The World Psychiatry Exchange Program in Iran is an academic experience we are delighted to share. As two participating early career psychiatrists, a local psychiatry faculty member manager, and the lead founder and international coordinator of the programme, we focus in this article on the unfolding of this new learning experience, the difficulties we encountered and the main lessons learned by the participants: commonalities and differences in training and practice in general adult psychiatry and child psychiatry in Tunisia and Iran, as well as in idioms of distress between the Arab and Persian cultures.

Inadequate training in the interpersonal skills of conducting informed consent conversations has long been noted as a challenge for clinical research recruitment and retention. To address this critical gap, Tufts Clinical and Translational Science Institute developed regular trainings for clinical research coordinators and other research staff on the practical skills of communicating informed consent using community members as simulated patients for role-playing exercises. In this paper, we assess the reach and effectiveness of these trainings and describe the impact of employing community stakeholders as simulated patients. We found that by embedding community members in the trainings, clinical research coordinators get to hear diverse perspectives, experience a range of patient responses, and learn from the lived experience of the communities that research tries to serve. Utilizing community members as trainers also helps to dismantle traditional power dynamics by demonstrating the organization’s commitment to inclusiveness and community engagement. Based on these findings, we suggest that training on informed consent include more simulated consent exercises that feature interaction with community members who can provide real-time feedback to coordinators.

Composite materials are enjoying an increasing use in aircraft structures. As more fleets transition from metal to more composite aircraft, the practice of maintenance is also adjusting. Handling, inspection and repair of aircraft composites following non-visible or barely visible damage are among the areas of concern, due to associated cost and safety implications. A pilot study was performed to explore the level of awareness and understanding of aviation maintenance practitioners around these issues. In addition, this research project sought to identify factors related to the technical/engineering judgement capacity of the personnel working with composites and to gauge the need for specialised education and training. A questionnaire survey was administered to a group of 40 professionals working for an aircraft maintenance, repair and overhaul (MRO) organisation. Descriptive statistics in conjunction with analysis of variance (ANOVA) were used to analyse the results. The sources of impact and common areas affected on the aircraft have been identified, with situational awareness suggested as the most important mitigator against impact damage. Over 70% of the participants would refer to their engineering manager for instructions on how to handle composite damage. The need for higher standardisation for composites’ maintenance, repair and handling issues emerged as a common theme across different sections of the survey. Almost all respondents agree on the need for specialised knowledge and training for the handling, repair and inspection of composites.

The return from maternity leave to work is a critical career transition period for working mothers. To help their readaptation to work, we developed and examined a training program for cultivating their work–family balance self-efficacy in a pretest–posttest design and investigated the time-lagged effect of the boosted self-efficacy on their employment attitude and in-role performance after they returned to work. Data were collected from 100 maternity leave takers from 16 companies in Japan before the training (Time 1), immediately after it (Time 2) and 6 months after returning to work (Time 3), and from their supervisors at Time 3. We found that maternity leave takers displayed an increase in work–life balance self-efficacy after the training. We also found that work–life balance self-efficacy after the training (Time 2) predicted the participants’ in-role performance (Time 3) reported by their supervisors, but not employment attitude reported by the participants (Time 3). Our study thus offers preliminary evidence supporting the effectiveness of the training program in helping maternity leave takers’ readaptation to work, potentially supplementing existing family-friendly policies.

The advancement of technology on the modern commercial flight deck has allowed flight crew members to utilise multiple sources of information to maintain the safety of their flight. Having multiple sources of flight deck information, capable of displaying the same type of information, can lead to a situation in which a pilot encounters conflicting information. Understanding how a pilot makes a decision when faced with an information conflict on the flight deck is important to ensure appropriate design of flight-deck information systems and effective pilot training. This effort utilised data collected from 25 airline pilots who experienced information conflicts on a simulated B-737 flight deck, in conjunction with a theoretical review of how information conflicts impact decision making, to develop a theoretical model of pilot decision-making in the presence of an information conflict. This manuscript describes the model, along with the theory-driven and data-driven approaches utilised to develop the model.

This paper reports on the experience of the first cohort of cognitive behaviour therapists completing the first delivery of a UK government-funded mindfulness-based cognitive therapy (MBCT) teacher-training. Trainees completed a new curriculum approved by NHS England and commissioned by Health Education England (HEE) that enabled them to teach MBCT in Improving Access to Psychological Therapies (IAPT) services in England and to meet the criteria for registration for the British Association of Mindfulness-Based Approaches (BAMBA). The components of the training are described. Mixed quantitative and qualitative methods were used to assess the experiences of those trainees who completed that training. High levels of satisfaction were reported and the ‘embodiment’ of the trainers and supervisors was flagged as particularly significant. The retreat was experienced as a core component of the training that helped deepen mindfulness practice. Various challenges were identified, including from the retreat, technical difficulties and challenges with completion for a minority of trainees. Learning from the difficulties and responses to them are reported.

Recent research offers good reason to think that various psychedelic drugs—including psilocybin, ayahuasca, ketamine, MDMA, and LSD—may have significant therapeutic potential in the treatment of various mental health conditions, including post-traumatic stress disorder, depression, existential distress, and addiction. Although the use of psychoactive drugs, such as Diazepam or Ritalin, is well established, psychedelics arguably represent a therapeutic step change. As experiential therapies, their value would seem to lie in the subjective experiences they induce. As it is the only way for trainee psychedelic therapists to fully understand their subjective effects, some have suggested that firsthand experience of psychedelics should form part of training programs. We question this notion. First, we consider whether the epistemic benefits offered by drug-induced psychedelic experience are as unique as is supposed. We then reflect on the value it might have in regard to the training of psychedelic therapists. We conclude that, absent stronger evidence of the contribution drug-induced experiences make to the training of psychedelic therapists, requiring trainees to take psychedelic drugs does not seem ethically legitimate. However, given the potential for epistemic benefit cannot be entirely ruled out, permitting trainees who wish to gain first-hand experience of psychedelics may be permissible.

In this article, the performing body is considered via a three-pronged approach involving affect theory and affective science, a scene from King Lear, and long-distance running. Inspired by the chiaroscuro of painting, this variety and mix of sources act as a methodological device to shed unfamiliar light (and shade) on the elusive topic of affect. While ‘body’ is viewed from the perspective of ‘bodyworld’ to denote constitutive and reciprocally shaping human–nonhuman relationalities, the ‘performance’ that occurs in bodies is analyzed in terms of a ‘drama of affect’ to signal the activity that germinates and circulates at various levels of consciousness in human behaviour, whether aesthetic, athletic, or daily. Frank Camilleri is Professor of Theatre Studies at the University of Malta and Artistic Director of Icarus Performance Project. He has performed, given workshops, and published various texts on performer training, theatre as a laboratory, and practice as research. He is the author of Performer Training Reconfigured: Post-Psychophysical Perspectives for the Twenty-first Century (Bloomsbury, 2019) and Performer Training for Actors and Athletes (Bloomsbury, forthcoming).

Virtual reality (VR) is increasingly used in learning and can be experienced with a head-mounted display as a 3D immersive version (immersive virtual reality [IVR]) or with a PC (or another computer) as a 2D desktop-based version (desktop virtual reality [DVR]). A research gap is the effect of IVR and DVR on learners’ skill retention. To address this gap, we designed an experiment in which learners were trained and tested for the assembly of a procedural industrial task. We found nonsignificant differences in the number of errors, the time to completion, satisfaction, self-efficacy, and motivation. The results support the view that DVR and IVR are similarly useful for learning retention. These insights may help researchers and practitioners to decide which form of VR they should use.

Training using positive reinforcement is increasingly recognised as a valuable tool for the humane and effective management and use of laboratory-housed non-human primates. We utilised a mixed-mode questionnaire to survey use of training and other learning processes (socialisation, habituation and desensitisation) in over half of UK establishments using and breeding primates. The survey demonstrated that there is widespread awareness of training as a refinement technique and appreciation of its diverse benefits, but training is not used as widely or as fully as it might be. This is due to real constraints (principally staff and time and a lack of confidence in ability to train), and perceived constraints (such as a supposed lack of published information on how to train and assessment of the benefits, and an overestimation of the time investment needed). There is also considerable variation between establishments in the purposes of training and techniques used, with a reliance on negative reinforcement in some. We conclude that there is opportunity for refinement of common scientific, veterinary and husbandry procedures (such as blood and urine collection, injection, capture from the group and weighing) through use of positive reinforcement training, especially when combined with appropriate socialisation, habituation and desensitisation. We end this paper with recommendations on best practice, training techniques and staff education.

Published information provides scientific evidence that traditional, involuntary restraint techniques of research non-human primates are intrinsically a source of distress resulting from fear. It has been documented that common methods of enforced restraint result in significantly increased adrenal activity as well as significant changes in a variety of other physiological parameters. There is no scientific evidence that the animals adequately habituate to involuntary restraint. Numerous reports have been published demonstrating that non-human primates can readily be trained to cooperate rather than resist during common handling procedures such as capture, venipuncture, injection and veterinary examination. Cooperative animals fail to show behavioural and physiological signs of distress. It was concluded that the advantages of training techniques over traditional restraint techniques will have to be explored more extensively in the future for the sake of research subjects and scientific methodology.