Improving laboratory haematology training: Developing an educational resource for haematology trainees in the west midlands

Introduction: Laboratory training is an integral part of haematology specialty training. Trainees at ST3 usually have limited experience of laboratory functions and find approaching this daunting. Sound grounding in laboratory processes and techniques and rapport with the biomedical scientists is important in the first year. In the West Midlands, specialty trainees have dedicated ST3 laboratory induction time. Local discussions suggest variation in experiences and that training has been negatively impacted by the COVID-19 pandemic. Method(s): To assess baseline laboratory induction, an electronic survey was sent to registrars who commenced ST3 haematology training in the West Midlands during the pandemic (February 2020 to February 2022). Questions assessed time spent in the laboratory, activities undertaken and self-reported confidence understanding tests and techniques before and after their placement. A range of strategies to improve and standardise laboratory training were proposed. The Laboratory Induction Workbook was designed and written by senior registrars in the West Midlands Deanery to complement existing training as part of a quality improvement project. Result(s): 7/8 (88%) trainees completed the survey. All trainees reported minimal prior experience of a haematology laboratory;during laboratory induction 3/7 (43%) were not provided with a local checklist or framework. Trainees spent most time on blood film morphology, with an increase in confidence reported by 7/7 (100%) trainees. Conversely, only 4/7 (57%) trainees visited blood bank, 2/7 (29%) learned about immunophenotyping, and 0/7 (0%) trainees explored genetic testing during this training period. A Laboratory Induction Workbook in three sections was developed: (1) An introduction to blood film and bone marrow morphology, (2) 22 cases covering the breadth of the curriculum and highlighting important topics and (3) signposting to key resources/contacts. The workbook focussed on linking clinical aspects with laboratory tests, encouraging self-directed study and empowering registrars to seek out learning opportunities in their local laboratory and within the region. The workbook was distributed to all new starting haematology trainees in the West Midlands in August 2022. Conclusion(s): Initial feedback has been positive, formal feedback is awaited. Future work includes the addition of extra cases to the workbook, transferring it into an interactive electronic format with use of QR coding, and regular review to ensure content is up to date. We also plan to extend the scope of the workbook for more senior trainees as an exam revision resource.

Choosing culturally, linguistically, and cognitively distance learning platforms: Correlations across early childhood professional standards to promote inclusion

Upon completion of their educator preparation program, a study done by Archambault found that teachers felt most prepared in the areas of pedagogy, content, and pedagogical content. However, the same teachers reported feeling least prepared in the areas of technology and technology integration. With instruction shifting to an online space during COVID-19, the consideration of how to teach virtually was no longer . This chapter highlights the journey of a teacher working to find supportive technology for their class, evaluating existing resources, connecting the tools to teaching standards, and ensuring platforms are inclusive and relevant for the culturally, linguistically, and cognitively diverse (CLCD) learners who utilize augmentative and alternative communication (AAC) devices. This chapter is rooted in early childhood education, social constructivism, and disability critical race theory (DisCrit) and seeks to serve as a critical guide, or model, for intentional and inclusive educators, researchers, practitioners, and learners. © 2021, IGI Global.

Greenhouse Gas (GHG) Emission Mitigation and Ecosystem Adaptation along Belt and Road Initiative

Since its launch in 2013, the Chinese Road and Belt Innitiative (BRI) has grown into a platform for any countries and regions that wish to participate, with global connectivity as the orienting goal. However, since its inception, concerns over the BRI’s potential impacts on ecology, environment and resilience, as well as its implications for global climate change and sustainability, have gathered force. As this thematic issue goes to press, these already complex BRI issues have been compounded by challenges from the COVID-19 pandemic. Whether and how the BRI can meet these challenges are questions worthy of deep exploration. This emerging BRI scholarship studied various aspects of BRI activities. However, major knowledge gaps remain regarding BRI impacts on GHG emission and on climate adaptation and sustainable resource management more broadly. To this end, this thematic issue aims to contribute to deeper understandings of climate and environmental changes along the BRI by bringing together state-of-art research and views on climate change patterns, trends, risks, impacts and adaptation. © 2021 The Author(s). Published by Taylor & Francis Group and Science Press on behalf of the Ecological Society of China.