First year of practice is an important confidence-building phase for nurses and yet many new graduates are exposed to horizontal violence, which may negatively impact on this process. The findings underscore a priority for the development of effective prevention programmes. Adequate reporting mechanisms and supportive services should also be readily available for those exposed to the behaviour.

Negative depictions that predominate confirm the stereotypic understanding of mental illness that is stigmatizing. These findings underscore the challenge facing us as mental health professionals attempting to change attitudes towards mental disorders when the stereotypes are so regularly reinforced.

Background: We implemented team learning, an instructional method that fosters small-group learning, in an evidence-based medicine (EBM) course. Our goal was to align instructional methods with EBM practices. Description: Team learning provides an alternative to lectures in large-group settings. It involves out-of-class preparation followed by in-class 131The contents of this article were developed under a grant for the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not Courses in evidence-based medicine (EBM) are being introduced into medical school curricula as recognition of the value of EBM in clinical practice continues to increase. EBM refers to the regular use of the best available evidence to inform management decisions in the care of patients. The literature suggests that courses in EBM may, and often do, increase students' knowledge and use of EBM principles and concepts. 1-3 Consequently, in 1997, faculty implemented an EBM course at our institution for 2nd-year medical students not unlike EBM courses at other institutions. Nevertheless, soon after implementation, faculty and administration recognized an inconsistency between the learning strategies commonly promoted in these EBM courses and the underlying problem-solving strategies inherently espoused by EBM practices.Most instruction directed to large groups of learners, including instruction in many EBM courses, tends to place heavy emphasis on the transmission of facts. Consequently, instruction tends to relegate learners to a passive role in the learning process. Grading schemata, which often emphasize individual accountability over learning in community, tend to rely on multiple-choice examinations that reinforce students' tendency to focus their learning on "acquiring the facts needed for the test" rather than on real-life application of medical knowledge. Unlike these teaching and evaluation settings, EBM is often practiced in team settings where individuals share in problem solving and contribute to group success, in which problems are not well defined and decision makers have imperfect knowledge and in which no single best answer is readily available. 4 Over time our EBM course was redesigned with an overarching goal to "practice what was preached" by using instructional strategies shown in the literature to foster student learning behaviors closely related to the types of behaviors expected of effective practitioners of EBM. 2,4 This redesigned course specifically sought to promote individual responsibility and accountability for independent, out-of-class learning of core concepts and to promote group responsibility for collaborative, in-class learning through solving of real-world problems.Recent trends in medical education suggest that this goal for an EBM course is philosophically sound but pragmatically difficult. 5 During the past 15 to 20 years, significant changes have been made at...

Significant opportunities to advance educational research in this field exist by developing more high-quality studies with particular attention to randomization techniques and standardizing outcome measures.

The prevalences of burnout, depression, and stress were higher in this sample of first- through third-year medical students when compared with other medical student groups previously studied. Important limitations of this research included the fact that it was cross-sectional in design and that the PRIME-MD tool is simply a screening tool and does not diagnose major depression. Medical educators, deans, and administrators should appreciate the possibility of higher levels of psychological distress among their own students than those previously reported.

Young viewers are being socialized into stigmatizing conceptions of mental illness.

These data are consistent with an overwhelming negativity of depictions of the mentally ill found in other forms of media and settings, and contribute to the stigmatisation of this population.

The clinical ethics literature is striking for the absence of an important genre of scholarship that is common to the literature of clinical medicine: systematic reviews. As a consequence, the field of clinical ethics lacks the internal, corrective effect of review articles that are designed to reduce potential bias. This article inaugurates a new section of the annual "Clinical Ethics" issue of the Journal of Medicine and Philosophy on systematic reviews. Using recently articulated standards for argument-based normative ethics, we provide a systematic review of the literature on concealed medication for the management of psychiatric disorders. Four steps are completed: identify a focused question; conduct a literature search using key terms relevant to the focused question; assess the adequacy of the argument-based methods of the papers identified; and identify conclusions drawn in each paper and whether they apply to the focused question. We identified seven papers and provide an assessment of them. While none of the papers fully meet the standards of argument-based ethics, they did provide rationales for the use of concealed medications, with the important requirement such a practice be accountable in explicit organizational policy to prevent abuse of patients with mental illness or dementia.