Conscious engagement within patients' and simulated participants' personal space: medical students' perspective.

Background: #MeToo prompted a shift in acceptable societal norms, sparking global recognition of the complexities of entering another's personal space. Physical examinations are an integral part of medicine yet have the capacity to encroach upon patient's personal space, whether in simulated or clinical environments. Examinations may be misconstrued as inappropriate advances, with negative effects for both patient and doctor.

'Visiting uncertainty': an immersive primary care simulation to explore decision-making when there is clinical uncertainty.

Doctors are required to be able to care for patients in a variety of settings, including the patient's home. Patients requiring urgent care in their own homes are at risk of acute deterioration. However, differentiating acute deterioration from self-limiting conditions in the primary care environment can be challenging, even for GPs who are experienced in managing clinical uncertainty and ambiguity.

Why institutional ethnography? Why now? Institutional ethnography in health professions education.

This 'A Qualitative Space' article takes a critical look at Dorothy Smith's approach to inquiry known as institutional ethnography and its potentiality in contemporary health professions education research. We delve into institutional ethnography's philosophical underpinnings, setting out the ontological shift that the researcher needs to make within this critical feminist approach. We use examples of research into frontline healthcare, into the health work of patients and into education to allow the reader to consider what an institutional ethnography research project might offer.

Does video feedback analysis improve CPR performance in phase 5 medical students?

Background: The use of simulation in medical education is increasing, with students taught and assessed using simulated patients and manikins. Medical students at Queen's University of Belfast are taught advanced life support cardiopulmonary resuscitation as part of the undergraduate curriculum. Teaching and feedback in these skills have been developed in Queen's University with high-fidelity manikins.