Evaluation of the contribution of theatre attendance to medical undergraduate neuroscience teaching - a pilot study.

Introduction: Medical students often attend the neurosurgical theatre during their clinical neurosciences attachment. However, few studies have been performed to objectively assess the value of this theatre-based learning experience. The main aim of this study was to explore student perceptions on the contribution of neurosurgical theatre attendance to clinical neuroscience teaching.

Materials and Methods: Third-year medical students undergoing their 2-week clinical neurosciences rotation at the Royal Hospitals Belfast were invited to participate in this study. A multi-method strategy was employed using a survey questionnaire comprising of closed and open-ended questions followed by semi-structured interviews to gain a greater 'in-depth' analysis of the potential contribution of neurosurgical theatre attendance to neuroscience teaching.

Results: Based on the completed survey responses of 22 students, the overall experience of neurosurgical theatre-based learning was a positive one. 'In-depth' analysis from semi-structured interviews indicated that students felt that some aspects of their neurosurgical theatre attendance could be improved. Better preparation such as reading up on the case in hand and an introduction to simple theatre etiquette to put the student at ease (in particular, for students who had never attended theatre previously), would improve the learning experience. In addition, having an expectation of what students are expected to learn in theatre making it more learning outcomes-based would probably make it feel a more positive experience by the student.

Conclusions: The vast majority of students acknowledged the positive learning outcomes of neurosurgical theatre attendance and felt that it should be made a mandatory component of the curriculum.

Revascularization versus medical therapy for renal-artery stenosis

Percutaneous revascularization of the renal arteries improves patency in atherosclerotic renovascular disease, yet evidence of a clinical benefit is limited.

Cationic Antimicrobial Peptide Cytotoxicity

Fluorescence microscopy serves as a valuable tool for assessing the structural integrity and viability of eukaryotic cells. Through the use of calcein AM and the DNA stain 4,6-diamidino-2 phenylindole (DAPI), cell viability and membrane integrity can be qualified. Our group has previously shown the ultra-short cationic antimicrobial peptide H-OOWW-NH₂; the amphibian derived 27-mer peptide Maximin-4and the ultra-short lipopeptide C₁₂-OOWW-NH₂ to be effective against a range of bacterial biofilms [1], displaying potential for use in the prevention of medical device-related infections [2]. Analysis of fluorescence micrographs, after staining with calcein AM and DAPI, shows the likely mode of cytotoxic action of cationic antimicrobial peptides and lipopeptides are via directmembrane disruption in eukaryotic cells. Selectivity is towards cidal action against prokaryotic cells, whose membranes are anionic in composition, such as those of bacteria, rather than for neutral zwitterionic membranes of eukaryotic cells. Membrane selectivity is determined by a multitude of physical parameters, particularly charge and hydrophobicity. The charge of the antimicrobial determines the extent of the initial electrostatic interactions with both prokaryotic and eukaryotic membranes, with a larger cationic charge favoring antimicrobial action. Tailoring of these properties is likely to be the key in successfully transferring antimicrobial peptides from laboratory experiments into clinical practice as safe pharmaceutical formulations.

Lifelong learning:Reflections of a junior doctor

Purpose - The aim of this paper is investigate the importance of lifelong learning in the area of medicine. Design/methodology/approach - The paper examines changes in methods of learning and challenges to educators today. Findings - The paper finds that today there is a pressure for the formalized accounting of education with a few high profile cases of negligent medical care which have perhaps created the belief that recording learning for all may catch errant doctors in the future. It is suggested that learning risks becoming an exercise in meeting demands, but inspiring the desire to learn is also crucial. Originality/value - The paper provides a useful opinion on lifelong learning for the medical profession. © Emerald Group Publishing Limited.