The aim of this Guide is to support teacher with the responsibility of designing, delivering and/or assessing diversity education. Although, the focus is on medical education, the guidance is relevant to all healthcare professionals. The Guide begins by providing an overview of the definitions used and the principles that underpin the teaching of diversity as advocated by Diversity and Medicine in Health (DIMAH). Following an outline of these principles we highlight the difference between equality and diversity education. The Guide then covers diversity education throughout the educational process from the philosophical stance of educators and how this influences the approaches used through to curriculum development, delivery and assessment. Appendices contain practical examples from across the UK, covering lesson plans and specific exercises to deliver teaching. Although, diversity education remains variable and fragmented there is now some momentum to ensure that the principles of good educational practice are applied to diversity education. The nature of this topic means that there are a range of different professions and medical disciplines involved which leads to a great necessity for greater collaboration and sharing of effective practice.

focus on their own perceived areas of difficulty and makes the course work pertinent to their needs. 7 We have used these types of "trigger" tapes successfully in our previous research with nurses and doctors working in oncology.6 7 The intervention reported here was valued highly by all participants.The positive findings from the course included an increase in participants' reported self confidence about recruiting patients into trials, and objective analyses revealed behavioural changes in the style and content of the participants' discussions. There is strong evidence that if both competence and self confidence are improved then behavioural changes often do transfer successfully into the clinical setting and endure, even without support or consolidation courses. 8Our training course is now being rolled out by the national cancer research networks in England and Wales, and research to see if real patient outcomes are affected is planned.

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Intraperitoneal injections of specific toxoid induce a prolonged eosinophilia in the peritoneal exudate of BDF1 mice previously immunized with tetanus toxoid combined with an adjuvant of pertussis vaccine. An injection of diphtheria toxoid into tetanus-primed mice induces a transient local eosinophilia which peaks at 24 hours. A challenging injection of tetanus toxoid produced a greater 24 hour eosinophil response and, in addition, a persisting accumulation of eosinophils peaking at 3 days and still evident at days 5 and 7. Injections of heterologous antitetanus globulins or isologous immune serum did not affect the transient eosinophilia, but did suppress the accumulation of eosinophils during the second or prolonged phase of the response to challenge. Since humoral antibody prevented the antigen from inititating the eosinophil response in animals primed to respond to a challenging injection, it was concluded that antigen-antibody reactions per se could not be responsible for the prolonged phase of the eosinophil response. It was suggested that antibody may block the antigen from complexing with sensitized cells, thereby preventing the release of eosinophilotactic factors.