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Interactions between patients and medical practitioners can sometimes be challenging. We have all had consultations where the interaction was not optimal, either as medical practitioners or as a patient ourselves. Neither normally wishes to cause a difficult situation but common misunderstandings, by both groups, often result in such an occurrence. Communication and listening skills are essential for every consultation but in particular, for situations where the interaction may become difficult.

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Building on the core syllabus for postgraduate training in respiratory physiotherapy, published in 2014, the European Respiratory Society (ERS) respiratory physiotherapy task force has developed a harmonised and structured postgraduate curriculum for respiratory physiotherapy training. The curriculum outlines the knowledge, skills and attitudes which must be mastered by a respiratory physiotherapist working with adult or paediatric patients, together with guidance for minimal clinical exposures, and forms of learning and assessment.This article presents the rationale, methodology and content of the ERS respiratory physiotherapy curriculum. The full curriculum can be found in the supplementary material.

Introduction. This study examined the predictive value of four learning-related emotionsEnjoyment, Anxiety, Boredom and Hopelessness for achievement outcomes in the first year of study at university. Method.We used a large sample (N = 2337) of first year university students enrolled over three consecutive academic years in a mathematics and statistics course, from an undergraduate Economics and an International Business degree programs.Results. We first showed significant differences in the emotional experiences between the students who attended, and those who were absent from the final exam. Second, the present study found emotions to have a strong predictive value for student exam scores, particularly for learning hopelessness and a prior mathematics background. This relationship was consistent over three consecutive academic years. Sentimientos y rendimiento en el primer curso universitario: las emociones como predictores de resultados académicos en las matemáticas y la estadística Discussion ResumenIntroducción. Este estudio examinó el valor predictivo de cuatro emociones relacionadas con el aprendizaje -disfrute, ansiedad, aburrimiento y desesperación-en los resultados académicos de alumnos en primer año de carrera universitaria.Método. Usamos una muestra amplia (N = 2337) de estudiantes de primero de carrera matriculados durante tres años académicos consecutivos en un curso de matemáticas y estadística de programas de grado en Economía y Comercio International. Resultados. Primero encontramos diferencias significativas en las experiencias emocionalesentre los estudiantes que realizaron el examen final y los que no. Segundo, se encontró que las emociones tienen un elevado poder predictivo en las notas obtenidas en el examen por los alumnos, especialmente desesperación relacionada con el aprendizaje y conocimiento previo sobre matemáticas. Esta relación se mantuvo a lo largo de tres cursos académicos consecutivos.Discusión y conclusión. Se presentan recomendaciones para mejorar la práctica educativa.Palabras clave: Resultados de logro; Emociones relacionadas con el Aprendizaje; Primer año de Universidad; Matemáticas y estadística. Recibido: 02.03.15 Aceptación Inicial: 12.05.15 Aceptación final: 09.11.15