ObjectivesTo evaluate medical students' perceptions of a new community-based surgical module being delivered as part of a third-year clinical methods teaching (CMT) course at Imperial College, London.DesignA qualitative study using focus group interviews with medical students who had recently completed the surgical module. Focus group discussions were recorded, transcribed and analysed to identify key categories that reflected the positive and negative aspects of the student's perspectives.SettingImperial College, LondonParticipantsTwo groups of fourth-year medical students were invited to participate in the focus groups. The first group consisted of seven students from the surgery and Anaesthesia BSc course. The second group consisted of a random sample of five students from other BSc courses at Imperial College.Main Outcome MeasuresThese were not defined pre-study as the purpose of the study was to obtain student perceptions of the surgical module. Facilitators were given guide questions to aid consistency and prompted discussion where required using an inductive approach to the topics discussed by the students.ResultsStudent opinions of surgical teaching delivered in the community compared favourably with the surgical teaching delivered in hospitals. Students identified the key benefits as: having protected time to learn, regular access to suitable patients, and teaching that was more learner-centred. Challenges identified by students included the GPs' lack of specialist knowledge and teaching that was dictated by individual interests rather than the syllabus.ConclusionsCommunity-based teaching has been widely used to deliver teaching traditionally taught in hospital settings. However, surgical skills are still taught largely by surgical specialists within hospitals. Our study suggests that students are receptive to GPs teaching surgical topics in the community and perceive GPs as competent teachers. This study suggests that there may be benefits in delivering traditional surgical modules in community settings. Providing training for teachers may be a key factor in ensuring quality of surgical teaching for all students.

China's space-faring and particlewrangling researchers are reaping the rewards of heavy investment, as the nation makes big moves in a global race. In the emerging and hotly pursued area of nanocatalysis, China's scientists are forging ahead.At the landing site of the Chang'e-5 probe, researchers examine a capsule carrying lunar soil and rocks.

ObjectivesTo design a tool to explore current leadership teaching in an undergraduate curriculum, using the medical leadership competency framework (MLCF)DesignAn online questionnaire was designed based on the MLCF competences and sent to all course leads at Imperial College, London in Autumn 2011SettingImperial College, LondonParticipantsSixty-nine course leads were invited to participate in the questionnaire studyMain outcome measuresCourse leads were asked whether they teach each MLCF competence, which teaching methods they use, and how long they spend teaching each competencyResultsOverall there was a 78% questionnaire response rate (54/69). From the questionnaires received it was possible to extrapolate results across the remaining courses to achieve a 100% response rate. We were then able to produce a map of current leadership teaching showing that all MLCF competences are taught to varying degrees across the curriculum. The tool does not however provide information on the quality of teaching provided, or what students learnConclusionsThere is a strong emphasis on the development of teaching leadership skills to undergraduates in Tomorrow's Doctors 2009 (TD09). It is difficult to know what teaching occurs across the curriculum of a large medical school. The design of a simple, electronic questionnaire will enable medical schools to map their current leadership teaching to the TD09 outcomes. This will help to inform further curriculum development and integration as well as signposting of learning opportunities

This chapter discusses the role of public service broadcasting and its broadcasters in Wales. Public service broadcasting plays a crucial role in enhancing citizens' understanding of their culture, history, and political system. In Wales particularly, there is a limited range of news sources about devolved politics. A 2016 survey in Wales found that many readers relied on news produced in England, or UK-wide news, which has limited information about Welsh affairs. Therefore, while the provision of an effective public service broadcasting service is crucial throughout the UK, it is central to the future of a well-informed citizenry and publicly accountable government in Wales. One of the biggest changes in television provision in Wales relates to English-language programming. With the significant decrease within both the BBC and ITV in terms of both output and spend, there has been a narrowing of programmes and genres in Wales.

The chapter begins by noting a recent historical tendency for Wales to take an interest in Scottish political developments, alongside deficiencies in the Welsh media landscape and a lack of Welsh media engagement with Welsh politics. It is observed that yet fewer Welsh media consumers have the opportunity to engage with indigenous media than counterparts in Scotland. Awareness of the potential implications of Scottish constitutional developments for Wales produced substantial coverage of the Scottish referendum. The tightening of the polls just ahead of the referendum caused a spike in Welsh coverage, in which however the Welsh media faced challenges in adopting a view differentiated from London coverage. The chapter concludes with observations about absences in the Welsh media ecology.