The aim of this Guide is to support teacher with the responsibility of designing, delivering and/or assessing diversity education. Although, the focus is on medical education, the guidance is relevant to all healthcare professionals. The Guide begins by providing an overview of the definitions used and the principles that underpin the teaching of diversity as advocated by Diversity and Medicine in Health (DIMAH). Following an outline of these principles we highlight the difference between equality and diversity education. The Guide then covers diversity education throughout the educational process from the philosophical stance of educators and how this influences the approaches used through to curriculum development, delivery and assessment. Appendices contain practical examples from across the UK, covering lesson plans and specific exercises to deliver teaching. Although, diversity education remains variable and fragmented there is now some momentum to ensure that the principles of good educational practice are applied to diversity education. The nature of this topic means that there are a range of different professions and medical disciplines involved which leads to a great necessity for greater collaboration and sharing of effective practice.

These findings should be treated with some caution as they relate to the small and restricted range of types of difficulty that were included in the study and to a sample of primary schools in one society. However, they give support to an emphasis on 'realism' in the method of investigation that is used for exploring teachers' judgments.

Psychology is a science–based discipline in which research is inextricablyembedded in teaching and learning activities. Educators use different methodsto help students in their learning of the nature of research and the practical skills required to conduct research, with students playing either a passiveor more active role in the learning process. This paper details the steps taken at a post–1992 university in the UK to involve finalyear psychology undergraduate students as researchers in a staff–led neuropsychology project. The theoretical frameworks underpinning this study were the teaching–research nexus and learning communities. The aims of the project were to engage students in active learning and to foster the development of higher order skills – evaluation, synthesis and reflection – through the development of a learning community. A thematic analysis of student questionnaires identified three overarching themes: Bringing theory alive, critical thinking and problem solving skills, and working in research communities. Staff reflections of working on the project are discussed together with future directions.

No abstract

There is increasing interest and research into non-Western perspectives on wellbeing and ways of flourishing in different cultures. This study builds on this by investigating the Taoist concept of wu-wei, translated from Chinese as ‘non-action’ or ‘actionless action’, through the experiences of ten runners (age 40 to 63; four identifying as male and six as female) who run for charitable causes and how this contributes towards their wellbeing. Semi-structured interviews were conducted then transcribed, and four core themes and eight subthemes identified using thematic analysis. Analysis showed that the four core themes for participants to achieve wu-wei were experience of suffering or adversity, being fully focused on the present (with an element of mindfulness), having a shared experience with the running community, and adopting a broader perspective on life (including in meaning or purpose). By accepting their experiences of suffering or adversity and pursuing pro-social activities, such as running for charitable causes, participants used mindfulness through running to develop a broader perspective on life and attain wellbeing. The findings indicate that the Taoist concept of wu-wei can be applied in positive psychology when manifested as a key facet of running as a positive psychology intervention suggesting its relevance to the wellbeing literature. This study highlights the importance of embracing cross-cultural approaches to wellbeing by looking at non-Western perspectives and their application to the global population.