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Medical Students’ Perspectives on Inclusivity Within Clinical Environments:A Pilot Study
Get PDFPurpose: Limited resources including staff, technology, and space in United Kingdom National Health Service (NHS) environments present challenges for working teaching and learning. Cumulative pressures impact mental health and prompt medical students to question career choices, leave the profession, or emigrate. There is little understanding of the experience of inclusivity in clinical environments for medical students. This pilot study explores students’ perspectives of these environments, the barriers to formulating change, and possible solutions. Materials and Methods: Six diverse clinical medical students from the University of Manchester, based at a single NHS Trust, voluntarily participated in one of four recorded focus groups facilitated by a near-peer with protected characteristics. Low participation emphasised the importance of undertaking this pilot study to consider methods for future study design. Transcriptions were independently analysed by two reviewers to generate themes using NVivo. Results: Key themes included positive experiences with resident doctors; negative interactions with patients; negative attitudes and poor role modelling from some staff; perceived lack of institutional support; and poor learning opportunities. Students suggested staff training and better support structures to improve learning environments. Conclusion: This study highlights universal issues from the perspectives of minoritised students and emphasises their low participation in research. Authors suggest exploring clinical faculty support and training to improve learning environments, and innovations in study design for wider, more democratic and culturally sensitive participation.</p
Exploring Variation in Ambulance Service Non-Conveyance and the Impact on Quality and Performance
No full textThe Break Line:Chaotic Murder in the 21st Century
Get PDFRafe McGregor & Ema Luna Lalić Abstract: The 21st century is rapidly emerging as an era of entropy, of multi-polar power struggles, of concurrent crises the causes of which are little understood, and of catastrophic vulnerability to phenomena such as climate change and artificial intelligence. This is the world into which war correspondent James Brabazon throws Major Max McLean, a UK Special Forces operator, in his 2018 novel, The Break Line. McLean is a hardened veteran of what criminologist Vincenzo Ruggiero (2019) calls the chaotic murder of war, but his mission takes an unexpected turn when Brabazon switches genre from action adventure to supernatural thriller at the narrative’s crisis. This article situates the novel in the philosophical approach to answering the question of moral impact of literature, as proposed by Richard Rorty (1978, 1989) and Iris Murdoch (1999, 2014). Rorty argues that literature expresses the perspective of the victims of cruelty, which is why it has a great importance for helping to eliminate cruelty and improve solidarity in society. Murdoch emphasises the value of individual moral development facilitated by literature’s potential to support ‘unselfing’, i.e. detachment from one’s own personal feelings or interests. In keeping with Rorty and Murdoch, we argue that The Break Line is an exemplary exercise in psychological and political sensemaking, staging the epistemic and ethical challenges of contemporary authoritarian lawlessness in terms of Jacques Lacan’s (1949, 1955, 1973) register theory, specifically the collapse of the Symbolic in the face of pressure from the Real and a retreat to the Imaginary.<br/
"Harmony Beyond the Notes: Community Members' Perspectives on the Impact of Classical Music Ensembles on Children and Young People's Life Skills"
No full textThis paper explores community members’ perspectives on the developmental value of classical music ensemble participation for children and young people based in the North-West of England. Drawing on 16 in-depth individual interviews and one focus group (N = 5), the study discusses how parents, school teachers, music tutors, and charity board members (N = 21; age range from 25 - 60 years; 13 females, 8 males) interpret the benefits and challenges associatedwith learning and performing in an ensemble. Using reflexive thematic analysis supported by NVivo, five interconnected themes were generated, illustrating how community members make sense of ensemble participation as a catalyst for holistic development. Participants described young people’s engagement in ensembles as fostering cognitive and academic skills while simultaneously nurturing emotional skills and passion for music. Community membersalso emphasised the relational and social value of ensemble practice, highlighting the formation of inclusive, “family-like communities” characterised by belonging and reciprocity. Overall, the findings suggest that ensemble programmes provide a powerful context for life-skills development, calling for educational institutions and community organisations to ensure equitable access to high-quality, community-embedded music initiatives and to foreground the holistic potential of ensemble participation. Policymakers are encouraged to recognise the wider developmental and social significance of music education and to strengthen long-term, inclusive funding for ensemble-based provision
Reimagining the role of children and young people's voices within the design of inclusive education
No full textThis chapter details an ongoing project that has been designed to involve children and young people in creating visual and tactile materials for a school resource toolkit which can be utilised to express how they feel about key issues within their education. The aim of developing the toolkit is so teachers and other education professionals can elicit and respond appropriately to the views and experiences of the children and young people they work with and support.This chapter provides a case study describing the work of the ‘Visualising Opportunities: Inclusion for Children, Education, and Society’ (@VOICES_Ed) project. In this project, children and young people created ‘artified’, annotated photographs, scenarios, and other materials to facilitate the sharing of their views and experiences regarding inclusion and/or marginalisation. These materials have now been used as prompts for discussing issues relating to inclusive education with other children and young people, and with teachers, teaching assistants, and other professionals working with them.In this chapter, we describe the range of multisensory strategies which have been developed and used and provide examples of the materials created by children and young people. We discuss what we have learnt from the project and offer suggestions on revisiting how children and young people can be central to developing more inclusive approaches, policies, and environments. In doing so, we offer alternative ways to facilitate listening to children and young people’s voices to enhance reflections on inclusion and marginalisation within education and society
Development, Validation and Reliability of the Coach Feedback Analysis System
No full textThis study aims to document the development of the Coach Feedback Analysis System (CFAS) and to detail the establishment of its validity and reliability. The CFAS consists of six categories and eighteen feedback types that help to systematically describe how coaches provide feedback in on and off field coaching contexts (practice, competition and video review). The validity and reliability process involved the analysis of 600 minutes of footage from these contexts across four different team sports (hurling (indigenous Irish sport), football, Australian Rules football and women’s rugby union) (teams observed were male unless specified) and a variety of competitive levels (amateur, academy and professional) and age groups (u14, u16, adult). The face validity process conducted with a panel of coaching experts provided agreement that the CFAS was a valid instrument. The inter and intra observer reliability process also resulted in above acceptable levels of agreement between observers. It is suggested that the CFAS may be used as a coach development aid by helping to develop greater awareness between behavioural intentions and actions of how feedback is used in a variety of coaching contexts
A Legal Assessment of the Status of the European Model of Sport Following the Judgments of the Court of Justice on 21 December 2023
No full textOn 21 December 2023, the Court of Justice of the European Union reignited the debate on the merits of the so‐called “European Model of Sport”, despite not even referring to it in the judgements. In ISU, Superleague, and Royal Antwerp, the Court considered the legality of several sporting rules considered fundamental to the structural integrity of the pyramidic sports model.1 This contribution examines four such rules on: prior authorisation, solidarity, nationality, and arbitration. It argues that the Court has not deconstructed the European model by calling into question the ability of sports governing bodies to continue to act as regulators of their respective sports, but that this regulatory autonomy is conditioned on govern‐ ing bodies drafting, implementing, and enforcing sporting rules within a framework of good governance. Scholars of this field will recognise this message and might assume that it is judicial endorsement the EU’s sport policy developed by the Euro‐ pean Commission, the European Parliament, and the Member States. In fact, the Court declined to make reference to the policy messaging, instead side‐lining those contributions through dismissive treatment of Article 165 TFEU and a refusal to even recognise that a sports “policy” exists at all. Does this matter given that there has been a convergence of messaging between the policy and legal streams, or will politics want to reassert itself and wrestle oversight of international sports govern‐ ance away from judicial adjudication
From Virtual Environments to Real-World Trials: Emerging Trends in Autonomous Driving
No full textAutonomous driving technologies have achieved significant advances in recent years, yet their real-world deployment remains constrained by data scarcity, safety requirements, and the need for generalization across diverse environments. In response, synthetic data and virtual environments have emerged as powerful enablers, offering scalable, controllable, and richly annotated scenarios for training and evaluation. This survey presents a comprehensive review of recent developments at the intersection of autonomous driving, simulation technologies, and synthetic datasets. We organize the landscape across three core dimensions: (i) the use of synthetic data for perception and planning, (ii) digital twin-based simulation for system validation, and (iii) domain adaptation strategies bridging synthetic and real-world data. We also highlight the role of vision-language models and simulation realism in enhancing scene understanding and generalization. A detailed taxonomy of datasets, tools, and simulation platforms is provided, alongside an analysis of trends in benchmark design. Finally, we discuss critical challenges and open research directions, including Sim2Real transfer, scalable safety validation, cooperative autonomy, and simulation-driven policy learning, that must be addressed to accelerate the path toward safe, generalizable, and globally deployable autonomous driving systems
Patient and public involvement, engagement, and participation in practice: co-production of a creative health approach and theory of change through the ReCITE consortium-building project in Liverpool
Get PDFBackgroundCo-production with public stakeholders is increasingly recognised as an important approach to ensuring health research is relevant to communities and interventions and likely to generate sustainable change. Ideally, co-production needs to be sustained throughout different stages of research and allow stakeholders ownership of the research agenda. We explore a case study of iterative co-production conducted over a nine-month period with a wide range of disparate stakeholders that transformed into a research-ready consortium able to design and obtain funding for a creative health research programme.Main bodyThe ReCITE consortium is comprised of academics, creatives, and specialists in capacity development and community engagement in Liverpool, UK. Its main focus is health equity and coming up with new ways of working to tackle entrenched, avoidable and unfair differences in health. ReCITE led a series of six workshops in 2023 to co-produce a research programme to investigate creative approaches for improving health equity. Fifty-six stakeholders from the academic, creative and arts, health, community and voluntary sectors participated across six workshops that sought broad engagement and consolidated stakeholder input to develop a research agenda and expand the consortium. Common emerging themes were: (1) understanding complexities in funding creative health; (2) investigating storytelling as a catalyst for change; (3) achieving change through collective action; (4) the role of creative advocacy to change societal and funding structures; (5) evidencing the impact of community-led creative health interventions on health equity. These formed multiple co-produced outputs, including five pillars of a theory of change for the research that underpinned the research questions and determined five interventions to take forward by the research-ready consortium to securing funding for future work.ConclusionThe iterative process of gaining stakeholder input, consolidating it, and seeking further input, helped to incorporate the perspectives of different stakeholder groups into different project outputs. Equitable power-sharing guided decision-making over what to prioritise was important in building ownership of the research agenda and trust among stakeholders. However, this was a lengthy iterative process and sustaining time commitment was difficult for those stakeholders who were not fully funded to participate
Delivering Palliative Care in Mental Health NursingSettings: A Systematic Review
Get PDFABSTRACTRationale: Palliative care can provide comfort, alleviate suffering, and improve quality of life; however, access to palliativecare for people with mental illnesses at the end of their lives is extremely poor. As the need for palliative care is expected to risesignificantly in the future, palliative care must be considered a global health priority.Aim: To examine the provision of palliative care within mental health settings and explore the factors that influence the experi-ence of patients receiving palliative care in these settings.Method: This systematic review draws on peer-reviewed qualitative, quantitative and mixed-methods primary studies, adheringto the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and was registered online. A total num-ber of 61,782 studies was identified after a comprehensive search of five academic databases. After rigorous screening, only ninestudies met inclusion criteria and were selected.Results: Thematic analysis identifies three major themes and three subthemes: access to palliative care, advance decisions andtreatment, and care in palliative care settings (palliative care settings, palliative care professionals and palliative care/medicalinterventions).Conclusion: Access to palliative care for people with complex mental illness is very low when compared to the general popu-lation. Advance care planning should be initiated early in the development of palliative care needs, rather than at the point ofmental illness diagnosis.Recommendations: Although care for people with complex mental illness is complex while dying, conversations around pal-liative care need to be as part of a therapeutic relationship and engagement. Also, palliative care staff have an important role incommunicating end-of-life planning to patients' families and carers