Introduction: The social media activity of some healthcare students has created doubt about their ability to uphold and defend the ethical principles of healthcare in their online behaviours. A lot of research has been conducted on the online behaviours of medical and allied health professional students, however, less has been undertaken on dental students. Aims: Its aim was to determine whether students were aware of the guidelines set by the General Dental Council (GDC) regarding social media and whether they believed they were being professional in their online activities. Methods and materials: Eighty-eight dental students (46 from year 2; 42 from year 4) at one UK dental school completed a questionnaire study examining their attitude towards and perceptions of e-professionalism. Results: The results show that most students were heavy users of social media with an awareness of social media guidelines set out by the GDC. However, student responses to various e-professionalism scenarios reveals disagreement on whether posts referring to alcohol and work colleagues were deemed unprofessional. Conclusion: Student perceptions of and attitudes towards e-professionalism is complicated and contradictory. More research will need to be undertaken to explore how we can inculcate eprofessional values and behaviours in dental professionalism teaching. 3 in-brief points • The ubiquity of social media means that it is an inescapable aspect of everyday life and has a direct bearing on professional practice and reputation. • All students underestimated how accessible they are to the public because of what they post online. • Though students have an awareness of GDC social media guidelines, their interpretation of whether it is professional to be implicated in online posts and photos that involve alcohol and workrelated updates was ambivalent.

Summary Background Healthcare service provision in inflammatory bowel disease (IBD) is often designed to meet targets set by healthcare providers rather than those of patients. It is unclear whether this meets the needs of patients, as assessed by patients themselves. Aims: To assess patients' experience of IBD and the healthcare they received, aiming to identify factors in IBD healthcare provision associated with perceived high‐quality care. Methods Using the 2019 IBD standards as a framework, a national benchmarking tool for quality assessment in IBD was developed by IBD UK, comprising a patient survey and service self‐assessment. Results 134 IBD services and 9757 patients responded. Perceived quality of care was lowest in young adults and increased with age, was higher in males and those >2 years since diagnosis. No hospital services met all the national IBD standards for recommended workforce numbers. Key metrics associated with patient‐reported high‐ quality care were: identification as a tertiary centre, patient information availability, shared decision‐ making, rapid response to contact for advice, access to urgent review, joint medical/surgical clinics, and access to research (all p < 0.001). Higher numbers of IBD nurse specialists in a service was strongly associated with patients receiving regular reviews and having confidence in self‐management and reporting high‐ quality care. Conclusions This extensive patient and healthcare provider survey emphasises the importance of aspects of care less often measured by clinicians, such as communication, shared decision‐ making and provision of information. It demonstrates that IBD nurse specialists are crucial to meeting the needs of people living with IBD.

Music education is supported by an increasing range of digital technologies that afford a remarkable divergence of opportunities for learning within the classroom. Musical creativities are not, however, limited to classroom situations; all musicians are engage in work that traverses multiple social and physical settings (Burnard 2014). Guided by sociocultural theory of human action, this paper presents a case-study analysis of two computer-based composers creating one soundtrack together. Analyzing how collaborative work was undertaken in all of the naturally occurring settings, this paper shows how the students' inter-relationships with technology constituted their understandings, creative output and their ecology of practice. The research contributes new knowledge about how digitally resourced creating is shaped by remote, remembered, hypothetical and imagined digital technologies. It also shows how technology-mediated co-creating is a complex interactional accomplishment; implicating the value of long-term multi-setting digital co-creating to higher mental development through discourse within music education.

The requirement of manifest gauge invariance leads to a conflict between perturbative and nonperturbative predictions for the low-energy spectra of grand-unified theories. These conflicts already emerge in simplified prototype models of SU(3) gauge theories with Higgs fields in different representations. We expand earlier lattice investigations on this subject and provide further support for the predicted deviations. These can be understood in terms of the Fröhlich-Morchio-Strocchi mechanism.

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