CeMENT: a multidisciplinary teaching programme
Editor ± Wallace et al. have achieved much with CeMENT, a multidisciplinary teaching programme across the primary-secondary care divide, which delivers clinical methods teaching to a large student body in the three senior years of four independent medical schools. They have also successfully incorporated teacher training in their programme alongside structured formative and summative assessments of students. Moreover, they have demonstrated that teaching in primary care is more highly valued by students than that in secondary care and have discussed some of the tensions funding of such teaching creates. Nevertheless we would take issue with their claim that `until now there has been little attempt to develop the teaching of clinical method which accurately re ̄ects current clinical practice by providing students with integrated general practice and hospitalbased clinical attachments'. We would draw readers' attention to our earlier publications in Medical Education describing an integrated course in clinical methods taught jointly by general practice and hospital teachers at Leicester. This course included reliable assessments which were regarded as educationally useful by students and it was delivered by primary and secondary care teachers who had undergone a systematic and continuing programme of teacher training. We also quanti®ed the greater satisfaction of students with primary care teaching and speculated why this was so and how teaching hospital trusts could narrow the gap. We would encourage other schools to instigate such programmes.
"Jiselle and the Royal Jelly": Power, Conflict and Culture in an Interdisciplinary Game Design Course
With the rising popularity of digital games, a growing number of universities are developing programmes in various areas of digital design and interactive media to meet the needs for game-related courses. Faculty of this emerging field are grappling with the complexity of developing curricula which integrate art, design and technology and of finding methods of integrating students from these diverse fields. The purpose of this article is to present a case study of an interdisciplinary undergraduate course in game design and to highlight some of the unforeseen challenges and issues that arose when attempting to integrate diverse students from various art, design and media fields with students from computer science. Specifically, this article addresses issues of (a) power, (b) conflict and (c) gender that arose among students during the development of a student-created game.
Pasteurella haemolytica serotype 1 colonization of the nasal passages of virus-infected calves.
Nasal passages of calves with a virus-induced respiratory tract disease became colonized by Pasteurella haemolytica serotype 1 after they were inoculated intranasally with P haemolytica. Inoculation with infectious bovine rhinotracheitis virus caused a more severe clinical illness and resulted in a greater degree of colonization with P haemolytica than developed after inoculation with parainfluenza-3 virus. Nasal passages of parainfluenza-3 virus-inoculated calves were colonized to a greater degree with P haemolytica than were those of healthy, nonstressed calves. Calves were susceptible to P haemolytica colonization during or shortly after virus-induced illness, even though they had been previously exposed to P haemolytica and had serum antibody and nasal secretion antibody to P haemolytica.