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Introduction: Co‐production is gaining increasing recognition as a good way of facilitating collaboration among different stakeholders, including members of the public. However, it remains an ambiguous concept as there is no definitive or universal model of co‐production or clarity on what constitutes a good co‐production approach. This paper draws on the reflections of the academic researchers, practitioners and public advisors involved in co‐producing a priority‐setting exercise. The exercise was conducted by the Primary and Community Health Services (PCHS) Theme of the National Institute for Health and Care Research Applied Research Collaboration for Kent, Surrey and Sussex (NIHR ARC KSS). Methods: We collected data through written and verbal reflections from seven collaborators involved in the PCHS priority‐setting exercise. We used Gibbs' model of reflection to guide the data collection. We then analysed the data through an inductive, reflexive thematic analysis. Results: A common thread through our reflections was the concept of 'sharing'. Although co‐production is inherently shared, we used the virtuous cycle to illustrate a sequence of sharing concepts during the research cycle, which provides the underpinnings of positive co‐production outcomes. We identified six themes to denote the iterative process of a shared approach within the virtuous cycle: shared values, shared understanding, shared power, shared responsibilities, shared ownership and positive outcomes. Conclusion: Our results present a virtuous cycle of co‐production, which furthers the conceptual underpinnings of co‐production. Through our reflections, we propose that positive co‐production outcomes require foundations of shared values and a shared understanding of co‐production as a concept. These foundations facilitate a process of shared power, shared responsibilities and shared ownership. We argue that when these elements are present in a co‐production exercise, there is a greater potential for implementable outcomes in the communities in which the research serves and the empowerment of collaborators involved in the co‐production process. Public Members' Contributions: Three members of the public who are public advisors in the NIHR ARC KSS were involved in the priority‐setting exercise that informed this paper. The public advisors were involved in the design of the priority‐setting exercise and supported participants' recruitment. They also co‐facilitated the focus groups during data collection and were involved in the data analysis, interpretation and preparation of the priority‐setting report. For this current manuscript, two of them are co‐authors. They provided reflections and contributed to the writing and reviewing of this manuscript. [ABSTRACT FROM AUTHOR]

Background: Objective Structured Clinical Examinations (OSCEs) are a common form of assessment used across medical schools in the UK to assess clinical competence and practical skills and are traditionally held in an in-person format. In the past, medical students have often prepared for such exams through in-person peer-assisted learning (PAL), however, due to the recent Covid-19 pandemic, many in-person teaching sessions transitioned to online-based formats. There is currently a paucity of research on the utility of virtual PAL OSCE sessions and thus, we carried out a national pilot study to determine the feasibility of virtual OSCE teaching via feedback from participants and examiners. Methods: A total of 85 students from 19 UK-based medical schools with eight students based internationally attended the series of online OSCE workshops delivered via Zoom®. All students and examiners completed a feedback questionnaire at the end of each session regarding parameters, which included questions on pre-and post-workshop confidence in three OSCE domains: history-taking, communication and data interpretation. A Likert scale using 5 Likert items was used to self-report confidence, and the results were analysed using the Mann-Whitney U test after assessing for normality using the Shapiro-Wilk test. Results: Results from student feedback showed an increase in confidence for all three OSCE domains after each event (p < 0.001) with 69.4% agreeing or strongly agreeing that online OSCE sessions could sufficiently prepare them for in-person exams. Questionnaire feedback revealed that 97.6% of students and 86.7% of examiners agreed that virtual OSCE teaching would be useful for preparing for in-person OSCE examinations after the pandemic. Conclusion: Most participants in the virtual OSCE sessions reported an improvement in their confidence in history-taking, communication and data interpretation skills. Of the participants and examiners that had also experienced in-person OSCE examinations, the majority also reported that they found virtual OSCE sessions to be as engaging and as interactive as in-person teaching. This study has demonstrated that virtual OSCE workshops are a feasible option with the potential to be beneficial beyond the pandemic. However, more studies are required to assess the overall impact on student learning and to determine the value of virtual OSCE workshops on exam performance. [ABSTRACT FROM AUTHOR]

With the introduction of many reforms and changes in medical training in the UK, postgraduate training has undergone significant transformation. The establishment of Postgraduate Medical Education and Training Board (PMETB), Modernizing Medical Careers (MMC), new recruitment processes and changes in the curriculum and examination structure are all having a major impact on the future training and teaching programs in psychiatry in the UK. Entry into psychiatry is becoming increasingly competitive and progression in career is now competency based in addition to the examination requirements subject to an annual review and regular appraisal. A structured portfolio is also vital in order to present evidence of competencies and ensure smooth progression through the training grades. This paper gives a general outline of these changes and describes the new training and examination requirements of the new system in place in the Psychiatric training in United Kingdom. [ABSTRACT FROM AUTHOR]

Considerable attention has been given to young British Asian Muslim identity in recent years. Whilst much of the literature has addressed the diasporic and transnational nature of British Muslim identity there has been a growing recognition of the need to address the national context in which this identity is formed. However, there is still a comparative lacuna of information about how religion features in the internal dynamics of this grouping, particularly the gender dynamics involved in the articulation of British Muslim men and women's identities. This article presents extracts from discussions with young British Asian Muslim men and women to explore how religion is mobilized as a power resource in the construction of their gender identity. It discusses how the mobilization of religion is often ambivalent, contradictory and intersected with other social differences, particularly class. The article uses Bourdieu's concepts of capital and field to explore the respondents' interviews. [ABSTRACT FROM AUTHOR]

The sustained policy focus on combating institutional racism at all levels of British society has given new impetus to discovering how racialized groups experience a variety of institutional settings. This article draws on research conducted amongst British Hindu women working as professional accountants to further understand how privileged institutional spaces are racialized. The narratives of the women discussed in this article demonstrate how professional occupations are important in understanding articulations of racial identity in privileged institutional spaces as not only empirically and historically contingent, but also complex, contradictory and ambivalent. The article suggests that although their professional work spaces were racialized, the experiences of the research sample did not seem to indicate that race was an all-determining influence in their career progression. Its influence did not appear to close all avenues for potential change and progression against discriminative employment cultures. [ABSTRACT FROM AUTHOR]

This article concentrates on the 'return' experiences of first-generation British Hindu Gujaratis retiring to India, to explore how this aspect of migration refigures their transnational social space. The 'return', whether imaginary, anticipated or undertaken, has been a key feature of this generation's relationship to both London and Gujarat and has defined their sense of identity, place and home. Drawing on qualitative research data, the article highlights the ambivalent nature of the migrants' return experience and the implications this had on their attempts to negotiate a retirement back 'home'. The data illustrate the contradictory longing of what Clifford (1994) refers to as the 'lived' and 'desired' home in diasporic and transnational communities. As the return was realized, a new sense of identity, place and home seemed to emerge amongst the migrants, which drew on a re-evaluation of their 'Britishness' and 'Indianness'. [ABSTRACT FROM AUTHOR]

Increasing attention is being paid to the heterogeneous identity of British Asians. This article wishes to contribute to this literature by using research on British Hindu Gujaratis to highlight the type of distinct migratory histories contained in the term ‘South Asian diaspora’ and the importance these histories have in perceptions of community identity in the British context. The article will focus on how two research cohorts used migratory histories to distinguish the contemporary British Hindu Gujarati community. The article contends that histories are used selectively and have a direct relationship to the experience of the community in the British context. [ABSTRACT FROM AUTHOR]

The authors discuss a report on whether the U.S. medical education system prioritizes the scientific aspects of medicine over the art of holistic patient care. Topics mentioned include an integrated training model with early patient contact required by the General Medical Council for all British medical schools, the pressure that medical students feel to focus their study time towards learning scientific knowledge, and the U.S. Medical Licensing Examination.

This article attempts to demonstrate how ethnicity and employment intersect in the contemporary boundaries of British Pakistani identity. It discusses questions concerning similarities and differences between and within ethnic groups and how boundaries are regulated and crossed. The study presented in this article is derived from a project titled "Employment and Social Change Amongst British Asians," which began in the year 2003. The study attempted to understand Great Britain's South Asian communities, and the variations and diversity of inequality within it. It is informed that Pakistani male youth has been identified as consistently underperforming in both the education sector and the labor market. They are most likely to get the worst jobs, the lowest wage and face widespread discrimination. Even after allowances for education and residential area, Pakistani Muslims are more likely to be jobless than Indian Hindus. It is reported that young Muslim men are stereotypically associated with a range of social problems.