Learning fluid prescription skills: why is it so challenging?

IIt is well recognised that medical students and junior doctors find fluid prescription a challenging topic. This study was designed to gain a greater understanding of the experiences that medical students face related to learning about fluid prescribing. Methods: A qualitative approach, using focus groups, was employed in this research. Final-year medical students in academic year 2011-12 at Queen's University Belfast were invited to participate during their 'Assistantship' placement in March 2012. Discussions in focus groups, consisting of between six and eight students, were recorded and transcribed verbatim. The research team, consisting of three separate investigators, conducted thematic analysis independently. A final consensus regarding emerging themes was reached by discussion within the whole research team. Medical students and junior doctors find fluid prescription a challenging topic Results: Five prominent themes emerged: 'Teaching experience: a disruptive variation'; 'Curricular disconnections'; 'The driving test: Theory-practice transformation'; 'Role modelling: which standard to aspire to?'; and finally 'Reconciling the perceived risk'. Discussion: This re search provided insights into medical students' opinions of the teaching practices and learning experiences related to fluid prescribing. The learning of prescribing skills is complex andcontextual. In the development of such skills, medical students are often exposed to conflicting educational experiences that challenge the novicelearner in making judgements on best prescribing practice. This study adds to the body of evidence that fluid prescription is a difficult topic, and has generated a number of multifaceted and strategic recommendations to potentially improve fluid prescription teaching.

The not-so-Irish spurge: Euphorbia hyberna (Euphorbiaceae) and the Littletonian plant ‘steeplechase’

The disjunct distributions of the Lusitanian flora, which are found only in south-west Ireland and northern Iberia, and are generally absent from intervening regions, have been of great interest to biogeographers. There has been much debate as to whether Irish populations represent relicts that survived the Last Glacial Maximum (LGM; approximately 21 kya), or whether they recolonized from southern refugia subsequent to the retreat of the ice and, if so, whether this occurred directly (i.e. the result of long distance dispersal) or successively (i.e. in the manner of a ‘steeplechase’, with the English Channel and Irish Sea representing successive ‘water-jumps’ that have to be successfully crossed). In the present study, we used a combined palaeodistribution modelling and phylogeographical approach to determine the glacial history of the Irish spurge, Euphorbia hyberna, the sole member of the Lusitanian flora that is also considered to occur naturally in south-western England. Our findings suggest that the species persisted through the LGM in several southern refugia, and that northern populations are the result of successive recolonization of Britain and Ireland during the postglacial Littletonian warm stage, akin to the ‘steeplechase’ hypothesis.

'When I Look I am Seen, So I Exist to Change': Supplementing Honneth's Recognition Model for Social Work

The subject of identity continues to attract widespread interest and debate in the social sciences. The nature of who we are, our potential to be different, and our similarity with others, underpins many present-day social issues. This paper contributes to this debate by examining critically the work of Axel Honneth on optimal identity-formation. Although broadly supporting Honneth’s chief construct of inter-personal recognition, a gap in his thinking is highlighted and addressed through proffering a fourth dimension to his tripartite model. This additional dimension requires demonstrations of recognition that instil hope in the face of hardship and empower positive transformations in identity. The implications of this reworked model for social work are then considered in terms of a range of approaches that can be utilised to build flourishing identities characterised by self-esteem, self-confidence, self-respect and self-belief.

ESCOLAS POPULARES NO ALENTEJO: OS CASOS DA ESCOLA POPULAR DA UNIVERSIDADE DE ÉVORA E DA ESCOLA COMUNITÁRIA DE SÃO MIGUEL DE MACHEDE

A Educação Popular tem assumido, na região Alentejo, uma grande importância, na medida em que tem adoptado várias modalidades, diferentes protagonistas e promotores. Na realidade, nesta região, vários factores concorreram para este papel da Educação Popular.