1,721,048 research outputs found
Associations between mindfulness, post-traumatic stress and compassion fatigue in healthcare professionals
No full textClaire Davison, Translation as Collaboration: Virginia Woolf, Katherine Mansfield and S. S. Koteliansky
No full textFrom a critical, archival and comparative perspective Claire Davison’s illuminating study (194 pages) brings to light a whole new chapter in literary modernism. For it reveals to us an archaeology of encounter occurring as fragments of Russian literature and correspondence are translated into English by Virginia Woolf, Katherine Mansfield and the Russian émigré Samuel Solomonovitch Koteliansky. The focus on Mansfield’s and Woolf’s collaboration with Koteliansky underlines the literary and fem..
The effect of a brief social intervention on the examination results of UK medical students: a cluster randomised controlled trial
No full textBACKGROUND: Ethnic minority (EM) medical students and doctors underperform academically, but little evidence exists on how to ameliorate the problem. Psychologists Cohen et al. recently demonstrated that a written self-affirmation intervention substantially improved EM adolescents' school grades several months later. Cohen et al.'s methods were replicated in the different setting of UK undergraduate medical education.METHODS: All 348 Year 3 white (W) and EM students at one UK medical school were randomly allocated to an intervention condition (writing about one's own values) or a control condition (writing about another's values), via their tutor group. Students and assessors were blind to the existence of the study. Group comparisons on post-intervention written and OSCE (clinical) assessment scores adjusted for baseline written assessment scores were made using two-way analysis of covariance. All assessment scores were transformed to z-scores (mean = 0 standard deviation = 1) for ease of comparison. Comparisons between types of words used in essays were calculated using t-tests. The study was covered by University Ethics Committee guidelines.RESULTS: Groups were statistically identical at baseline on demographic and psychological factors, and analysis was by intention to treat [intervention group EM n = 95, W n = 79; control group EM n = 77; W n = 84]. As predicted, there was a significant ethnicity by intervention interaction [F(4,334) = 5.74; p = 0.017] on the written assessment. Unexpectedly, this was due to decreased scores in the W intervention group [mean difference = 0.283; (95% CI = 0.093 to 0.474] not improved EM intervention group scores [mean difference = -0.060 (95% CI = -0.268 to 0.148)]. On the OSCE, both W and EM intervention groups outperformed controls [mean difference = 0.261; (95%CI = -0.047 to -0.476; p = 0.013)]. The intervention group used more optimistic words (p < 0.001) and more "I" and "self" pronouns in their essays (p < 0.001), whereas the control group used more "other" pronouns (p < 0.001) and more negations (p < 0.001).DISCUSSION: Cohen et al.'s finding that a brief self-affirmation task narrowed the ethnic academic achievement gap was replicated on the written assessment but against expectations, this was due to reduced performance in the W group. On the OSCE, the intervention improved performance in both W and EM groups. In the intervention condition, participants tended to write about themselves and used more optimistic words than in the control group, indicating the task was completed as requested. The study shows that minimal interventions can have substantial educational outcomes several months later, which has implications for the multitude of seemingly trivial changes in teaching that are made on an everyday basis, whose consequences are never formally assessed
Ethnic stereotypes and the underachievement of UK medical students from ethnic minorities: qualitative study
Full text linkObjective To explore ethnic stereotypes of UK medical students in the context of academic underachievement of medical students from ethnic minorities.Design Qualitative study using semistructured one to one interviews and focus groups.Setting A London medical school.Participants 27 year 3 medical students and 25 clinical teachers, purposively sampled for ethnicity and sex.Methods Data were analysed using the theory of stereotype threat ( a psychological phenomenon thought to negatively affect the performance of people from ethnic minorities in educational contexts) and the constant comparative method.Results Participants believed the student- teacher relationship was vital for clinical learning. Teachers had strong perceptions about "good" clinical students ( interactive, keen, respectful), and some described being aggressive towards students whom they perceived as quiet, unmotivated, and unwilling. Students had equally strong perceptions about "good" clinical teachers ( encouraging, interested, interactive, non- aggressive). Students and teachers had concordant and well developed perceptions of the "typical" Asian clinical medical student who was considered over- reliant on books, poor at communicating with patients, too quiet during clinical teaching sessions, and unmotivated owing to being pushed into studying medicine by ambitious parents. Stereotypes of the "typical" white student were less well developed: autonomous, confident, and outgoing team player. Direct discrimination was not reported.Conclusions Asian clinical medical students may be more likely than white students to be perceived stereotypically and negatively, which may reduce their learning by jeopardising their relationships with teachers. The existence of a negative stereotype about their group also raises the possibility that underperformance of medical students from ethnic minorities may be partly due to stereotype threat. It is recommended that clinical teachers be given opportunities and training to encourage them to get to know their students as individuals and thus foster positive educational relationships with them
Virginia Woolf, Katherine Mansfield, Jean Rhys et la poétique du temps colonial
No full textVirginia Woolf, Katherine Mansfield et Jean Rhys — trois écrivaines de la première moitié du vingtième siècle qui ont généralement été lues et analysées comme des modernistes, sont traitées ici sous un nouvel angle : celui de la colonialité. Modernisme et colonialisme sont donc les deux piliers sur lesquels repose la présente analyse. Le modernisme, en tant que mouvement littéraire, a toujours été préoccupé par le temps, d'où le thème autour duquel tourne cette thèse, qui est le temps colonial. D'une part, le temps colonial s'incarne dans le contexte colonial passé et l'héritage des écrivains. D'autre part, l'influence que Londres, la ville d'où les auteurs écrivent, a sur leurs écrits, comme imprégnée d'un environnement colonial. La colonialité des trois écrivains réside également dans les questions féministes qu'ils traitent : la condition des femmes dans une société patriarcale est ce qui ressort de la poétique de ces écrivains. La poétique de leurs écrits fictionnels est analysée en conjonction avec leurs écrits privés pour voir comment le modernisme transforme le colonial. Ainsi, une variété de genres littéraires écrits sur une longue période de temps constitue le corpus de cette étude. La question principale de la thèse est la manière dont le modernisme en tant que forme d'art est transformé par cette nouvelle lecture, l'angle colonial que je propose.Virginia Woolf, Katherine Mansfield and Jean Rhys — three women writers from the first half of the twentieth century that have usually been read and analyzed as Modernists, are treated here under a new angle: that of coloniality. Modernism and colonialism are thus the two pillars on which the current analysis stands. Modernism, as a literary movement, has always been preoccupied by time, hence the topic around which this dissertation revolves, which is colonial time. On the one hand, colonial time is embodied in the past colonial context and heritage of the writers. On the other hand, the influence that London, the city from which the authors write, has on their writings, as steeped in a colonial environment. The coloniality of the three writers also consists in the feminist issues that they treat: the women’s condition inside a patriarchal society is what emerges out of the poetics of these writers. The poetics of their fictional writings are analyzed in conjunction with their private writings to see how Modernism transforms the colonial. Thus, a variety of literary genres written during an extended period of time constitutes the corpus of this study. The main issue of the dissertation is the way Modernism as an art form is transformed by this new reading, the colonial angle that I propose
Virginia Woolf, Katherine Mansfield, Jean Rhys et la poétique du temps colonial
No full textVirginia Woolf, Katherine Mansfield and Jean Rhys — three women writers from the first half of the twentieth century that have usually been read and analyzed as Modernists, are treated here under a new angle: that of coloniality. Modernism and colonialism are thus the two pillars on which the current analysis stands. Modernism, as a literary movement, has always been preoccupied by time, hence the topic around which this dissertation revolves, which is colonial time. On the one hand, colonial time is embodied in the past colonial context and heritage of the writers. On the other hand, the influence that London, the city from which the authors write, has on their writings, as steeped in a colonial environment. The coloniality of the three writers also consists in the feminist issues that they treat: the women’s condition inside a patriarchal society is what emerges out of the poetics of these writers. The poetics of their fictional writings are analyzed in conjunction with their private writings to see how Modernism transforms the colonial. Thus, a variety of literary genres written during an extended period of time constitutes the corpus of this study.The main issue of the dissertation is the way Modernism as an art form is transformed by this new reading, the colonial angle that I propose.Virginia Woolf, Katherine Mansfield et Jean Rhys — trois écrivaines de la première moitié du vingtième siècle qui ont généralement été lues et analysées comme des modernistes, sont traitées ici sous un nouvel angle : celui de la colonialité. Modernisme et colonialisme sont donc les deux piliers sur lesquels repose la présente analyse. Le modernisme, en tant que mouvement littéraire, a toujours été préoccupé par le temps, d'où le thème autour duquel tourne cette thèse, qui est le temps colonial. D'une part, le temps colonial s'incarne dans le contexte colonial passé et l'héritage des écrivains. D'autre part, l'influence que Londres, la ville d'où les auteurs écrivent, a sur leurs écrits, comme imprégnée d'un environnement colonial. La colonialité des trois écrivains réside également dans les questions féministes qu'ils traitent : la condition des femmes dans une société patriarcale est ce qui ressort de la poétique de ces écrivains. La poétique de leurs écrits fictionnels est analysée en conjonction avec leurs écrits privés pour voir comment le modernisme transforme le colonial. Ainsi, une variété de genres littéraires écrits sur une longue période de temps constitue le corpus de cette étude.La question principale de la thèse est la manière dont le modernisme en tant que forme d'art est transformé par cette nouvelle lecture, l'angle colonial que je propose
'It gives you an understanding you can't get from any book.' The relationship between medical students' and doctors' personal illness experiences and their performance: a qualitative and quantitative study
No full textBackground: anecdotes abound about doctors' personal illness experiences and the effect they have on their empathy and care of patients. We formally investigated the relationship between doctors' and medical students' personal illness experiences, their examination results, preparedness for clinical practice, learning and professional attitudes and behaviour towards patients.Methods: newly-qualified UK doctors in 2005 (n = 2062/4784), and two cohorts of students at one London medical school (n = 640/749) participated in the quantitative arm of the study. 37 Consultants, 1 Specialist Registrar, 2 Clinical Skills Tutors and 25 newly-qualified doctors participated in the qualitative arm. Newly-qualified doctors and medical students reported their personal illness experiences in a questionnaire. Doctors' experiences were correlated with self-reported preparedness for their new clinical jobs. Students' experiences were correlated with their examination results, and self-reported anxiety and depression. Interviews with clinical teachers, newly-qualified doctors and senior doctors qualitatively investigated how personal illness experiences affect learning, professional attitudes, and behaviour.Results: 85.5% of newly-qualified doctors and 54.4% of medical students reported personal illness experiences. Newly-qualified doctors who had been ill felt less prepared for starting work (p < 0.001), but those who had only experienced illness in a relative or friend felt more prepared (p = 0.02). Clinical medical students who had been ill were more anxious (p = 0.01) and had lower examination scores (p = 0.006). Doctors felt their personal illness experiences helped them empathise and communicate with patients. Medical students with more life experience were perceived as more mature, empathetic, and better learners; but illness at medical school was recognised to impede learning.Conclusion: the majority of the medical students and newly qualified doctors we studied reported personal illness experiences, and these experiences were associated with lower undergraduate examination results, higher anxiety, and lower preparedness. However reflection on such experiences may have improved professional attitudes such as empathy and compassion for patients. Future research is warranted in this area
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Twelve tips for studying medical education at doctoral level
Full text linkBackground: Medical educators increasingly need to develop their research skills to produce robust medical education research, resulting in publication. This need has fuelled rising enrolment of medical educators on doctoral programmes and the proliferation of courses, each with its own strengths and weaknesses which need to be considered before making a commitment to a long period of study.Aims: We aimed to provide advice about the important steps in studying for a doctorate in medical education, from the decision to undertake the doctorate, through the practicalities of engaging supervisors and choosing research questions, to what to do after the doctorate is completed.Method: Critical reflection upon our experiences of studying for each type of medical education doctorate (the PhD, the MD and the EdD), combined with evidence from the literature where available.Results and conclusions: The journey to achieving a doctorate in medical education can be long and bumpy with periods of disbelief and despondency. By being realistic and honest with oneself at the outset, analysing one's motivations, deciding which of the different types of doctorate best suits one's needs, finding an appropriate supervisor, creating a researchable question and getting the right support both from one's supervisor and your peers, the journey can be made manageable and even enjoyable
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