Reciprocal cognitive and emotional interaction in STEMM university learning and teaching.

University learning and teaching involves contrasting and interacting emotional experiences. Even in disciplines considered as objective as Science and Engineering, emotion plays a significant role in catalysing and sustaining learning. Although emotions are individually felt, they are socially constructed between people.

Cognitive Development: The Scaffold for Critical Thought.

Critical thinking is valued in nursing education, but few studies have addressed level of cognitive development as a necessary structure for critical thinking. This correlational study uses hierarchical multiple regression analysis to investigate relationships between level of cognitive development and level of critical thinking, holding gender, age, general knowledge, prior education, and language status constant (N = 190). Results indicated 30 percent of beginning nursing students were at a concrete thinking level.

Utilization of Drains and Association With Outcomes: A Population-Based Study Using National Data on Knee Arthroplasties.

Introduction: Although surgical drains have been used routinely in total knee arthroplasties (TKAs), results from several large trials have led to recommendations against their use. Because national data are lacking, we aimed at assessing utilization patterns of drains and perioperative outcomes in TKA procedures.

Methods: We included 1,130,124 TKA procedures from the national claims-based Premier Healthcare Database (2006 to 2016).

A skill to be worked at: using social learning theory to explore the process of learning from role models in clinical settings.

Background: Role modelling is widely accepted as being a highly influential teaching and learning method in medical education but little attention is given to understanding how students learn from role models. This study focuses on role modelling as an active, dynamic process, involving observational learning and aims to explore the process involved, including strategies that learners and medical teachers use to support this.

Methods: To gain insight into medical students' and clinical teachers' understanding of learning through role modelling, a qualitative, interpretative methodology was adopted, using one-to-one semi-structured interviews.

Perspectives on procedure-based assessments: a thematic analysis of semistructured interviews with 10 UK surgical trainees.

Objectives: The introduction of competency-based training has necessitated development and implementation of accompanying mechanisms for assessment. Procedure-based assessments (PBAs) are an example of workplace-based assessments that are used to examine focal competencies in the workplace. The primary objective was to understand surgical trainees' perspective on the value of PBA.