Can medical education be fun as well as educational?

Today's challenge to medical educators is to provide continuing education that supports excellence in clinical practice while finding new approaches to make learning more stimulating, motivating, and entertaining. At our hospital we are experimenting with innovative teaching techniques, incorporating games and debate, which encapsulate core concepts of the theory of adult learning: active participation by learners, application of knowledge, informal presentation, and feedback(1).

Magic happens: Revisiting the spirituality and social work debate

The social work profession is currently undergoing a resurgence of interest regarding the issue of spirituality in social work. This article attempts to summarise and explore the debate so far and to discuss the implications of this in a practice context. Current issues including definitions of spirituality and the key concerns in the areas of both practice and education are addressed. The article concludes with an overview of a model of spiritually sensitive social work practice, and poses options for further professional reflection on the place of spirituality in social work practice.

Sticks and stones will break my bones -- and words will harm too: Australia's provision of education for asylum seeker children in detention

No abstract

The Building Partnerships Program: An Approach to Community-based Learning for Medical Students in Australia

The Building Partnerships Program at the University of Queensland, Australia seeks to address the dual challenge of preparing doctors who are responsive to the community while providing a meaningful context for social sciences learning. Through partnerships with a diverse range of community agencies, the program offers students opportunities to gain non-clinical perspectives on health and illness through structured learning activities including: family visits; community agency visits and attachments; and interview training. Students learn first-hand about psychosocial influences on health and how people manage health problems on a day-to-day basis. They also gain insights into the work of community agencies and how they as future doctors might work in partnership with them to enhance patient care. We outline the main components of the program, identify challenges and successes from student and community agency perspectives, and consider areas that invite further development.

Squat, stoop, or something in between?

This article reviews the empirical and theoretical bases for recommendations regarding lifting technique. Lifting from postures involving extreme lumbar vertebral flexion, (approximately 60degrees of lumbar flexion, characterised by absence of electromyographical activity in erector spinae) has the potential to contribute to damage to ligaments and intervertebral discs, especially if combined with lateral flexion or rotation. The only appropriate recommendation regarding posture of the lumbar spine during lifting is to avoid postures involving extreme lumbar vertebral flexion (and rotation and lateral flexion). There is no empirical basis for avoiding postures involving moderate lumbar vertebral flexion, and no justification for advocating lifting from a full squat posture. Further, lifting from semi-squat postures, involving a moderate range of flexion at both knees and trunk, allows a pattern of interjoint coordination which appears to be functional in reducing muscular effort. Lifting training is generally ineffective, and there is unlikely to be a single best technique which is appropriate in all situations. Consequently, it may be preferable to provide education in general lifting guidelines and assist lifters to discover individually appropriate postures and patterns of movement. The article concludes by presenting recommendations for lifting technique which are justified by current knowledge.

Further observations on the Enenteridae Yamaguti, 1958 (Digenea, Lepocreadioidea) of the Indo-West Pacific region, including a new species from Western Australia

Measurements are given for all and full descriptions and illustrations for some of the following enenterid species: Enenterum aureum Linton, 1910 in Kyphosus bigibbus and K. sydneyanus? from Ningaloo Coral Reef, Western Australia, K. vaigiensis from off Heron Island, Queensland and K. vaigiensis from off Moorea, French Polynesia; E. mannarense Hafeezullah, 1980 in K. bigibbus and K. sydneyanus? from Ningaloo Coral Reef; E. elongatum Yamaguti, 1970 in K. vaigiensis from Heron Island, Queensland and K. bigibbus and K. sydneyanus? from Ningaloo Coral Reef; Koseiria alanwilliamsi sp. nov. in Kyphosus cornelii from off Kalbarri, Western Australia; Koseiria xishaense Gu et Shen, 1983 in K. vaigiensis from off Heron Island and K. bigibbus from off Palau, Micronesia; Proenenterum isocotylum Manter, 1954 in Aplodactylus arctidens from off Stanley, Tasmania; R ericotylum Manter, 1954 in A. arctidens from off Stanley; Cadenatella isuzumi Machida, 1993 from Kyphosus bigibbus and K. sydneyanus? from Ningaloo Coral Reef; Cadenatella pacifica (Yamaguti, 1970) from Kyphosus bigibbus from Ningaloo Coral Reef. Two recent cladistic studies of the Enenteridae are discussed and a further analysis has shown that Enenterum and Cadenatella are monophyletic, whilst Koseiria appears polyphyletic. The zoogeography and host-specificity of Kyphosus-inhabiting enenterids is discussed.

Further decompositions of complete tripartite graphs into 5-cycles

Let K(r,s,t) denote the complete tripartite graph with partite sets of sizes r, s and t, where r less than or equal to s less than or equal to t. Necessary and sufficient conditions are given for decomposability of K(r, s, t) into 5-cycles whenever r, s and t are all even. This extends work done by Mahmoodian and Mirza-khani (Decomposition of complete tripartite graphs into 5-cycles, in: Combinatorics Advances, Kluwer Academic Publishers, Netherlands, 1995, pp. 235-241) and Cavenagh and Billington. (C) 2002 Elsevier Science B.V. All rights reserved.

Up close and personal on physical education teachers' identity: Is conflict an issue?

Much of the research on teachers' work is informed by role theory, that assumes teachers' identity is largely ascribed. When there are inconsistencies in teachers' and others' expectations for different occupational roles such as physical education teacher and sports coach, 'role conflict' is said to occur. This stud), sought to investigate if role conflict was a major concern for Australian physical education teacher/coaches. Findings, informed by case studies with five teacher/coaches, challenge the assumption that moving between professional responsibilities causes role conflict. Rather, in moving across contexts, the physical education teachers managed inconsistencies in ways that resulted in positive and rawarding work experiences.