Revising ethical guidance for the evaluation of programmes and interventions not initiated by researchers.

Public health and service delivery programmes, interventions and policies (collectively, 'programmes') are typically developed and implemented for the primary purpose of effecting change rather than generating knowledge. Nonetheless, evaluations of these programmes may produce valuable learning that helps determine effectiveness and costs as well as informing design and implementation of future programmes. Such studies might be termed 'opportunistic evaluations', since they are responsive to emergent opportunities rather than being studies of interventions that are initiated or designed by researchers.

The predictive validity of the Living Goods selection tools for community health workers in Kenya: cohort study.

Background: Ensuring that selection processes for Community Health Workers (CHWs) are effective is important due to the scale and scope of modern CHW programmes. However they are relatively understudied. While community involvement in selection should never be eliminated entirely, there are other complementary methods that could be used to help identify those most likely to be high-performing CHWs.

Cost-effectiveness of health care service delivery interventions in low and middle income countries: a systematic review.

Background: Low and middle income countries (LMICs) face severe resource limitations but the highest burden of disease. There is a growing evidence base on effective and cost-effective interventions for these diseases. However, questions remain about the most cost-effective method of delivery for these interventions.

The Dose-Response Relationship Between Training Load and Aerobic Fitness in Academy Rugby Union Players.

Purpose: To identify the dose-response relationship between measures of training load (TL) and changes in aerobic fitness in academy rugby union players.

Method: Training data from 10 academy rugby union players were collected during a 6-wk in-season period. Participants completed a lactate-threshold test that was used to assess VOmax, velocity at VOmax, velocity at 2 mmol/L (lactate threshold), and velocity at 4 mmol/L (onset of lactate accumulation; vOBLA) as measures of aerobic fitness.

Variation in passing standards for graduation-level knowledge items at UK medical schools.

Objectives: Given the absence of a common passing standard for students at UK medical schools, this paper compares independently set standards for common 'one from five' single-best-answer (multiple-choice) items used in graduation-level applied knowledge examinations and explores potential reasons for any differences.

Methods: A repeated cross-sectional study was conducted. Participating schools were sent a common set of graduation-level items (55 in 2013-2014; 60 in 2014-2015).

Evaluation of the effect of socio-economic status on performance in a Multiple Mini Interview for admission to medical school.

Introduction: Widening participation in Medicine is a key policy priority as it helps promote a diverse and representative workforce and improves patient care. The selection process employed can influence the socio-economic composition of the student cohort and this study therefore evaluated whether Multiple Mini Interview (MMI) performance was influenced by school type or area-level Higher Education (HE) participation rates.

Methods: MMI performance for all UK applicants was recorded and consent to link performance with socio-economic data was requested using an applicant questionnaire.

The effect of medical school on postgraduate fitness to practise decisions: a retrospective cohort study.

Given evidence of differences between UK medical schools' curricula and assessments, and their graduates' performance in Royal college examinations, this retrospective cohort study analyses the effect of medical school on the incidence of General Medical Council fitness to practise sanctions.

Development of a modified Cohen method of standard setting.

Background: A new 'Cohen' approach to standard setting was recently described where the pass mark is calculated as 60% of the score of the student at the 95th percentile, after correcting for guessing.

Aim: This article considers how two potential criticisms of the Cohen method can be addressed and proposes a modified version, with the assumptions tested using local data.

Methods: The modified version removes the correction for guessing and uses the score of the 90th, rather than the 95th percentile student as the reference point, based on the cumulative density functions for 32 modules from one medical school; and incorporates an indirect criterion-referenced passing standard by changing the 60% multiplier to the ratio of the cut score to the score of the student at the 90th percentile on exams that have been standard set using modified Angoff.

The effects of laryngeal mask airway passage simulation training on the acquisition of undergraduate clinical skills: a randomised controlled trial.

Background: Effective use of the laryngeal mask airway (LMA) requires learning proper insertion technique in normal patients undergoing routine surgical procedures. However, there is a move towards simulation training for learning practical clinical skills, such as LMA placement. The evidence linking different amounts of mannequin simulation training to the undergraduate clinical skill of LMA placement in real patients is limited.