Specialty Training

In the Spring of 2003, there was a huge interest in the global news media following the emergence of a new infectious disease: severe acute respiratory syndrome (SARS). This study examines how this novel disease threat was depicted in the UK newspapers, using social representations theory and in particular existing work on social representations of HIV/AIDS and Ebola to analyse the meanings of the epidemic. It investigates the way that SARS was presented as a dangerous threat to the UK public, whilst almost immediately the threat was said to be ‘contained’ using the mechanism of ‘othering’: SARS was said to be unlikely to personally affect the UK reader because the Chinese were so different to ‘us’; so ‘other’. In this sense, the SARS scare, despite the remarkable speed with which it was played out in the modern global news media, resonates with the meanings attributed to other epidemics of infectious diseases throughout history. Yet this study also highlights a number of differences in the social representations of SARS compared with earlier epidemics. In particular, this study examines the phenomena of ‘emerging and re-emerging infectious diseases’ over the past 30 or so years and suggests that these have impacted on the faith once widely held that Western biomedicine could ‘conquer’ infectious disease.

This paper examines the reporting of the story of Bovine Spongiform Encephalopathy (BSE) and its human derivative variant Creutzfeld-Jacob Disease (vCJD) in the British newspapers. Three ‘snapshots’ of newspaper coverage are sampled and analysed between the period 1986 and 1996 focusing on how representations of the disease evolved over the 10-year period. Social representations theory is used to elucidate how this new disease threat was conceptualised in the newspaper reporting and how it was explained to the UK public. This paper examines who or what was said to be at risk from the new disease, and whether some individuals or groups held to blame for the diseases’ putative origins, the appearance of vCJD in human beings, and its spread.

This paper explores whether, and to what extent, national newspaper messages tally with public perceptions about meticillin-resistant Staphylococcus aureus (MRSA). It compares research on media messages about MRSA with interview data gathered from a demographically diverse sample of 60 people interviewed from the Greater London area. Across the interview sample there was a shared consensus that most people associated MRSA not with the history of antibiotic use, but with dirty and poorly managed hospitals. Some media messages, such as blaming MRSA on the alleged ‘management culture’ of the NHS, seemed to capture the Zeitgeist, whereas others, in particular the ‘celebrity victims’ of MRSA, did not seem to resonate with the audience. This study also found that ideas based on scientific understandings about germ theory and the immune system were held alongside folklore such as miasmic theory. The comparison of media and mind thus points to the existence of pre-scientific understandings of germs, contagion and blame in parallel with the biomedical story in the minds of the public. The findings contribute to our understanding of the public and patients' views of this infection.

Communication skills teaching is known to be effective, but students feel there are discrepancies between how communication skills are taught and how they are assessed. This study examined the effect of using standard assessment criteria during communication skills teaching on students' performance in an end-of-year summative OSCE. Students attending their year 3 communication skills teaching were randomised to one of the following three conditions: the assessment criteria were available for reference on the medical school website; or students received the assessment criteria for use in the discussion and feedback; or each student's performance was graded by him- or her-self, his or her peers, the tutor and the actor using the standard assessment criteria. There was no significant difference in the end-of-year OSCE performance of students who received the three different conditions. Actively using standard assessment criteria during teaching did not therefore improve OSCE performance. There were low but significant correlations between the tutors' assessment and the students' self-assessment and between the tutors' assessment and the peer group's assessment. The congruence between observers in the assessments of role-played consultations using the standard assessment criteria indicates that the criteria may be helpful for summarizing feedback to students.