Academic literature on the topic 'University of Manchester. Medical School'

The Manchester Royal Infirmary Students Gazette (1898–99) and its subsequent titles, the Manchester Medical Students Gazette (1901–13), the Manchester University Medical School Gazette (1921–59), the Manchester Medical Gazette (1960–78) and Mediscope (1979–98), are a valuable resource for the history of the social and academic life of the medical students and the work of the Medical School at the University of Manchester. The volumes provide a record of advances in medical practice, historical articles and biographical details of staff. A recently completed database of the main articles and authors is a new resource to research these journals. This article sketches the history of the Gazette and outlines its value as a source for medical historians.

An eight week period of study was undertaken at Shanghai Medical University as a student elective from Manchester University Medical School. During this time the student was taught elements of the traditional theory of acupuncture and was given clinical training in acupuncture, electroacupuncture, moxibustion, cupping and herbal injection. A good variety of medical problems were seen being treated. The process of selecting a suitable venue for a student elective in China is discussed, as is the teaching routine in an acupuncture clinic.

Abstract:Health and medical informatics education has meanwhile gained considerable importance for medicine and for health care. Specialized programs in health/medical informatics have therefore been established within the last decades.This special issue of Methods of Information in Medicine contains papers on health and medical informatics education. It is mainly based on selected papers from the 5th Working Conference on Health/Medical Informatics Education of the International Medical Informatics Association (IMIA), which was held in September 1992 at the University of Heidelberg/Technical School Heilbronn, Germany, as part of the 20 years’ celebration of medical informatics education at Heidelberg/Heilbronn. Some papers were presented on the occasion of the 10th anniversary of the health information science program of the School of Health Information Science at the University of Victoria, British Columbia, Canada. Within this issue, programs in health/medical informatics are presented and analyzed: the medical informatics program at the University of Utah, the medical informatics program of the University of Heidelberg/School of Technology Heilbronn, the health information science program at the University of Victoria, the health informatics program at the University of Minnesota, the health informatics management program at the University of Manchester, and the health information management program at the University of Alabama. They all have in common that they are dedicated curricula in health/medical informatics which are university-based, leading to an academic degree in this field. In addition, views and recommendations for health/medical informatics education are presented. Finally, the question is discussed, whether health and medical informatics can be regarded as a separate discipline with the necessity for specialized curricula in this field.In accordance with the aims of IMIA, the intention of this special issue is to promote the further development of health and medical informatics education in order to contribute to high quality health care and medical research.

Catherine Corbett was the second woman to gain a medical degree from the University of Manchester Medical School in 1905; however, little was known about her life or work, apart from the fact that she was a School Medical Inspector (SMI) and never married. The rediscovery of her Diary in Serbia (1916) has revealed her work for the Scottish Women's Hospitals (SWH) during the First World War in Serbia (1915–1916). Her time alongside her female colleagues was a good experience, however the harsh conditions, especially those she experienced during a further period working in Russia (1916–1917), left her exhausted and psychologically stressed. After the war, her job as a SMI in Burnley and her pursuit of rock climbing helped her adjust to a normal life and allowed her to promote her views on female education.

Rod Rickards graduated with first class honours from the University of Sydney in 1955 and began his academic career at the University of Manchester in close association with Arthur Birch. In 1966 he returned to Australia to a foundation appointment in the Research School of Chemistry at the Australian National University, where he spent the remainder of his career. His research was primarily concerned with the organic and biological chemistry of compounds of medical, biological, agricultural and veterinary importance, and was characterized by an integration of organic synthesis, biomimetic synthesis, structural and stereochemical studies, and biosynthetic studies using isotopically labelled precursors in vivo. His interests ranged widely and included antibiotics, regulatory factors that initiate antibiotic production and control cell differentiation and sexuality in microorganisms, elicitors that communicate between bacteria and plants, mammalian hormones of the prostaglandin group that control many aspects of human physiology, juvenile hormones, which mediate the development and reproductive physiology of higher dipteran insects and the therapeutically active components of Cannabis resin.

Summary The University of Manchester Medical School has adopted problem-based learning as its main educational method, with a change of emphasis from a biomedical to a biopsychosocial approach. The training of junior medical students in clinical interviewing is intended to reinforce and develop their interpersonal skills. We measured the impact of this new curriculum by assessing two intakes of students covering the period before and after its introduction; a third intake was later added to examine the effect of further curriculum adjustments. 86 students, randomly selected, were videorecorded conducting diagnostic interviews with standardized patients 10 weeks after they had started to learn clinical interviewing. Two instruments were developed—a 23-item communication skills scale and a 13-item information-gathering scale and both showed acceptable inter-rater and test-retest reliability. Communication skills did not differ between years. The total score for information-gathering fell by 13% (95% confidence interval –20 to –6%, P 0.001) in the first year after introduction of the new educational approach but returned to baseline the following year after further modification of the course. Although the new approach yielded no measurable improvement in the process of communication, assessment 10 weeks after the start of interview training may be too early to permit definitive conclusions. We conclude that it is possible to change to a more patient-centred emphasis in teaching medical interviewing. Some initial loss of information content was rectified by adjustment of the course. Our unfavourable early experience highlights the need to evaluate educational change.

Abstract Background The treatment in the years following a first-psychosis episode is most crucial as typically, the illness onset occurs in a delicate phase of the young adults (Correll, 2018). To address the specialities in the care for this patient population both, the Child and Adolescent, together with the adult department of the Psychiatric University Hospital Zürich implemented the ZEN psychosis first episode program. Members of the specialized team connected in their function as network coaches in a systemic approach all players of the patient’s social and medical network. The better communication on transition points such as to adult department, together with possibilities of low-threshold treatment, aimed to improve treatment adherence and reduce repeated hospitalisations. The study’s main objective was to evaluate the efficacy of the program and with that optimize the treatment process in daily clinical routine. A jurisdictional inquiry has been requested by Swiss Ethics Committees on research involving humans in Zurich and the present study project is classified as quality control of the clinical treatment. Methods Participants of the ZEN Program included in 2017 and 2018 were followed up to duration of 24 months. The following measures were assessed before and after enrolment in the program: Satisfaction with life, measured with the Manchester Short Assessment of Quality of Life (MANSA; Priebe et al., 1999); Number of rehospitalisations and coercive treatment; Global assessment of functioning (GAF) (Endicott et al., 1976); and measures of Social and vocational recovery. Results In Florence, results and implications will be presented for included patients. Rates of rehospitalisations will be compared against literature. Mean relaps rates at 24 months have been reported to vary from 38% under specialized integrated care, to up to 49% under treatment as usual (Fusar-Poli et al., 2017). Social and vocational recovery will be rated at follow-up and compared to baseline on a three-point scale (‘no’, ‘partial’ and ‘full’ recovery) (Craig et al., 2004, Garety et al., 2006). In addition, correlation coefficients will be determined to detect any associations among sociodemographic factors and clinical data such as amount of neuroleptic medication. Discussion The ZEN program is specialized for patients with first episode of psychosis. The intensive care together with an intensified communication between players of a patient’s network aims to achieve better outcomes. The evaluation of the clinical program is of importance. The study provides recent data for ongoing discussions about the quality of the treatments and its cost-effectiveness compared to standard treatment.

AimsDo psychiatrists believe children are growing up in psychopathogenic environments that significantly contribute to mental ill- health? If so, do they feel empowered to change those environments? If not, how can psychiatrists be given a role where they can create meaningful change? Finally, how much responsibility can psychiatry usefully take for changing psychopathogenic environments?BackgroundWe define psychopathogenic environments as environments that predispose to mental ill-health. It is the psychological environment we live in - including income, the way we interact with others (e.g. social media, bullying), what we do with our free time, pressures at school and expectations of our peers. It is not discrete events (e.g. trauma) and stretches beyond life at home (where many ACE's occur).Self-harm presentations to medical professionals amongst teenagers are on the rise, Universities report a fivefold increase in disclosure of mental health conditions in the last decade. Here we consider if psychopathogenic environments are part of the cause of these changes.MethodA 10-item questionnaire distributed to Child and Adolescent Psychiatrists in NHS Lothian, NHS Grampian and Manchester University NHS Trust via a consultant in each Trust.ResultAll 14 respondents said psychopathogenic environments are “very important” contributors to mental ill-health. 13/14 say the environments have got worse in the last 10 years. 13/14 responded negatively about whether psychiatrists could change them. When given white space to tackle the problem they suggested changes were needed from Government including against poverty / inequality, education, public health nudges, more resources, MDT working and better access to leisure facilities. Given specific choices, 11/14 identified influencing Government as a major way forward.ConclusionThis group of psychiatrists believe psychopathogenic environments are; 1) a very important contributor to mental ill-health 2) getting worse but 3) feel largely powerless to tackle it. It is a problem they think is important and want to engage in, but lack time, resources and struggle with the complexity of the problem. How therefore, can psychiatrist show leadership in this area? The two perspectives to consider how to empower psychiatrists to help create change are 1) how they can influence the environment for individual patients, 2) how they can influence public policy and government to make wider changes.Is this the job of psychiatrists? Not alone, but as agents they have a unique insight and authority as both a lens for and director of these environments.