An increasingly important aspect of undergraduate study is the ability to deal with reading academic texts digitally. Whilst the literature suggests that students prefer reading print texts (Foasberg, 2014; Mizrachi, 2015) and often have a deeper level of engagement with texts in this medium (Mangen et al., 2013; Delgado et al., 2018), the reality is that, for most students, digital texts are the norm. Study guides often focus on reading strategies that are considered broadly applicable to both digital and print formats. However, the differences between the two mediums are likely to impact on the strategies used, with students developing their own approaches as they gain more experience. In this paper, we present findings from a study exploring students’ perspectives and practices in relation to digital reading. We carried out focus group interviews with 20 students in their second or final year of undergraduate degree programmes. Our analysis reveals that reading texts digitally does indeed form the bulk of students’ reading activity, with ease and speed of accessibility, cost, and environmental considerations influencing this choice, and in some cases, precluding reading in print. However, despite the prominence of digital reading, some aspects of print reading – in particular the scope for more sustained focus, detailed reading and enjoyment of the experience – were highly valued by the students. Students’ approaches to reading digital texts varied depending on reading purpose, but, in general, students had developed a range of techniques to help them navigate digital reading.

Aims and Method #ChoosePsychiatry is the Royal College of Psychiatrist's social media campaign aimed at medical students and foundation doctors to encourage recruitment into psychiatry. This study explored the reasons given for choosing psychiatry in videos uploaded by psychiatrists to Twitter alongside the campaign, through the use of thematic analysis. Results Each psychiatrist gave different reasons for choosing psychiatry but four main themes were identified: prior experience of psychiatry, career factors, patient factors and knowledge factors. Both undergraduate and postgraduate experiences were influential in choosing psychiatry. In particular, perceived job satisfaction, an opportunity to deliver holistic care and a sense of making a difference were also influential in choosing psychiatry. Clinical Implications Findings here support efforts to improve the undergraduate experience and to increase foundation posts, as well as maintaining some of the current key messages of the campaign. However, whilst engagement with the videos on Twitter was observed, further consideration of the most appropriate social media platform to ensure engagement with the target audience is needed.

In 2019, Learning Developers at Lancaster University were awarded funding by ALDinHE to conduct a small project into how students read (Hargreaves et al., 2022a). We explored students’ perspectives and practices around reading academic texts in digital format. We analysed how students manage their digital reading, how they interact and engage with texts on-screen, and what influences their choices related to text format. One output of this project is an interactive online resource (see Hargreaves et al., 2022b) based upon insights gained from our students and we would like to present parts of this resource to the ALDinHE community.

AimsThis is a re-audit of Benzodiazepine and Z-hypnotic drugs prescriptions in two community treatment teams (CTTs) in the Cumbria Northumberland Tyne and Wear (CNTW) Trust, comparing with previous audits in 2009, 2017 and 2018 to check whether areas of good practice were maintained, and progress was made.MethodsWe reviewed caseloads of four CNTW consultants in the two CTTs which included 554 patient encounters with 60 encounters where benzodiazepines or z-drugs were prescribed. Nine missing data sets brought the total audit sample to 51. For these 51, prescribing information was gathered from RiO and assessed against standards derived from CNTW Trust Policy and BNF prescribing guidance. To be compliant, 90–100% of prescriptions needed to meet the standard.ResultsOverall, the rate of prescribing of benzodiazepines and Z- drugs increased from previous audit (7% in 2018, now 10.8%). Good areas of practice maintained were as follows (all 100%): all teams were compliant in prescribing within BNF limits, refrained from prescribing diazepam in 10 mg formulation, and no pregnant/post-partum women were prescribed these medications.Although non-compliant, there were clear improvements in documenting indicated use (2018: 61.65%, 2021: 80.8%), and providing prescriptions of <4 weeks in duration (2018: 58.2%, 2021: 79.2%)Key areas of concern were as follows: poor documentation of indication, duration of treatment and plans for review/discontinuation (compliance ranged from 31.5% - 81.2% in these areas). There was poor documentation of what verbal advice was given (0–16.9%), and lack of clearly documented tapering/discontinuation plans for those on long-term prescriptions (16.1%). The provision of written advice reduced from previous audit (2018: 10.7%, 2021: 5.8%). As 41/51 encounters were via telephone or video due to COVID-19 pandemic, this may have impacted on results.ConclusionDespite improvement in some areas, there remains scope for ongoing improvement in other areas. To improve these, we plan to produce and distribute an educational email to all prescribers, including the following: information on this audit and its findings, prescribing guidelines, relevant e-links to patient information leaflets as well as the audit proforma used for this audit, to encourage prescribers to undertake self-directed practice. A poster will be distributed, highlighting prescribing guidelines and standards, to be printed and displayed in clinical areas as reminder of prescribing responsibilities and the importance of documentation. Prescribers will be encouraged to participate in a small quiz to test learning. Efficacy of these measures will be assessed with a re-audit in one years’ time.