When developing consensus guidelines for clinical practice, researchers should use a formal research method to ensure rigour and credibility.

In many medical procedures where accurate radiation dose measurements are needed, the variation of detector response with x-ray energy is of concern. The response of LiF:Mg,Cu,P TLDs to a range of x-ray energies was analysed in monoenergetic (synchrotron), diagnostic and therapy radiation beams with the aim of implementing this dosimeter into clinical practice where existing dosimetry techniques are limited due to lack of sensitivity or tissue equivalence (e.g. neonatal radiography, mammography and brachytherapy). LiF:Mg,Cu,P TLDs in different forms from two manufacturers (MCP-N: TLD Poland, GR200: SDDML China) were irradiated using x-ray beams covering 10 keV to 18 MVp. Dose readings were compared with an ionization chamber. The effect of different TLD types and annealing cycles on clinical utility was investigated. The measured energy response of LiF:Mg,Cu,P TLDs was fit to a simple model devised by Kron et al (1998 Phys. Med. Biol. 43 3235-59) to describe the variation of TLD response with x-ray energy. If TLDs are handled as recommended in the present paper, the energy response of LiF:Mg,Cu,P deviates by a maximum of 15% from unity and agrees with the model to within 5% or experimental uncertainty between 15 keV and 10 MeV. LiF:Mg,Cu,P TLDs of all forms have consistent and superior energy response compared to the standard material LiF:Mg,Ti and are therefore suitable for a wide range of applications in diagnostic radiology and radiotherapy.

The expansion of diagnostic ultrasound outside of the traditional radiology profession into the physiotherapy profession is occurring. The purpose of this study was to determine if physiotherapists are purchasing diagnostic ultrasound machines, receiving training in the modality and what imaging procedures they are performing. For the design of future training tools, also investigated were the methods of training that physiotherapists might find most beneficial and what content they deem necessary to be covered during such training for the use of diagnostic ultrasound for their profession. An e-mail invitation was sent to physiotherapists throughout Australian who were registered on two databases, asking them to complete a web based survey. The survey was comprised of 18 questions including open and closed items. The data was then categorised into themes in accordance with the purpose of the study. Of the respondents, 39% did not own a diagnostic ultrasound machine, 33% had access to a machine that was owned by their employer and 18% actually owned a machine themselves. Training in diagnostic ultrasound had been received by 61% of the respondents however for 67% of those who had been trained, this training had only lasted for several hours, not days or weeks. For future training in ultrasound the majority of respondents would prefer either a workshop or DVD to cover imaging anatomy, the use of machine controls and scanning the pelvic floor, abdominal muscles and shoulder. From this survey it can be concluded that physiotherapists have an interest in or are using diagnostic ultrasound in their practice. While some form of training is being provided, further training is considered necessary and wanted by the physiotherapists so training tools need to be developed.

Generation Y or Millennials are descriptors for those born between 1982 and 2000. This cohort has grown up in the digital age and is purported to have different learning preferences from previous generations. Students are important stakeholders in identifying their preferred teaching and learning approaches in health professional programs. This study aimed to identify, appraise, and synthesize the best available evidence regarding the teaching and learning preferences of Generation Y health professional students. The review considered any objectively measured or self-reported outcomes of teaching and learning reported from Generation Y health professional student perspectives. In accordance with a previously published Joanna Briggs Institute Protocol, a three-step search strategy was completed. Two research articles (nursing and dental hygiene students) and three dissertations (nursing) were critically appraised. All studies were crosssectional descriptive studies. A range of pedagogical approaches was reported, including lecture, group work, and teaching clinical skills. Based on the Joanna Briggs Institute levels of evidence, reviewers deemed the evidence as Level 3. Some generational differences were reported, but these were inconsistent across the studies reviewed. There is, therefore, insufficient evidence to provide specific recommendations for the preferred educational approaches of health professional students and further research is warranted. KeywordsTeaching and Learning, Generation Y students, Millennials, Health Professions Complete Author ListCaroline Mary Hills, Tracy Levett-Jones, Samuel Lapkin, and Helen Warren-Forward This topics in education is available in The Open Journal of Occupational Therapy: http://scholarworks.wmich.edu/ojot/vol5/iss1/ 12The goal of health professional education is to produce competent graduates who are eligible for registration with a regulatory body. quality teaching and learning resources and curricula. The objectives of this review were to identify, appraise, and synthesize the best available evidence regarding the teaching and learning preferences of Generation Y health professional students. Research QuestionThe research question addressed by this study was: "What teaching and learning strategies do Generation Y health professional students prefer?" Method Criteria for Considering StudiesThe systematic review was conducted according to priori methodology outlined in a protocol that was peer-reviewed and published on Search StrategyThe search strategy was developed to find both published and unpublished studies, limited to the English language, and restricted to January Data CollectionData were extracted from the papers in the review using the standardized data extraction tool from the JBI. The extracted data included specific details about the participants' demographics and the sample size, study methods, interventions, number and reasons for withdrawals and dropouts, and any outcomes of significance with regard to the aim of the review. Data Synth...

Overall, the results of this study suggest that 'Generation Y' students are having both a negative and a positive impact on practice education in occupational therapy. For educators, management of the overconfident student and professional reasoning development should be addressed in university practice education workshops. For students, the need for clarification of placement expectations on professional behaviour and communication was indicated. Students may also require 'listening to feedback' skill development prior to practice education. Universities and practice educators should consider the development of technological resources for practice education, including simulation, to meet the needs of the, now recognised 'Generation Y' student.