Tutorial Room Research Articles

Delivering clinical tutorials to medical students using the Microsoft HoloLens 2: A mixed-methods evaluation

BackgroundMixed reality offers potential educational advantages in the delivery of clinical teaching. Holographic artefacts can be rendered within a shared learning environment using devices such as the Microsoft HoloLens 2. In addition to facilitating remote access to clinical events, mixed reality may provide a means of sharing mental models, including the vertical and horizontal integration of curricular elements at the bedside. This study aimed to evaluate the feasibility of delivering clinical tutorials using the Microsoft HoloLens 2 and the learning efficacy achieved.MethodsFollowing receipt of institutional ethical approval, tutorials on preoperative anaesthetic history taking and upper airway examination were facilitated by a tutor who wore the HoloLens device. The tutor interacted face to face with a patient and two-way audio-visual interaction was facilitated using the HoloLens 2 and Microsoft Teams with groups of students who were located in a separate tutorial room. Holographic functions were employed by the tutor. The tutor completed the System Usability Scale, the tutor, technical facilitator, patients, and students provided quantitative and qualitative feedback, and three students participated in semi-structured feedback interviews. Students completed pre- and post-tutorial, and end-of-year examinations on the tutorial topics.ResultsTwelve patients and 78 students participated across 12 separate tutorials. Five students did not complete the examinations and were excluded from efficacy calculations. Student feedback contained 90 positive comments, including the technology’s ability to broadcast the tutor’s point-of-vision, and 62 negative comments, where students noted issues with the audio-visual quality, and concerns that the tutorial was not as beneficial as traditional in-person clinical tutorials. The technology and tutorial structure were viewed favourably by the tutor, facilitator and patients. Significant improvement was observed between students’ pre- and post-tutorial MCQ scores (mean 59.2% Vs 84.7%, p < 0.001).ConclusionsThis study demonstrates the feasibility of using the HoloLens 2 to facilitate remote bedside tutorials which incorporate holographic learning artefacts. Students’ examination performance supports substantial learning of the tutorial topics. The tutorial structure was agreeable to students, patients and tutor. Our results support the feasibility of offering effective clinical teaching and learning opportunities using the HoloLens 2. However, the technical limitations and costs of the device are significant, and further research is required to assess the effectiveness of this tutorial format against in-person tutorials before wider roll out of this technology can be recommended as a result of this study

EFFECT OF MONDAY THURSDAY FASTING ON WORKING MEMORY AFTER ACUTE STRESS EXPOSURE

Working memory is part of cognitive function relates to the learning process and associates human behavior with the nervous system. Stress can cause a disruption to the body's homeostasis system. Monday-Thursday fasting can be used to counter the negative effects of stress by inhibiting stress mediators pathways. This study aims to prove that monday-thursday fasting can maintain working memory function after getting acute stress. This study was quasi experimental with post test only control group design in 124 medical students of Sebelas Maret University, aged 18-25 years, normal BMI, and not taking corticosteroid or psychopharmaceutical drugs. Samples were taken by purposive sampling method divided into 4 groups. The control did not get treatment, treatment group 1 (TG1) was given acute stress induction in the form of academic examinations, sing a song stress test (SSST), and arithmetic test, treatment group 2 (TG2) carried out fasting at least 3 months and was given acute stress induction. Dependent variables are Monday-thursday fasting and acute stressors in the form of nominal categorical data. Independent variables in the form of working memory measured using digit-span tests in the form of numerical-interval data. Measurements of working memory were carried out simultaneously in the tutorial room after each group received treatment. Working memory data were analyzed by MANOVA and Bonferroni tests (a = 0.05). The highest working memory is found in TG2 followed by control, and TG1. The results of the MANOVA test showed significant differences between the four groups with p = 0,000. The Bonferroni test results show significant differences between the control-TG1 and TG1-TG2 with each p &lt;0.05. Fasting on Mondays-Thursdays activity can maintain a working memory function when the body gets acute stress.

LEARNING ENVIRONMENTS FOR UNDERGRADUATE MEDICAL STUDENTS

Learning Environment for Medical Students is defined as everything that happens within the classroom, department, university, Teaching Hospital, or outside, that is essential in determining the success of undergraduate medical students. Learning environment for undergraduate medical students has two major areas: Medical College, and Teaching Hospital. Each one of them has many components. Each component has its own learning style, dynamics and rules to follow. Each learning environment provides students an opportunity to interact with peers and teachers, to have frequent feedback, to apply their learning in other situations, and to experience diversity. Classroom/Lecture Hall, Laboratory, Museums, Tutorial Room, College Auditorium, College Library, Play Grounds, Patient Bedside, Outpatient Department, Operation Theatre, Demonstration Room, Community Health Centre, MCH Centre, Vaccination Centre, and even the Examination Hall are all parts of learning environment of an undergraduate medical student. Pak J Physiol 2021;17(4):1?2

Finding our way home: A theory and pedagogy of anti-colonial Q-mapping

Abstract This brief-report details my experiences teaching critical theory at the intersection of race/ class/ gender/ sexuality/ nationality through analogue mapping exercises from my tutorial room at Murdoch University in Western Australia to a group mapping project at the 2018 Digital Humanities Summer Institute (DHSI) at the University of Victoria, Canada (UVic). Given the proximity of both countries to the history of the British Empire and current affiliation of both with the Commonwealth, my report details teaching efforts to mediate against a “pedagogy of the digitally oppressed.” In drawing on the formative concept offered by Brazilian educator-theorist Paulo Freire, I juxtapose the analogue mapping exercises through interposed lens of postcolonial, race, and queer theory. Recognizing the dominant ideologies encoded within technology, I narrate the process in which team members and I from the QDH: Queer Digital Humanities seminar produced participatory, de-centralized maps as counter sites of identity to the colonialist spaces and insignias on the UVic campus. I conclude with collective queer of colour principles which undergird the DHSI exercise, which is a modality of what might best be described as “anti-colonial Q-mapping.”

Fuzzy Bayesian Context-Aware System to Reduce Electricity Consumption

Context-awareness develops smart, intelligent IoT devices that can adapt to changing needs and act autonomously on behalf of the user. The main challenge of context-aware internet of things is to interpret the context effectively. There is an abundance of CAIOT in literature. Understanding of the meaning of the context is, however, almost ignored. Misinterpretation of context can lead to an incorrect decision that motivates to develop a system that emphasis context reasoning and decision making using the fuzzy Bayesian approach. The current investigation aims to build a context-aware IoT system using occupancy detection for energy management. The performance evaluation for the proposed system uses data collected in the tutorial room to detect occupancy. Extensive experiments highlight the utility of the proposed approach, which significantly reduces energy than the traditional ON/OFF usage pattern through customer access via mobile phone or personal computer.

Progressive Muscle Relaxatation Terhadap Kualitas Tidur Dan Kadar Gula Darah Pada Diabetes Di Desa Hulu Wilayah Kerja Puskesmas Pancur Batu Kecamatan Pancur Batu Kabupaten Deli Serdang Tahun 2019

Introduction..Diabetes erupts relative to the production of insuline deficits which results in an uncontrolled control mechanism of the level of glucose in the body, giving rise to potential complications of hyperglycemia and hypoglycemia. These conditions make diabetic patients diabetes stress, great anxiety dangerous to increase blood glucose levels in the body, this is as a management recommended complementary therapy using progressive Muscle Relaxations .. The purpose of this study was to determine the effect of Progressive Muscle Relaxation on sleep quality and blood glucose levels in diabetMethod. The design of this study was quasi-experimental with pre and post with control groups, for each group consisting of 32 samples with consecutive sampling techniques. Data were analyzed by statistical tests used by the Wilcoxon Sign Range Test and Mann WhitneyU Result. The influence of Progressive Muscle Relaxation on improving sleep quality was very significant there was a difference in intervention 1 in diabets with p = 0.695 (&lt;0.05) and diabetic intervention group p = 0.00 (p = &lt;0.05). and the effect of progressive muscle relaxation on decreasing blood glucose with found differences before and after intervention I in diabetics p = 0.627 (p&gt; 0.05), with differences in intervention group II diabetes p = 0.00 (p &lt;0.05) showed a significant relationshipDuscussion. There is an autogenic relaxation effect on decreasing blood glucose levels in patients with diabetes mellitus type. Suggestions for Diabetes Progressive Muscle Relaxitation can control the prevention of complications of lowering / stabilizing blood glucose levels, because muscle relaxation is a simple, easy, economical implementation, not a special tutorial room, it just needs intention , the spirit of optimism to be healthy happy future. Hopefully, people with diabetes are always active in implementing progressive, regular muscle relaxation. And the efforts to remain obedient to control blood sugar while balanced a healthy balanced diet. For the Development of Health Sciences / Researchers The results of this study are expected to be used as a reference for data information in finding alternative therapies to control diabetes complications. It is suggested that further research the number of samples is greater in knowing the factors causing comorbidities. Other modifications to complement therapy such as combining music therapy, measuring stress levels, depression, examination (ABI), HBA1C examination

Student Perspectives on the Learning Resources in an Active, Blended, and Collaborative (ABC) Pedagogical Environment

Digital technologies have become central to higher education teaching and learning practices. This paper presents the results of a qualitative study of students’ experiences within a resource-rich and digitally-driven pedagogical system in a second year engineering dynamics course. Course instructors created an Active, Blended, and Collaborative (ABC) learning environment providing students with multiple learning resources. The resources included a hybrid Lecturebook (a combination of textbook and workbook), an online discussion forum, a large repository of online videos, and a tutorial room staffed by teaching assistants. A thematic analysis of semi-structured interview transcripts characterized how students perceived the utility of the available resources, especially given the complex integration of pedagogies and resources available in person and across the technology platform. The findings revealed that students valued the blended structure because it provided them with both immediate and asynchronous access to the learning resources. Students used the resources to help them solve homework problems, study for exams, and improve their conceptual understanding in the course. The students reported engaging with their peers to receive feedback constantly throughout out the course. The results highlight how the learning resources were aligned with each other and in-class pedagogies, and they worked in tandem to support students’ academic success. The results from this paper contribute to the literature on student perceptions of technology-mediated learning environments in core engineering courses.

Using Breakout Rooms in Synchronous Online Tutorials

This paper describes a small-scale, practitioner-led study of the use of breakout rooms for small group work in synchronous online tutorials using the Blackboard Collaborate tool. The project draws on the writer’s own experience of using breakout rooms in online tutorials over a period of 10 months, both as a tutor of two health and social care undergraduate modules and as a student of modules in a different faculty. It also draws on the experience of tutor colleagues. The project identifies three main benefits of using breakout rooms. Firstly, they are a useful tool for facilitating collaborative learning and interaction. Interaction takes on particular significance in online tutorials. In a face-to-face session the tutor can see if a student’s attention has wandered and gauge their response to the session. In contrast, a student can log into an online tutorial room and appear to be fully engaged with a lecture style session, whilst actually doing many other things and learning little. Interaction in an online tutorial also provides students learning at a distance with a rare opportunity for peer-to-peer contact, which can be invaluable in building relationships and confidence. Further benefits are identified in terms of empowering students to contribute to the session plan and content and also giving the tutor a break from presenting. Perceived barriers to breakout room use are identified around technical difficulties, small numbers of students and in terms of student skill and confidence. The only significant actual barrier to breakout room use identified relates to tutor skill and confidence.

Experiential Learning, Spatial Visualization and Metacognition: An Exercise with the “Blank Page” Technique for Learning Anatomy

PurposeUndergraduate students in the allied health science disciplines are normally required to complete a human anatomy course in their first year. Such courses, while popular, present challenges in that the content requires students to engage different approaches to learning. Recent literature reflects an increased interest in active, experiential learning activities to improve the learning of anatomy and physiology, but activities that focus on the development of metacognitive skills and visual-spatial thinking have been lacking. To address these inadequacies we developed a plasticine modeling and drawing activity in a tutorial room devoid of resources and visual cues referred to as the “blank page” room. The purpose of this manuscript is to communicate the merits of this intervention as an instructional technique used to facilitate the learning of anatomy for undergraduates of allied health disciplines. MethodDuring anatomy laboratory sessions we randomly allocated student groups to the activity of plasticine modeling and drawing (blank page technique) or the completion of written review questions. We compared the grades achieved by students who had been exposed to the blank page intervention with the grades achieved by students who were given standard review questions. We also collected qualitative feedback in the form of questionnaires that required participating students to rate the learning efficacy of the activities. ResultsStudents performed slightly better on assessment quizzes after the blank page activity compared with the review questions. Student feedback indicated that the blank page activity had greater learning value and promoted stronger engagement in the learning tasks. DiscussionThe blank page activity has merit in student engagement and facilitation of the learning of anatomy by broadening the scope of instruction to encompass multimodal learning preferences, metacognition and visual spatial thinking.

How we capitalised on casual PBL facilitators’ expertise and experience to add value to our medical programme

While problem-based learning (PBL) has been widely implemented in medical education, it has been acknowledged to be resource-intensive, particularly in terms of academics’ time. In some institutions, such as Bond University (Australia), casual facilitators have been employed (paid hourly) to oversee the PBL tutorials. Apart from considerable experience as PBL facilitators, they also have expertise as allied health professionals or biomedical scientists. Several facilitators have educational qualifications. Recognising that their roles have expanded beyond the PBL tutorial room, we canvassed PBL facilitators in terms of their contributions to Bond University’s medical programme. We can report that our facilitators have contributed to the renewal of Bond’s medical programme, from design (e.g. curriculum structure, case-writing) to PBL case reviews. They are also involved in formative and summative assessment. Facilitators identified that, because of their prolonged involvement with the students in small groups, they consider themselves more than facilitators of student learning. They are role models and personal guides. Recognising the value these casually employed facilitators have added to our medical programme, we will continue to develop their skills in, for example, reviewing cases and assessment. We recommend that if institutions do employ casual facilitators, their expertise and experience can add value to the curriculum and to students’ experience.

Notes on the medical underground: migrant doctors at the margins

Many doctors migrate to find work opportunities elsewhere. Before being allowed to practice, these doctors, commonly referred to as International Medical Graduates (IMGs), must gain local registration, which can take considerable time. During this process many IMGs linger on the margins of hospitals, without medical employment. We follow this understudied group of IMGs in Melbourne, Australia, to understand their life on the margins of medicine. This takes us into hospital places on the fringes of clinical activity: a cafeteria, tutorial room and hospital library. We argue that these places are important for the doctors in retaining and strengthening their sense of professional identity in precarious circumstances. The IMGs find creative ways to inhabit familiar settings, creating their own pathways, to find their way into the local medical system. This analysis is in contrast to more common Foucauldian interpretations of hospitals that present the institution as having a structured, disciplining effect on its inhabitants.

The state of the art in student engagement.

The state of the art in student engagement.

An Approach to Energy Saving and Cost of Energy Reduction Using an Improved Efficient Technology

The electricity consumption in commercial places like universities has tremendously increased recently. Modern and advanced energy efficient appliances are highly needed to substitute the conventional ones. Energy saving is of great important instead of its wastage, as utilizing the energy efficiently reduces the cost of energy. Energy consumption varies for commercial building due to several factors such as electrical appliance usage, electrical appliance type, management, etc. Due to the advancement in technology, there are new emergence appliances that are of high efficiency and have less energy consumption. A case study is conducted on selected five tutorial rooms, level 4 buildings in the Faculty of Electrical Engineering 19 A, Universiti Teknologi Malaysia. The paper proposes new emergence equipments with high efficiency and less power consumption to replace the existing ones. A survey is conducted on the number of electrical appliances used for each of the tutorial rooms, time table for each tutorial room and the Tenaga Nasional Berhad pricing and tariff are taken into consideration in the analysis of the energy consumption and the cost of energy. This paper aims at reducing the amount of energy consumption by replacing the existing electrical equipments with high efficient electrical equipments; it also tends to reduce the cost of energy paid to the utility. By observing the results, it shows that the proposed efficient electrical equipments are more efficient, less power consumption and less cost compared to the existing electrical equipments.

Context dependent memory in two learning environments: the tutorial room and the operating theatre

BackgroundPsychologists have previously demonstrated that information recall is context dependent. However, how this influences the way we deliver medical education is unclear. This study aimed to determine if changing the recall context from the learning context affects the ability of medical students to recall information.MethodsUsing a free recall experimental model, fourteen medical student participants were administered audio lists of 30 words in two separate learning environments, a tutorial room and an operating theatre. They were then asked to recall the words in both environments. While in the operating theatre participants wore appropriate surgical clothing and assembled around an operating table. While in the tutorial room, participants dressed casually and were seated around a table. Students experienced the same duration (15 minutes) and disruption in both environments.ResultsThe mean recall score from the 28 tests performed in the same environment was 12.96 +/− 3.93 (mean, SD). The mean recall score from the 28 tests performed in an alternative environment to the learning episode was 13.5 +/− 5.31(mean, SD), indicating that changing the recall environment from the learning environment does not cause any statistical difference (p=0.58). The average recall score of participants who learned and recalled in the tutorial room was 13.0 +/− 3.84 (mean, SD). The average recall score of participants who learnt and recalled in the operating theatre was 12.92 +/− 4.18 (mean, SD), representing no significant difference between the two environments for learning (p=0.4792).ConclusionsThe results support the continued use of tutorial rooms and operating theatres as appropriate environments in which to teach medical students, with no significant difference in information recall seen either due to a same context effect or specific context effect.

Tutor-Less Problem-Based Learning in a Large Classroom Setting—Could It Also Save Costs?

Dear Editor: Klegeris et al. (2013 ) are to be congratulated for adding another important piece to our knowledge of how problem-based learning (PBL) can be implemented. As the debate about PBL is less about whether it works and more about what forms of it work, studies such as this will become more important. However, the authors miss one vital outcome measure of the research—that of cost. One of the major criticisms of PBL is that it can increase costs. Such increased costs are largely related to increased numbers of faculty. The average size of a PBL group is seven, and large faculty numbers are therefore required (Albanese, 2010 ). Anything that adjusts the student:facilitator ratio should have a dramatic effect on the number of facilitators required and thus on costs. Also, if tutor-less PBL can be carried out in a large classroom setting, then the cost of facilities will also be reduced. Forty-seven students received the intervention in this study; if we assume the group size was seven (as is usual in PBL), then this form of PBL would have saved the time of at least five tutors and the space requirements of five tutorial rooms. The costs of PBL relate mainly to faculty, facilities, scenarios, and learner inputs. Faculty and facilities are likely to make up a large majority of the costs, and these are the two components that are likely to be reduced if the study format is implemented. If the five tutors would normally have to meet their small group once per week for one half-day session in a tutorial room throughout the college year (which would constitute in the region of 30 weeks), then 75 tutor days and 75 days’ worth of room occupancies would be saved. The actual amount saved would depend on tutor salaries and room rates and would vary from country to country. At a time when student fees are increasing, any suggestions regarding more cost-effective forms of education are welcome. There is little published evidence on cost and value in PBL and some doubt as to whether cost-effectiveness and PBL are compatible, prompting Wittert and Nelson (2010 ) to entitle their chapter on the subject “Problem-Based Learning: Is a Cost Effective Approach Possible?” According to Finucane et al. (2009 ), the cost of delivering PBL to 240 students in the first 2 years of a graduate-entry medical school was €1,526,952 ($1,997,191), and the annual recurring cost was €664,000 ($868,485) per year. Klegeris et al. (2013 ) may have shown one possible cost-effective approach to this important pedagogy.

How to be a qualified PBL tutor

Problem-based learning has gradually become an important pedagogical tool in the medical curriculum.Behaviors of PBL tutor play an unique role in teaching.A good PBL tutor must consider the following issues:ample preparing before class,awareness of learning outside the tutorial room,social congruence,dealing with the difficult student and dysfunctional group,sharing the PBL experience and seeking support or advice from peers. Key words: Problem-based learning; Tutor behaviors ; Social congruence

Student perceptions of a virtual learning environment for a problem-based learning undergraduate medical curriculum

To investigate the effects of a virtual learning environment (VLE) on group interaction and consultation of information resources during the preliminary phase, self-study phase and reporting phase of the problem-based learning process in an undergraduate medical curriculum. A questionnaire was administered to 355 medical students in Years 1 and 2 to ask them about the perceived usefulness of a virtual learning environment that was created with Blackboard for group interaction and the use of learning resources. The students indicated that the VLE supported face-to-face interaction in the preliminary discussion and in the reporting phase but did not stimulate computer-mediated distance interaction during the self-study phase. They perceived that the use of multimedia in case presentations led to a better quality of group discussion than if case presentations were exclusively text-based. They also indicated that the information resources that were hyperlinked in the VLE stimulated the consultation of these resources during self-study, but not during the reporting phase. Students indicated that the use of a VLE in the tutorial room and the inclusion of multimedia in case presentations supported processes of active learning in the tutorial groups. However, if we want to exploit the full potential of asynchronous computer-mediated communication to initiate in-depth discussion during the self-study phase, its application will have to be selective and deliberate. Students indicated that the links in the VLE to selected information in library repositories supported their learning.

Moving The Patient Bedside Into The Tutorial Room: A Medical Classroom For The Future

One of the goals of educational reform is to preserve the most effective components of traditional teaching while introducing new approaches that enhance learning. Such an integrative approach requires close collaboration and experimentation among faculty, educators, and students. Purpose: To design and pilot a high-tech learning environment that enables the seamless integration between traditional pedagogy and the patient bedside. We hypothesized that such a classroom could provide a robust platform for testing a variety of educational approaches. Methods: A group of educators worked to conceptualize an all-inclusive Medical Classroom for the Future. The intent was to provide an environment which could bridge the lecture, tutorial, and laboratory experience of the preclinical years with the bedside teaching, advanced debriefing, and competency assessment of the clinical years. Each of four classrooms was outfitted (1) as a traditional small group tutorial room, complete with a blackboard and conference table, and (2) as a patient care room with a stretcher and high-fidelity patient simulator (which could also accommodate standardized patients). The two modalities (tutorial room and patient bedside) were paired side-by-side, and shared a touch sensitive plasma screen capable of high-resolution display and web-based networking. Results: Four integrated classrooms were exhibited at HMS for nearly 200 educators attending the 13-School Consortium and the AAMC Annual Meeting in Boston in the fall of 2004 (“An Expo of Educational Technology”). A case demonstration of asthma with pneumothorax was prepared and demonstrated, using all of the modalities embedded in each room. The case began with participants sitting around a tutorial conference table to discuss a New Pathway paper case. Subsequently the group got up from the table and turned to “meet” their tutorial patient—a simulator that began talking to them from the stretcher located just steps away. After interviewing, examining, and treating their “patient,” the participants returned to the conference table, where they discussed the basic science of the case with the aid of web-based display material (MyCourses). Display adjuncts ranged from gross anatomy (annotated chest radiographs and gross pathologic specimens) to physiologic animation (dynamic diagrams with voice overlay from Human Systems Explorer), to virtual microscopy and pharmacology (identification of cellular receptors and structural material in the bronchial tree). Reactions to the demonstration were very positive. Conclusions: A unified learning environment that integrates multiple components of the medical curriculum can be successfully constructed. Such a platform promises to be a useful setting for providing and testing a range of educational approaches. Acknowledgements: Special thanks to Ron Arky for his support of the expo; Grace Huang, Michael Parker, John Halamka, Peter Weinstock, Emily Spilseth Binstadt, Tania Fatovich, Marisa Brett-Fleegler, Rodney Look, & Liana Stanley-Kappus for serving as expo faculty; Kitt Shaffer, Jason Alvarez, Rick Gillis, & Leanne Dunbar for helping to integrate web-based material into the program; the Office of Student Affairs for their administrative support; Bob Christiano and Paul Barkon for operational assistance; and METI, Inc. for providing simulators and sponsorship for the expo. Conflict of Interest: Authors indicated they have nothing to disclose.

Pedagogy in diverse secondary school classes: Legacies for higher education

As university teachers we find ourselves grappling with the increasingly diverse legacies of students' prior pedagogic experiences – some of which seem to work against the quality intellectual outcomes now demanded from higher education. In this context, this paper reports a descriptive study of pedagogy created for Chinese students in a mainstream Australian secondary school with a high level of tertiary entry. An influential literature on student learning in higher education has pointed to the constraining effects of both Western and Chinese secondary schooling on university students' learning. In the case of Chinese students who enter Western universities from Western secondary schools, the picture is complicated by research indicating that students of English as a Second Language (ESL) receive even more constraining forms of pedagogy than their native-English-speaking peers. A framework of Bernsteinian sociological concepts and discourse analytic concepts was employed in the study reported here to explore this possibility. Implications are drawn for managing the transition of ESL students to university contexts, and for reflecting on our own responses to linguistic and cultural diversity in the tutorial room.

Smoking in the Dissecting Room

The other day, I discovered that the debate on banning smoking is somewhat perennial. While sifting through some old paperwork, a bundle of correspondence entitled “Smoking in the Dissecting Room” caught my eye. A quick scan of the opening letter revealed that Thomas Walmsley, professor of anatomy at Queen's University Belfast, was much exercised by this issue when he was appointed in 1919. He wrote “there has been a custom here, extending back to the middle parts of Professor Redfern's time (1860–93) to acquiesce in the matter of students smoking all over the department and at all times except during the actual progress of a formal lecture. (Personally, I have seen smoking in all the corridors, the bone room, store room, tutorial room, dissecting room, and in the lecture theatre before and after lectures and apart from the day of my first appearance)”.