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Up to this point, chapters in this volume have reflected on the proPIC Europa project primarily through the experiences and views of the educators involved. However, a major element of the project was the active and constant involvement of pre-service teachers in the study programme (see Hoinke & Clausen, 2022, Chapter 3 this volume). Throughout the project, 142 students took part and helped develop various outputs and resources. Moreover, the students contributed to our research agenda by giving their feedback, allowing us to record various sessions and meetings, and by producing a great number of diverse essays and papers. Then, towards the end of the project, students from all cohorts and all partner institutions were invited to contribute a short essay detailing an aspect of the project which had impacted their studies, their practice, and their professional development. Primarily, the students either reported on their own individual experiences in becoming a part of this transnational endeavour or presented and discussed the findings and results of their own research projects, which they worked on during the proPIC project...

As seen in previous chapters, student involvement in the proPIC Europa project differed at each partner university. For some, engagement rewarded students with formal credits towards a Master’s programme. For others, the project offered an opportunity to experience another education system and broaden their knowledge of mobile technologies in the language learning classroom. In this chapter, we will examine a sample of students from Newcastle University (UNEW), UK, and the University of Borås (HB), Sweden, to see if they observed an impact on their studies, their teaching careers, and/or their mindset towards language learning and teaching, after the completion of the project.

The idea to develop the proPIC project emerged in 2016. During this year, when travelling to conferences and other events was still possible, several authors of this edited volume found themselves drawn together, asking similar questions and raising related issues in regard to the education, training, and professional development of future language teachers. It struck us that the concept of Continuing Professional Development (CPD) had found its way into numerous curricula, research studies, as well as national and international projects (British Council, 2017; Caena, 2011; Day & Sachs, 2005; OECD, 2009). However, only a few of them, for instance Mann and Walsh (2017), gave any practical implications about how to update and change the current teaching and learning environments of teacher education to promote CPD that adapts to the rapid change which our education systems are facing. Today’s teacher education is part of a vast and ongoing process of digitalisation and globalisation, demanding that professionals think out of the box, integrate digital tools, and engage in transnational networks. The COVID-19 pandemic has created even greater challenges, but also potentials for teacher education.

As discussed in Mann and Webb (2022, Chapter 1 this volume), each proPIC partner adopted an individual approach to integrate the project requirements into their academic programmes, using their own institute’s frameworks of teaching and learning... However, in some instances, the creation of common resources, frameworks, and assessment criteria can be problematic, as each European institution in a partnership adheres to national and local guidelines and academic programmes.

Using non-verbal communication can be an immensely powerful way to support children's learning, explains Alison Whelan

To describe a novel germline missense mutation in exon 2 of the MEN1 gene identified in a man with multiple endocrine neoplasia type 1 (MEN 1).We describe the patient's clinical, laboratory, and genetic data, and we review the relevant literature.A 41-year-old man with a history of primary hyperparathyroidism and left lower parathyroidectomy presented with nausea, vomiting, and hematemesis. Laboratory data revealed an elevated gastrin level. Computed tomography of the abdomen demonstrated a 3.5-cm mass in the head of pancreas. A functional study with a somatostatin receptor scan showed increased uptake in the region of the pancreatic mass. The patient's symptoms promptly improved after the Whipple procedure, although he was also noted to have a markedly elevated calcium concentration along with inappropriately elevated parathyroid hormone levels. Sestamibi scan identified a hyperfunctioning right upper parathyroid gland. His calcium level normalized after parathyroidectomy, and results from pituitary hormone studies were all normal. Genetic testing of the MEN1 gene identified a novel mutation: Arg52Gly. The Arg52Gly mutation replaces the normal arginine residue (CGC) with a glycine residue (GGC) at position 52 of the resultant menin protein. This mutation was present in family members from 3 generations.We report a novel disease-causing germline missense mutation in exon 2 of the MEN1 gene in a patient with MEN 1. Nonconservative replacement of arginine, a small, neutral amino acid, with glycine, a bulky positively charged amino acid, could potentially have a deleterious effect on the menin protein.

Good communication skills in healthcare professionals are acknowledged as a core competency. The consequences of poor communication are well-recognised with far reaching costs including; reduced treatment compliance, higher psychological morbidity, incorrect or delayed diagnoses, and increased complaints. The Simple Skills Secrets is a visual, easily memorised, model of communication for healthcare staff to respond to the distress or unanswerable questions of patients, families and colleagues.To explore the impact of the Simple Skills Secrets model of communication training on the general healthcare workforce.An evaluation methodology encompassing a quantitative pre- and post-course testing of confidence and willingness to have conversations with distressed patients, carers and colleagues and qualitative semi-structured telephone interviews with participants 6-8 weeks post course.During the evaluation, 153 staff undertook the training of which 149 completed the pre- and post-training questionnaire. A purposive sampling approach was adopted for the follow up qualitative interviews and 14 agreed to participate.There is a statistically significant improvement in both willingness and confidence for all categories; (overall confidence score, t(148)=-15.607, p=0.05 overall willingness score, t(148)=-10.878, p=0.05) with the greatest improvement in confidence in communicating with carers (pre-course mean 6.171 to post course mean 8.171). There is no statistical significant difference between the registered and support staff. Several themes were obtained from the qualitative data, including: a method of communicating differently, a structured approach, thinking differently and additional skills. The value of the model in clinical practice was reported.This model can be suggested as increasing the confidence of staff, in dealing with a myriad of situations which, if handled appropriately can lead to increased patient and carers' satisfaction. Empowering staff appears to have increased their willingness to undertake these conversations, which could lead to earlier intervention and minimise distress.

Aims and objectives To explore health care professionals' perspective of hospice at home service that has different components, individually tailored to meet the needs of patients. Background Over 50% of adults diagnosed with a terminal illness and the majority of people who have cancer, prefer to be cared for and to die in their own home. Despite this, most deaths occur in hospital. Increasing the options available for patients, including their place of care and death is central to current UK policy initiatives. Hospice at home services aim to support patients to remain at home, yet there are wide variations in the design of services and delivery. A hospice at home service was developed to provide various components (accompanied transfer home, crisis intervention and hospice aides) that could be tailored to meet the individual needs of patients. Design An evaluation study. Methods Data were collected from 75 health care professionals. District nurses participated in one focus group (13) and 31 completed an electronic survey. Palliative care specialist nurses participated in a focus group (9). One hospital discharge co-ordinator and two general practitioners participated in semi-structured interviews and a further 19 general practitioners completed the electronic survey. Results Health care professionals reported the impact and value of each of the components of the service, as helping to support patients to remain at home, by individually tailoring care. They also positively reported that support for family carers appeared to enable them to continue coping, rapid access to the service was suggested to contribute to faster hospital discharges and the crisis intervention service was identified as helping patients remain in their own home, where they wanted to be. Conclusions Health care professionals perceived that the additional individualised support provided by this service contributed to enabling patients to continue be cared for and to die at home in their place of choice. Relevance to clinical practice This service offers various components of a hospice at home service, enabling a tailor made package to meet individual and local area needs. Developing an individually tailored package of care appears to be able to meet specific needs.

The extraordinary discoveries of 20th century medicine and technology have created a scientific renaissance. This explosion of new knowledge and the tantalizing potential it holds for altering the course of human health and disease will change the practice of medicine and require the education of a new generation of translational/clinical scientists and physician-scientists as well as an accelerated evolution of the teaching paradigms for the training of physicians.

Family history data are critical in the study of hereditary cancer syndromes and the identification of cancer modifier genes.The purpose of this study was to analyze the process for collecting and verifying reported cancer family histories and identify reporting inaccuracies among a series of women with endometrial cancer.Detailed family histories were obtained from 80 women enrolled in a research study. Medical records were collected to verify cancer reporting.Participants reported 289 cancers among themselves and 2925 first-, second-, and third-degree relatives. There was a significant relationship between the number of telephone contacts made with each participant and the fraction of records retrieved from hospitals (chi(2) = 23.68, d.f. = 7, P = 0.001). Medical records were retrieved for 102 of 289 (35%) reported cancers and 10 additional cancers, not initially reported by participants. Medical records were more likely to be retrieved if the relative with cancer was living, closely related to the study participant, and the cancer type was known. The success in retrieving medical records declined with increasing record age (chi(2) = 35.07, d.f. = 5, P0.001). Thirty-two of the 112 (28.6%) verified cancers were identified to be inaccurately reported, with a significantly higher number of inaccurate reports among second- and third-degree relatives than first-degree relatives (P = 0.02). Two participants, who did not accurately report their cancer family history, had an increase in their family-based risk assessment after medical record collection.Additional studies to improve record collection efficiency and identify cancer reporting accuracy are needed among general research populations.

Background Every healthcare worker, of any grade or role, can be faced with situations they find difficult to handle, particularly in end of life situations. Rolling out communication skills training to large numbers of people is a challenge. The ‘Simple Skills Secrets’ model was developed to provide an easily remembered visual model for any staff member, in any setting or situation where faced with unanswerable questions or lost for words. The model distils the essence of safely responding to cues, listening, encouraging, summarizing and assisting the formulation of the patient9s own plan whilst resisting the urge to rush in with solutions. Aims To assess the impact of a ‘Simple Skills Secrets’ model of communication skills training on staff confidence and willingness. Method A mixed methods evaluation of impact on staff who had undertaken training included pre and post course assessment of confidence and willingness for 149, and qualitative interviews of fourteen, 6–8 weeks post course, using a purposive sampling approach. Results Statistically significant improvement in both willingness and confidence for all categories and staff of all grades. (Overall confidence score, t(148)=–15.607, p= Conclusions This model appears to be easily remembered, increase staff confidence and willingness to engage which may result in earlier, shorter, interventions, minimizing distress, improving patient and carer satisfaction.

Background Promoting the choice to die at home is central to UK policies and strategies. Nationally, various models of Hospice at Home service support this choice. Locally a service was developed to fill gaps in, and work together with, existing community services providing a bespoke Hospice at Home Service outreaching from the hospice hub. Method Retrospective cohort study and stakeholder evaluation during a 1 year pilot study in the North West of England. Data (demographic and service intervention) was collected on 201 service recipients. 55 Healthcare Professionals; (General Practitioners, District Nurses, Community Specialist Palliative Care Nurses and Hospital Discharge Coordinator) participated in semi-structured interviews, focus groups and electronic open end questionnaires. Results In the first year, 201 received the service. 184 (92%) had cancer, 36% aged over 80 years. 57 (28%) lived alone. 181 (90%) recipients died. 73% (132) died at home (72% (120) with cancer), 6% (29) in the hospice, 12 (6.5%) care home, 1 (0.5%) in an ambulance on their way home, 7 (4%) hospital. 51 patients lived alone, 69% (35) died at home. Healthcare Professionals reported the impact of the different elements of the service (accompanied transfer home; multiprofessional (including doctors) crisis intervention team and a flexible sitting service) as being instrumental in helping patients to remain at home. The additional service supplements existing services, enables a speedier discharge home and supports carers to enable them to continue coping. It is of interest that in the second year a 73% home death rate has been maintained. Conclusions This novel bespoke service provides different elements of a Hospice at Home service, a tailor made package to meet individual and local area needs. This service appears to be having a major impact on place of death and is enabling patients to die in their place of choice

Dramatic changes in health care have stimulated reform of undergraduate medical education. In an effort to improve the teaching of generalist competencies and encourage learning in the outpatient setting, the Society of General Internal Medicine joined with the Clerkship Directors in Internal Medicine in a federally sponsored initiative to develop a new curriculum for the internal medicine core clerkship. Using a broad-based advisory committee and working closely with key stakeholders (especially clerkship directors), the project collaborators helped forge a new national consensus on the learning agenda for the clerkship (a prioritized set of basic generalist competencies) and on the proportion of time that should be devoted to outpatient care (at least one third of the clerkship). From this consensus emerged a new curricular model that served as the basis for production of a curriculum guide and faculty resource package. The guide features the prioritized set of basic generalist competencies and specifies the requisite knowledge, skills, and attitudes/values needed to master them, as well as a list of suggested training problems. It also includes recommended training experiences, schedules, and approaches to faculty development, precepting, and student evaluation. Demand for the guide has been strong and led to production of a second edition, which includes additional materials, an electronic version, and a pocket guide for students and faculty. A follow-up survey of clerkship directors administered soon after completion of the first edition revealed widespread use of the curricular guide but also important barriers to full implementation of the new curriculum. Although this collaborative effort appears to have initiated clerkship reform, long-term success will require an enhanced educational infrastructure to support teaching in the outpatient setting.

Manual of medical therapeutics , Manual of medical therapeutics , کتابخانه دیجیتال جندی شاپور اهواز