This study examined the use of nitrogen gas for stunning of Rainbow Trout. It was found that nitrogen could be used as an effective stunning method and that the strong aversive reaction reported for carbon dioxide stunning was not observed. Measurement of ATP, its metabolites and pH were carried out to evaluate the effects of nitrogen stunning on post mortem muscle biochemistry. This treatment was compared to percussive stunning and air asphyxiation. Post mortem ATP levels in nitrogen stunned fish (1.96 ± 0.36 lmol g )1 ) were significantly higher than for asphyxiated fish (0.2 ± 0.11 lmol g )1 ) but lower than values for percussively stunned fish (5.9 ± 0.89 lmol g )1 ). This work indicates that the use of gasses other than carbon dioxide for stunning of fish deserves further study.

Rainbow trout were killed by two methods, asphyxiation and clubbing. The concentration of ATP in specimens of skeletal muscle taken immediately after death was significantly (P<0.01) higher in clubbed (4.41 ± 0.86 μmol/g) than in asphyxiated (2.00 ± 0.69 μmol/g) fish. The shear force (Warner‐Bratzler) required to cut the muscle was higher (P<0.05) in clubbed (8.33 ± 0.61 N) than in asphyxiated (6.85 ± 0.98 N) fish. Changes in the concentration of adenine nucleotides and in shear force were measured at intervals during storage at 3C and ‐ 30C. The K value was calculated and was found to be correlated inversely with changes in shear force, Torrymeter readings and sensory assessment. There were no significant differences in the concentrations of ATP and metabolites between muscle sites. There were no differences in shear force measurements between the locations sampled nor between muscle taken from the right and left sides of the fish.

With the ageing population in the UK, we have found a rising number of our patients are being diagnosed with dementia [1] and a significant proportion live in care homes. Education to care home staff to help support these residents has been inconsistent despite a need to continue to improve skills managing residents with dementia [2]. We developed an interactive training event, ‘Communication in Dementia’, based on the learning needs from a local care home. We opted to use Forum Theatre as a tool to deliver this training. Forum Theatre is where a challenging real-life scenario is dramatised by actors using a pre-written script in front of a group of participants. The group is then facilitated to reflect on what they have observed and explore solutions in a safe environment. This method has been applied successfully in teaching of healthcare professionals such as in nurse education, but its use in the care home setting is uncommon [3]. Despite offering and confirming places to twelve care workers for a two-hour in-person session, only four were able to attend the session on the day. We collected pre- and post-session qualitative and quantitative feedback from the care workers and a written ethnographic reflection of the session. Prior to this session, none of the care workers had experience of Forum Theatre. After the session, the feedback received was positive, particularly about the interactive element of the session, demonstrating how the use of Forum Theatre created an enjoyable and valuable learning experience and that all of the care workers felt more confident communicating with residents with dementia after the session. Thematic analysis of the care worker responses in the ethnographic data recorded demonstrated themes including building meaningful connections with residents and recognising burnout in care workers. We believe that the use of Forum Theatre to teach Communication in Dementia creates an insightful learning experience for care workers, promoting active involvement in the session. We were disappointed that so few care workers were relieved from duties to attend the session on the day. This may indicate the pressures that the workforce are experiencing. We hope that in sharing the learning from this event, we may promote the use of Forum Theatre in care homes as a means of developing care workers to enhance their skills and ultimately to improve the experience of residents with dementia in care homes. 1. Wittenberg R, Hu B, Barraza-Araiza L, Rehill A. Projections of older people with dementia and costs of dementia care in the United Kingdom, 2019–2040. London: London School of Economics. 2019 Nov. 2. Smith SJ, Parveen S, Sass C, Drury M, Oyebode JR, Surr CA. An audit of dementia education and training in UK health and social care: a comparison with national benchmark standards. BMC health services research. 2019;19(1):1–9. 3. Middlewick Y, Kettle TJ, Wilson JJ. Curtains up! Using forum theatre to rehearse the art of communication in healthcare education. Nurse education in practice. 2012;12(3):139–42.

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BackgroundJoint training of clinicians working in overlapping care areas can be a powerful way to help develop cross-professional insights and knowledge, and stimulate shared reflection and development. This poster describes a novel educational evening, which saw GP trainees and South Central Ambulance Service (SCAS) staff coming together to learn and reflect through case-based discussion.AimThe aim of the educational evening was to enable participants to engage in shared learning activities using facilitated case scenarios based on common cases. Evaluation of the session highlighted in particular different approaches to risk management and uncertainty.MethodForty-seven (25 SCAS staff/22 GPs) participants attended the evening and worked in mixed SCAS/GP groups, which were facilitated by educators drawn from general practice and paramedic education. All participants completed pre-session information sheets and post-session evaluations.ResultsParticipants valued the evening and reported broadened knowledge and insight about the clinical work of the other group, including the nature of work and differences in care management practice. Participants reported that the case-based scenarios were relevant.ConclusionThe event helped participants to better understand each other’s roles gain and to learn together. The educational evening demonstrated that shared leaning can be powerful and generate insights for trainees and SCAS clinicians. Participants also made suggestions as to how the event might be developed for the future.