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The article responds to the common perception that the English system of criminal procedure is ‘accusatorial’ whilst those in continental Europe are ‘inquisitorial’ and that these categories are distinct. On closer inspection, what were different traditions have been modified on both sides, so that pure systems no longer exist. The position on the United Kingdom is further confused in public discussion by equating the European Convention on Human Rights and the United Kingdom’s membership of the European Union, with the latter especially being seen in some circles as an unwelcome force for harmonisation. [ABSTRACT FROM PUBLISHER]

The recent opening under the 30-year rule of official papers concerning the Industrial Relations Act 1971 makes it possible to reappraise the conventional view of this short-lived statute and also more general implications of the process of policy making at a time of acute political crisis. The papers shed new light on the relationship between the government and the judiciary, in particular the President of the National Industrial Relations Court, Sir John Donaldson. They provide empirical evidence of how the judicial and political arms of government dealt with social and industrial upheavals and they prompt reflections on the nature of the separation of powers in the United Kingdom's constitutional arrangements. It is argued that, in examining the nature and extent of judicial independence, constitutional law scholars have hitherto concentrated on executive influence on the judiciary and tended to ignore the extent to which judges may secretly influence politicians. [ABSTRACT FROM AUTHOR]

The article focuses on professionalism as the top concern for medical educators in Great Britain. The Royal College of Physicians has published a report regarding medical professionalism at the end of 2005. The report discusses several interlinked themes which have implications for medical educators. The themes include leadership, appraisal and research.

Editorial. Discusses the results of a survey on the educational needs of physicians in Great Britain who completed their vocational training in medical practice. Concerns over adequacy of medical training; Percent of young doctors who garnered colleague support during the first year; Need for increased accessibility to the type of learning favored by individuals.

Narrates the author's relationship to his schizophrenic patient in Great Britain. Medication of the patient; Interaction with the patient; Role of humor in the consultation.

Introduction The case for being able to respond effectively to cultural and ethnic diversity in health care is attracting increasing debate in medical education. However research exploring the perspectives of learners is lacking. Aims We sought medical learners’ perceptions and their perceived training needs in relation to cultural and ethnic diversity in health care. Methods A series of nine focus group interviews was conducted with 55 medical learners, including undergraduate students in a UK medical school and a group of postgraduate general practitioners in training. Interview data were analysed using qualitative methods. Results Participants had a broad but superficial awareness of multicultural issues. This focused upon ‘difference’ with students emphasizing their need to acquire knowledge of different beliefs and practices. Current teaching was perceived as inadequate and limited largely to ethnic patterns of disease. Most felt a need for greater training. They regarded development of particular communication skills, such as working with interpreters as helpful. Beyond avoiding stereotyping, learners rarely identified reflecting upon their attitudes or the issue of racism as important. Students anticipated a range of potential problems for further training, but sought learning that was relevant, practically oriented and stimulating. Conclusions The study points to learners’ experience of inadequate training but suggests a willingness to learn more. The possible predominance of a ‘difference’ perspective might drive a narrow focus upon learning cultural knowledge at the expense of promoting a balance with self-reflection upon attitudes and developing generic skills. Educators might heed learners’ views about how they should be taught successfully. [ABSTRACT FROM AUTHOR]

Background: Earlier research indicated that medical graduates feel unprepared to start work, and that this varies with medical school. Aims: To examine the extent to which graduates from different UK medical schools differed in their perceptions of preparedness for practice, and compare their perceptions with those of clinical team members. Method: An anonymous questionnaire assessing perceptions of 53 aspects of preparedness was devised, and administered to the graduating cohorts of three medical schools: Newcastle (systems-based, integrated curriculum); Warwick (graduate-entry) and Glasgow (problem-based learning). In addition, a triangulating questionnaire was cascaded via ward managers to doctors, nurses and pharmacists who worked with new graduates in their first posts. Results: The response rate for the cohort questionnaire was 69%% (479/698). The overall mean preparedness score was 3.5 (on a five-point scale), with no significant difference between schools. On individual items, there were large differences within each site, but smaller differences between sites. Graduates felt most prepared for aspects of working with patients and colleagues, history taking and examination. They felt least prepared for completing a cremation form, some aspects of prescribing, complex practical procedures and for applying knowledge of alternative and complementary therapies, and of the NHS. A total of 80 clinical team questionnaires were completed, similarly showing substantial variation within each site, but smaller differences between sites. Conclusions: New doctors feel relatively unprepared for a number of aspects of practice, a perception shared by their colleagues. Although medical school has some effect on preparedness, greater differences are common across sites. Differences may reflect hidden influences common to all the schools, unintended consequences of national curriculum guidance or common traits in the graduate populations sampled. Further research is needed to identify the causes. [ABSTRACT FROM AUTHOR]

Questionnaires provide a useful and versatile tool for new and occasional researchers, and can be applied to a wide range of topics. This paper provides simple guidance on some of the potential pitfalls in developing and running a questionnaire study, and how to avoid them. Each tip is illustrated with a real-life example from the development of a UK-wide questionnaire survey of trainee doctors and their educational supervisors. [ABSTRACT FROM AUTHOR]

Presents several letters pertaining to the field of medicine in Great Britain. Comment on the application of pulse oximetry to roadside trauma victims; Discussion on the use of umbilical artery Doppler ultrasonography for antenatal screening; Management of cystic fibrosis among adults.

Comments on several issues related to medical care in Great Britain. Risk of Down's syndrome and amniocentesis rate; Information on urinary incontinence in women; Discussion on Marfan's syndrome.

Editorial. Comments on the state of assessment of clinical students in Great Britain. Investigation of undergraduate system; Issue of competence versus performance; Assessment of problem-solving ability.

Presents study examining the extent to which cultural diversity is being taught in medical schools in the UK and Ireland. Participants, methods and results; Teaching and assessment methods; Findings that there is uncertainty as to what constitutes cultural diversity teaching and that efforts are fragmented; Limitations of the study.