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Looking back on a year of Surgo
No full textNow that we are nearing the end of thevery long academic year, it seems like anopportune moment to reflect on a year ofSurgo. Ultimately, I am extremely proud ofwhat our Surgo team has achieved over thepast 10 months. However, this would nothave been possible without the guidanceand contributions of staff and studentsalike. When we began our work in September,Surgo had largely lost it’s drive andidentity; I could only recall 2 issues ofSurgo being released since I startedmedical school in 2019! This formed ourgoal for the academic year: to put Surgoback on the map and have staff andstudents WANT to contribute to ourmagazine. I think that we have definitelyachieved this. Since September, we havereleased 4 issues of Surgo and we havediscussed a wide range of topics: climatechange in healthcare, disability inmedicine, the cost of living crisis and manymore! My biggest thank you has to go to Prof.Cindy Chew. Cindy has been the drivingforce behind Surgo’s creative commonslicense which has allowed Surgo to be aplace for students to showcase their workand benefit from doing so. Not to mentionCindy’s interesting tail lights column at theend of each issue. THANK YOU!Thank you to Dr. Camille Huser foreducating me about the impact ofhealthcare on climate change and forhelping me to share this message to thestudent population. And thank you to mySurgo team: Lucy, Eva, Daanyaal, Chloe andDominique, for working behind the scenesand for your contributions. Feeling like I have helped to return Surgo toits former glory, it was the right time tohand over the editor in chief title to ourarts director, Daanyaal Ashraf. I feel veryconfident that Daanyaal will keep the Surgomomentum going next year and that he willdo a fantastic job. Bye! Anna
Alice and Alisa: Different Aesthetics of Wonderland
Full text linkThis article compares the aesthetics of Wonderland in two animated adaptations of Lewis Carroll’s classic tale, examining Disney’s 1951 rendition and Kievnauchfilm’s 1981 adaptation. Through an analysis of animation techniques, art styles, and cultural influences, it explores how each production visually depicts Alice’s adventures. Disney’s approach is characterized by a grounded, simplified style, while Kievnauchfilm fully embraces the surrealism of Carroll’s text. The essay discusses how Disney’s use of photographic references results in a more realistic portrayal, albeit somewhat lacking the unrestrained nonsense of Carroll’s world, and contrasts it with Kievnauchfilm’s use of multiple art styles to capture Wonderland’s absurdity. It also considers the influence of market demands and religious aesthetics on the American and the Soviet adaptation respectively, and it explores the social and ideological ramifications of Eisenstein’s concept of “plasmaticness” in the animation of both films. Ultimately, this research provides insights into how cultural context shapes the aesthetics of visual storytelling
Peake’s Palette: The Green-Painted Spiritual Plane of Titus Groan
Full text linkMervyn Peake’s 1947 novel Titus Groan continually defies genre recognition. Scholar Farah Mendlesohn, however, places it decisively in the category of immersive fantasy. Building on Mendlesohn’s categorization, I further illustrate Peake’s mastery of immersive fantasy in Titus Groan by analysing a symbol imbedded in the text: a green light. This article reaches across media to frame Peake’s descriptive strategies in the context of his role as a visual artist, particularly in his use of abstracted imagery to depict a collective mental and emotional experience between his characters. This, paired with prophetic language surrounding the green light, gestures to the presence of spiritual forces in Peake’s fictional world. I begin by outlining the art historical context in which Peake worked, concentrating on the philosophies of Peake’s artistic contemporaries and the connections between abstract art and notions of universal spiritual forces. I then closely analyse the green light in Titus Groan, linking Peake’s descriptive mode to these philosophies. Finally, I explore narrative evidence for connecting these abstract descriptions of the green light to a spiritual agent at work in the novel—an assertion which heightens an understanding of Peake’s meticulous worldbuilding. Pulling from fantasy scholarship, art historical writings, and inter-artistic theory, this cross-media study argues that Titus Groan, in addition to its oft-viewed physical setting and vibrant characters, houses an observable spiritual plane—into which the green light provides an entry point for the reader. The first study to identify Titus Groan’s green light as a repeated and significant symbol, this article bolsters an understanding of Peake as an immersive fantasy worldbuilder by focusing on the first book of the Gormenghast trilogy. With its narrow focus on Titus Groan and the symbol of the green light, this article alerts scholars to the existence of Peake’s unobserved worldbuilding exertions and forms a basis for further study of the trilogy
Glasgow\u27s fight against climate change
No full textProf. Malcolm Shepherd’s introduction inour December 23’ issue highlighted thatclimate change is an extremely importanttopic which merits further coverage inSurgo. With the guidance and knowledge ofDr. Camille Huser (recently appointedDeputy Director of the UndergraduateMedical School (Bioscience)), I was able toexplore this topic and understand our role asa medical school in the fight against climatechange. Climate change will continue to become anenormous burden on healthcare. However,healthcare plays an alarming role inaccelerating climate change. Today’s warmerclimates have seen an increase in globaldroughts, floods and heatwaves. They allowwater and food borne diseases to thrive andvectors carrying fatal illnesses such asmalaria, dengue fever and zika virus tosurvive at higher altitudes and for longerperiods of time. In fact, eggs of the nonnative aedes albopictus mosquito (known totransmit both dengue fever and zika virus!)have been found in the UK within recentyears. However, it isn’t just so-called“tropical diseases” we need to consider. Warmer summers are altering our airquality, causing prolonged periods of highpollen that can amplify the number ofasthma exacerbation and allergic reactioncases that we see coming through ourhospital doors each year. Est. 1935Climate change is deadly. I was alarmed toread that the UK government predicts thatby 2070 there will be a 1244% rise inheatwave related deaths; unfortunately andunjustly affecting economically and sociallymarginalised individuals the most. (1, 2)You may be thinking we will have our workcut out as future clinicians, taking on theburden of climate change. However, we alsoface the large task of trying to limit ourcontribution to global warming as clinicians.The faculty of Public Health estimates thatinternationally, healthcare accounts for 4.4%of global net emissions (that is more thanaviation!). Although, it is not all doom andgloom as our requirement to do better hasbeen identified and NHS Scotland aims tohave a net 0 carbon footprint by 2040.Already, there have been improvementsfrom NHS GGC: reduced desflurane usage inanesthetics, opting for powdered/soft mist
inhalers and minimizing SABA usage,encouraging staff to use sustainabletransport methods to travel to work andpurchasing products and services fromsuppliers aligned with the net 0commitments. (3, 4)But what are we doing as a medical school? Imet with Camille to find out more. In linewith the sustainability requirements of GMCgood medical practice (January 2024), theMedical Schools Council (MSC) havehighlighted the need to incorporatesustainability into the MBChB curriculum.Glasgow University were key in coordinatingan MSC network of 38+ UK medical schools,aiming to facilitate sharing of expertise andresources. Dr. Noy Basu (lead of the verticaltheme: Global and planetary health) hasbeen key to delivering these changes inGlasgow after a survey of our medicalstudents revealed that >90% wantedsustainable healthcare to feature in thecurriculum. Now, sustainability in healthcareappears in assessment, lectures and SSCopportunities, particularly in years 1 and 2.Camille acknowledged that a key drivingforce behind improvement is students. Everyyear, students have grouped together tocomplete the planetary health report card(PHRC): a tool for evaluating and improving planetary health content in healthprofessional schools. Furthermore, we havea global goals student group who collaborateand focus on ways in which we can alter ourbehavior to achieve the United Nationssustainable development goals by 2030(which largely consider the environment andclimate change). Glasgow University is alsopart of Universitas 21 (U21): a global networkof universities that aims to connect studentsand staff. They have a subgroup (thesustainable development group) with ashared commitment to fighting climatechange. I asked Camille about ways in which we couldstill do more. She believes progress can bemade through engaging and educating staff;as it is every lecturers’ job when teachingstudents to incorporate sustainablehealthcare into the curriculum.Furthermore, continued partnership withstudents is essential in cultivating new ideassurrounding this topic. If you have ideas asto how we can combat climate change as amedical school or, if would like to getinvolved with some of the student groupsmentioned above, please contact Camille([email protected]). It is our job as clinicians of tomorrow topractice sustainably. Lots of progress hasbeen made to reach NHS targets but there isstill so much to be done. - Anna, Editor inChief. Further reading:Breaking the Feverreport_0.pd
Studying at Medical School: A Conversation With Dr Cindy Chew
No full textWhat was your experience studying during medical school?
I belonged to the last of the “old” curriculum cohort in Glasgow. In MB 1 and 2: we had daily lectures / labs covering all the basic sciences 9-5 almost every day. These continued into MB3 (Pathology) when Clinical Medicine (MB3-5) started. We had summative exams every term. So studying for long hours during term hours and at home was normal for me and my peers.
It was very intense. But I learnt a lot and, despite what you often hear, it put me on very good footing to be a good doctor in my medical practice and helping me pass the necessary and numerous post graduate exams.
What techniques/resources did you use?
I read books, made notes from those books, and then amalgamated those with the lecture notes I had taken contemporaneously => generating a 3rd set of notes. This last bit streamlined everything I read/studied and made revising the large volume of information just before exams much more manageable. My book list had 1 book covering each of the main subjects that year. The decision was often made by cross-referencing Glasgow’s list with my friends’ list in Singapore – to pick the “best” book. I also spent many hours during clinical years on the wards, in theatres, etc to practice taking history, examining patients, and helping ward doctors. Occasionally kindly classmates passed on bits of past papers - which helped redirect my revision.
What worked/didn’t work?
I think this technique worked quite well for me – I didn’t fail any subject (although I was always terrified I would and thought I had for my MB5 finals!) and even graduated with commendation - and I continue to use this technique to this day.
Studying in the libraries didn’t work well for me in the lead-up to the “big exams” – I was too easily distracted when surrounded by my friends!
Now being on the other side, how would you recommend students study/find the study technique that works for them?
I think that medical students are clearly expert study-ers and exam-passers to have made it to Medical School. They all know how to study.
The trick is, I think, being (1) consistent, (2) systematic, and (3) methodical in your approach. Do a little bit of work every day. Build a timetable around how covering what you need might look like and take it from there. Try and study in a way that makes sense within the subject, so new information and knowledge can build layer by layer logically. For this reason – I think having books help provide that structured way of learning. Also – learn with friends/classmates. Not only is it more sociable, fun, and good for your mental health – they are also great for filling in gaps you didn’t know you had!
In terms of prioritizing what to study first/most when “everything is important” – that is where spending time on the wards, speaking to real doctors, senior year students, finding mentors, and reaching out to wider networks of students and other stakeholders really come into their own. The latter has never been easier with the advent of the internet and consequent open access to so many resources.
What are the common pitfalls you see students falling into when it comes to studying in medical school?
A common one is studying for exams using past papers or MCQ books. Remember: medicine is a vocation where even consultants are continually learning, building on basic foundational knowledge. So the short-term “efficient” learning to pass medical school exams is not sustainable and not a good way to learn how to be a good doctor.
Another is thinking you can “learn everything by highlighting every line” in a paper/book/notes. The act of highlighting itself does not transfer knowledge from the book into either your short or long-term memory. It is really by interacting with the item to be learned, that makes it meaningful and allows it to embed as knowledge and learned memory. Dr Carolina Kuepper-Tetzel expands on this more eloquently in this BBC piece: https://www.bbc.co.uk/bitesize/articles/z8vhfdm
Resources - Try reading a little every day instead of cramming for exams and work towards MLA’s syllabus (https://www.gmc-uk.org/-/media/documents/mla-content-map-_pdf-85707770.pdf)
 
Resistance Through Repurposing: An Analysis of Xenofeminism and the Evolution of Feminist Technologies
Full text linkThis paper provides a historical overview of the contemporary philosophy of Xenofeminism, and assesses how it theorises the intersections between feminism, technology, and futurity. By approaching 21st century feminist theory through the central tool of ‘repurposing’, Xenofeminism is established through its ability to adapt past feminist ideology for use in the present day. This paper will firstly evaluate how technologies developed as part of second wave feminism and ideologies of 1990’s cyberfeminism can be seen as key precursors to Xenofeminism; the paper will also consider the value and adaptability of past movements for contemporary notions of feminism as an intersectional practice. An overview of the three central lines of enquiry of Xenofeminism – ‘techno-materialism’, ‘anti-naturalism’ and ‘gender abolition’ – shall be situated within Helen Hester’s indispensable and explanatory text, Xenofeminism (2018). Ultimately this paper will contribute to the slowly emerging academic enquiry into Xenofeminism, identifying it as a productive and inclusive philosophy which remains grounded to the prevailing enquiry into the potential technology has to liberate women from systems of oppression
Greenberg, The Cold War, and French Existentialism: How Abstract Expressionism became Constructed as Inherently Masculine
Full text linkThis paper investigates the development of Abstract Expressionism in 1940-1950s America, focusing on ways it has been constructed as a masculine form of expression. Emerging after the end of WW2 when the American national identity was being re-defined, the art movement became a site for the interplay of multiple socio-political and cultural tensions. The imposition of qualities traditionally associated with masculinity became a key aspect in the reception of the movement, reflecting the interests of multiple institutions. This paper deconstructs the amalgamation of factors that formed the masculine image of Abstract Expressionism. These factors range from the masculinising language of art critics such as Clement Greenberg to America’s Cold War agenda to male artists’ own internalisation of philosophical ideas that projected the movement’s masculine aura. In the last section of my investigation, I will expose the gendered imbalance within Abstract Expressionism by analysing the contrast in the occupation of space by male and female artists in period photographs
Responses of Centralised and Decentralised Countries to COVID-19: the case of France and Sweden
Full text linkThe COVID-19 pandemic has profoundly impacted global public health systems and economic frameworks. Many researchers have delved into these effects and widely discussed the ramifications. Building upon existing literature, this paper comparatively analyses the strategies adopted by France and Sweden in responding to the COVID-19 outbreak, emphasising the effectiveness and implications of the approaches undertaken by countries with centralised versus decentralised political systems to overcome COVID-19. Through comprehensive review of literature, news reports, and other sources, this study reveals psychological resistance and disdain towards COVID-19 vaccination among the populace under France’s centralised government system, alongside significant issues of “Tyranny of Experts” within Sweden’s decentralised governance framework
Society Spotlight : EDI & WAMS Society
No full textA welcome from your Equality, Diversity and Inclusion Student Associates! The newly formed MBChB Student Equality, Diversity and Inclusion Representative Group (pictured with Professor Malcolm Shepherd, Head of School) is composed of students from all years of the MBChB who are working to: · Promote knowledge and understanding of EDI within the school. · Work alongside the UMS EDI Implementation Working Group to plan and organize events. · Support each other to identify and develop priorities for the school in EDI matters. The group is keen to make positive changes to the school in terms of policies and supporting all students. Keep your eyes peeled for details of our upcoming events, and we will be putting out a call for new MBChB1 students to join the group. - Dr Sharon Sneddon
The new WAMS group is actively promoting a range of events for the coming academic year and has a strong social presence (@guwideningaccess; Glasgow University Widening Access to Medicine Student Society or via [email protected]); the society plans to run a mentorship program and various educational and social events to which everyone is welcome. Study skills are a top priority for the group, so keep an eye out for their ads on big TV screens at the Wolfson entrance and also via the School of Medicine, Dentistry and Nursing Outreach and Widening Participation webpage. The SoMDN WP page has lots of useful information for current and future students, and hosts staff-student co-created resources (e.g., note-taking or how to approach coursework, etc). These resources are tailored to your level and can give you the tips and knowledge you require - we hope you will find these useful and of an appropriate level. We look forward to seeing you at these events! - Prof Nana Sartani
A Conversation with Prof Frank Sullivan
No full textTell us a little about your time as a student at Glasgow University. I thoroughly enjoyed my time as a student, but probably worked a little too hard. Work is only work if you have to do it and I found learning about how the body functioned endlessly fascinating! As I was the oldest of 5 children, whose father had died when I was 15, failing wasn’t an option. I remember getting 37% in Anatomy in MB2 but managed to pull myself up and awarded the Hunter medal in Anatomy at the end of the year I particularly enjoyed working in a more advanced clinical setting as part of the medical team during my electives to Cleveland (one of 10 student “ex-terns” to help plug holiday gaps in Surgery) and Gambia (MRC-funded experience investigating mosquito-related parasitic infections). I developed a greater appreciation of the BBC World Service during these excursions since neither 1970s rust-belt America nor Western Africa had much interest in the UK and the internet was a decade away. Outside of Medicine, I played football (Royalist of course against the Western!) and went climbing. As the Urgent Action UK co-ordinator with Amnesty International, I petitioned senior lawyers and politicians to stop Franco from garotting his political prisoners.
Tell us a little of your career and why you chose the specialty you did. I had passed the MRCP and was contemplating Oncology as a career when I realized increased exposure to General Practice would be essential to becoming a better Oncologist. It was only supposed to be a year, but I really enjoyed General Practice! I thought I was good at it and it could combine with Academia to allow me to contribute to patient health care at both the population and personal level. Can you share some of the highlights of your career (so far)? My career trajectory as an academic GP has been varied, taking me all over the world. I started as a GP in Blantyre (for 15 years), where best practices and processes were put into place (eg.. ISO9000) to deliver the highest standard of care to our patients. I may be immodest on behalf of our practice team, but I think our clinical care was equal to anywhere in the world, including Harley Street. I carried those lessons with me into the practices I worked in for the rest of my career as academic opportunities took me away from Lanarkshire to other practices.
Next, I was Professor of Research and Development in GP in Dundee and Primary Care (NHS Tayside), then led as Director of Scottish School of Primary Care. I moved to Toronto as the inaugural Gordin F. Cheesbrough Research Chair and Director of Practice-Based Research Network and then back to Scotland as Professor of Primary Care Medicine and Director of Research at, the School of Medicine (St Andrews). Of course, not to forget my spell as The Physician for the entire population of Seychelles. I am very proud to receive the Inaugural BMJ Research Paper of the Year Award (2009, Early treatment with prednisolone or acyclovir in Bell’s Palsy NEJM 2008; 359:1317-29).
What plans have you for the future? I am working to get St Andrews’ medical school 5-year SCOTCOM MBChB program up and running in the community over the next 3-4 years. I plan to continue to support young academics in their research and work. I am currently working on a £10M Doctoral Training Programme with the EU’s Marie Curie scheme. What would you say to your medical student self? Enjoy medical school and don’t work too hard. During the course, you will begin to understand how things go wrong in the body, how to detect that and using the mental image you have to try and help people. What would you say to the medical students today? While you are understandably preoccupied with passing medical school exams, do look at senior colleagues and think about where you could make your biggest contribution. This may be in scientific endeavors or clinical service for your local community rather than the wider world. Everyone has different talents. Do not get stuck in something you may not be great at e.g. someone may not be great at robotic surgery but could be excellent at listening. There is a branch of medicine just for you to make that special contribution: you just need to recognize your own strengths. Not many people have the privilege to do that, but WE CAN as doctors. So use that privilege well