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The experiential teaching method draws on research‐based principles of adult education. The integration of academic learning and practice provides students opportunities to increase their knowledge while developing capabilities to meet the International Union for Health Promotion and Education (IUHPE) Core Competencies and Professional Standards. Community Health Promotion is a second‐year subject offered in the Bachelor of Health Sciences at La Trobe University. The project‐based curriculum, delivered over 12 weeks, consists of theoretical material which students apply through hands‐on project planning, implementation and evaluation; projects are carried out on campus. To bridge academic content and project practicalities the Victorian government's Integrated Health Promotion Resource Kit is used as a foundational teaching resource. Students are supported by teaching staff and a project sponsor throughout the project cycle. Assessment tasks comprised of problem definition and priority setting, project planning and critical reflection on project implementation. The experiential learning approach enables students, in a self‐directed yet collaborative manner, to develop skills aligned with health promotion competencies. Students were able to safely “experiment” and apply health promotion theory while actively developing project management and partnerships skills, reflecting on their practice and communicating project findings. Students consistently provide feedback articulating the value they place on the purposeful and scaffolded transition of classroom learning to real‐life environments which they recognised as building their competencies and enhancing their employability skills. Experiential learning through small‐group projects prepares students for the health promotion workforce in a low‐risk, high‐impact educational setting while contributing to promoting the ethos of a health‐promoting university. The authentic assessments provide students with the opportunity to develop competency within several domains of the IUHPE Core Competencies and Professional Standards.

Lidia Trojanowska, Margaret Woodhouse, Ffion John and Ruth Stewart discuss issues on communicating with other professionals involved with learning disability as well as interaction with the patients themselves (CET Module [...]

Teach people to think critically about claims and comparisons using these concepts, urge Andrew D. Oxman and an alliance of 24 researchers — they will make better decisions. Teach people to think critically about claims and comparisons — they will make better decisions.

EDITOR--Sheffield is not alone in making plans for the development of schemes to widen access to higher education as discussed by Angel and Johnson.[1] The City of Glasgow incorporates as [...]

The relationship between social determinants of health and resilience has been investigated at the individual level and to some extent at the community level. The aftermath of the COVID-19 pandemic further highlighted the necessity for organizational resilience in the United States. The US public health and health care system began the lengthy process to identify the resiliency needs of its workforce that expand beyond disaster preparedness to consider ways to bolster workforce resilience. The purpose of this chapter is to describe the relationship between resilience and social determinants of health and how medical training can infuse resiliency within the curriculum and clinical practice. We recommend enhancing training models to move beyond emphasizing self-care to training medical students and residents on ways to bolster resilience, both for themselves and for their patients. Additionally, we offer suggestions to implement system changes to improve workplace culture and strengthen organizational resilience.

Dick Netzer, the economist whose 1978 book, The Subsidized Muse, became a classic in the arts and cultural policy field, died on May 7, 2008, in New York City at [...]

A significant proportion of children with Down’s syndrome have been shown to have reduced accommodation. The purpose of this study was to investigate any association between reduced accommodation and refractive error, strabismus, visual acuity, and other ocular parameters.

Policy decisions to expand newborn screening and support informed choice prompted a review of information for parents and resources to support health professionals.The UK Newborn Screening Programme Centre conducted a needs assessment to identify training needs. We took into account existing reports of training needs as well as conducting our own survey of Midwifery Schools and screening laboratories.Prior evaluations, and our own survey, suggested the need for national resources on newborn bloodspot screening, rather than an additional national training programme.Based on these findings we developed resources that could be used within current training initiatives. These resources are now available to midwifery trainers for use alongside or in place of existing resources, as well as to individual midwives as part of a ‘self-learn’ package.

The author discusses the challenges in rendering trauma treatment for Canadian Forces personnel, as she suggests application of a culture-neutral biomedical model to suit to the unique needs of each Canadian soldier.

Several letters to the editor are presented in response to articles in previous issues which include "Radioactive Favors at the Lege," in the March 17, 2011 issue, "Senate subcommittees votes to restore $4.5 billion in health and human service cuts," in the March 24, 2011 issue and "Intent to Harm," in the March 25, 2011 issue.

The article discusses the role of general practitioners (GPs)in newborn screening. Policy developments have changed the process and give newborn screening which includes for phenylketonuria and congenital hypothyroidism. The plan to introduce screening for cystic fibrosis has been announced by the government in Great Britain. GPs and heath visitors will be notified on the conditions of babies that have not been screened.