Aims and MethodA questionnaire survey of general hospital doctors was conducted before and after a 1h training intervention. Baseline levels of knowledge and confidence regarding the use of section 5(2) of the Mental Health Act 1983 and assessment and management of incapacitated patients were determined. Following a training intervention, improvements in these areas were established.ResultsEighteen doctors participated. Confidence in assessing capacity and the knowledge of treatment under common law and section 5(2) were low at baseline. Improvements were seen following the training intervention, with four knowledge items relating to section 5(2) achieving statistically significant improvements.Clinical ImplicationsSimple training interventions delivered by psychiatrists may be an effective way of improving the knowledge and confidence of general hospital doctors.

A questionnaire survey of general adult psychiatric consultants and specialist registrars in the West Midlands was conducted to examine attitudes towards New Ways of Working (NWW) for psychiatrists; these were measured using a 5-point Likert scale. Participants were also asked about their own experiences of NWW. The data were analysed using Mann-Whitney U-test. RESULTSThe response rate was 31.2%. Attitudes were generally negative, particularly regarding the effect on patient care, the erosion of the professional role of the consultant and effect on quality of work life. The attitudes of those who did not have any direct experience of working to the NWW models were more negative than those who had direct experience of NWW. CLINICAL IMPLICATIONSThere are significant concerns about NWW among consultants and specialist registrars. There is a need for further debate and research with regard to the proposals.

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The training session was successful in its aims for most but not all students. The intervention is reproducible but further work needs to be done to clarify how best to influence attitudes and behaviour as well as knowledge.

Purpose The purpose of this paper is to determine the information literacy skills and needs of incoming and current transfer students. Design/methodology/approach Three studies are discussed, two of which were generated from ACRL’s Assessment in Action program. In the first, incoming transfer students were asked basic demographic questions and were tested on several basic information literacy skills. A combination of quantitative analysis and rubrics was used to assess results. A pre-test, post-test method was used in a basic introduction to campus life course for transfer students. Finally, the 2014 cohort of transfer student were resurveyed to test research skills and report interactions they had with reference librarians and library instruction during the previous year. Findings Initial observations suggested older transfer students, and students transferring from community colleges were least knowledgeable about basic information literacy concepts, and that students who had attended library instruction sessions were more knowledgeable. In the pre-test, intervention and post-test study, students did not show significant improvements in knowledge, but did show a significantly improved comfort level with library research. In the follow-up survey, second year transfer students who had library instruction during the previous year were significantly more likely to have sought out their subject liaison for consultations. Originality/value Research studies that focus on the information literacy needs and skills of transfer students and adult learners is somewhat scarce, compared to that of incoming freshmen. It is of use to both academic librarians in institutions that accept incoming transfer students, and to community college librarians who may be designing handoff library instruction.