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The COVID-19 pandemic caused a rapid seismic shift to online delivery in otherwise face-to-face higher education settings worldwide. This quantitative research study sought to investigate the effect of different delivery styles and assessment types on student outcomes. Specifically, grades achieved by first year undergraduate Biological Science students at a UK Higher Education institution were compared from seven modules across two different academic years, namely 2018-2019 and 2020-2021. The academic year 2018-2019 was delivered in the traditional face-to-face manner whereas the 2020-2021 method of delivery was via blended learning. The results showed that four of the seven modules were negatively affected by the transition from face-to-face to blended delivery (p < 0.05, T-test). One module was unaffected (p > 0.05, T-test) and the remaining two modules were positively affected (p < 0.05, T-test). However, the percentage of students requiring reassessments increased with blended learning delivery although this was not significant (p < 0.05, T-test). In summary, the majority of individual module marks decreased with blended learning compared to face-to-face delivery, with an associated increase in required reassessments. Although there are positive benefits to incorporating an element of online learning for students, it is important to utilise this information in future module delivery planning to support the varying student cohorts of the future.

The COVID-19 pandemic caused a rapid seismic shift to online delivery in otherwise face-to-face higher education settings worldwide. This quantitative research study sought to investigate the effect of different delivery styles and assessment types on student outcomes. Specifically, grades achieved by first year undergraduate Biological Science students at a UK Higher Education institution were compared from seven modules across two different academic years, namely 2018–2019 and 2020–2021. The academic year 2018–2019 was delivered in the traditional face-to-face manner whereas the 2020–2021 method of delivery was via blended learning. The results showed that four of the seven modules were negatively affected by the transition from face-to-face to blended delivery (p < 0.05, T-test). One module was unaffected (p > 0.05, T-test) and the remaining two modules were positively affected (p < 0.05, T-test). However, the percentage of students requiring reassessments increased with blended learning delivery although this was not significant (p < 0.05, T-test). In summary, the majority of individual module marks decreased with blended learning compared to face-to-face delivery, with an associated increase in required reassessments. Although there are positive benefits to incorporating an element of online learning for students, it is important to utilise this information in future module delivery planning to support the varying student cohorts of the future. [ABSTRACT FROM AUTHOR]

In the UK, from the 1990s, the concept of financial exclusion emerged as a focus of policymaking concern. In part, this reflects the growing scale and complexity of personal finance markets and how these are increasingly interwoven into the everyday lives of individuals. However, it is also argued that the development of the concept of financial exclusion reflects preeminent neoliberal discourses that emphasise the centrality of individual responsibility, autonomy and consumer participation within markets. In 2004 the then Labour government, in conjunction with academic experts, financial institutions and other organisations, established a project of financial inclusion in relation to three key domains: banking, affordable credit and financial capability. The consequence, it is suggested here, has not been so much to alleviate inequality as to nurture the poor to be precautionary, risk averse financial subjects. This stands in contrast with the virtues of enterprise and risk-taking called up in middle-class investor subjects. [ABSTRACT FROM AUTHOR]

Abstract: In the past decade surgical training in the United Kingdom (UK) has seen radical overhaul with the introduction of formal training curricula, competency based assessment, and a new Core Surgical Training programme. Despite this, and in common with many other countries, numerous threats remain to sustaining high-quality surgical training and education in the modern working environment. These include service delivery pressures and the reduction in working hours. There are numerous areas for potential improvement and dissemination of best training practice, from incentivising training within the National Health Service (NHS) through top-down government initiatives, to individualised information and feedback for trainees at the front-line. This document sets out the current structure of surgical training in the UK, and describes the contribution to the current debate by the Association of Surgeons in Training. Highlighting areas for improvement at national, regional, local and individual levels, the Association proposes 34 action points to enhance surgical training and education. Adoption of these will ensure future practice continues to improve on, and learn from, the longstanding history of training provided under the guidance of the Royal Surgical Colleges. [Copyright &y& Elsevier]

Aims.To evaluate the training experience of the current United Kingdom (UK) vascular trainees. Methods. A Web-based questionnaire was administered to 217 members of the Rouleaux Club, which represents UK vascular and endovascular trainees, between May and June 2011. Results. A total of 153 trainees (71% response rate) completed the survey; 52% were in posts that do not offer endovascular training, 88% performed <10 peripheral angiograms, and 67% performed part or all of <10 endovascular aneurysm repairs in the last year. Half had no access to formal ultrasound training; 85% believe that vascular access will play a role in their future practice, but 49% performed no vascular access procedures in the past year. No experience of endovenous laser, radiofrequency ablation, or foam sclerotherapy was reported by 33%, 49%, and 46%, respectively. Conclusions. Trainee experience is insufficient for a modern specialist practice. Separate specialty training in the United Kingdom must address these deficiencies. [ABSTRACT FROM PUBLISHER]

Presents a study on the impact of a change to a compliant shift rota on clinical exposure and experience of Senior Surgical House Officers (SHO) in Great Britain. Analysis of several operations, endoscopies and outpatient episodes; Reduction of SHO exposure to endoscopy and outpatient management; Increase of attendance at day surgery and emergency surgery.