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Background: Digital health, data science and health informatics are increasingly important in health and healthcare, but largely ignored in undergraduate medical training. Methods: In a large UK medical school, with staff and students, we co-designed a new, 'spiral' module (with iterative revisiting of content), covering data science, digital health and evidence-based medicine, implementing in September 2019 in all year groups with continuous evaluation and improvement until 2022. Results: In 2018/19, a new module, 'Doctor as Data Scientist', was co-designed by academic staff (n = 14), students (n = 23), and doctors (n = 7). The module involves 22 staff, 120 h (43 sessions: 22 lectures, 15 group and six other) over a 5-year curriculum. Since September 2019, 5,200 students have been taught with good attendance. Module student satisfaction ratings were 92%, 84%, 84% and 81% in 2019, 2020, 2021 and 2022 respectively, compared to the overall course (81%). Conclusions: We designed, implemented and evaluated a new undergraduate medical curriculum that combined data science and digital health with high student satisfaction ratings. [ABSTRACT FROM AUTHOR]

Background: Current evidence in cariology teaching is not consistently reflected in paediatric dentistry in the United Kingdom (UK). Many dental schools are not consistently teaching biological approaches to caries management, with outdated or complex methods being taught outwith the purview of general dental practitioners. This scoping review aimed to map current guidelines on the management of caries in children and young people. This is part of a work package to inform the consensus and development of a UK-wide caries management curriculum for paediatric dentistry. Methods: A search of electronic databases for peer reviewed literature was performed using Cochrane Library, MEDLINE via PubMed, TRIP Medical Database and Web of Science. Hand searching was undertaken for grey literature (citations of sources of evidence, websites of global organisations and Google Web Search™ (Google LLC, California, USA). Results from databases were screened independently, concurrently by two reviewers. Full texts were obtained, and reviewers met to discuss any disagreement for both database and hand searching. Results: This review identified 16 guidelines suitable for inclusion. After quality appraisal, eight were selected for synthesis and interpretation. Key themes included the shift towards selective caries removal and avoidance of complete caries removal unless in specific circumstances in anterior teeth. For "early lesions" in primary and permanent teeth with and without cavitation, several guidelines recommend biological management including site specific prevention and fissure sealants. Conclusions: This review mapping current cariology guidelines for children and young people found gaps in the literature including classification of early carious lesions and management of early cavitated lesions. Areas identified for further exploration include integration of biological caries management into treatment planning, selective caries removal and whether pulpotomy is specialist-level treatment, requiring referral. These results will inform consensus recommendations in the UK, using Delphi methods. [ABSTRACT FROM AUTHOR]

Collaboration between staff and students for improved curriculum design is presented as highly beneficial in many contexts. In particular, Education for Sustainable Development (ESD) is seen as facilitating co-design and collaboration. However, students tend not to be actively involved in curriculum change, especially in whole programme design or review. Furthermore, few studies consider partnership with students in the context of ESD inclusion, which was the focus for this collaboration. The aim of this study was to explore staff and student perceptions of participating in a collaborative approach to the review and development of the undergraduate law curriculum in a university in the UK. A developmental evaluation using mixed methods was used to study the expectations and experiences of students and staff through a process of curriculum review and change to incorporate ESD. Our findings demonstrate the rewards of a collaborative process incorporating diverse perspectives. However, they also highlight barriers for students and staff, including perceptions of risk associated with student involvement in the process, and we offer reflections on navigating these potential risks. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To understand a collaborative learning model for developing 'training the trainer' courses • To develop training programmes on indigenising systematic reviews to local contexts • To gain insights into adult learning and teaching strategies Background: Developing a workforce with the skills to produce and make judicious use of evidence for policy and practice decisions requires trainers who can tailor evidence and training to policy and practice priorities. Aim: To describe how a collaborative learning model adapted a systematic review course to suit Indian nurse educators and research scholars in the conduct and use of systematic reviews. Discussion: A collaborative learning team of academics and research scholars brought together expertise in nursing education in India, and evidence synthesis in India and the UK. Participants found the course was highly beneficial, enhanced independent and critical thinking, and instilled them with the confidence and skills to deliver such courses to Indian researchers, nurses and other healthcare professionals. Conclusion: Contextualising materials and methods to participants' experiences made learning more relatable. The use of adult learning approaches enabled participants to apply the same approaches when leading training in their own institutions and underpinned long-term sustainable working relationships between facilitators and learners, leading to new studies and new resources to support evidence-informed decision-making. Implications for practice: An educational intervention on 'indigenising systematic reviews' with online collaborative learning can produce improvements in the knowledge and skills of participants. Advantages of this educational approach include its flexibility, active involvement of participants and sustainable partnership building. The principles and methods used could be replicated in any setting to train trainers. [ABSTRACT FROM AUTHOR]

This article provides a summary of the Getting It Right First Time (GIRFT) report published in 2021 for dermatology (NHS England, 2021a). It puts it into perspective within the national scene of reviewing National Health Service provision across the UK for various hospital-based medical and surgical specialties. It highlights the key concerns raised and the suggestions made to improve patient care for those presenting with dermatological conditions, with a focus on issues affecting those working within primary and community care settings. All the information can be found in the report itself. Further resources to support access to training and clinical pathways are listed in Box 1. The GIRFT report also highlights case studies and examples of services that have implemented initiatives and service redesign to address the recommendations made. [ABSTRACT FROM AUTHOR]

Background: Person-centred care (PCC) involves placing people at the centre of their healthcare decision making to ensure it meets their needs, values, and personal circumstances. Increasingly, PCC is promoted in healthcare policy and guidance, but little is known about how this is embedded in postgraduate medical training. The aim of this research was to understand how PCC is embedded in UK postgraduate medical training and explore factors influencing inclusion of PCC in curricula content. Methods: To explore this, we interviewed senior professionals with key roles in the curricula from four UK Royal Colleges (Psychiatrists; Physicians; Surgeons; and GPs) and used framework analysis on interviews and relevant curricula documents to identify themes. Results: Legislation and professional/educational guidance influenced inclusion. PCC definitions and terminology differed and placement within curricula was variable. Royal Colleges defined the curriculum and provided training to ensure competence, but local deaneries independently implemented the curriculum. Trainer engagement was greater than trainee buy in. Quality assurance focused on feedback from trainers and trainees rather than patients, and patient and public involvement in curriculum development, teaching, and assessment was limited. Conclusions: There is a need for cross-organisation collaboration to develop a PCC competence framework that defines the skills and level of competence required at different points in training, with clarity around the differences between undergraduate and postgraduate requirements. Greater auditing and quality assurance of programme delivery would help identify successful practices to share within and across Royal Colleges, while still maintaining the flexibility of local provision. Engagement with patients and the public in this work can only strengthen provision. [ABSTRACT FROM AUTHOR]

This paper dissected the role of leaders in implementing equality, diversity and inclusion in UK higher education. Since most Higher Education Institutes are now monitored on their graduate outcomes, it is important that they are inclusive within planning curriculum design so as to give their students better chances and outcomes at completing their studies and being competitive in the global jobs market. The UK law and legislation worldwide is stepping up to value inclusion and now moving away from passive social exclusion. The research used ethnographical research in order to find out if equality, diversity and inclusion is being effectively implemented in curricula design. The results are based on one organisation in the Northwest of England using data collected over a 4-year period. A mixed method research design was also devised to use in-depth unstructured interviews to tutors of HND and degree programmes regarding curriculum design on their programmes. The findings show that there has been significant changes based on social and political influences, such that leaders are therefore working within standardised frameworks as a result of legislation. The primary research confirms that leaders have more understanding of equality, diversity and inclusion and it has the potential to self-sustain the UK higher education system. [ABSTRACT FROM AUTHOR]

Academic developers work with colleagues from every discipline to facilitate learning about teaching, learning and assessment. Boud and Brew (2013) called for academic development to be significantly ‘closer to everyday practice’ while also recognising development involves extending notions of what ‘practice’ is. Moreover, Loads and Campbell (2015) called for greater authenticity of academic development: questioning and challenging custom and practice within disciplines in higher education. So how do academic developers, tasked with redeveloping their mandatory Postgraduate Certificate in Academic Practice (PGCAP), create an authentic and practical programme? Especially one that extends the scope of teaching practice, transforms curricula and assessment and meets strategic objectives around developing student literacies, graduate attributes and strengthening engagement in continuing professional development (University of Glasgow, 2015, 2021). This good practice example showcases the curricula design process of redesigning a cross-institutional PGCAP programme at a UK university, to one that has a strong focus on everyday academic practice, while also adopting authentic learning activities and practical assessments to unlock the creative pedagogical potential of early career academics, and build their confidence. The aim of the redesigned curricula being to encourage collaboration across disciplines, reflection, and learning beyond ‘normal’ and customary practices within disciplines. This paper also discusses the results of a mixed methods survey of academic colleagues (as students) studying the PGCAP, exploring their perceptions of the programme’s authenticity, its practicality, as well as the value of learning activities and assessments and, importantly, the impact on their practice. In terms of implications for practice, this paper encourages readers to consider how they could develop their own curriculum, introduce greater authenticity, and move away from deficit models of academic development. [ABSTRACT FROM AUTHOR]

Background medical education must adapt to meet the challenges and demands of an ageing population, ensuring that graduates are equipped to look after older patients with complex health and social care needs. Recommended curricula in geriatric medicine in the United Kingdom and Europe offer guidance for optimal undergraduate education in ageing. The UK version, written by the British Geriatrics Society (BGS), requires updating to take account of innovations in the specialty, changing guidance from the General Medical Council (GMC), and the need to support medical schools preparing for the introduction of the national Medical Licensing Assessment (MLA). Methods the BGS recommended curriculum was mapped to the most recent European curriculum (2014) and the MLA content map, to compare and contrast between current recommendations and nationally mandated guidance. These maps were used to guide discussion through a virtual Nominal Group Technique (NGT), including 21 expert stakeholders, to agree consensus on the updated BGS curriculum. Results the curriculum has been re-structured into seven sections, each with 1–2 overarching learning outcomes (LOs) that are expanded in multiple sub-LOs. Crucially, the curriculum now reflects the updated GMC/MLA requirements, having incorporated items flagged as missing in the mapping stages. Conclusion the combined mapping exercise and NGT have enabled appropriate alignment and benchmarking of the UK national curriculum. These recommendations will help to standardise and enhance teaching and learning around the care of older persons with complexity. [ABSTRACT FROM AUTHOR]

Evaluating courses' impact on diverse stakeholders can be immensely valuable as a means of identifying ways in which curriculum can better support learners' personal and professional development and achieve wider societal aims. Yet, few empirical evaluation studies exist exploring the impact of microcredentials. This article reports a study intended to address that knowledge gap by examining the impact of microcredential courses provided by The Open University UK - one of the largest universities in Europe. A survey and narrative interviews were used to explore courses' impact on learners' knowledge, attitudes, behaviours and practices six months after the course ended. Analysis of the data, and the application of Wenger, Trayner and de Laat's (2011) Value Creation Framework, suggests that microcredential courses do have impact, in multiple ways, even for those learners not completing their course. Areas of impact include the development of learners' knowledge and skills, changed thinking about the subject studied, and impact at work and/or on everyday life. For some learners, study of a microcredential course also enables a career change or provides the confidence to go on to further study. [ABSTRACT FROM AUTHOR]

Chiropractic lecturers sit at the interface between theoretical education and the transition to clinical practice. They are central to a positive and high-quality learning environment. This study aimed to explore how chiropractic students in the United Kingdom rate the importance of lecturer qualities and their influence on overall preregistration course experience. An online mixed-method questionnaire was used. Data were converted into proportions with lower and upper limits of the 95% confidence interval (CI). Likert-scale questions were treated as numeric variables with the mean, mode, median, and percentage calculated for combined responses. Thematic analysis reported patterns of data extracted from open-ended questions. Of the population of current UK chiropractic students, 195 completed the questionnaire. Five out of 12 teaching roles were rated as very important, including the ability to deliver high-quality information and evaluate the curriculum (mean = 4.71). Communication ranked as the number 1 personal quality followed by command of the subject. Lecturers were perceived as very important to overall course enjoyment (mean = 4.88) and students' ability to succeed (mean = 4.54). Students felt it was more important that lecturers were clinically active (84%; 95% CI, 78%–89%) than research active (25%; 95% CI, 19%–31%). Chiropractic students in the United Kingdom recognize the significance of lecturers in the educational experience. A range of qualities were considered important relating to overall course enjoyment and student outcomes. Clinically active lecturers facilitate student development. Of importance, students felt course evaluation and curricula development were valuable qualities in the modern-day lecturer. [ABSTRACT FROM AUTHOR]

Recently, social workers have been identified as a key messenger group for promoting physical activity (PA) to disabled people. Also identified is the need to train social workers in PA promotion. In response, the purpose of this article is to inform the design of a training programme prototype aiming to support social workers to become active PA messengers. We conducted a three‐round Delphi study to identify the essential contents and teaching methods for the programme, as well as the challenges that may jeopardise its success. Qualified experts on physical activity and health, social work, and/or disability working in the UK were invited to partake in the study. The response rates were 55% (33/60) in the first round, 79% (26/33) in the second and 77% (20/26) in the third rounds. Following the last questionnaire round, the experts reached consensus on 8 contents, 7 teaching methods and 10 challenges to success. The top three most important contents were: benefits of PA (1.05 ± 0.22), what PA means to disabled people (1.15 ± 0.36) and person‐centred PA planning (1.35 ± 0.57). The most relevant teaching methods were interactive activities and discussions (1.20 ± 0.51) and case studies (1.25 ± 0.43). Blended learning (1.85 ± 0.57) was preferred to e‐learning (2.20 ± 0.60) and face‐to‐face learning (2.10 ± 0.70). Lack of time (1.30 ± 0.46) and confidence (1.45 ± 0.59) were deemed vital challenges. However, consensus around other potential barriers such as lack of interest and commitment (1.30 ± 0.46), lack of buy in from employers (1.75 ± 0.70) and professional inertia (2.05 ± 0.67) suggest that a major challenge for long‐term impact is to convince key people that social work and PA promotion make a good match. The results of this study provide a valuable starting point evidence base for PA curriculum development. Future research will delve into expert opinions using in‐depth qualitative interviews. Participatory approaches including knowledge cafés will also be used to add more views of stakeholders with experiential knowledge. [ABSTRACT FROM AUTHOR]

The special issue aims to explore the possibility of pedagogy and curriculum design for promoting 'belonging'. Relevant to this aim is the question which we address in this proposed paper: To what extent, and in what ways, do students understand their learning experiences (i.e. of pedagogic and curricular practices) to be relevant factors in contributing to their sense of belonging? This paper draws from a study into students' sense of belonging that has so far run for two years, in Winter-Spring of 2019-20 and 2020-21. Building on existing research that has systematically sought to understand the dimensions and factors shaping students' sense of belonging in higher education, our mixed-methods study combines three methods of collecting data from students: a Sense of Belonging Scale, an open-ended questionnaire item, and in-depth semi-structured interviews. The data captures the views and experiences of ~500 students at one research-intensive university in the UK. Our findings have implications for teachers and institutional policy by revealing how particular pedagogic and curricular practices can both enable and undermine students' sense of belonging, as well as the limits of pedagogy/curricula in influencing belonging. We also explore how these factors interact with students' biographical characteristics, with some students facing particular challenges with regards to 'belonging'. We conclude that pedagogy and the curriculum have their main influence not directly, but rather by contributing to a broader 'academic sphere', within which students do or do not develop a sense of belonging. Practitioner Notes 1. Certain pedagogic and curricular practices and experiences promote sense of belonging 2. Sense of belonging is 'situated' and 'relational', as emphasised in other recent literature. 3. Pedagogy and the curriculum have their main influence on students' sense of belonging by contributing to a broader 'academic sphere' that shapes students' holistic experience. 4. Students' understanding of belonging is grounded in their perceptions of the specific institution that they belong to. 5. Strategies for promoting belonging should therefore be contextualised, since there is unlikely to be a 'one size fits all' model. [ABSTRACT FROM AUTHOR]

Recently, more and more Chinese language learners not only learn the language but also use the language to learn an additional subject (language+1) and therefore a curriculum of Chinese for Specific Purposes is needed. This study explores the theory and practice for such a curriculum starting with Business Chinese (BC). The research methods include a Needs Analyses survey at the beginning of the study, thirty-six hours of class observations during the study, and a National Student Survey (NSS) at the end of the study. To triangulate the quantitative data, a focus-group interview is conducted for a deeper understanding of students' attitudes towards and insights on the curriculum. The study is carried out at University of Manchester, UK with 72 Chinese-majored degree students. A curriculum design committee consisting of professionals, graduate entrepreneurs, subject lecturers, language tutors and current student representatives is set up for designing, implementing and monitoring the curriculum. The Content and Language Integrated Learning (CLIL) approach is employed for students to learn the subject knowledge while practising the language. The subject knowledge is introduced via lectures and discussed at seminars; business content is practised by students setting up and running their own companies, virtual or real; and language skills are trained via presenting their companies to potential clients and customers, negotiating with counterparts and by writing business reports etc. The NSS results with 100% satisfaction rate show students' positive attitudes towards the curriculum, and students welcome the curriculum in that they are learning BC by running their own business and that during the process, they apply the subject knowledge into their own companies and the target language is used throughout the process. By managing their own companies, they go through business procedures, develop related knowledge and skills, share ideas with peers and obtain practical advice from professionals. Students appreciate the engagement and empowerment by running their own companies. This curriculum model can be suggested as a framework for those who are to design and develop curriculum for language for specific purposes. [ABSTRACT FROM AUTHOR]

Background: Previous research shows considerable variation in pre-registration paediatric podiatry curricula, and thus the clinical skills realised prior to graduation. Whilst pre-registration training is guided by regulatory bodies, these high level principles only refer briefly to standards in paediatric practice. An estimated 9% of podiatry caseloads in the United Kingdom (UK) and Australia are dedicated to paediatric service provision. Therefore, it is imperative that curricula support the consistent development of paediatric practice enabling newly registered podiatrists to work safely and effectively with children. Given that the global healthcare work force provides unique opportunities to explicitly align international curricula, the aim of this study was to determine the priorities for a UK and Australian binational pre-registration paediatric podiatry curriculum. Methods: A four round modified Delphi design was employed to ascertain consensus and agreement of a panel of experts with a special interest in paediatrics working in the UK and Australia. Round 1 contained open questions designed to promote diverse responses on the broad topics of lecturer experience and curriculum organisation and delivery. The answers from Round 1 were developed, through content analysis, into a series of statements presented to the panel for agreement in Rounds 2, 3 and 4. Results: Of the 297 statements generated following Round 1, 183 were accepted and 114 rejected by the end of Round 4. 109 of the accepted statements related to curriculum content. Participants also agreed on areas relating to lecturer experience, clinical education, and assessment of paediatric skills. Conclusions: This study is the first of its kind to describe elements of a curriculum for pre-registration podiatry training. The recommendations highlight opportunities that education providers can work towards during curriculum design. They also emphasise the collaboration that is needed between professional bodies, clinicians and higher education institutions when defining guidelines and expectations for paediatric specific skills. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to explore patients' experiences of their involvement in the design and delivery of interprofessional education interventions focussing on mental ill‐health for students studying in undergraduate healthcare and healthcare‐related programmes. Design: A qualitative methodology using a Grounded Theory approach was used to undertake an iterative series of focus groups with members of a university's Patient, Carer and Public Involvement (PCPI) Group who have a history of mental ill‐health and were involved in the development and delivery of educational interventions for students on undergraduate healthcare and healthcare‐related programmes. Their experiences of being involved in teaching and learning activities, collaboration with academic staff and integration into the academic faculty were explored. Constant comparative analysis facilitated the identification and prioritisation of salient themes. Results: Five salient inter‐related themes emerged from the data: (1) reduced stigma and normalisation of experience of illness; (2) enhanced self‐worth; (3) improved well‐being; (4) community and connection; and (5) enduring benefits. Conclusions: A supportive university community and a designated academic PCPI co‐ordinator facilitate a supportive environment for patients and carers to develop as educators, contribute to the training of future healthcare professionals and improve their own personal well‐being. Appropriately resourced and well‐supported initiatives to integrate patients, carers and the public into the functions of an academic faculty can result in tangible benefits to individuals and facilitate meaningful and enduring connections between the university and the wider community within which it is situated. Patient and Public Involvement: Patients have been involved in the design of the teaching and learning initiatives that this study was primarily focused on. Patients were given autonomy in determining how their experiences should be incorporated into teaching and learning experiences. [ABSTRACT FROM AUTHOR]

It is fundamental that students are able to identity where they have developed specific professional competencies during their study. This ensures students can not only articulate their competencies well in job applications and assessments but also draw on their experiences for use in the workplace. The aim of study was to ascertain if desirability of an element or competency as indicated by employers, was reflected in an equivalent level of program content, appropriately perceived by the student. A case study approach mapped elements of the previously developed Competencies for Food Graduate Careers framework against food sciences curricula at University of Nottingham. The mapping process facilitated evaluation of appropriate levels of inclusion of each element in degree programs, by recording types of content and experiences provided, in collaboration with teaching staff. Perspectives of the student experience were captured using an online survey. In addition, guidance from a prior industry survey provided context of the level of desirability for each element across the range of graduate roles in the United Kingdom. The results showed some areas of mismatch, where curricular content did not align with employer expectations or student perceptions. This has informed review of this curriculum, to best reflect "competency development" to meet the needs of the food industry. Recommendations were made to address gaps through enhancement of content, delivery, communication, or assessment. Additionally, the exercise has suggested a more informed development of curricula categorization and coding for future similar mapping activities. [ABSTRACT FROM AUTHOR]

Background: Evidence of effectiveness of the Interprofessional Education (IPE) in improving collaboration practice, patient and family satisfaction, and patient outcomes had been widely published. Most developed countries, including the United Kingdom, have implemented IPE in their healthcare curriculum, whereas some developing countries are starting the IPE initiative program. Purpose: This study aims to examine the challenges of implementing IPE. Methods: Primary studies to be included in this systematic review were searched from electronic databases such as MEDLINE (OVID) 1996, CINAHL, and ERIC (EBSCO). Hand searching through the journal of interprofessional care was also conducted. The included studies were critically appraised using the JBI QARI appraisal tool. The findings of the included studies were extracted using JBI finding extraction form and appraised based on the JBI level of credibility. The analysis of the study was presented in narrative form. Results: This review produced five qualitative studies using focus groups and interview methods. A total of 5 out of 88 papers met the inclusion criteria included in this systematic review. Three synthesis findings of the challenges in implementing IPE and possible solutions were identified in the literature: inter-professional relationship, IPE curriculum, and administration, and resources. Conclusions: The evidence of implementing IPE in developing countries is limited. However, the challenges in implementing IPE in developing countries remain similar to those faced by developed countries. This can be a guide for developing countries to plan, initiate, and implement IPE. Future studies about the implementation of IPE in developing countries are highly recommended. [ABSTRACT FROM AUTHOR]

In a previous review of wound care education, the author explored the challenges of providing multidisciplinary teaching and learning (Holloway, 2014). The author concluded that there needs to be recognition of the strengths different professional groups can offer and improved collaboration between clinicians, industry, wound care organisation and Higher Education Institutions to facilitate better multidisciplinary team working. The notion of reactive versus proactive education was also explored and the supposition was that both approaches are needed (Holloway, 2014). This follow-up article will present a re-appraisal of the evidence as well as a discussion of pan-European initiatives in relation to developing wound care curricula. [ABSTRACT FROM AUTHOR]

The insertion of history into the medical school curriculum has been discussed over a long period of time. But the role of history in the public health curriculum has not been the subject of much discussion, despite the changes in UK public health training and the advent of multidisciplinary public health. This article reviews the history of inserting history into the curriculum in a leading public health postgraduate institution. It discusses the strategies used to secure acceptance for history; the positioning of history within the curriculum both as a core and a special subject; and the different curriculum content and learning approaches which have been used over time. It reviews recent developments in distance learning and the launch of a history Massive Open On line Course. It concludes that no one approach can be recommended for inserting history and that flexibility, persistence, alliances and the willingness to adapt to local circumstances are important. Students themselves are now more receptive to historical approaches and can appreciate the value of a discipline which teaches critical skills of analysis and assessment of evidence. It remains to be discussed how the discipline and such approaches can be transferred into wider professional public health training and at the undergraduate level. [ABSTRACT FROM AUTHOR]

Background We report on the development of the ‘STOP Diabetes’ education programme, a multi-component lifestyle behaviour change intervention for the prevention of type 2 diabetes and cardiovascular risk factors in adults with intellectual disabilities (ID). Methods We combined qualitative stakeholder interviews with evidence reviews to develop the intervention, guided by the MRC Framework and informed by intervention mapping and two existing diabetes prevention programmes. We conducted two pilot cycles drawing on additional stakeholder interviews to inform and refine the intervention. Results The STOP Diabetes education programme employed a theoretical framework, using sound learning and behavioural principles and concrete kinaesthetic methods, to provide the grounding for innovative games and activities to promote health behaviour change in adults with ID. Qualitative data also suggested that two educators and one support person delivering a programme of one carer session followed by seven 2.5-h sessions over 7 weeks was acceptable to service users, carers and educators and appeared to benefit the participants. Conclusions The STOP Diabetes education programme was successfully developed and is suitable for a definitive randomized controlled trial. [ABSTRACT FROM AUTHOR]

Doctors rate clinical relevance and applicability as the most important determinants of continuing professional development (CPD) course selection. This study examined patterns of current CPD practice and perceived CPD needs among hospital doctors in Ireland across various clinical specialties. A cross-sectional survey was administered to doctors, focusing on the areas of training needs analysis, CPD course content and preferred course format. In total, 547 doctors identified doctor-patient communication as the skill ranked highest for importance and level of current performance. Workload/time organisation and stress management were areas where a skills deficiency was identified. Non-clinical CPD topics, including resilience training, management and communication skills, were preferred areas for future CPD offerings. All respondents favoured interactive, hands-on sessions. CPD course completion and preference patterns differed significantly across clinical specialties. These results highlight the importance of considering the individual needs and preferences of clinicians across clinical specialties to facilitate more effective CPD programmes. [ABSTRACT FROM AUTHOR]

The General Medical Council (GMC) provides a core curriculum for all medical degrees in the UK. However, these guidelines do not provide in-depth, specific learning outcomes for the various medical specialties. Recognising our ageing population, the British Geriatrics Society in 2013 published their own supplementary guidelines to encourage and further direct teaching on Gerontology and Geriatric Medicine in medical school curricula. Although teaching on Geriatric Medicine, a sub-discipline of Gerontology, has reassuringly increased in UK medical schools, there are convincing arguments for greater emphasis to be placed on the teaching of another sub-discipline: Social Gerontology. Considering the skills and knowledge likely to be gained from the teaching of Social Gerontology, in this paper we argue for the greater universal adoption of its teaching. This would help ensure that the doctors of tomorrow are better equipped to manage more successfully and holistically the growing cohort of older patients. [ABSTRACT FROM AUTHOR]

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The article focuses on the education remit presented by the Scottish Parliament's Education and Culture Committee between February and July 2013. Topics include the national qualifications for the educational initiative Curriculum for Excellence, an educational research study conducted by the Centre of Educational Sociology at the University of Edinburgh, and the implications of cyber-bullying.

'Internationalisation' is a pervasive but contested concept in contemporary higher education (HE), and poses both critical challenges and development opportunities for universities. Recent research suggests that while many HE institutions (HEIs) have an internationalisation strategy, there are limitations to the ways in which institutions approach internationalisation (Spencer- Oatey & Dauber, 2015). Attention is often paid predominantly to recruitment of international students and staff, and to mobility, with targets for the number of students and staff engaged in international programmes or research. Increasingly universities that seek to be truly internationalised are thinking beyond these structural factors, to more comprehensive approaches (Hudzik, 2011) that will enable all students and staff to have an 'internationalised' experience. This opinion piece addresses a key dimension of a more comprehensive approach to internationalisation, the internationalisation of the curriculum (IoC) as a means to develop global mindsets, skills and understandings. [ABSTRACT FROM AUTHOR]

The author reflects on the developments in wound curricula in Europe, particularly the role of the European Wound Management Association (EWMA) in creating the curricula frameworks for post-registration nursing education. Topics include the importance of enhancing wound management and care education in achieving EWMA's goal to enhance and develop wound management in the region and the National Wound Care Strategy Programme (NWCSP) for England.

A personal narrative is presented which explores the author's experience of vascular placement at a University Hospital within a specialist Wound Healing Research Unit (WHRU).

Contemporary practices and future projections in the Built Environment (BE) sector highlight an increasing demand on Higher Education Institutions (HEIs) to produce graduates possessing relevant skills aligned to meet workplace demands. This study aims to analyse the key skills influencing BE graduate employability in the United Kingdom (UK) for the benefit of HEIs. This investigation leverages on a critical review of extant literature and an elicitation of the perceptions of targeted macro, meso, and micro level key stakeholders in the BE sector to identify key employability skills. The Total Interpretive Structural Modelling (TISM) technique was used to analyse the contextual interrelationships among the identified skills to develop a hierarchical model that provides HEI with insight for BE curriculum development. Six key employability skillsets hierarchically modelled into four levels were identified as crucial for potential graduates to successfully attract and adapt to contemporary practices in the Built Environment sector. Findings reveal communication and team-working skills as critical, independent skills driving the successful development of the remaining four skillsets. This research extends the literature on employability skills by investigating the interactions of various skills that predominantly predicts graduate employability in the Built Environment sector. The resulting TISM skills model provides hierarchical and logical interdependencies beneficial to assist HEIs to strategically design BE curricular to enhance graduate employability. [ABSTRACT FROM AUTHOR]

The author discusses the significance of an improved performance of teaching in gerontology in shaping undergraduate curricula for public health and behavioral sciences in Great Britain as of March 2016. Topics discussed include the definition of social gerontology, opportunities for gerontologists such as emphasis on multidisciplinary teaching, and engaging health care in teaching and in curricula, and the reasons for the continued poor teaching performance in gerontology.

Objective: To drive quality and safe clinical practice, professional values and non-technical skills need to be explicit in all postgraduate medical curricula and appropriate assessment tools should be available for teachers to apply. We interrogate a national Radiology curriculum for content on professionalism and assessment tools, comparing it with the Royal College of Physicians’ 2005 document. Results: We found that whilst the knowledge for practising with professional values is embedded in the curriculum, the skills that have to be acquired have not been comprehensively developed. This is reflected in the restricted assessment tools that are mapped to each generic area. The terminology used in the Radiology curriculum was varied and the most frequently used descriptor for professionalism or behaviours pertaining to non-technical aspects was Good Medical Practice; a term used by our regulator, the General Medical Council, and to which our curriculum is mapped. If terminology is to be standardized in Britain collaboration with our regulator is key. We need standardized terminology to permit effective research and sharing of best practice. The Radiology curriculum encompasses all the values set out in the seminal document produced by the Royal College of Physicians in 2005, Doctors in society: medical professionalism in a changing world. [ABSTRACT FROM AUTHOR]