Textbooks continue to serve as essential central repositories of knowledge for postgraduate education in paediatric cardiology, despite the widespread availability of digital learning tools. Recent studies confirm that trainees still value textbooks for their structure, depth, and accessibility, while also requesting improved pedagogy and organisation. In preparing the 5th edition of Anderson’s Pediatric Cardiology, our editorial team implemented several deliberate educational innovations. These included (1) re-focusing towards our target audience, the congenital cardiac trainee and practicing congenital cardiologist; (2) adoption of a consistent lesion-based framework, termed the “red line,” linking anatomy, physiology, and clinical features; (3) expansion of concise visual elements such as tables, figures, algorithms, and flowcharts; and (4) incorporation of clear learning objectives throughout. These modifications were informed by feedback from trainees, educators, and practicing providers, balancing the desires and needs of the modern learner, and firmly grounded in principles of cognitive and educational science. This paper outlines the rationale, design, and pedagogical implications of these innovations within the broader context of modern medical education.

Our study examines chunking ability in the processing of auditory multi-word expressions (MWEs) in first (L1) and second languages (L2) using a single- and dual-task paradigm. The findings reveal that divided attention caused by dual tasks does not impair L1 speakers’ ability to bind individual words into a complete MWE (i.e., a unitary chunk). In contrast, L2 learners struggle to form complete MWEs under dual tasks, representing them as smaller, multiple chunks in memory. Divided attention also reduces the overall number of chunks recalled for both groups. Additionally, increased language proficiency and repeated practice through training are positively correlated with the formation of larger chunks, whereas greater working memory capacity is associated with the recall of a greater number of chunks. These findings underscore the challenges L2 learners face in acquiring relatively large chunks and suggest that L2 learning improves through gradually binding smaller units into larger chunks over time.

Comparing educational experience, culture and academic practice within Europe can often be an interesting and rewarding exercise. The observations in this article are based on the author's experience of six and half years' teaching at two universities in Bavaria, the completion of a doctorate at the Free University Berlin, two degrees at the University of Edinburgh (one in history, the other in social sciences), and, most recently, two years' teaching in the Politics and Contemporary History Subject Group at the University of Salford in the United Kingdom. The aim is to reflect on the experience of teaching in two different European academic systems, with a view to making some comparisons as well as observations on the changes which have taken place in the UK higher education system over the last two decades.

Teaching within Higher Education has traditionally been seen as a vital part of the professional apprenticeship of Politics postgraduates. Changes in UK Higher Education in the past twenty years have seen the numbers of postgraduates accepting some teaching duties while writing a Ph.D. grow. This article draws on the experience of the author and some of his Ph.D. colleagues to consider the challenges and benefits of teaching, and the status of postgraduates as educators.

A discipline cannot pretend to be such if political borders are reflected in its organisation, methodologies or practices. While pluralistic approaches are highly desirable, it is crucial for any discipline worthy of the name to professionalise itself. This article argues that in spite of imperfections, drawbacks and differentiated development, huge progress has been made towards this goal through the setting up of common standards, improved Ph.D. and post-doctoral training and international mobility. Cross-national organisations or pan-European programmes have played a major role in this (incomplete) transformation.

Drawing from decolonizing and Indigenous research methodologies, I examine field linguistic training in US linguistics programs and how it approaches collaborative language research. I argue that the current praxis still reflects a linguist-focused model resulting in linguistic extraction (Davis 2017). I provide three recommendations for transforming linguistic field methods training: (i) the recognition of linguistics as a discipline rooted in colonization and the implications of this for speakers/community members, (ii) the incorporation and explicit discussion of language research frameworks that include Indigenous research methodologies, and (iii) the recognition and valorization of Indigenous epistemologies via decolonizing ‘language’ (Leonard 2017).

The authors reflect on the potential of simulation games for teaching the European Union. They argue that when developing or using simulations it is imperative to decide, first of all, on the learning objective(s). The authors distinguish games geared primarily towards conveying knowledge from those aimed at training soft skills. The former can focus on teaching the processes and dynamics of European politics (politics), on teaching factual knowledge about a given policy field (policy) or on teaching the Union’s institutional aspects (polity). The second category concerns objectives such as training teamwork, communication and negotiation skills, as well as empathy, the ability to deal with complexity and making decisions under stress. The relevance of these objectives for teaching and training students is assessed on the basis of case studies describing different simulation game concepts. Although the authors acknowledge that simulation games enjoy an increasing popularity within academic teaching, they maintain that their use in European Studies is largely restricted to classical concepts and argue for a more extensive use of more experimental simulation games.

Resource restrictions and changes to the ways in which psychiatrists are managed threaten professional autonomy and motivation. With examples from English National Health Service practice, maintaining knowledge and expertise, involvement in education and training, supporting research delivery and developing active followership skills represent transferable and realistic strategies that can improve psychiatrists’ autonomy wherever they work.

Self-reflection is central to the development of psychotherapeutic competence. Given the positive reports of video analysis use in psychotherapy training, we suggest that self-reflection based on video analysis may be particularly effective. The aim of this study was to test whether video-based structured self-reflection (VSR) is superior to memory-based structured self-reflection (MSR) in terms of its effect on students’ psychotherapeutic competence and the therapeutic alliance. As part of a university seminar within a Master’s program, N=34 psychology students (M=25 years; n=32 identifying as female) were randomly assigned to 4 weeks of practice with either VSR (n=16) or MSR (n=18). Independent raters assessed students’ psychotherapeutic competence and the alliance before and after the practice phase (pre- and post-assessment). Students additionally rated their own competence during the practice phase. The written self-reflections were analysed using qualitative content analysis and frequency analysis. A repeated measures MANOVA revealed no significant differences between the study groups in the development of externally rated psychotherapeutic competencies from pre- to post-assessment. An analysis of students’ self-reported competencies during the practice phase revealed a significant time effect (η2G=0.12). Analysis of the written self-reflections showed that students focused mainly on the positive aspects of their behavior. The assumption that VSR is particularly beneficial was not confirmed. It seems that self-reflection requires additional guidance, feedback, and a sufficient time frame to effectively improve trainee skills.

Key learning aims

1. (1) To find out whether video-based structured self-reflection is an effective means of developing students’ psychotherapeutic skills and the therapeutic alliance.

2. (2) To identify the main characteristics of students’ self-reflections and the benefits and challenges they perceive during the self-reflection process.

3. (3) To draw methodologically valid conclusions for the implementation of self-reflection in the university context.

CBT for psychosis is an established and evolving psychological therapy. Historical controversies about the nature of psychosis persist, and more recent debates about the outcome literature lack precision, muddying the waters further. Based on our experience as clinicians, teachers and supervisors, and following NHS and national lead roles, we describe ten common misconceptions about CBT for psychosis. These include misconceptions about the evidence, the focus of therapy, ‘thinking positively’, and the nature of collaboration and the therapeutic relationship. We refute these misconceptions based on current theory, research, and best practice guidelines. We highlight the need to get out of the clinic room, measure the impact of therapy on personal recovery and autonomy, and meet training and governance requirements. It is essential that clinicians, service leads, and our professional bodies uphold core standards of care if people with psychosis are to have access to high quality CBT of the standard we would be happy to see offered to our own family and friends.

Key learning aims

1. (1) To recognise common misconceptions about CBT for psychosis.

2. (2) To counter these misconceptions theoretically and empirically – to inform ourselves, colleagues and service leads committed to ensuring high quality CBT for psychosis.

3. (3) To highlight statutory and professional body responsibilities to ensure parity of esteem for people with psychosis, who deserve high quality, ‘full dose’ treatments delivered by appropriately trained clinicians, and supported by robust governance systems, just as we would expect for people with physical health conditions.