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Collaborations on education for sustainable healthcare
No full textSustainable healthcare is a hot topic, andnot just because of its relationship to awarming planet. In the last two editions ofSurgo, the topic of sustainable health care,and of the impact of climate change onhealth has been introduced by the Head ofUndergraduate School of MedicineProfessor Malcolm Shepherd and by theSurgo Editor Anna Bradford. Education for Sustainable Healthcare (ESH)to call it by one of its accepted names (theother being SHE – Sustainable HealthcareEducation), has become crucially importantfor medical schools globally since theintroduction of the Planetary Health ReportCard, which ranks medical schools based ontheir engagement with planetary health.Glasgow has received a C- this year – whilstit is an improvement on our previous score,clearly more work is needed. So how can we educate our students on theimportance of sustainable healthcare, andof the recognised interplay between healthand climate change? Dr Noy Basu, our vertical theme lead for global and planetaryhealth has energetically implementedplanetary health into the teaching andassessment of the Glasgow MBChB, but thiscan be challenging. Whilst most, if not all,faculty members are enthusiastic, it can bedaunting for any lecturer accustomed todelivering teaching on a subject they havein-depth expertise in, to add in content onthe impact of climate change – a topicscarcely any of our faculty were themselvestaught as students. To further our efforts toinclude ESH into the MBChB curriculum,faculty development is therefore required a challenge encountered by most medicalschools in the UK and globally. The solution is collaboration. In 2022, theMedical Schools Council published an ESHcurriculum, and to support itsimplementation, the University of GlasgowMedical School, together with a nationaltask force, has set up an MSC supportedESH network, with representatives fromevery established medical school in the UK.The aims of this group will include: toprovide support in implementing ESH, tocollaborate in faculty developmentinitiatives and to share resources freelywhich can be adapted for each of our variedcurricula. A first meeting in March served as anintroduction, and we are looking forward togetting started with faculty support at thenext meeting taking place in June. This network follows in the footsteps of theUniversitas 21 Health Sciences GroupSustainable Development Goals network, an international and interprofessionalpartnership which the University ofGlasgow Medical School has been a part ofsince 2017. The network has established aGlobal Learning Partnership, which takesplace in Nepal, and at which University ofGlasgow students have had atransformative experience every year, as aself-proposed SSC. The network alsoorganises an annual student workshopweekend – it takes place in June inNottingham, and this year looks at big dataand sustainability. The University ofGlasgow is taking five students across theschools of medicine, dentistry and nursing.The network has also created teachingresources in the form of case studies, whichare freely available, and which we use in our“Introduction to sustainable healthcare”SSC. Collaboration, under the guise ofpartnerships, is one of the SDGs itself(number 17), and it is so important and keyto delivering the other SDGs that it is theonly mandatory SDG reported in the TimesHigher Education (THE) IMPACT awards,ranking universities globally based on theirimpact on the SDGs. So let’s celebrate collaboration nationallyand internationally to empower our facultyto deliver ESH, and hope to see the fruits ofthese collaborations in a curriculum nearyou soon
Study Techniques - A Useful Insight
No full textHello, I have been asked to write about study skills and transition to university for the new students. Starting university can be a big challenge for many students. Making a smooth transition is important because; it helps you feel like you belong, keeps you engaged, and leads to better academic results. Students often blame the lack of study skills to meaningful engagement with the course and it seems those who are less trained in such skills from secondary schools struggle the most. We hear that students find it difficult to quickly adapt to the new environment, get to know their peers, and understand the university\u27s demands and expectations. It’s important to give yourself some time to get used to university life and to make use of the resources available to you. Your Year Teams or the Student Learning Development (SLD) service are great places to start. They offer support and guidance throughout the year and in the case of the SLD, they also provide personalized one-on-one appointments to help you with your academic style.
Don’t underestimate the value of peer support either! Student societies make it their motto to teach, guide, and help their peers throughout the academic year. Societies like GUMES (Glasgow University Medical Education Society) or WAMS (Widening Access to Medicine Student Society) organise MCQ/OSCE practice events, e-mentors, and are always happy to receive suggestions for further engagement. Bridging Education Society used to serve the same purpose but is sadly defunct now as the SRC closes a society that has been inactive for longer than six months. Those looking for a creative outlet – this will be a good time to resurrect the society and plan events that will benefit those who are looking for extra tips to improve their study technique!
How to thrive in medical school – study tips from Dr Sneddon Medical school involves a dramatic change in how you study, whether you are coming from School, a degree, the workplace, or even as you move through your MBChB. There is no magic formula, and you need to find the best approach that works for you! You will get sessions in years 1 and 2 on study skills, these will introduce you to a wide variety of techniques, try a variety and see what suits you best! I’d recommend choosing one way and sticking to it for at least a week, if it’s not working, then think about switching. No matter what your method is, my advice is a 4 step approach: 1. Look over the topic before you go to each class – this can be to look at the slides, or perhaps read the relevant chapter in a textbook. 2. When you attend a class, actively listen and take notes / draw pictures / annotate slides. 3. After the class, supplement your notes/flashcards/slides with information from other sources, e.g. videos/books/online whilst the topic is fresh. 4. Spaced repetition – go back over your notes/flashcards regularly – don’t leave everything till the week before the exam!
Remember! · You got into medical school – that means you are good enough to be here! Don’t fall foul to imposter syndrome. · You are learning for your career as a clinician, not just to pass an exam. It’s not really about grades – it’s about showing you are competent to care for patients. · Learning is an active and physical process; you are changing your brain by creating new synapses when you learn. · Studying is not a competitive sport – don’t compare yourself to others! · Consistency and efficiency are key – you need to develop these through practice, persistence, and reflection. · Balance – all work and no play makes the MBChB even harder, so take those breaks, get outside, see your friends, eat the cake, then get back to the books! · Sleep is when you make your memories – get into good habits early, and don’t stay up all night cramming! · Ask for help if you need it!
It’s the start of a new academic term, and I know that studying for exams is the last thing that you want to think about. I can already hear you screaming ‘I’m just back, give me a break!’. However, starting early and planning is key! Planning a weekly timetable to schedule work, play and rest is so important. Making sure you can fit in your study time around lectures, labs, part-time jobs, and hobbies can be difficult but creating structure will help you to manage your time and be as productive as possible. You should take time to consider what, when, and how you are going to study to ensure your study time is useful and helps you to learn. There is some science behind this, and a great book that I would recommend, as it builds on some of the points I make below, is ‘Ace That Test: Student’s Guide to Learning Better’. Retrieval practice Often, we get so focused at trying to learn information and making sure that we have read/ written all of our notes that we forget to check exactly what we know and, importantly, what we don’t know. By identifying areas that we lack knowledge in, we can revisit these and try to further our understanding. Recalling the information that we know is called ‘Retrieval Practice’, which can take many different forms including using flashcards, quizzes, or writing out information, but importantly it is all without the help of notes. Ever wondered why we try to encourage you as much as possible to not use your notes during PBL feedback? Did you think we were just trying to be mean?! Far from it! Ultimately, we want to help you and by introducing retrieval practice each week, we hope that you will be able to learn and develop throughout the year.
Spaced Practice Just because you were able to retrieve information once, doesn’t mean that you’ll never forget it! Revisiting content across the year and using retrieval practice again to identify what you still do and don’t know, will help to solidify knowledge. Spacing out when you study content across weeks will help you to ensure that you are able to revisit topics. Reflection It is also so important to remember to reflect, reflect, reflect! This is something you will do throughout your degree and future career. Remember that it is okay if your technique for studying isn’t working as long as you admit this and change to try and find a method that does work. Importantly, there is no one-size-fits-all when it comes to studying and what works for you might not work for everyone. So don’t try to follow the crowd, be honest with yourself and ask for help when you feel you need it
Glasgow in the Year of Revolutions: A Commentary and Analysis of the Glasgow Riots of 1848
Full text linkIn 1848, a series of revolutions and demonstrations occurred across Europe, though Britain was comparatively unaffected aside from generally peaceful Chartist agitation and a handful of small riots. One of these riots occurred in Glasgow between 6th-8th March, following increasing unrest surrounding the scale of poverty and unemployment, involving thousands of Glaswegians and inspiring further unrest in towns across Scotland. Using a variety of sources, though principally local and national newspapers, this paper will assess the context preceding the riot, provide a microhistory of the riot itself, its consequences, and explore the significance of the riots within the history of Glasgow, and within the context of Scottish and British Radicalism. It will argue that the riots demonstrate both the scale and circumstances of poverty within Glasgow in the 1840s, and the social divisions existing within Glasgow’s Chartist movement
Investigating the Influence of Commedia Dell’Arte on Punch and Judy Shows and the Development of its Educational Aspect
Full text linkPunch and Judy is a British puppet show known for its comic use of violence, but is this the only factor that contributed to this show’s durability? Looking at its socio-historical context, its influence from commedia dell’arte, and drawing on multiple theories, this paper explores Punch and Judy’s development from a form of pure entertainment to educational entertainment. However, it also argues that while it contributed to the entertainment and educational landscapes of its period, its educational value is condemned in light of contemporary moral standards
A Critical Discussion of the Relationship Between Processes of Spatial Transformation and Youth Gang Activity in Denver
Full text linkDenver, Colorado is one of the most rapidly gentrifying cities in the United States. Case studies of gentrifying cities, including Chicago and Los Angeles demonstrate a relationship between urban restructuring and the emergence of youth gangs. However, this phenomenon is under-investigated in Denver. Drawing on an integrative literature review, this paper engages in a critical discussion of the relationship between processes of spatial transformation and youth gang activity in Denver. The contestation of urban space is identified as a central contributor to rising rates of gang criminality in the city’s gentrifying areas. These findings highlight the significance of community activism in popular resistance to gentrification and the protection of residents’ rights to the city
The Myth of Sovereignty in the Era of Hyper-Globalisation: Western Fears, Postcolonial Realities
Full text linkGlobalisation has made it necessary to review modernity’s paradigms. One such paradigm that may no longer be an accurate descriptor (if it ever was) of international society is that of the sovereign nation-state.
Through an exploration of both the western nation-state and the space collectively referred to as ‘postcolony’, two different experiences of globalisation are exhibited, each with different power manifestations. For the former, globalisation has challenged both internal and external legitimacy, which as in turn led to perceptions of a loss of sovereignty. However, the loss of sovereignty does not imply the loss of power; sovereign power has morphed into biopower, with power remaining within that space. In contrast, the postcolony’s historical relationship with sovereignty is one of negation- the denial of it. Globalisation thus threatens not the specific manifestation of power in sovereignty, but rather the continued subordination to western sovereignty. This has occurred due to a continuation of the ‘state of exception’ and socioeconomic hegemony.
The piece does not, however, claim to be a definitive analysis of power, sovereign or otherwise, under globalisation. Such an inquiry would be a much greater project that went beyond the two broad categories west/postcolony, looking at specific national contexts: ‘realities’ rather than ‘reality’, accounting for the heterogeneity of both the forms and experiences of colonialism. It is a map of the terrain, and like any map is pitched at the level of generalisation
Medical Reminiscences
No full textMedical ReminiscencesNB as has been said in different contexts,recollections may differ but the followingare my memoriesTell us a little of your time as a student atGlasgow University.I was a medical student at GlasgowUniversity from 1957-1963. My memory isthat the proportion of women in the yearwas restricted to 1/3 of the 160 students inthe year. The six year course allowed us timefor long student vacations which I used tothe full; travelling one year to work as aclinical clerk in Copenhagen and anotheryear with the National Union of Studentswhen 20 of us went as a student delegationto Russia visiting Moscow Leningrad andKiev. Fascinating insights into Russianmedicine and state control.I enjoyed a full student life being involved inthe students union. At that time there wereseparate unions for men and women: QueenMargaret for women and the Union for men.We mixed very comfortably after 5pm andstudent union debates were a highlight. Itwas a golden age of student politics andstudent debates with gifted orators such asDonald Dewar, John Smith, Neil McCormickand Jimmy Gordon sharpening their skills.Tell us a little of your career and why youchose the specialty you did.I chose dermatology and in particular workon malignant melanoma because of apatient I encountered doing my surgicalpre registration house officer post. Mr Xwas a Pakistani seaman who had beenadmitted because of secondary melanomaerupting in nodules all over his left legfrom toe to thigh but with no obviousspread beyond the inguinal ligament. Mr Xspoke no English and interpreters were notavailable. It was very clear that thesurgeons in charge of the ward did notknow how to manage the problem or howto communicate with the patient. This tookme to general study of melanoma and itstreatment, to tumour immunology and topatient support and communication.Can you share some of highlights of yourcareer?60 years on we know a lot more aboutappropriate treatment of melanoma andstaging procedures. We are now muchmore aware of the need for patientsupport and information with supportgroups for most skin diseases egMelanoma Action, the PsoriasisAssociation and the national EczemaSociety; all groups who offer accurateinformation to patients and also raisefunds for research.From 1978-2000 I was professor ofdermatology and established aninternationally recognised departmentwhich attracted trainees from overseas Canada, Australia and New Zealand.
What would you say to your medicalstudent self?I would continue to encourage myselfto take full advantage of the freedomof student years and travel widely. Youwill never be so free again.What would you say to the medicalstudents today?The current situation for students isvery different. I would howeverencourage them to try to take part inuniversity wide events and societiesand not confine themselves to medicalschool activities. Clerkships andelectives overseas give valuable insightinto the organisation of medical careelsewhere.And enjoy yourselve
Disability in Medicine - A Conversation with Beth Dillon
No full textThere are 9 characteristics protected underthe UK Equality Act 2010 - Disability is oneof them. “Disability” is a broad umbrellaencompassing a multitude of conditions.People with disabilities and other protectedcharacteristics, should receive equity inopportunities to learn and thrive inEducation – this is known as “InclusiveEducation”. Dr Beth Dillon graduated in 2023 and Icaught up with her to learn a little bit moreof her time in University of Glasgow MedicalSchool, through the lens of a student – now adoctor - with disabilities.Hi Beth. Thank you for taking the time tochat about this with me. Are youcomfortable sharing your disability?The main disabilities which affect me day today are Juvenile idiopathic arthritis. I\u27m alsodeaf and have a visual impairment. Did you disclose your disability to yourpeers and Medical School?I did disclose to the medical school anddisability services prior to starting as wasaware that I may need some additionalsupport in my studies. It is also not entirelyinvisible so I felt like there wasn\u27t really achoice. With peers I tend to drip feed themwhen I first meet people. Generally peopleare curious and my hearing aids are prettyvisible so that\u27s usually the first thing I amasked about. This is unless I am using mycrutches - then I get a lot more questions.Otherwise I tend to let people know whenwe are planning things. I can\u27t really walkvery far at all, and I am not very fast so itusually comes up. Now I feel I only reallymention it if it\u27s relevant to something weare doing or if I am asked about it. I ammore than happy to answer questions,however I usually feel awkward being theone to bring it up.What challenges did you encounter andhow did you over come them?There were lots of challenges at medicalschool! Zoom was a bit of a nightmare in COVID initially it didn\u27t have captions at all andeven now they are wildly inaccurate withScottish accents. I therefore didn\u27t hearthe majority of Phase 3 lectures and thenany subsequent ones on zoom. I enquiredabout moving small group teaching ontoTeams as the captions are alwayssignificantly better and was told thiswasn\u27t possible. This was frustrating and inthe end I stopped logging on and just spenttime going through power points andcontent surrounding it. It didn\u27t take long before I was just choosingwhich battles to fight and which to just dothe best I could with the situation. Hearing became a lot better with placement,I could go back to using my radio aid (adevice which streams speech to my hearingaids) but there were still challenges withmasks. Placement however I struggled with on amobility perspective. It also was difficultbecause as part of my JIA, I get frequent highfevers - so getting up in the mornings if Ispent the night feverish - was tricky.Attendance was an ongoing issue. I missedall of Phase 2 MSK due to being in hospital.However this was pretty easy to catch upwith and have found placement to not be abig issue as long as I was engaged whenthere and/or make up the time and haveopen conversations with supervisors.That sounds tough. Were there any upsideto being a medical student with a disability?Generally I feel like the main upside isempathy. I feel you can better understandthe emotions that come with being inhospital and the pure exhaustion of havingto fight for your needs to be met. I think italso gives you a more flexible mindset ofrealizing that a situation may not be perfectbut can be worked around and improved. Ialso find it makes you more likely to be lesscynical and to believe patients when youqualify so less likely to miss things.Overall though I feel like having a disabilityis neutral in a way.That’s such an inspiring and mature takeon what must be a challenging situation.Thank you. Tell us a little about the awardwinning LUNA Project and why youstarted this charity (while being a busymedical student!).The LUNA project is a charity set up by twoof my peers and I, which works to increasesupport for young people aged 13-30. Wedo this through disability education inprimary and secondary schools (start themyoung!), the creation of resources actuallyaimed at this age group instead of the littlekid resources or those aimed at olderpeople with no in between. We also runblogs, create micro resources andcollaborate with lots of other charities andorganizations. We\u27ve done lots ofworkshops at conferences andorganizations aimed at those working withyoung people. We are entirely led by under30s and anyone with any ideas are allwelcome to join! Bravo!! Any particular positive / negativeevent stand out during your medicalschool years?Collapsing in anatomy and spending thesubsequent 6 weeks having a QEUH“vacation” definitely tops the list as themost negative event! Overall though Ireally enjoyed medical school!How have you found FY1 so far?I am loving F1! I was in Haematology for myfirst job which I absolutely loved and wasalso great for my rubbish immune systemI am now on acute admissions, which I haveenjoyed less but I do really like the people Iwork with. I move to A&E in a few weeks,which I am really looking forward to!! I alsofind it easier being able to finish a day andnot having to go home and study even ifthere is a cap on sick days!What next for Dr Dillon?Oh I have no idea what is next. I am justtaking things as they come!Have you any wise words to say to themedical students who are living with adisability?Just because you might do somethingdifferently doesn\u27t mean you are doing itwrong
Turgid Bombast or Economic Reason: Two Contrasting Interpretations of the Muse through the work of Mary Wollstonecraft and William Wordsworth
Full text linkThis research paper delves into the contrasting interpretations of the muse by Mary Wollstonecraft and William Wordsworth, as evidenced in their seminal works A Vindication of the Rights of Woman and the Preface to Lyrical Ballads, respectively. The paper critically evaluates how each interpretation shapes contrasting truths about the production and consumption of literature. Wollstonecraft, advocating for reason as her muse, challenges societal norms and seeks to empower women through education. In contrast, Wordsworth embraces feeling as his muse, aiming to directly communicate with the heart of his reader. Through a comparative analysis, this paper explores how these distinct muses inform the authors’ approaches to subjects such as education, uniformity, and gender. Furthermore, it examines the Rousseauvian influences on their views, and how each author’s position of power shapes their narrative. Ultimately, it highlights the radical nature of both texts in the democratisation of poetry and the elevation of the female sex
Classroom to Clinic: Universities Need to Support The Next Generation of Clinical Academics
No full textThe General Medical Council’s current version of Outcomes for Doctors sets out three key areas of expertise for tomorrow’s doctors: professional values & behaviours, professional skills, and professional knowledge. (1) Each of these competencies further develops into numerous core skills every student should attain at medical school. While the learning outcomes set under Clinical Research & Scholarship (part of Outcome 3: Professional Knowledge) could usually be attained through numerous instances across a typical medical school curriculum, opportunities to put research skills into practice have remained relatively competitive and scarce. This represents an emerging challenge across the career spectrum, particularly in the UK as the Medical Schools Council warns that the NHS Long Term Workforce Plan 2031-32 could be jeopardised if the number of clinical academics is not maintained.(2) Facilitated by the impacts of an aging workforce alongside years of underinvestment – NHS trusts and medical schools need to work quickly to address barriers in training and retaining the next generation of clinical academics.(3)
Clinical Academics are the foundation of the future of medical schools. However, much more must be done to introduce, facilitate, and encourage medical students to consider the option of training as a clinical academic. Investing in opportunities for medical students to get involved in research and teaching early on in their medical career, could be a solution not just to tackle this future workforce challenge but also to offer better career prospects. This is supported by evidence from research on matched-cohort studies conducted in Australia & New Zealand demonstrating an encouraging statistic independent of academic confounding variables. (4,5) Medical students who published research in medical student journals were significantly more likely to be associated with higher degree attainment, PubMed® indexed publications and in some cases, more likely to enter surgical training or their chosen specialty.
However, getting involved in clinical research as a medical student remains challenging. Lack of opportunities, competitive funding calls, and fewer supervisors willing to take on the burden of training students are only some of the many barriers students currently face in getting involved. Recent results from a survey by the University of Glasgow’s Medical School demonstrated reassuring enthusiasm for a career in clinical research/teaching among a small sample size of 55 students. Commenting on these findings, Professor Iain McInnes, Head of the College of Medical, Veterinary and Life Sciences, said ‘.... supporting clinical academics at all stages of their career is a top priority for our college and this survey shows that the pipeline for the future of academia is in good health indeed!’.
On the balance, the need of the hour must now focus on retaining this enthusiasm by investing in opportunities and offering pathways to ensure medical students can actively engage in academia. Several steps including enhancing funding, fostering stronger mentorship and networking opportunities, promoting interdisciplinary collaboration, and recognizing research efforts by medical students can go a long way in pursuing students to consider a rewarding career in clinical academia