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Exploring the Challenges at the Broad General Education to Senior Phase Transition in Scotland’s Curriculum
Full text linkSince the implementation of Curriculum for Excellence (CfE) many secondary schools have modified their curricular structure, influenced by the requirement to deliver pupil entitlements and offer a Broad General Education (BGE) to the end of S3. The autonomy afforded to head teachers (HTs) offers schools significant flexibility in designing their curriculum, which has resulted in a range of curricular structures across Scotland. However, many schools find it challenging to attain a balance between ensuring learners receive their entitlement to a BGE while also supporting progression to the Senior Phase (SP). This empirical research uses Glasgow secondary schools as a case study. It seeks to understand the underlying reasons giving rise to this challenge, and how this impacts on curricular structures. It concludes with recommendations for practice and policy to alleviate the challenge
A Framework to Enhance Learner Participation through the Drama Curriculum
Full text linkThe incorporation of the United Nations Convention on the Rights of the Child (UNCRC) into Scots Law in 2024, means that fulfilling children’s rights and embedding them in Scotland’s education system is a top priority. Article 12 mandates the right of the child to fully participate in decision-making around all matters affecting them. Despite a positive education policy context and a wealth of research highlighting the positive outcomes of learner participation, there continue to be challenges fulfilling policy intentions in practice. This paper aims to clarify the key concepts underpinning effective pupil participation and the contextual factors that support and undermine its success, specifically through Drama education. This paper highlights the importance of the prominence of Drama in the curriculum if we are to fulfil the aspirations of the UNCRC. The collaborative nature of Drama is the most emancipatory aspect, promoting a pedagogy of participation. Providing opportunities for learners to develop confidence and leadership skills in a low-risk environment prepares them for more formal shared decision-making out with the classroom. It concludes with a framework to support leadership and evaluation of learner participation at departmental level, developing a participatory ethos from the inside out
Elective Stories
No full textMental health issues are not always evident from physical appearance or speech which highlights the need for a comprehensive psychiatric history. This became particularly clear to me during one of my early experiences in old-age psychiatry; an elderly woman who lacked insight into her dementia diagnosis. Although she appeared neat, organised in her speech, and showed no obvious neurological symptoms, she frequently experienced delusions of individuals breaking into her house—issues that only came to light when directly inquired about. Her confusion regarding everyday matters, such as visits from friends or upcoming appointments, revealed subtle cognitive impairments that were not apparent on the surface. This emphasised the importance of using specific diagnostic criteria and cognitive assessments to provide objective measures to accurately identify mental health conditions that may otherwise be overlooked. - Celeste Hernon
For my junior elective, I did a placement in the cleft department here in Glasgow. As the cleft centre for Scotland, I got to see the breadth of cleft care. I was welcomed as part of the team and encouraged to get involved from the very start. From the very important task of holding and entertaining the newborn baby whilst the consultant talked to the parents, to harvesting bone from a child’s iliac crest and observing a speech and language therapist running a video fluoroscopy clinic there was always something to be a part of. My timetable was flexible and allowed me to meet and work with many members of the cleft team. By seeing new patient consultations, cases in theatre, post-op ward rounds, and follow-ups I was able to explore a cleft patient’s journey. Scrubbing in theatre every week was encouraged and re-affirmed by the aspiration to do surgery. It was so interesting to see operations that only happen here within Scotland, with the youngest patient I saw being only 18 weeks old and the oldest at 59 years. As I was assisting I got to look through the microscope for a cleft palate repair which meant I had one of the best viewpoints in the room. As a patient’s journey will span many years of their life, holistic care and support is so important, from a midwifes support when a cleft lip is diagnosed via ultrasound, to a clinical psychologist making time to check in on each patient, and to daily visits by the cleft nurses and consultants when in hospital. It was a fantastic experience to learn from and I appreciated how supportive all the team were. - Caitlin McEvo
Surgo Meets Dr Oliver Blatchford
No full textThis issue, we speak to Dr Oliver Blatchford of the Glasgow-Blatchford Score (GBS). Published in the Lancet (2000), the Glasgow-Blatchford score has had a significant impact on the management of patients with upper GI bleeding by improving risk stratification, guiding patient care, and optimising resource allocation.
1) Dr Blatchford, since it is graduation season when we meet, please tell us a little of your career after you qualified MBChB and why you chose the specialty you did.
I had great fun during my career from a variety of different roles, responding to different challenges. From Obstetrics to General Practice to Public Health to Health Protection Scotland – from dealing with CJD to Legionella to TB and COVID. There’s always something new to be done, and it’s always FUN!
I like interacting with people and coming up with the best patient-centred care together with the people being treated. Obstetrics allowed that and it’s about new life and caring for healthy people. Then I was diagnosed with melanoma by Professor Rona Mackie – that changes one’s perspective! So I moved into GP in Possilpark – where I thoroughly enjoyed figuring out every day “What can I do to help my patients?”. Gradually it felt that my work became more about money than people, so I left my partnership without a back up job to turn to. I was very lucky to end up in a Research fellow post with the Royal College of Physicians and Surgeons in Glasgow.
That six months’ post extended to two years – leading to the GBS and an MD (after having already got my PhD investigating the cause of variation in emergency admissions and a Masters in Public Health). I am currently studying with the Open University for a degree in Mathematics…but that’s another story!
2) Can you share some of your career highlights?
I am not going to bore you with what I did – the important message is: IT WAS FUN!
Despite having never looked down an endoscope, the GBS is of course one of my career highlights. It has made a difference, saving NHS resources by using evidence to predict safely which patients with upper GI bleeds are low risk and do not need admitting to hospital. It is the first one to actually work! Even today people write to me from all around the world to try and make a “GBS Mark II”, a better prediction tool, it hasn’t quite come to pass. Maybe one day, someone will come up with the maths to predict this better.
While the GBS gives me quiet personal satisfaction in having made a difference in patient care. It is nonetheless fun to see the change in medical students’ or gastroenterologists’ faces when they finally twig who I am.
3) Tell us a little of your time as a student at Glasgow University, especially about your time in MedChir?
I came to Glasgow as a transfer student from South Africa. I was encouraged to sign up as the Year Rep in first year and was a year rep every year after that until Final Year when I was Treasurer of MedChir. I met lots of people and socialised in the many bars and pubs along Byres Road. I learnt to wind surf at Lochwinnoch when I was a student – we only stopped when our baby arrived. I walked a lot – till this day I belong to a walking club where I walk at least 10 -15km once a week.
4) What would you say to your medical student self if you had the chance?
“Keep on going. It is always going to be fine! If things feel like it’s going wrong, something WILL work out. Be positive! Be a glass half full person. Believe in yourself!”
Expanding the research graph underpinning the implementation of Open Science: research instruments and facilities
Full text linkA round table to discuss the emerging information collection workflows for research instruments and facilities was held during the Autumn 2024 euroCRIS membership meeting at the INRAE in Paris last Nov. The panellists were representatives of various national and regional research information portals across Europe. This paper summarises certain areas of the discussion and examines the way this additional research entity would fit into the ever-expanding research graph underpinning research information collection and its structure. Emphasis is made on the still early steps for the persistent identification of instruments and facilities and on the side-benefits that the consolidation of this additional area of research information might represent for institutions in the area of technician recognition
A New Year of Surgo
No full textAs we enter a new semester of university, this edition of Surgo is focussing on something a bit lighter. With a new year beginning and new stresses going around its important to take time for yourself to avoid burnout. That is why we wanted to focus on work-life balance.
As a medical student, with the pressures and expectations we feel, it is even more important to take time for ourselves in between those intense study periods, whether it is reading a book, or going for a walk, or playing your favourite sport it is essential to find time in your busy day to take your mind off university stresses and focus elsewhere in order to maximise your mental health
Work-Life Balance: A Conversation With Dr Sharon Sneddon
No full textWhat was your university experience like?
I did my undergraduate degree here in Glasgow and it took me a while to settle in, I was the first person in my family to go to University, and I had no reference to what it should be like. I really started enjoying University from third year onwards, as by then I had a well-established friendship group and had finally worked out how to study, and just how much effort I had to put in to pass my exams. Study didn’t come naturally to me and it did take me a while to get the hang of things. My favourite part about the course was being in the Anatomy department every Friday afternoon, we’d either have histology or dissection, and we were taught by some amazing teachers who were real characters and really passionate about the subject. It was in these classes that I developed my love for embryology, looking at serially sectioned embryos.
Were you involved in any extracurriculars during your university experience?
I was heavily involved in dance and musical theatre as an undergraduate, but not through the university, I would rehearse 3-4 nights a week. It was something that I was passionate about, but it meant that I didn’t have much time for other things. I was part of a netball team in my final year, but that was only because they were short of a player. I was completely hopeless, and still have flashbacks from when I’d try to pass the ball, and inevitably pass to the opposition.
How did you balance university with other commitments?
I don’t think I really considered it at the time, I had what I had to do each day, and I was pretty good at making sure it all got done. I think it was slightly easier for us as we had a very regular timetable which was the same the whole year, so that meant I knew exactly what time I had available for all my commitments outside of study.
How did you prioritise/organise your separate commitments and university work?
I tried to prioritise my university work, so I would go straight to the library after lectures to write up my notes and do my research for tutorials. We had labs each week that had pre-lab work to be completed, so I always made sure these were done well in advance. My next priority would be work, as I needed the money to pay for travel to uni. I had a routine, and that made it easy for me to stick to.
I wrote everything down in my Union diary (I still have mine!) and carried this with me everywhere as there was no moodle or online timetables in my day!
Did you manage to make time for social commitments, if so how did you manage this along with all your other commitments?
I lived at home and I had two part-time jobs, so I was always busy. I sometimes felt like I missed out on social events, especially spontaneous things, as I always either had to be going to work, rehearsals, or constrained by public transport times! I had to be very organised, I still had time for friends and family, but other activities like reading for pleasure or watching TV didn’t happen! Going out-wise, whereas other students would be in Hive every Thursday and Cheesy Pop every Friday (is that still a thing in the QM?), I’d probably do those once a month / six weeks.
Has this balance changed/become harder to manage since you’ve left university and become a staff member?
It’s different as I have more responsibilities now. I miss the carefree days of not really worrying about mortgages and pensions and insurance, and my job is really busy and has become busier as more students join the course. I think as I’ve become older, I am much less organised than I used to be, but I think that is because I have more to manage.
How did you manage your mental health during university/ has this become harder nowadays?
I was very lucky to not have any particular tough periods at University, but since leaving, I have gone through periods where I have struggled, things like grief, loss, stress unfortunately affect us all, and dealing with these on top of study and work can be a real challenge. I am very lucky to have a great support network of family, friends, and terrific colleagues in the medical school who I can go to when things get hard.
Are there any resources you would recommend from the uni/elsewhere to help students balance all of their responsibilities?
A diary! I no longer use a paper one, but I use Notion to organise myself. I integrate my home calendar and my work calendar so I always know what I am doing. There are lots of great organisation apps. Notion takes some work to set up, but it’s worth the effort, I plan meals, activities, work meetings, lectures, the lot!
I’m also very keen on the idea of habit stacking – and there are lots of apps for this, but I don’t use one, I just pick one thing I’d like to start doing, then stack that onto something I already do, then it increases the chance I’ll stick to it! Google the 21 90 habit rule
Elective Stories
No full textDuring my elective at Apollo Hospitals in India, I had a remarkable opportunity to immerse myself in the field of cardiothoracic surgery. Working alongside renowned surgeons, I observed, learned, and assisted in various complex procedures, from aortic dissections to coronary artery bypass grafts. Witnessing the precision, skill, and decision-making required in each surgery was humbling and deeply inspiring, reinforcing my passion for this field. An eye-opening experience early on was observing a minimally invasive CABG performed in a robotics suite using the DaVinci system. It felt almost futuristic, as though I was watching a scene from a movie, making me appreciate just how advanced medical technology has become. Over the 4 weeks, I was continuously challenged. I had just one week to familiarize myself with the rhythm of cardiac surgeries before being taught various suturing and knot-tying techniques. By the end of the 3rd week, I was harvesting saphenous veins for CABG procedures, which as a relatively young medical student, felt like the epitome of my career so far and has cemented my life-long passion for this profession.
However, life in a private cardiac surgery institute was not all I expected. My time there also exposed me to the disparities in access to healthcare, especially outside of the NHS.
A particularly shocking moment occurred when a patient\u27s family had to purchase their own supply of AB+ blood for surgery due to the hospital’s limited supply. This stark reality heightened my appreciation for the healthcare services provided by the NHS. I think as medical students rotating through various hospitals, we often find ourselves as outsiders integrating into established teams, making it harder for us to learn and fit in. This elective was a beautiful experience due to the warmth and inclusiveness of the team. Furthermore, I had the opportunity to cherish the vibrant culture of India, which made my time there all the more memorable and I hope to rejoin them for my senior elective next year
Competition Time - Visual Abstracts
No full textCompetition Winner - Shraddha Meti
What is a visual abstract?
A visual abstract is a novel way of presenting research. It is a small graphic that gives a brief overview of the research question, methods, and conclusions of the project. In essence, it is an eye-catching summary of the research you have carried out.
What do I need to submit?
Your written abstract (introduction, methods, results, conclusion (250 words))
Your visual abstract
The name of one project supervisor
The date of submission to the competition
Good luck
Distilling the Past: Cataloguing the Records of Whyte & Mackay
Full text linkThe Whyte & Mackay collection was accessioned in 2016 and is held as part of the University of Glasgow’s Archives and Special Collections’ Scottish Business Archive, which already managed a smaller number of Whyte & Mackay records deposited in the 1990s and has an ongoing agreement with Whyte & Mackay for the management of its corporate archive. The collection captures almost 200 years of distilling history in Scotland, and at the time of deposit ran to over 60 linear metres of material with records covering corporate governance; finance; sales; correspondence; staff; production; plant and property; promotion and public relations. This article will outline the ways in which we utilised the functionality of our collection management system, EMu, to catalogue an extensive set of business records, covering multiple companies with complex interlinked relationships