Exploring well-being: medical students and staff.

Background: Mental illness in young people is a major public health challenge, with a higher prevalence amongst medical students. This study explores the perspectives of both students and staff in relation to the provision of well-being support within one medical school in the United Kingdom.

Methods: A total of 17 second-year medical students and five members of academic and well-being staff at Liverpool Medical School participated in one-to-one semi-structured interviews.

"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.

How comprehensive are research studies investigating the efficacy of technology-enhanced learning resources in anatomy education? A systematic review.

Anatomy education is at the forefront of integrating innovative technologies into its curricula. However, despite this rise in technology numerous authors have commented on the shortfall in efficacy studies to assess the impact such technology-enhanced learning (TEL) resources have on learning. To assess the range of evaluation approaches to TEL across anatomy education, a systematic review was conducted using MEDLINE, the Educational Resources Information Centre (ERIC), Scopus, and Google Scholar, with a total of 3,345 articles retrieved.

Defining and understanding the relationship between professional identity and interprofessional responsibility: implications for educating health and social care students.

This paper is concerned with exploring the relationship between perceptions of professional identities, interprofessional education (IPE) and collaborative practice. It seeks to introduce the concept of interprofessional responsibility as both a shift in the way in which to conceptualise the professional identity of Health and Social Care (H&SC) staff and as a new set of practices that help to inform the way in which students are prepared for collaborative working. The presented research, undertaken as part of a Ph.

Exploring informal workplace learning in primary healthcare for continuous professional development.

Background And Objectives: All health and social care professionals learn on the job through both formal and informal learning processes, which contributes to continuous professional development (CPD). This study explored workplace learning in General Practices, specifically looking at the role of informal learning and the workplace practices that appear to support or restrict that learning, as well as how technology was integrated into these learning processes.

Methods: Three focus groups with general practitioners, practice nurses, managerial and administrative staff were conducted followed by twelve individual semi-structured interviews with participants drawn from the focus groups.

A holistic model for evaluating the impact of individual technology-enhanced learning resources.

Background: The use of technology within education has now crossed the Rubicon; student expectations, the increasing availability of both hardware and software and the push to fully blended learning environments mean that educational institutions cannot afford to turn their backs on technology-enhanced learning (TEL). The ability to meaningfully evaluate the impact of TEL resources nevertheless remains problematic.

Aims: This paper aims to establish a robust means of evaluating individual resources and meaningfully measure their impact upon learning within the context of the program in which they are used.

Legitimisation, personalisation and maturation: Using the experiences of a compulsory mobile curriculum to reconceptualise mobile learning.

Background: Smartphone use is well established in society, with increasing acceptance in many professional workplaces. Despite the growth in mobile resources, how students and teachers benefit from these devices remains under-researched.

Aims: An exploration of student and educators views on the impact of mobile learning re-sources on placement learning experiences as part of the Leeds 'MBChB Mobile' programme.