Igniting the fire and seeing through the smoke: Enabling medical students to see themselves as future clinical academics.

Purpose: Lack of recruitment to clinical academic careers is of concern, and may be linked to lack of awareness and promotion of this pathway in undergraduate medical education. Our study explored undergraduate experiences which support academic career progression and potential barriers to pursuing Specialised Foundation roles in the United Kingdom.

Methods: We adopted a constructivist lens and conducted interviews with specialised foundation programme (SFP) doctors and final year students who had applied for SFP positions.

Medical students' experiences of health inequalities and inclusion health education.

Background: Inclusion health groups experience a significantly larger burden of morbidity and mortality than the general public. Despite this, undergraduate medical education is often limited in its approach to inclusion health curricula, leaving students disengaged and lacking understanding.

Methods: We conducted two research studies to explore medical students' experiences of inclusion health education.

Expansive learning in medical education: Putting Change Laboratory to work.

This paper explores the purposeful use of conceptual and methodological tools provided by Cultural Historical Activity Theory (CHAT) to transform learning cultures and practices within and across diverse clinical learning environments. We describe how Change Laboratory methodology helped clinicians and others who support student, intern, and resident education to make changes collaboratively. A case study in undergraduate medical education shows how this created new forms of medical student placement and a postgraduate study shows how it addressed supervisors' undermining behaviour towards Obstetrics and Gynaecology residents.

Starting work as a doctor: challenge is essential.

Background: Previous research on the transition from student to doctor has indicated that new doctors are 'ill prepared' to start work. Subsequent efforts to improve preparation in the UK have involved increasing practical experience for final-year students through an assistantship period. This study further explored new doctors' experiences of transition in light of recent critiques of preparedness and the first author's own experience of the transition.

"A huge part of my life": Exploring links between music, medical education, and students' developing identities as doctors.

This article was migrated. The article was marked as recommended. This paper explores the place of music in the development of future doctors, through the lens of a mixed method, longitudinal evaluation of a two-week music and medicine special studies project for second and third year medical students.

Learning ideals: Critical reflections on a near-peer initiative at Leeds.

This article was migrated. The article was marked as recommended. Previous definitions of peer-assisted learning portray the peer-teacher as a non-expert in teaching content and delivery.

Performative, Arts-Based, or Arts-Informed? Reflections on the Development of Arts-Based Research in Music Therapy.

Arts-based research (ABR) has emerged in music therapy in diverse ways, employing a range of interpretive paradigms and artistic media. It is notable that no consensus exists as to when and where the arts are included in the research process, or which music therapy topics are most suited to arts-based study. This diversity may pose challenges for music therapists who are developing, reading, and evaluating arts-based research.

Can the tools of activity theory help us in advancing understanding and organisational change in undergraduate medical education?

Continued changes to healthcare delivery in the UK, and an increasing focus on patient safety and quality improvement, require a radical rethink on how we enable graduates to begin work in challenging, complex environments. Professional regulatory bodies now require undergraduate medical schools to implement an 'assistantship' period in the final year of study, where senior medical students 'shadow' the work of junior doctors, with an expectation that they will be better 'prepared' for work. However, there is little guidance about what an 'assistantship' entails and the current emphasis on preparedness of students arguably underplays the importance of contextualised learning within the workplace environment.

Developing understandings of clinical placement learning in three professions: work that is critical to care.

Background: This study contributes further evidence that healthcare students' learning is affected by underlying assumptions about knowledge, learning and work.

Aims: To explore educators and students' understandings of early clinical placement learning in three professions (medicine, nursing and audiology) and examine the profound impacts of these understandings on students' learning and healthcare work.

Methods: Narrative interviews were undertaken with 40 medicine, nursing, and audiology students and 19 educators involved in teaching these student cohorts.

A change management perspective on the introduction of music therapy to interprofessional teams.

Purpose: The purpose of this paper is to demonstrate how a change management perspective contributes new understandings about music therapy implementation processes.

Design/methodology/approach: Narrative inquiry, ethnography, and arts-based research methods were used to explore the experiences of 12 music therapists who developed new services in healthcare settings. These experiences were interpreted using insights from the field of change management.

An investigation of long-term effects of group music therapy on agitation levels of people with Alzheimer's Disease.

This study aimed to investigate the long-term effects of group music therapy on agitation manifested by nursing home residents with Alzheimer's disease. A non-randomised experimental design was employed with one group receiving weekly music therapy (n = 26) and another group receiving standard nursing home care (n = 19). Agitation levels were measured five times over one year using the Cohen-Mansfield Agitation Inventory (Cohen-Mansfield, J.