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Undergraduates students in 12 courses at 8 different institutions were surveyed to determine the prevalence of 13 different misconceptions (conceptual difficulties) about cardiovascular function. The prevalence of these misconceptions ranged from 20 to 81% and, for each misconception, was consistent across the different student populations. We also obtained explanations for the students' answers either as free responses or with follow-up multiple-choice questions. These results suggest that students have a number of underlying conceptual difficulties about cardiovascular phenomena. One possible source of some misconceptions is the students' inability to apply simple general models to specific cardiovascular phenomena. Some implications of these results for teachers of physiology are discussed.

Resolving the grand challenges and wicked problems of the Anthropocene will require skillfully combining a broad range of knowledge and understandings-both scientific and non-scientific-of Earth systems and human societies. One approach to this is transdisciplinary research, which has gained considerable interest over the last few decades, resulting in an extensive body of literature about transdisciplinarity. However, this has in turn led to the challenge that developing a good understanding of transdisciplinary research can require extensive effort. Here we provide a focused overview and perspective for disciplinary and interdisciplinary researchers who are interested in efficiently obtaining a solid understanding of transdisciplinarity. We describe definitions, characteristics, schools of thought, and an exemplary three-phase model of transdisciplinary research. We also discuss three key challenges that transdisciplinary research faces in the context of addressing the broader challenges of the Anthropocene, and we consider approaches to dealing with these specific challenges, based especially on our experiences with building up transdisciplinary research projects at the Institute for Advanced Sustainability Studies. ll

Context: While formative workplace based assessment can improve learners' skills, it often does not because the procedures used do not facilitate feedback which is sufficiently specific to scaffold improvement. Provision of pre-formulated strategies to address predicted learning needs has potential to improve the quality and automate the provision of written feedback. Objectives:To systematically develop, validate and maximise the utility of a comprehensive list of strategies for improvement of consultation skills through a process involving both medical students and their clinical primary and secondary care tutors.Methods: Modified Delphi study with tutors, modified nominal group study with students with moderation of outputs by consensus round table discussion by the authors.Results: 35 hospital and 21 GP tutors participated in the Delphi study and contributed 153 new or modified strategies. After review of these and the 205 original strategies, 265 strategies entered the nominal group study to which 46 year 4 and 5 students contributed, resulting in the final list of 249 validated strategies. Conclusions:We have developed a valid and comprehensive set of strategies which are considered useful by medical students. This list can be immediately applied by any school which uses the Calgary Cambridge Framework to inform the content of formative feedback on consultation skills. We consider that the list could also be mapped to alternative skills frameworks and so be utilised by schools which do not use the Calgary Cambridge Framework.

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