This article reports our experience of developing half-day sessions of interprofessional simulation for pre-qualifying students from medicine, nursing, physiotherapy, radiography and operating department practice. One hundred and ninety-one students participated in a session. A questionnaire consisting of Likert type, visual analog and open comment questions explored their perceptions of the sessions as a learning experience, their attitudes toward interprofessional learning and the factors important for good patient care either after, or before and after, the session, as appropriate. Responses were analyzed using descriptive statistics, statistical tests for difference or thematic coding. Our data suggest that routine scenarios following patient journeys offer such students valuable educational experiences. In order to maximize the educational value of such sessions, particular attention should be paid to the benefits anticipated for individual professions, as well as those for all groups; to the wider educational context in which sessions lie and to the careful management of debriefing. A collaborative approach to the development of these increasingly popular but time and resource intensive educational interventions is advantageous for both staff and students.

Findings illustrate the potential for aquatic treadmill exercise to enhance exercise-induced elevations in CBF and thus optimize shear stress-mediated adaptation of the cerebrovasculature.

ObjectivesGiven the importance of vision in the control of walking and evidence indicating varied practice of walking improves mobility outcomes, this study sought to examine the feasibility and preliminary efficacy of varied walking practice in response to visual cues, for the rehabilitation of walking following stroke.DesignThis 3 arm parallel, multi-centre, assessor blind, randomised control trial was conducted within outpatient neurorehabilitation servicesParticipantsCommunity dwelling stroke survivors with walking speed <0.8m/s, lower limb paresis and no severe visual impairmentsInterventionOver-ground visual cue training (O-VCT), Treadmill based visual cue training (T-VCT), and Usual care (UC) delivered by physiotherapists twice weekly for 8 weeks.Main outcome measures: Participants were randomised using computer generated random permutated balanced blocks of randomly varying size. Recruitment, retention, adherence, adverse events and mobility and balance were measured before randomisation, post-intervention and at four weeks follow-up.ResultsFifty-six participants participated (18 T-VCT, 19 O-VCT, 19 UC). Thirty-four completed treatment and follow-up assessments. Of the participants that completed, adherence was good with 16 treatments provided over (median of) 8.4, 7.5 and 9 weeks for T-VCT, O-VCT and UC respectively. No adverse events were reported. Post-treatment improvements in walking speed, symmetry, balance and functional mobility were seen in all treatment arms.ConclusionsOutpatient based treadmill and over-ground walking adaptability practice using visual cues are feasible and may improve mobility and balance. Future studies should continue a carefully phased approach using identified methods to improve retention.Trial RegistrationClinicaltrials.gov NCT01600391

Pre-registration students, particularly those in the US, are learning to use tools for structured communication either in specific sessions or integrated into more extensive courses or programmes; mostly 'Situation Background Assessment Recommendation' and its variants. There is some evidence that learning to use a tool can improve the clarity and comprehensiveness of student communication, their perceived self-confidence and their sense of preparedness for clinical practice. There is, as yet, little evidence for the transfer of these skills to the clinical setting or for any influence of teaching approach on learning outcomes. Educators will need to consider the positioning of such learning with other skills such as clinical reasoning and decision-making.

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