This questionnaire-based study was conducted as a part of an MA Dissertation in the summer of 2010 (Gough, 2010a). It examines the trends within the translation industry which have developed in response to the evolution of the Web from Web 1.0 (the information web) to Web 2.0 (the social web) and places professional translators against the backdrop of these trends. The developments based on the principles of sharing, openness and collaboration associated with Web 2.0 can be seen as affecting the tools used by translators and the processes in which they engage. This study examines professional translators’ awareness and perception of the new open, collaborative tools and processes and the degree of tools usage and process participation. The key findings of this study highlight translators’ vague awareness and insufficient understanding of these trends, marginal use of the open tools and little engagement in the collaborative processes. The underlying factor determining translators’ awareness, perception and the use of these tools and processes is their attitude towards adopting new technologies, with an indication that professionals with innovative attitudes are more inclined to embrace the new trends and developments.

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Background medical education must adapt to meet the challenges and demands of an ageing population, ensuring that graduates are equipped to look after older patients with complex health and social care needs. Recommended curricula in geriatric medicine in the United Kingdom and Europe offer guidance for optimal undergraduate education in ageing. The UK version, written by the British Geriatrics Society (BGS), requires updating to take account of innovations in the specialty, changing guidance from the General Medical Council (GMC), and the need to support medical schools preparing for the introduction of the national Medical Licensing Assessment (MLA). Methods the BGS recommended curriculum was mapped to the most recent European curriculum (2014) and the MLA content map, to compare and contrast between current recommendations and nationally mandated guidance. These maps were used to guide discussion through a virtual Nominal Group Technique (NGT), including 21 expert stakeholders, to agree consensus on the updated BGS curriculum. Results the curriculum has been re-structured into seven sections, each with 1–2 overarching learning outcomes (LOs) that are expanded in multiple sub-LOs. Crucially, the curriculum now reflects the updated GMC/MLA requirements, having incorporated items flagged as missing in the mapping stages. Conclusion the combined mapping exercise and NGT have enabled appropriate alignment and benchmarking of the UK national curriculum. These recommendations will help to standardise and enhance teaching and learning around the care of older persons with complexity.

The advent of AI-supported, cloud-based collaborative translation platforms have enabled a new form of online collaborative translation – ‘concurrent translation’ (CT). CT refers to commercial translation performed on such platforms by multiple agents (translators, editors, subject-matter experts etc.) simultaneously, via concurrent access. Although the practice has recently gained more ground, research on CT is scarce. The present article reports on selected key findings of a study that investigates translators’ experiences with CT via a survey of 804 professional translators working in CT mode across different commercial platforms. Despite the affordances such as peer learning, positive competition, speed, flexibility of the volume of work and working time, and reduced responsibility and reduced stress, CT workflow comes with its substantial challenges such as time pressure, negative competition, reduced self-revision and research, all of which result in quality compromised for speed.

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