Julie Bedward

A "neglected part of the curriculum" or "of limited use"? Views on genetics training by nongenetics medical trainees and implications for delivery.

Purpose: Although the importance of genetics education for health care professionals is increasingly recognized worldwide, little is known about the needs and views of nongenetics postgraduate medical trainees.Methods: Data on the views of 143 learners from four specialties (family practice, neurology, cardiology, and dermatology) in two regions in England (West Midlands and South Western) were collected using focus groups, questionnaires, and interviews.Results: Low levels of genetics training were reported by both trainee family practitioners and trainee hospital consultant specialists. Responses to attitude statements indicate that the majority of trainee family practitioners believed genetics was important but thought that they were underprepared in this area. Focus groups with specialty trainees revealed general consensus that there was not enough formal postgraduate genetics training, although some cardiologists disagreed and trainees in all three specialties thought that the existing curriculum was overcrowded. Trainees stressed the importance of tailoring genetics education to be directly relevant to their daily practice. Trainee family practitioners prioritized topics related to the identification and referral of patients, and the subsequent implication of results. In contrast, specialty trainees prioritized topics related to the genetics and management of particular diseases.Conclusion: There is still work to be done before trainees in nongenetics specialties recognize how genetics can be relevant to their practice. Involvement of specialty trainers in the development and delivery of genetics education may help to address this issue.

A Sociocultural Approach to Exclusion

This essay review presents an overview of the issues surrounding young people and exclusion, with a focus on the formal procedure of permanent exclusion from school. In so doing, recent literature on the issues is critiqued amongst wider reading. It is suggested that theorisation of the processes of exclusion cannot be done at any one level of analysis. A sociocultural approach requires attention to analysis at individual, cultural, historical and institutional levels.

Audit, educational development and research: what counts for ethics and research governance?

This commentary identifies four main areas of concern in relation to the current processes for securing ethical and governance approval for educational development and research projects. These areas are: a lack of clarity over what requires approval; a reliance on one procedure for all applications; confusion over the scope of responsibilities within some Trusts; as well as concern over the scale of work required. While recognising that all work should meet appropriate ethical and governance standards, proposals are made for revising existing procedures so that they focus on areas of principal hazard, distinguish between projects involving patients from those that do not and invites consideration of self-validation with processes of quality assurance.

Diabetes Endocrinology in Medical Education (DEME) Survey - an evaluation of diabetes and endocrinology teaching at a UK medical school

of D&E in UK medical schools.1 We would like to share the results of a small electronic survey of consultant physicians with trainer roles working in D&E in teaching hospitals affiliated with the University of Birmingham. We considered these physicians best placed to identify gaps in the training of new trainees. We sought to assess their perceptions about the Diabetes Endocrinology in Medical Education (DEME) Survey an evaluation of diabetes and endocrinology teaching at a UK medical school

The sociocultural contribution to learning: why did my students fail to learn Aseptic Non-Touch Technique? Multidimensional factors involved in medical students' failure to learn this skill.

Background: Infection control in the hospital environment is a topical issue in the UK. Aseptic Non-Touch Technique (ANTT) has been recommended as an example of best practice for clinical skills requiring aseptic technique. ANTT is taught to clinical staff and to medical students at a West Midlands teaching hospital. Aims: To determine the effectiveness of ANTT training within an undergraduate population and to explore the factors involved in medical students’ failure to learn this skill Method: 132 Students underwent training and assessment in ANTT. A sample of 42 students underwent re-testing in ANTT 7–10 weeks later. Student questionnaires and semi-structured interviews with students and trainers were undertaken to determine students’ daily practice of ANTT, and practice observed in staff. Results: Student performance deteriorated significantly 10 weeks after initial ANTT training (p < 0.001). Qualitative data demonstrates an emphasis on assessment, poor observed practice in staff, and a lack of resources in the clinical setting. Further themes include acceptance of hierarchy, and a lack of belief in ANTT amongst students. Conclusion: In order to bring about effective training in ANTT, we must look to the sociocultural contribution of the hospital environment alongside formal ANTT training.