. This paper reports on findings from a participatory action study that explored sexual slang use among female and male undergraduate students (n = 23) with the aim of creating more responsive sexual and gender-based violence policies and practices. The terms identified (n = 59) provide a window into the daily lives of these young people, who display remarkable socio-linguistic adaptation and creativity. They also demonstrate how cultural appropriation, the exclusion of queer students, toxic masculinitycontribute to ongoing incidents of sexual and gender-based violence on campus. These findings contribute new insights into sexual terminology among post-secondary students, particularly in the Canadian context where few studies of this nature exist. They also acknowledge the critical role universities can play in making meaningful structural change to prevent traumatic events from occurring. [ABSTRACT FROM AUTHOR]

As online pornography has become more readily available and accessible, educators have begun to grapple with how to address young people's engagement with it. Much of this discussion centres the view that pornography is an inherently problematic genre that young people should be inoculated against through comprehensive media literacy education – an approach that often ignores the nuance of young people's engagements with porn and which often isolates pornography as outside of and infringing upon young people's everyday lives. Using thematic narrative analysis, this paper examines excerpts from focus groups with undergraduate students at a Canadian university examining their experiences with and thinking on pornography and sex education. Findings suggest that participants' pornography-related narratives are connected both to their own personal, lived experiences with pornography and to the broader structural and relational aspects of their sexual and social worlds in ways that complicate traditional media literacy interventions. Small-group discussions on pornography therefore emerge through this study as potentially productive pedagogical sites for educators seeking to develop a more expansive and ethically oriented approach to sex and sexuality education. [ABSTRACT FROM AUTHOR]

Social work is a practice-based profession with social justice as a core value and ethical principle. Social work programs incorporate social justice into both the explicit and implicit curricula. However, there has been a longstanding divide in how to address social justice at systemic levels while fostering socially just and competent practice. The aim of this qualitative study was to examine how MSW students describe their learning about social justice and social work practice. To explore this area of inquiry, we conducted three focus groups (N = 16) with current MSW students or recent MSW graduates from Canadian social work programs. Participants described the following five themes that either facilitated or created barriers in their learning about social justice and social work practice: 1) reflection on practice, 2) negotiating discomfort, uncertainty, and safety, 3) learning from lived experiences, 4) learning how to embody social justice in practice, and 5) receiving support, supervision, and coaching. We discuss the implications for social work education and practice. [ABSTRACT FROM AUTHOR]

While the field of recovery science has burgeoned over the past two decades, little research has considered the experiences of university students in recovery from addiction, particularly in Canada. Addressing this gap, using a recovery capital framework, 16 qualitative interviews were conducted to explore students' meanings, experiences, and barriers/facilitators to recovery from problematic substance use and/or behaviors. Reflexive thematic analysis revealed three main themes: 1. multiple recovery pathways and identities; 2. stigma and disclosure; and 3. proximity to campus community and resources. Recommendations to create more recovery-friendly campuses are provided. [ABSTRACT FROM AUTHOR]

Has your institution purchased discovery layer tools? Are you wondering how students are using them and how much return your institution is getting on that investment? Not only are there more resources available to students online than ever before, but there are also more avenues for students to discover those resources. The Royal Roads University Library puts links to Google Scholar, Summon, LibGuides, Captivate tutorials, and more onto its Web pages. This paper is an investigation of how students are using those resources and what they think of them. It presents student feedback on these discovery layers combined with empirical evidence from usage statistics. The paper explains how the library will use this evidence to inform both the electronic paths designed to lead students to its resources and the outcomes of its information literacy instructional sessions. [ABSTRACT FROM AUTHOR]

This paper makes a contribution to the field of French immersion studies by examining student attitudes towards the secondary French immersion curriculum. Some of the students had made the decision to stay engaged with the programme while others had become disengaged from it. Drawing on the results of interviews with 23 students in a high school in Ottawa, Canada, the study reveals that the attitudes of engaged and disengaged students were informed by the everyday realities of their respective linguistic and academic situations. Students referred to their family backgrounds and interests in learning and using French inside and outside of school, to their learning styles, to the marks they obtained in school, and to their educational experiences. At times, engaged and disengaged students also shared overlapping attitudes, informed by factors such as language, class, culture and race. This paper concludes with a brief discussion of the implications of the study for the future curriculum development of French immersion programmes in Canada and in other countries. [ABSTRACT FROM AUTHOR]

This paper estimates the impact of ‘compulsory volunteerism’ for adolescents on subsequent volunteer behavior exploiting the introduction of a mandatory community service program for high school (HS) students in Ontario, Canada. We use difference-in-differences approach with a large longitudinal dataset. Our estimates show that the policy crowded out volunteering of those who were not directly affected by the policy. More importantly, we find no evidence that ‘compulsory volunteerism’ increased altruism: while the policy increased volunteer participation during HS, those mandated by the policy volunteered less than they otherwise would have been expected to after HS completion. [ABSTRACT FROM PUBLISHER]

This article reports on an exploratory study that examined bilingual/multilingual university students' perspectives on how language affects their information searching and use. The study also examined instruction librarians' perspectives on information literacy instruction in general and their approaches in providing information literacy instruction to international students and English as a Second Language (ESL) students. A qualitative research approach using focus group discussions and semi-structured interviews was used in the study. Nineteen (19) international and ESL students participated in the discussions while 8 instruction librarians were interviewed. Fifty-six (56%) of the students were aware of information literacy instruction as a service that was offered by the University library but only 37% had used this service. Only one of the librarians had had a significant encounter where language issues closely intersected with information literacy instruction. This study makes a connection between language and information literacy and reports on perspectives from both librarians and students' point of view. While proposing a possible working definition of Multilingual Information Literacy (MLIL), the study makes the case for MLIL as a necessary skill for the twenty-first century. The study also proposes ways in which Library and Information Science (LIS) professionals could be involved in promoting and enhancing multilingual information literacy and further suggests Specialized Information Literacy Instruction (SILI) and Personalized Information Literacy Instruction (PILI) as suitable models for providing instruction to Limited English Proficient (LEP) users. [ABSTRACT FROM AUTHOR]

This paper examines factors associated with middle school students' perceptions of the quality of the sexual health education (SHE) they received at school. Participants were 478 predominately White young people (256 girls, 222 boys) in grades 6–8 who completed a survey assessing their demographic characteristics; dating and sexual experience; and perceptions of the content, delivery and quality of the SHE they had received. Boys and students in a lower grade and with less sexual experience rated the quality of their SHE more positively. After accounting for student characteristics, students who more strongly agreed that their SHE matched their interests and covered sexual health topics more adequately, as well as who viewed their teacher as being more comfortable talking about sexual topics and doing a better job answering questions, reported higher quality SHE. Students' perceptions of the adequacy of coverage of 10 sexual health topics were also positively correlated with their reports of higher quality SHE, although only two topics (correct names for genitals and puberty/physical development) contributed uniquely to the prediction of this variable. These results reinforce the need for a comprehensive SHE curriculum as well as adequate preparation of teachers if SHE is to be engaging to students. [ABSTRACT FROM PUBLISHER]

Bias pervades every aspect of healthcare including admissions, perpetuating the lack of diversity in the healthcare workforce. Admissions interviews may be a time when applicants to health profession education programs experience discrimination. Between January and June 2021 we invited US and Canadian applicants to health profession education programs to complete a survey including the Everyday Discrimination Scale, adapted to ascertain experiences of discrimination during admissions interviews. We used chi-square tests and multivariable logistic regression to determine associations between identity factors and positive responses. Of 1115 respondents, 281 (25.2%) reported discrimination in the interview process. Individuals with lower socioeconomic status (OR: 1.78, 95% CI [1.26, 2.52], p = 0.001) and non-native English speakers (OR: 1.76, 95% CI [1.08, 2.87], p = 0.02) were significantly more likely to experience discrimination. Half of those experiencing discrimination (139, or 49.6%) did nothing in response, though 44 (15.7%) reported the incident anonymously and 10 (3.6%) reported directly to the institution where it happened. Reports of discrimination are common among HPE applicants. Reforms at the interviewer- (e.g. avoiding questions about family planning) and institution-level (e.g. presenting institutional efforts to promote health equity) are needed to decrease the incidence and mitigate the impact of such events. [ABSTRACT FROM AUTHOR]

To explore the experiences of physiotherapy students on working with people with dementia during their clinical placements. Qualitative study using a Web-based survey of students in a 2-year entry-level Masters of Physical Therapy (MPT) program. Students were asked to reflect on their experiences during clinical placements within the MPT program. Qualitative content analysis was used to analyze the survey responses. A total of 55 students (93%) completed the survey. Two overarching themes were mastery and inequity. Mastery described dementia care physiotherapy as a complex and potentially rewarding area of practice, requiring education and development throughout the professional continuum from student to expert. Inequity captured the barriers people with dementia experience to receiving excellent physiotherapy care. Six categories supported the themes: 1) physiotherapist characteristics for a successful therapeutic relationship; 2) communication strategies; 3) best practice physiotherapy skills and knowledge; 4) education strategies; 5) desire to work with people living with dementia; and 6) equity. The study found physiotherapy students' experiences were informed by the preceptors' approach to delivery of care for people living with dementia. The students also articulated areas they wish they had known before placement and provided suggestions for teaching development in this area. [ABSTRACT FROM AUTHOR]

Given the increasing value placed on research among social work practitioners, and that field education is primarily responsible for the integration of social work values, knowledge, and practice, it is essential that research skills be incorporated into BSW and MSW field practica. In 2020, a team of faculty co-investigators and students explored the integration of research activities into Canadian BSW and MSW field practica through the review of online field education materials of all accredited programs. We make the argument that not only is it essential for professional social workers to receive training in practice research, but also that there is much room for us to integrate such research into field education. We begin with a review of the literature regarding social work student attitudes toward research, widely known to be hesitant and even hostile, before discussing the limited international literature (English and French) on the experience of integrating research into field education. After describing our methods, we then present our findings in terms of BSW and MSW programs at Canada's anglophone and francophone universities. We conclude with a discussion of the implications in terms of ways to increase the role of research in field practica. [ABSTRACT FROM AUTHOR]

To assess explicit and implicit attitudes toward mental illness of undergraduate students and explore associated variables. Participants: Year 1–4 undergraduate students from a large Canadian university (n = 382). Methods: Participants completed demographics, the Opening Minds Scale for Healthcare Providers, and an Implicit Association Test. Two-tailed independent and paired-samples t-tests, and ANOVA were performed with significance level at p <.05. Results: About 67.5% self-reported having experienced a mental illness and 31.2% had been diagnosed. Lower explicit stigma was associated with females, those with a history of mental illness diagnosis, and those who have had a close relationship with someone experiencing a mental illness. Faculty of Social Sciences students had significantly lower explicit stigma scores than Faculty of Engineering students. Implicit stigma did not show significant associations with any factors. Conclusions: A high proportion of undergraduate students experience mental illness. Increased exposure and experience were associated with reduced explicit stigma. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) is increasingly utilized to prepare students for their future careers in the health sciences as collaborative practitioners. Although it is considered an accreditation requirement in most health science disciplines, little is known about first year student's perceptions of IPE in Canada. In September of 2018, students from dentistry, kinesiology, medicine, nursing, nutrition, pharmacy, and physiotherapy in their first year of their professional program at the University of Saskatchewan were surveyed to obtain a baseline of perspectives and attitudes toward IPE. The survey consisted of an adaptation of the Readiness for Interprofessional Learning Scale (RIPLS) and additional questions to assess students' skills and interest in IPE. Descriptive and univariate statistics were used to determine associations with demographic variables. The response rate was 88% (n= 509). Health science students in all disciplines had positive perceptions of IPE, with overall mean RIPLS scores for domain 1 (teamwork and collaboration), 2 (professional identity), and 3 (roles and responsibilities) of 40.5/45, 33.3/40 and 6.3/10, respectively. Students in kinesiology had significantly lower RIPLS scores than other health science disciplines (p<.05). Female gender, and having a past degree, or previous experience with interprofessional collaboration through school or work were traits that were associated with statistically significantly higher RIPLS scores (p<.05). [ABSTRACT FROM AUTHOR]

Canada ranks high among the Organization for Economic Cooperation and Development (OECD) countries in terms of advanced education with 66% of Canadians having completed some form of postsecondary education. Yet, students from indigenous and immigrant backgrounds face several psychosocial and institutional barriers that hinder their academic progress. The current study used a qualitative approach to examine the experiences and challenges faced by indigenous and immigrant learners who were enrolled in a postsecondary human services program in Western Canada. Findings suggest that despite 40 years of a multicultural approach to education these students continue to experience several barriers to continuing their study programs. The need for radicalizing teaching by using alternate critical decolonizing discourses and pedagogy is discussed. [ABSTRACT FROM AUTHOR]

Emerging adults who engage in non-suicidal self-injury (NSSI) tend to share such experiences with peers. Thus, peers may represent a vital avenue for accessing recovery support and further help (e.g. encouraging professional help-seeking). With little known about how university students respond to NSSI disclosures from peers, the present study attempted to examine these experiences from the vantage point of disclosure recipients. Responses were gathered from a sample of undergraduate students who received an NSSI disclosure from a friend. Specifically, 104, primarily white female, emerging adults (M = 18.29 years of age, SD =.80) were recruited from a Canadian university. Demographics and open-ended questions asking about experiences receiving an NSSI disclosure from a friend were collected via online survey. Responses to the open-ended qualitative questions were examined using a thematic analysis. Responses fell broadly into four domains (intense emotional reactions, supportive responding, impact on peer relationship, and perceived insight about NSSI), which were each composed of two to four themes. Overall, findings point to several implications for researchers (e.g. developing accessible resources for peers of those who self-injure) and counselors (e.g. helping people who self-injure to understand the reactions of their peers). [ABSTRACT FROM AUTHOR]

Background: Alcohol use and related problems are key concerns among colleges, and web-based interventions to mitigate these issues are increasingly popular across campuses. A variety of programs are commercially available and have demonstrated efficacy in reducing alcohol use and consequences; however, little is known about how these programs reduce alcohol outcomes. Objectives: The e-CHECKUP TO GO program (e-CHUG) is the briefest electronic intervention available and over 600 institutions are using it internationally. The present study evaluates the impact of the e-CHUG program on drinking outcomes and examines changes in perceived norms as a potential mediator of intervention efficacy in a sample of first-year Canadian university residence students. This is the first Canadian evaluation of e-CHUG. Methods: First year Canadian university students (N = 245) living in residence in August 2014 participated in a randomized control trial to evaluate the efficacy of e-CHUG program compared to an assessment-only control condition. Follow-up assessments were completed at 3-months and 5-months. Norm misperceptions and drinking outcomes were measured. Results: At 3-month and 5-month follow-up assessments program participants had lower norm misperceptions about peers drinking compared to control participants. Changes in norm misperceptions at 3-months mediated the effect of the program on drinking outcomes at 5-months. There were no sex differences in the associations. Conclusions/Importance: Findings suggest that e-CHECKUP TO GO may be a promising strategy for addressing norm misperceptions and subsequently drinking for Canadian students. [ABSTRACT FROM AUTHOR]

This literature review describes the impact of health professional schools with a social accountability mandate by identifying characteristics of medical education found to impact positively on medical students, health workforce, and health outcomes of disadvantaged communities. A critical appraisal tool was used to identify the strengths and weaknesses of the published articles. Data are presented as a narrative synthesis due to the variety of methodologies in the studies, and characterized using a logic model. Health professional schools aiming to improve health outcomes for their disadvantaged local communities described collaborative partnerships with communities, equitable selection criteria, and community-engaged placements in underserved areas as positively impacting the learning and attitudes of students. Students of socially accountable schools were more likely to stay in rural areas and serve disadvantaged communities, and were often more skilled than students from more traditional schools to meet the needs of underserved communities. However, published literature on the impact of socially accountable health professional education on communities and health outcomes is limited, with only one study investigating health outcomes. The findings of this literature review guide schools on the inputs likely to maximize their socially accountability outputs and increase their impact on students, local health workforce and local communities. [ABSTRACT FROM PUBLISHER]

Objectives:Most medical schools using progress tests (PTs) provide feedback by utilizing a traffic-light system of green (satisfactory), yellow (borderline) and red (unsatisfactory) categories. There is little research assessing students’ perceptions or usage of this feedback. Therefore this study proposed to determine the effectiveness of formative PTs at informing and supporting student progress. Methods:A mixed methods study was performed, involving a retrospective analysis of a results database to establish the predictive validity of PT categories and 11 semi-structured interviews to explore students’ perceptions of PT feedback in a graduate entry medical programme. Results:Quantitative analysis revealed that students who always scored green performed better in their summative exams and graduated with a higher final degree than those who received a yellow or red category at least once. Qualitative analysis revealed that just over half of the interviewed students perceived the PT as having informed their progress. Most participants agreed that the current feedback is insufficient and doesn’t guide their on-going learning. Conclusion:While this study demonstrated that the PT is a useful predictive tool for informing student progress, in its current format it’s not fulfilling a truly formative role and supporting student progress sufficiently. [ABSTRACT FROM PUBLISHER]

Drawing from stereotype embodiment theory this study contributes to existing literature by examining whether and how expectations regarding mental health and aging changed for students enrolled in an undergraduate gerontology course at a Canadian research university (N= 51). At the beginning and end of the course, data from an open-ended word association exercise and the Expectations Regarding Aging (ERA-12) survey was collected and later analyzed. Investigators used content analysis and quantization to examine the word association data and statistical tests to analyze the mental health subscale (ERA-MHS). Findings were integrated and presented in a convergence code matrix. Results show that overall participants had more favorable expectations over time; in particular, ERA-MHS scores indicated less favorable expectations at Time 1 (M= 48.86) than at Time 2 (M= 65.36) significant atp< .01, while terms like “successful aging” increased and terms like “depressed” decreased. Findings have implications for geriatric mental health competencies of students in the health professions. [ABSTRACT FROM PUBLISHER]

Background: Medical schools are confronted with the challenge of teaching professionalism during medical training. The aim of this study was to examine medical students’ perceptions of using video clips as a beneficial teaching tool to learn professionalism and other aspects of physicianship. Methods: As part of the longitudinal Physician Apprenticeship course at McGill University, first year medical students viewed video clips from the television seriesER. The study used qualitative description and thematic analysis to interpret responses to questionnaires, which explored the educational merits of this exercise. Results: Completed questionnaires were submitted by 112 students from 21 small groups. A major theme concerned the students’ perceptions of the utility of video clips as a teaching tool, and consisted of comments organized into 10 categories: “authenticity and believability”, “thought provoking”, “skills and approaches”, “setting”, “medium”, “level of training”, “mentorship”, “experiential learning”, “effectiveness” and “relevance to practice”. Another major theme reflected the qualities of physicianship portrayed in video clips, and included seven categories: “patient-centeredness”, “communication”, “physician-patient relationship”, “professionalism”, “ethical behavior”, “interprofessional practice” and “mentorship”. Conclusions: This study demonstrated that students perceived the value of using video clips from a television series as a means of teaching professionalism and other aspects of physicianship. [ABSTRACT FROM PUBLISHER]

School attachment is often regarded as a key measure in gauging the integration and wellbeing of students. Previous research suggests that levels of school attachment are generally lower among sexual minority students, but most studies focus on between-gender comparisons and do not conduct within-gender analyses. Using data from the First National Climate Survey on Homophobia and Transphobia in Canadian schools, this study set out to empirically analyze what, if any, differences exist among lesbian, bisexual, and heterosexual female students when assessing the relationship between homophobic and gender-negative language, feelings of safety, harassment/direct victimization, and school climate on school attachment. Bivariate and multivariate findings suggest that there are key differences among female students in terms of school attachment. [ABSTRACT FROM PUBLISHER]

Background:Ed's Story: The Dragon Chroniclesis a verbatim play based on the journal of a 16-year-old with advanced cancer and transcripts from 25 interviews conducted after his death with his family, friends and health care team. After cross-country performances directed at health professionals and the general public, a viewing was incorporated into core undergraduate medical curriculum at our institution. We collected and compared responses of trainees who viewed the play voluntarily in extra-curricular settings and those who viewed a mandatory curriculum performance.Methods: Trainees completed confidential, online surveys within one year of viewing. A total of 46 trainees from five Canadian medical schools completed surveys after voluntary extra-curricular viewings (60.9% female, 39.1% male, mean age 26.2 ± 3.2 years). Of 84 eligible second-year medical students, 60 students completed surveys after mandatory curricular viewing (68.3% female, 31.7% male, mean age 26.0 ± 2.9 years, response rate 71.4%).Results: In both cohorts, a majority of trainees agreed that the play was a good learning experience (84.8%, 93.3%), should be experienced by all medical students (75.5%, 84.5%) and taught lessons they will use in their careers (71.1%, 84.7%). Trainees highlighted the play's realism, the insight gained into patient experiences and that they preferred the play to other teaching modalities. A greater percentage of trainees in the mandatory curriculum cohort agreed that a viewing should be incorporated into medical curriculum (86.7% vs. 45.3%, χ2 = 20.3,p<  0.001).Conclusions: Medical trainees responded positively to this verbatim play in both extra-curricular and curricular settings. [ABSTRACT FROM PUBLISHER]

Objective: This study reports on the preferences for psychological treatment after abortion among college students who experienced psychological distress and desired mental health services, and provides validation of the Post Abortion Questionnaire (PAQ) as a measure of abortion intervention preferences. Background: The current study is part of a larger programme of research to develop an effective behavioural intervention for young women who seek treatment for psychological distress after abortion. Based upon an earlier study which found that college women who sought psychological treatment after abortion experienced moderate to severe symptoms of acute and chronic post-traumatic stress disorder, this study aimed to identify the components of a behavioural intervention to reduce distress after abortion that a college population would prefer. Methods: Participants were N = 45 self-selected college students from Canada and the United States who experienced psychological stress after abortion and desired psychological treatment. Data were collected from January 2007 to January 2010, and included demographic and reproductive data as well as preferences for interventions to reduce psychological distress after abortion. The study was conducted at the McGill University Student Health Services in Montreal. Results: Principal Components Analyses was used to analyse service components of the PAQ, which identified types of services that students desired, including assistance for unanticipated guilt, spiritual distress, coping, and education to understand their abortion experience. Conclusion: These findings provide evidence to develop targeted post-abortion psychological services for this population, which are generally not available in the clinical setting. [ABSTRACT FROM AUTHOR]

Although studies have found that personality variables moderate the relationship between stressors and counterproductive work behaviour, few have examined the role of narcissism and those that did have found inconsistent results. Using a sample of 515 United States employees, we found that narcissism moderated the relationships between interpersonal conflict at work and counterproductive work behaviours directed at others, and between organizational constraints and counterproductive work behaviours directed at the organization, making both relationships stronger for those high on narcissism. We also found that narcissism moderated the relationship between organizational constraints and counterproductive work behaviours directed at others. Further, we demonstrated that the grandiose exhibitionism facet of narcissism moderated these same stressor–counterproductive work behaviours relationships, whereas the facets of leadership/authority and entitlement/exploitiveness did not. Our study indicates that organizational scholars should examine narcissism as an important antecedent of work behaviour, and that research needs to consider potential differential prediction by each of its facets. [ABSTRACT FROM PUBLISHER]

Critical self-reflection, medical ethics and clinical skills are each important components of medical education but are seldom linked in curriculum development. We developed a curriculum that builds on the existing integration of ethics education into the clinical skills course to more explicitly link these three skills. The curriculum builds on the existing integration of clinical skills and ethics in first year medicine. It refines the integration through scheduling changes; adds case studies that emphasise the social, economic and political context of our province's patient population; and introduces reflection on the 'culture of medicine' as a way to have students articulate and understand their own values and moral decision making frameworks. This structured Clinical Skills course is a model for successfully integrating critical self-reflection, reflection on the political, economic and cultural contexts shaping health and healthcare, and moral decision making into clinical skills training. [ABSTRACT FROM AUTHOR]

The article reports on a study that explored professional identification and reputation of family medicine among medical students. It is stated that family medicine professional identity construction begins in medical schools. Family medicine professional identity construction begins in medical schools. It is stated that the university where this study was performed used a more traditional approach during the basic science portion of the curriculum.

This study investigated gender differences in science learning between two pedagogical approaches: traditional lecture and narrative case studies using personal response systems (‘clickers’). Thirteen instructors of introductory biology classes at 12 different institutions across the USA and Canada used two types of pedagogy (Clicker Cases and traditional lecture) to teach eight topic areas. Three different sets of multiple regression analysis were conducted for three separate dependent variables: posttest score, change in score from posttest to final, and transfer score. Interactions between gender and pedagogical approach were found across the three analyses. Women either performed better with Clicker Cases, or about the same with either instructional method, but men performed markedly better with lectures in most topic areas. Our results suggest that men and women experience two pedagogical approaches—Clicker Cases and lectures—differently, and that Clicker Cases are more favorable for women than for men. [ABSTRACT FROM AUTHOR]

The article examines attitudes of Arab Minority Students in two different social contexts, the Canadian multicultural context and the Israeli melting context. According to social researcher F.M. Moghaddam. minority-group members may adopt one of two strategies to adjust to the majority society: They may choose either to assimilate into the host society or to become more multicultural originated. Assimilation implies abandonment of the heritage culture and language, whereas multiculturalism involves maintenance of the original culture and language. In 1970, Canada declared itself officially a multicultural society "mosaic" where minority member; can participate in heritage language programs to maintain their own ethnic uniqueness. In contrast. Israel has a "meIting pot" policy: New immigrants are not encouraged to maintain their own language and culture. Non-Jewish minorities, such as Arabs (17% of the Israeli population), find themselves without language and cultural empowerment.