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This study aims to develop a specialized and economically feasible educational model using a combination of conventional approach and additive technology with a precision that proves to be sufficient for educational use. With the use of computer-aided design/computer-aided manufacturing models in educational stages, the possibility of infectious diseases transmission can be significantly reduced.

The proposed process involves the planning and development of specialized anatomical three-dimensional (3D) models and associated structures using omnipresent additive technologies. A short survey was conducted among dental students about their knowledge of applying additive technologies in dental medicine and their desire to implement such technologies into existing curricula.

The results revealed how an educational 3D model can be developed by optimizing the mesh parameters to reduce the total number of elements while maintaining the quality of the geometric structure. The survey results demonstrated that the willingness to adapt to new technologies is increasing (p < 0.001) among students with a higher level of education. A series of recent studies have indicated that the lack of knowledge and the current skill gap remain the most significant barriers to the wider adoption of additive manufacturing.

An economically feasible, realistic anatomical educational model in the field of dental medicine was established. Additive technology is a key pillar of new specialized-knowledge digital skills for the enhancement of dental training.

The novelty of this study is the introduction of a 3D technology for promoting an economically feasible model, without compromising the quality of dental education.

Migration is increasing worldwide. health care practitioners must provide care to migrants in a culturally competent manner that is sensitive to cultural, political and economic contexts shaping health and illness. Many studies have provided strong evidence that health providers benefit from training in cross-cultural care. Cultural competence education of medical students during their early learning can begin to address attitudes and responsiveness toward refugees. At Memorial University in Canada, the authors designed “Morning in Refugee Health”, an innovative program in cultural competency training for first year medical students in the Clinical Skills and Ethics course. The purpose of this paper is to discuss these issues.

Here the authors introduce the curriculum and provide the rationale for the specific pedagogical techniques employed, emphasizing the consideration of culture in its relation to political and economic contexts. The authors describe the innovation of training standardized patients (SPs) who are themselves immigrants or refugees. The authors explain how and why the collaboration of community agencies and medical school administration is key to the successful implementation of such a curriculum.

Medical students benefit from early pre-clinical education in refugee health. Specific attention to community context, SP training, small group format, linkages between clinical skills and medical ethics, medical school administrative and community agency support are essential to development and delivery of this curriculum. As a result of the Morning in Refugee Health, students initiated a community medical outreach project for newly arriving refugees.

The approach is unique in three ways: integration of training in clinical skills and ethics; training of SPs who are themselves immigrants or refugees; and reflection on the political, economic and cultural contexts shaping health and health care.

This research compared the efficacy of process outcomes leveraging lean methods versus traditional pedagogy applied to dental education dependent on emerging technology. The pedagogical objective was to improve system efficiency without compromising traditional outcomes of effectiveness (quality).

The research team tested the efficacy of a lean A3 framework to identify, remove waste and redesign a technology-dependent simulation laboratory course (CAD/CAM/IR Restorative Dentistry). Students were also sensitized to time-in-chair to introduce a stronger patient focus. Baseline data collected from a control group were statistically compared to the research group's data after the course redesign. In addition, course time allocations were measured and then compared.

The results showed the interventions significantly reduced procedure cycle times without compromising quality. Additionally, the course was more efficiently conducted as measured by course time allocations.

This research demonstrated that the use of the A3 framework enhanced learning through process documentation, reengineering and systems optimization resolving issues of inefficiency associated with the CAD/CAM/IR pedagogy. This work is significant because it demonstrates the practice of using lean interventions to redesign and improve a technology-based healthcare course to maximize benefits.

This research is the first to examine how to leverage lean methods in a healthcare simulation laboratory, dependent on innovative technology, to educate and train future practitioners. This research applied statistical rigor in a controlled experiment to maximize its applicability and generalizability.

Failure to rescue events, or events involving preventable deaths from complications, are a significant contributor to inpatient mortality. While many interventions have been designed and implemented over several decades, this patient safety issue remains at the forefront of concern for most hospitals. In the first part of this study, the development and implementation of one type of highly studied and widely adopted rescue intervention, algorithm-based patient assessment tools, is examined. The analysis summarizes how a lack of systems-oriented approaches in the design and implementation of these tools has resulted in suboptimal understanding of patient risk of mortality and complications and the early recognition of patient deterioration. The gaps identified impact several critical aspects of excellent patient care, including information-sharing across care settings, support for the development of shared mental models within care teams, and access to timely and accurate patient information.

This chapter describes the use of several system-oriented design and implementation activities to establish design objectives, model clinical processes and workflows, and create an extensible information system model to maximize the benefits of patient state and risk assessment tools in the inpatient setting. A prototype based on the product of the design activities is discussed along with system-level considerations for implementation. This study also demonstrates the effectiveness and impact of applying systems design principles and practices to real-world clinical applications.

This paper outlines the pattern of library services available to staff in the National Health Service (N.H.S.) and gives a preliminary report of a study of library usage and of attitudes towards libraries among clinical and pre‐clinical staff in the University of Oxford. Libraries serving N.H.S. staff are numerous but small, most commonly being staffed by a single librarian, and receive little publicity. In spite of their small size a significant number of N.H.S. libraries have a ‘special library’ character. Teaching hospital libraries represent the intersection between the university and the N.H.S. library systems and are the largest of the libraries serving N.H.S. staff. Data on usage and attitudes were collected by several different methods (questionnaires, interviews, observation, library statistics, feedback forms an analysis of ‘failures’ in finding documents) in the expectation that this would give a richer picture than would be provided by any one of the conventional survey techniques. The use of modelling methods for interpreting data is discussed.

The paper reports an intensive survey of medical library users in the Oxford teaching hospitals and the University science departments. Six survey techniques were used and selected results are given for each. It was concluded that the characteristic having most influence on information‐seeking behaviour and library usage was the relative amounts of the user's time devoted to clinical practice and to research respectively. Three distinct user types were identified and ‘rich picture’ descriptions based on the survey evidence are given for each. A second paper will describe a systems study which linked the survey to library management decision‐making.

This study aims to compare the impacts of proceedings papers in the fields of social science and humanities (SSH) and science.

This study involved not only citations but also altmetric indexes to compare the impacts of proceedings papers among multiple disciplines with 1,779,166 records from Conference Proceedings Citation Index (CPCI) in the Web of Science (WoS) in the period of 2013–2017. The mean value, concentration ratio, Lorenz curves and correlation analysis are utilized into the comparative analysis.

(1) Proceedings papers in science fields had higher scholarly impacts than those in SSH fields. (2) As for societal impact, clinical, pre-clinical and health still ranked first, whereas physical science and engineering and technologies were transcended by SSH fields, which is different from the scholarly impact of proceedings papers. (3) As for proceedings papers, citations and altmetric indexes have weak or moderate correlations in all six fields, indicating that altmetrics can be supplemented when assessing proceedings papers.

This study is expected to enhance the understanding of proceedings papers and to promote accuracy of evaluation for them by exhibiting the multidisciplinary differences of their scholarly and societal impacts.

If this is the only voice that is heard it will be deplorable. These restaurants and many like them, but which do not actually carry the official title, could and should fulfil as essential rôle in peace‐time as under war conditions. They are almost universally popular—mass observation reports 96 per cent. favourable comments by those who use them—they serve nutritious meals, based, as are school meals, on a defined nutritional plan, they are economic, they show very low wastage figures. On the whole, the same is true of industrial canteens, now over 4,000 strong and increasing at the rate of 100 a month. In these two closely related types of communal restaurant we have the essentials of what might become, with competent handling and appropriate guidance, one of the most vital foundations of our industrial machine, the health and efficiency of the workers. In 1937 I saw what could be achieved in this direction. It was in Soviet Russia, and I was deeply impressed. I could long exceed my time by referring to other developments in practical nutrition that will, I believe, proceed at a greatly accelerated speed in the post‐war years as a result of what has happened during the war. One more matter I would like to discuss. It is not only of outstanding importance, but one on which most of the others depend. I refer to education about food and food values. Outside Soviet Russia, no such effort has ever before been made to teach a nation the simple facts of nutrition and what to eat as the publicity campaign carried on since the war began by the Public Relations Division of the Ministry of Food. Its success is not measured by the expenditure of many thousand pounds, but by the millions who tune in their wireless sets at 8.15 a.m. for the “Kitchen Front” and by the popularity of the ubiquitous “Food Facts.” The campaign might have been a dismal failure. Had it been presented in scientific jargon about calories, proteins and vitamins, its fate would have been sealed within a few months. As it was planned, the basic idea was to draw attention to the natural foods good for health and the best ways of serving them. It aimed at making the people “food conscious,” in the best sense of the term, and left all but the barest scientic outline to the experts, who know how to fill in the detail, and the cranks, who usually do not. It was sound judgment and, in my opinion, any continuance on an extensive scale of food propaganda after the war must have a similar basis if it is to lead to better feeding and better cooking and not result in half the nation becoming hypochondriacs and the rest faddists. It was touch and go in the United States, already for some years past very much more “food conscious” than we are. Commercial exploitation of the sale of special vitamin products has been on such a scale in recent years that to‐day every drug store counter is loaded with a bewildering choice of pills and tablets, capsules and candies, every one guaranteed to contain all the vitamin alphabet. The movement actually gained such strength that it threatened at one time to pervert men of standing in the nutritional field. There was a more serious aspect of this than the mere possibility that they would themselves acquire the tablet habit. There is about to be launched in the United States a vast nation‐wide and Government‐sponsored propaganda campaign for promoting sound health by ensuring good nutrition. The plans for this campaign are now approved, and it is shortly to open in every one of the 3,000 counties of the 48 States of the Union. The really important thing is that it is planned on the note “eat good food.” What is the message? Consume every day a pint of milk—more for children—an orange, grape‐fruit or fresh vegetable salad; one big helping of green or yellow vegetables; other vegetables (potatoes); whole grain products or “enriched” bread; meat, poultry or fish; at least three or four eggs a week; butter and other “spreads.” Then, “eat other foods you like!” Do you appreciate what it will mean when a nation of the size of the United States wholeheartedly adopts such a programme, as I am convinced it will, cost what it may? It will mean even more than a new era of health for millions who have in the past lacked the means to buy the food they need. It will call for a vast expansion of agriculture. Seventy per cent. more tomatoes and citrus fruits than are now eaten will be needed; over a third more eggs, nearly 25 per cent. more milk, and so on. In all, an increase representing at least 35–40 millions more acres of land under cultivation, and not an acre of it for cereal crops. I was surprised during a recent visit to Washington to find how great an interest is being taken in the agricultural implications of the new nutrition programme, and how many influential people have accepted them as indicating the general line of agricultural development there in the very near future. There is an atmosphere of anticipation. How they will bring the more expensive “protective foods” to the poorer families is not yet clear, but they have already shown by Mile Perkins' admirable Stamp Plan that simple and effective measures are not hard to devise. This ingenious relief measure would repay study here. We have certainly to tackle the same problem on an even wider front than at present, and the post‐war period will be every bit as important as the times to‐day. As Sir John Orr recently said in commenting on nutrition as a foundation of the New World Order : “A system which of set purpose in the interest of a few, limited the production and distribution of food and other necessities of life urgently needed by the vast majority of men is incompatible with human welfare.” In the wide expansion of the application of knowledge about food and its influence on health that will take place after the war, largely as a result of the striking successes that have followed its application to the problems of war‐time feeding, we shall need more active help from the doctors. America can show us the way. Her medical profession is solidly behind the nutrition “drive” in that great country. You will not find a hospital in the U.S.A. or Canada where the scientific planning of the diet of patients is not a first consideration. You will not find there that any sort of food is thought fit for nurses; I often think that the obsession of nurses in this country with purgatives of every type reflects more than tradition. I do not believe that such an historic innovation as the free distribution by the Government of cod‐liver oil and orange juice for every infant in the country would have been treated by the medical press of America as a matter worth no more than passing reference. I am certain the merits of an 85 per cent. wheaten flour of good quality would have evoked a warmer response from the American doctors, as a body, than they did here. But our doctors cannot be blamed if they do not know about these things, and the hard fact is that few outside the younger generations have the knowledge. I once remarked some years ago that a group of intelligent housewives could talk more sense about food values than a random selection of middle‐aged or elderly medical men. That is still a fair statement. The fault lies in our medical education. Apart from a few lectures during his physiology or bio‐chemistry course in the pre‐clinical years—and those of us who teach medical students know how little impression that makes—and seeing a certain amount of happy‐go‐lucky therapeutic administration of vitamins when he is in the wards, the average student has few opportunities to get anything like a proper comprehension of a subject vital to his whole life's work.

This paper reports on part of a dissertation project on the relationships between learning methods and students’ information behavior in Finland. In this qualitative study, information behavior is studied in the contexts of a problem-based learning curriculum and a traditional curriculum. In 1998, 16 theme interviews were conducted at the Tampere University Medical School, which applied the problem-based learning curriculum and 15 interviews at the Turku University Medical School, in which the traditional curriculum with an early patient contact program was implemented. The focus of this paper is on the concept of information literacy as a part of the students’ information behavior and its relationships with students’ conceptions of learning. The findings indicate that students’ information literacy is developed, on the one hand, through active use of information and sources in connection with real information needs, and, on the other hand, through an educational context which offers opportunities to get different viewpoints on issues. Following the same tendency, the more developed conceptions of learning were mostly held by the students belonging to the problem-based group with simple or developed skills in information literacy, although there were exceptions from this pattern.