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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 Many dental schools are not consistently teaching biological approaches to caries management, with outdated or complex methods being taught outwith the purview of general dental practitioners.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]

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]

This article evaluates a transition intervention project aimed at first-year undergraduate filmmaking students in the Manchester School of Art. In response to recently identified shifts in confidence and resilience linked to an increased rate of withdrawal, a Scholarship of Teaching and Learning research project was undertaken to address the issue and develop a transition strategy to promote engagement, confidence and progression. Research into studies of first-year transition and retention, and an analysis of both the pedagogical context of the course and wider ecology of the discipline, informed a remodelling of the autumn term curriculum with a focus on the first six weeks of study. The research revealed key themes of consequence to first-year curriculum design, including the impact of art and design's 'pedagogy of ambiguity' and the significance of belongingness and community to filmmaking students. [ABSTRACT FROM AUTHOR]

This article aims to develop community-contextualised pedagogical innovations to embed disaster components into core social work curriculum through a research methods course. Professional social work education continues to lack a community-contextualised curriculum and professional training that reflects the complexities of extreme events associated with community and human service. This absence jeopardises the advancement of social work engagement in better providing humanitarian support for individuals, families and communities affected by extreme events. Through an undergraduate social work research methods course, this case study qualitatively analysed the instructor's teaching experience, self-reflection and in-class observation. The study presents three major community-contextualised pedagogical innovations of integrating disaster components into the research methods course: public media critique, amidst-disaster community-based participation and observation and practice situation discussion. These pedagogical efforts support the students' exploration and development of various research paradigms and strengthen their ability to connect research with practice, thus addressing the community-driven, short-term necessities and long-term development requirements. This contextualising process, which forms a community-based living laboratory, inspires instructors to integrate community-driven characteristics into their pedagogical instruments. The process illustrates a potential pedagogical framework for research methods courses, in particular, and for social work curriculum, in general. [ABSTRACT FROM AUTHOR]

Undergraduate students at Cambridge come disproportionately from independent schools, high participation neighbourhoods and high socio-economic groups (SEGs). This article examines the process of designing a foundation year (FY) for Cambridge aimed at promoting SEG diversity. The transformative potential of Bourdieu's concepts of habitus, capitals and field are explored to frame the curriculum development process. Working in an intercollegiate group and drawing on international pedagogical research, we first embarked on mapping the architecture of a FY, then analysed potential students' responses to the initiative. Our survey of 304 students suggests that those from low SEGs might be encouraged to apply by a FY. They also preferred a discipline-based, not thematic, approach to developing students' academic capital. However, financial costs and concerns about 'fitting in' constituted barriers for many students. We suggest field and pedagogical transformations that are necessary to promote SEG diversity at Cambridge, rather than a FY alone. [ABSTRACT FROM AUTHOR]

This article presents the results from an international collaboration between undergraduate students in the United Kingdom and Norway. Using Literature Circles and Google Documents in groups, the students liaised digitally over three young adult novels that are prominent within the UK school curriculum. This study explored the ways in which the students together related and responded to the depiction of social and personal issues in the texts. The themes that emerged as being significant to the undergraduates were gender, racism, social class, power distribution and the portrayal of serious illness. In particular, the students related to the portrayal of issues that they viewed as relevant to themselves and potentially to younger students who might read the novels. The online platform provided them space to discuss issues such as death, racism, inequality, war and contemporary politics as they are represented through the medium of literary texts. [ABSTRACT FROM AUTHOR]

The scientific study of animal cognition has roots in both experimental psychology and evolutionary biology, with researchers often working in related disciplines such as neuroscience, computing science, or ecology. The interdisciplinary nature of the endeavor is both a strength and a challenge for the field. We begin this review with a brief history of comparative cognition and cognitive ecology, focusing on cognitive processes as a mechanistic link between ethology and behaviorism. We then present a "snapshot" of modern-day undergraduate courses in Canada, the United States of America, and the United Kingdom that focus on animal cognition, highlighting the various course names and host departments. We emphasize the value of keeping (or adding) this subject material within curricula, either as independent courses or as enhanced material in other courses. We also present pedagogical approaches to teaching animal cognition that include techniques in large lecture-based courses and in smaller courses that emphasize hands-on experiential learning. [ABSTRACT FROM AUTHOR]

This article explores some implications of plurilingualism and translingual practice for teaching and learning in higher education. Research in this area tends to focus on the undergraduate experience whereas our focus is on doctoral supervision, a less-discussed but rich site for studying plurilingual and translingual practice. We consider linguistic aspects of research supervision interactions and linguistic practices in research sites in real world contexts. Revisiting a data set of written, self-reported, researcher profiles, the article explores how doctoral researchers and supervisors explain, and reflect on, their linguistic practices in supervision interactions and associated research practices. The data set is analysed by means of a thematic analysis informed by our reading of applied linguistics research into plurilingualism and translingual practice. The analysis highlights a wide range of linguistic practices and conceptualisations of languages in research, including, on the one hand, a separation of languages, and, on the other, a fluidity in how researchers use their diverse linguistic resources for different purposes in their research practice. The article concludes with the recommendation that researcher education should foreground language more than is currently evident in some Anglophone higher education contexts, and that this can be framed in terms of plurilingualism and translingual practice. [ABSTRACT FROM AUTHOR]

Purpose: The prevalence of psychiatric disorders in children and young people is increasing, leading to recommendations that medical schools re-consider their curriculum content and teaching practices for child and adolescent psychiatry (CAP). The purpose of this paper is to seek guidance for undergraduate curriculum development from the wider literature on CAP curriculum content and teaching practices. Design/methodology/approach: A comprehensive search of the literature was conducted, focussing on studies that examined undergraduate teaching of CAP. In an attempt to establish whether there is an agreed level of curriculum content and teaching practices, literature from all over the world was included. Findings: Findings suggest that curriculum content and teaching practices are varied, therefore it was difficult to identify best practice upon which recommendations can be made. In addition, despite previous calls for curriculum improvements and expansion of learning objectives, recent studies suggest that there has been little change. Research limitations/implications: A common theme emerging was the importance of making the CAP curriculum relevant to all future doctors rather than only those who plan to specialise in CAP. Further research to determine what CAP knowledge, skills and attitudes non-psychiatrists think that medical students need to be taught is warranted. Originality/value: This paper reviewed the literature on undergraduate CAP teaching, highlighting common themes from the wider literature on medical curriculum development to inform how CAP curricula content can be developed to equip future doctors. [ABSTRACT FROM AUTHOR]

As an increasing number of British universities are now requiring/encouraging mathematics applicants to have taken ‘extension papers’ such as the Mathematics Admissions Test (MAT), Advanced Extension Award (AEA) and Sixth Term Examination Paper (STEP), current students were asked how useful they were in preparation for their degree. The MAT was most commonly described as good preparation for undergraduate mathematics, whilst most participants who had taken the AEA were indifferent regarding its usefulness. Participants were positive about STEP, commending its similarity to undergraduate-style assessment and its challenging questions. The students’ views suggested that those wishing to be well prepared for tertiary mathematics should take one of these papers, preferably STEP. However, whilst universities may not necessarily wish to require applicants to pass extension papers, it may be beneficial for universities to recommend students to take them in order to improve their mathematical thinking and expectations of undergraduate mathematics study. [ABSTRACT FROM AUTHOR]

Despite the economic, environmental and patient-related imperatives to prepare medical students to become health promoting doctors, health promotion remains relatively deprioritised in medical curricula. This paper uses an in-depth case study of a health promotion curriculum implementation at a large UK medical school to provide insights into the experiences of teachers and learners across a range of topics, pedagogies, and teaching & assessment modalities. Topics included smoking cessation, behavioural change approaches to obesity, exercise prescribing, social prescribing, maternal and child health, public and global health; with pedagogies ranging from e-learning to practice-based project work. Qualitative methods including focus groups, analysis of reflective learning submissions, and evaluation data are used to illuminate motivations, frustrations, practicalities, successes and limiting factors. Over this three year implementation, a range of challenges have been highlighted including: how adequately to prepare and support clinical teachers; the need to establish relevance and importance to strategic learners; the need for experiential learning in clinical environments to support classroom-based activities; and the need to rebalance competing aspects of the curriculum. Conclusions are drawn about heterogeneous deep learning over standardised surface learning, and the impacts, both positive and negative, of different assessment modalities on these types of learning. [ABSTRACT FROM PUBLISHER]

Objective To compare undergraduate otolaryngology curricula in the United Kingdom. To develop a tool which would allow undergraduate specialty curricula to be compared. Design Development of a curriculum evaluation framework (CEF) and survey. Setting UK medical schools. Participants Otolaryngology curricula were requested from all 32 UK medical schools who award a primary medical qualification. Nineteen curricula were received and examined. Main outcome measures Thematic and content analysis of curriculum documents were undertaken. Outcome measures include an examination of curriculum content and methods, type of assessment and alignment of curricula with the General Medical Council's Tomorrow's Doctors document. Results Learning objectives were listed by 18 of the 19 medical schools who responded. The most commonly included theme was clinical conditions (100%). Psychosocial aspects of otolaryngology was the least covered theme (37%). Examination skills was covered by the majority (74%). Outpatient clinics and theatre attendance were the most commonly utilised teaching methods (47%). Student checklists were the most common form of assessment (32%). Only four medical schools linked their curricula to the GMC's Tomorrow's Doctors document. Conclusions The development of a CEF allowed for a systematic comparison of curricula. This study, evaluating otolaryngology curricula, has highlighted the variability of curricula from both a content and methods perspective in the UK. The study provides those involved with curriculum planning an overview of the main themes currently taught in the UK and offers examples of individual topics. It also offers an insight into the way in which otolaryngology is taught in the UK. [ABSTRACT FROM AUTHOR]

Microsurgery is used in a variety of surgical specialties, including Plastic Surgery, Maxillofacial Surgery, Ophthalmic Surgery, Otolaryngology and Neurosurgery. It is considered one of the most technically challenging fields of surgery. Microsurgical skills demand fine, precise and controlled movements, and microsurgical skill acquisition has a steep initial learning curve. Microsurgical simulation provides a safe environment for skill acquisition before operating clinically. The traditional starting point for anyone wanting to pursue microsurgery is a basic simulation training course. We present twelve tips for postgraduate and undergraduate medics on how to set up and run a basic ex-vivo microsurgery simulation training course suitable for their peers. [ABSTRACT FROM AUTHOR]

The aim of this Guide is to support teacher with the responsibility of designing, delivering and/or assessing diversity education. Although, the focus is on medical education, the guidance is relevant to all healthcare professionals. The Guide begins by providing an overview of the definitions used and the principles that underpin the teaching of diversity as advocated by Diversity and Medicine in Health (DIMAH). Following an outline of these principles we highlight the difference between equality and diversity education. The Guide then covers diversity education throughout the educational process from the philosophical stance of educators and how this influences the approaches used through to curriculum development, delivery and assessment. Appendices contain practical examples from across the UK, covering lesson plans and specific exercises to deliver teaching. Although, diversity education remains variable and fragmented there is now some momentum to ensure that the principles of good educational practice are applied to diversity education. The nature of this topic means that there are a range of different professions and medical disciplines involved which leads to a great necessity for greater collaboration and sharing of effective practice. [ABSTRACT FROM AUTHOR]

Context This paper presents a critique of current knowledge on the engagement of patients and the public, referred to here as patient and public involvement ( PPI), and calls for the development of robust and theoretically informed strategies across the continuum of medical education. Methods The study draws on a range of relevant literatures and presents PPI as a response process in relation to patient-centred learning agendas. Through reference to original research it discusses three key priorities for medical educators developing early PPI pedagogies, including: (i) the integration of evidence on PPI relevant to medical education, via a unifying corpus of literature; (ii) conceptual clarity through shared definitions of PPI in medical education, and (iii) an academically rigorous approach to managing complexity in the evaluation of PPI initiatives. Results As a response to these challenges, the authors demonstrate how activity modelling may be used as an analytical heuristic to provide an understanding of a number of PPI systems that may interact within complex and dynamic educational contexts. Conclusion The authors highlight the need for a range of patient voices to be evident within such work, from its generation through to dissemination, in order that patients and the public are partners and not merely objects of this endeavour. To this end, this paper has been discussed with and reviewed by our own patient and public research partners throughout the writing process. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to examine the curriculum design of logistics and supply chain management (LSCM) undergraduate courses offered by selected UK higher education (HE) institutions and compares them with employers' job requirements in the UK. Design/methodology/approach -- Desk-based research involving content analysis of 22 selected undergraduate LSCM courses from 18 UK HE institutions and job advertisements from an online recruitment web site during 12 weeks in 2011-2012. Findings -- In general, LSCM recruiters highlighted the importance of professional skills and general management knowledge rather than specific LSCM subject knowledge. Work experience is important even at the entry level. As the roles become more senior, as indicated by higher salaries, more LSCM subject knowledge and work experience is required. The findings indicate an imbalance between the undergraduate curriculum and employer needs. Only some of the LSCM undergraduates programmes investigated provided such a balance of curriculum design. Research limitations/implications -- This paper is based on published information in web sites and also job adverts. More studies of the detailed syllabuses for the courses and the overall learning experiences of students are required. Practical implications -- This paper highlights the importance of general managerial skills and professional skills to meet the needs of employers. Graduates are expected to be able to manage and acquire additional LSCM knowledge when required indicating the importance of continuing professional development. Originality/value -- The methodology of this paper takes advantages of the availability of up-to-date "live" data via the internet. As a result, this study provides new insights into the LSCM employer requirements for three salary brackets, from entry level to senior level, and it indicates the "right" balance of curriculum design for LSCM graduates in the present days. [ABSTRACT FROM AUTHOR]

Policy agendas across the developed world privilege systems transformation, notably shifting the balance of service provision from hospital to community settings. Primary and community health services have pivotal roles in the United Kingdom's longstanding policy ambition of healthcare services transformation, and it is imperative that undergraduate nursing students comprehend community settings as valuable learning environments, places of care and community nurses' roles therein. However, limited community placement learning opportunities means nursing students may be inadequately prepared to work in community settings at the point of initial registration. High fidelity simulated learning is well established within undergraduate nursing curricula. Currently, this learning approach predominantly focuses on acute and secondary care nursing and takes place in simulation centres. Within undergraduate nursing curricula there is limited evidence to support that community-based simulation is utilised with the result that students may struggle to recognise the value of learning opportunities in the community environment. This underpins the rationale for the development of this educational initiative which reflects current health policy agenda of care being provided closer to home. In addition, the new pre-registration 'Future nurse: Standards of proficiencies' (NMC, 2019) acknowledge that registered nurses need to be able to care for people in their own home and in the community setting. This paper describes the co-development and implementation of a pilot, community nursing focused, simulated learning resource within an undergraduate adult field nursing programme in Wales, UK. How one university co-developed and implemented a community focused simulation resource for undergraduate nursing students. • Implementation of a community simulation resource for students to safely experience the 'real world' of community nursing. • Support students to build upon prior learning and facilitate future active learning in a community setting. • Highlighting the importance of integrating theory with practice in the context of care delivery in the community. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including the medical school curriculum, in order to facilitate active recruitment of medical students and junior doctors into Otolaryngology Higher Surgical Training.