From data on the preclinical degree classifications and final M.B. results of 910 Cambridge students studying in London clinical medical schools, substantial differences between schools emerge. They have implications for the debate on the Flowers report.
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Knights in shining armour and (M)others in life jackets: Women's experiences of advocating for care alone when suffering recurrent early pregnancy loss during the SARS-CoV-2 pandemic.
BMC Public Health
January 2025
Department of Women & Children's Health, King's College London, London, UK.
Background: Recurrent early pregnancy loss [rEPL] is a traumatic experience, marked by feelings such as grief and depression, and often anxiety. Despite this, the psychological consequences of rEPL are often overlooked, particularly when considering future reproductive health or approaching subsequent pregnancies. The SARS-CoV-2 pandemic led to significant reconfiguration of maternity care and a negative impact on the perinatal experience, but the specific impact on women's experience of rEPL has yet to be explored.
View Article and Find Full Text PDFScreening for Type 2 Diabetes Mellitus: A Systematic Review of Recent Economic Evaluations.
Value Health
January 2025
School of Life Course & Population Sciences, Faculty of Life Sciences & Medicine / MPH Student, King's College London, UK, London; Health Economics and Policy Research Unit, Wolfson Institute of Population Health / Lecturer in Health Econmics, Queen Mary University of London, UK, London. Electronic address:
Objectives: To examine recent economic evaluations, whether any type 2 diabetes mellitus (T2DM) screening designs may represent better value for money, and to rate their methodological qualities.
Methods: We systematically searched three concepts (economic evaluations (EEs), T2DM, screening) in three databases (Medline, Embase, and EconLit) for EEs published between 2010 and 2023. Two independent reviewers screened for and rated their methodological quality (using CHEC-Extended).
Effective and Engaging Active Learning in the Medical School Classroom: Lessons from Case-Based Collaborative Learning.
J Med Educ Curric Dev
January 2025
Department of Radiology, Brigham and Women's Hospital, Harvard Medical School, Boston, Massachusetts, United States.
Large group collaborative teaching approaches are rapidly gaining popularity in undergraduate medical education. The case-based collaborative Learning (CBCL) pedagogy was instituted for pre-clerkship teaching at Harvard Medical School in 2015 with subsequent implementation at other medical schools. CBCL emphasizes inductive reasoning, integrates basic and clinical sciences, stimulates curiosity, and fosters teamwork.
View Article and Find Full Text PDFEstimating self-performance when making complex decisions.
Sci Rep
January 2025
Centre for Brain, Mind and Markets, Faculty of Business and Economics, The University of Melbourne, Melbourne, Australia.
Metacognition, the ability to monitor and reflect on our own mental states, enables us to assess our performance at different levels - from confidence in individual decisions to overall self-performance estimates (SPEs). It plays a particularly important part in computationally complex decisions that require a high level of cognitive resources, as the allocation of such limited resources presumably is based on metacognitive evaluations. However, little is known about metacognition in complex decisions, in particular, how people construct SPEs.
View Article and Find Full Text PDFYoung, female and scientist: exploring barriers, challenges and opportunities.
FEBS Open Bio
January 2025
FEBS Open Bio Editorial Office, Cambridge, UK.
Different societal, systemic and personal barriers exist at various stages along a female researcher's career that can potentially undermine their success. The equation for women to reach higher positions in STEM is a multivariable one, and while there has been considerable progress towards addressing some of these compared with the past, current solutions are inadequate and do not address all facets. Here, we asked female winners of the FEBS Open Bio poster prize about their experiences regarding barriers they have faced at the predoctoral and postdoctoral stages, their opinions on how these can be addressed and their advice to new students entering a PhD degree.
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