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Self-Determination Theory (SDT) maintains that the satisfaction of the basic psychological needs for autonomy, competence, and relatedness is associated with optimal individual functioning, including in the workplace. A self-report instrument, the Work-related Basic Need Satisfaction scale (W-BNS), has previously been developed and validated in Dutch and Italian. We aimed to validate an English version of the W-BNS. We also evaluated a bifactor model to assess the extent to which the item responses could be explained by a single, underlying general latent trait. A Rasch calibration was also carried out to assess the extent to which the scores conformed to the assumptions of 'fundamental measurement' and could be converted to a common metric. We used data from 141 staff employed by a large UK-based mental health service provider. The postulated three-factor structure provided a good fit to the data. However, a bifactor model, introducing an underlying general factor, provided a superior fit. The items generally conformed to the Rasch measurement model. Evidence of convergent/divergent validity was observed via the correlations between the W-BNS scores and those for the Basic Psychological Needs Satisfaction and Frustration Scale (BPNFS). Regarding construct validity, both the separate needs and total W-BNS scores statistically significantly predicted an individual's reported intention to leave the current employer. Our findings foster research with the WBNS and have implications for how the W-BNS is optimally implemented in practice as a useful brief tool for assessing staff work-related need satisfaction. [ABSTRACT FROM AUTHOR]

Anatomy outreach is a well‐documented practice by many academic institutions, defined here as when anatomy‐related services are provided to external communities. However, most of the current literature on this topic is largely descriptive, focusing on the 'what' of anatomy‐related outreach, rather than the generalizable 'why' or 'how'. There exists no shared conceptual model of what anatomy outreach tries to achieve from the perspective of 'outreachers', and how anatomists support these goals. Thus, this study aimed to explore the comprehension of anatomy outreach as a social phenomenon in the anatomy education community. This qualitative research used constructivist grounded theory to explore the perspectives of anatomists with experience facilitating anatomy outreach. A total of 18 participants completed semi‐structured interviews. Analysis resulted in the construction of nine broad categories of themes relating to anatomy outreach: types of outreach, specific activities, goals of outreach, subject benefit (why anatomy?), enablers, challenges, appraisal, motivators/drivers, and community perspectives from the immediate anatomy community and wider field (Science, Technology, Engineering, and Mathematics (STEM) and health professions education (HPE)). These results were constructed into a conceptual model of anatomy outreach. The findings suggest that anatomists view the subject matter as a socially connecting experience that can engage a wide variety of individuals. The multimodal nature of anatomy, combined with teaching expertise, lends well to productive outreach. Most 'outreachers' do not have a strong understanding of the impact of their activities, however, and operate on a level of optimism that activities will support diversity, belonging, and health/anatomical literacy. [ABSTRACT FROM AUTHOR]

In this article, I describe the miesize command for the calculation of effect sizes in imputed data. There may be situations where an effect size needs to be estimated for an intervention, an exposure, or a group membership variable but data on the independent or dependent variable are missing. Such missing data are commonly dealt with by multiply imputing plausible values. However, in this circumstance, the estimated effect size and associated standard errors will need to be pooled and estimated from the imputed dataset. The miesize command automates this process and calculates effect sizes for a binary variable from multiply imputed data in wide format. The estimates and standard errors (used to calculate the confidence intervals) are recombined using Rubin's (1987, Multiple Imputation for Nonresponse in Surveys [Wiley]) rules. These rules are applied such that the average point estimate for the effect size is calculated from the imputed datasets. The pooled standard error, and hence confidence intervals, is calculated to account for both the variance between the imputed datasets and the variance within them. Pooled effect sizes and confidence intervals for Cohen's (1988, Statistical Power Analysis for the Behavioral Sciences, 2nd ed. [Lawrence Erlbaum]) d, Hedges's (1981, Journal of Educational Statistics 6: 107-128) g, and Glass's (Smith and Glass, 1977 , American Psychologist 32: 752-760) delta are provided by miesize. [ABSTRACT FROM AUTHOR]

The article explores the concept of scenario-based learning (SBL) in clinical education, emphasizing its role in providing authentic learning experiences that bridge factual knowledge with practical application. SBL involves brief, low-fidelity scenarios that require learner interaction and feedback, often delivered through digital media. While SBL offers benefits such as scalability and convenience, it may lack realism compared to traditional simulation methods. Research is needed to determine the effectiveness of SBL in enhancing communication skills and other outcomes in health professions education. [Extracted from the article]

Background: Selection into UK-based GP training has used the Multi-Specialty Recruitment Assessment (MSRA) and a face-to-face selection centre (SC). The MSRA comprises of a situational judgement test and clinical problem-solving test. The SC was suspended during the COVID-19 pandemic. Evidence is needed to guide national and international selection policy. Aim: To evaluate the validity of GP training selection. Design & setting: A retrospective cohort study using data from UK-based national recruitment to GP training, from 2015–2021. Method: Data were available for 32 215 GP training applicants. The ability of scores from the specialty selection process to predict subsequent performance in the Clinical Skills Assessment (CSA) of the Membership of the Royal College of General Practitioners examination was modelled using path analysis. The effect sizes for sex, professional family background, and world region of qualification were estimated. Results: All component scores of the selection process demonstrated statistically significant independent relationships with CSA performance (P<0.001), thus establishing their predictive validity. All were sensitive to demographic factors. The SC scores had the weakest relationship with future CSA performance. However, for candidates with MSRA scores below the lowest quartile, the relative contribution of the SC scores to predicting CSA performance was similar to that observed for MSRA components. Conclusion: The MSRA has predictive validity in this context. Re-instituting an SC for those with relatively low MSRA scores should be considered. However, the relative costs and potential advantages and disadvantages should be carefully weighed. [ABSTRACT FROM AUTHOR]

Context: Evidence suggesting the benefits of compassionate, person‐centred care, for both patients and physicians is accruing. Medical selection, for example, aims to choose future health professionals that possess the correct attitudes, beliefs and personal attributes to deliver such care. Moreover, once in training, these desirable personal qualities should be developed and maintained, sometimes in the face of adverse health care service conditions. However, advances in selecting for, and developing, these abilities and attributes in health care have been hindered by a lack of clarity regarding how the relevant skills and traits should be defined, measured, developed and maintained in clinicians. Methods: In this article, we demonstrate how developments in the emotional intelligence (EI) field can be applied to the challenge of selecting for, and developing, relevant interpersonal care skills in medical students and physicians. The concept of EI itself has been somewhat controversial. However, a more nuanced understanding of EI has evolved in the light of research findings that can be applied to medical selection and education. Specifically, we propose modifications to the existing 'cascading' model of EI. This model identifies, and relates, several key socioemotional skills and traits that could be considered as 'the elementary particles' of EI required to deliver compassionate, person‐centred care. Conclusions: Our model of EI, which is relevant to care delivery, identifies putative targets for both medical selection and training. Selection for medical school and subsequent clinical education should focus on screening out those with low levels of the traits and abilities less amenable to training. Conversely, medical education should be concerned with developing and maintaining the socioemotional skills, attitudes and behaviours critical to the delivery of compassionate, person‐centred care. This is especially important for specialties characterised by high levels of emotional labour and possible resultant compassion fatigue. This Cross‐cutting Edge article draws on emotional intelligence research to look again at the socioemotional traits and abilities that are required for clinicians to sustainably deliver person‐centred care. [ABSTRACT FROM AUTHOR]

Internationally there is a shortage of psychiatrists, whilst clinical psychology training is generally oversubscribed. School students interested in psychological health may not be aware of the possibility of studying medicine before specialising in psychiatry. This has implications for the mental health workforce. To evaluate the knowledge and attitudes relating to a potential career in psychiatry amongst secondary (high) school students. A cross-sectional survey evaluated attitudes and knowledge relating to psychiatry and clinical psychology, targeting students from five schools who were studying chemistry, biology and/or psychology at an advanced level. 186 students completed the survey (response rate 41%). Knowledge was generally poor with only 57% of respondents knowing that psychiatrists had medical degrees, and most participants substantially underestimating the salaries of consultant psychiatrists. Attitudinal response patterns were explained by two underlying factors, relating to generally negative attitudes towards psychiatry and positive attitudes towards the effectiveness of psychiatric treatments. Females and those studying psychology reported more positive attitudes towards psychiatry. Those studying chemistry reported more negative attitudes towards the effectiveness of mental health treatment. Studying psychology predicted positive attitudes towards psychiatry. Such students could be targeted by recruitment campaigns, which emphasise factual information about the specialty. [ABSTRACT FROM AUTHOR]

A pool of 75 items relating to family functioning was created and piloted in a sample of 12-18 year olds (N = 673). The responses were subjected to an exploratory factor analysis which indicated the presence of three significant latent traits. The results were then used to inform the development of a rating instrument with five subscales labelled "Nurture, Problem Solving, Expressed Emotion, Behavioural Boundaries and Responsibility". These demonstrated high levels of internal consistency (Cronbach's alphas 0.70-0.81), high test-retest reliability (rho = 0.70-0.82), varying degrees of intercorrelation (rho = 0.18-0.75) and significant associations with family functioning as defined by the McMaster Family Assessment Device (p less than 0.0001 in all cases). This novel instrument is a promising tool for use in both clinical practice and research.