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Further reading


 Computer Assisted Learning for the Mind (CALM) website

This website produced by Antonio Fernando and Fiona Moir at the University of Auckland, is a resource designed to help students to manage their emotional well-being.

Mainhard, T., Rijst, R. v. d., Tartwijk, J. v., & Wubbels, T. (2009). A Model for the Supervisor–Doctoral Student Relationship Higher Education, 58(3), 359-373.
The supervisor–doctoral student interpersonal relationship is important for the success of a PhD-project. Therefore, information about doctoral students’ perceptions of their relationship with their supervisor can be useful for providing detailed feedback to supervisors aiming at improving the quality of their supervision. This paper describes the development of the questionnaire on supervisor–doctoral student interaction (QSDI). This questionnaire aims at gathering information about doctoral students’ perceptions of the interpersonal style of their supervisor. The QSDI appeared to be a reliable and valid instrument. It can be used in research on the relationship between supervisor and doctoral student and can provide supervisors with feedback on their interpersonal style towards a particular student. 
Melissa, M. S., Brian, T. C., & Diana, F. W. (2002). The Pastoral Pool: an evaluation of a new system of pastoral care provision. Medical Education, 36(7), 651-658.
Medical students experience significant stress and stress-related problems. The benefits of support during training are described in this paper. Recently, student support systems have become increasingly stretched as medical schools merge, courses become modular and staff face increasing clinical and research pressures. The pastoral support system at St Bartholomew's and the Royal London School of Medicine has been changed in response to an evaluation of the old system of personal tutors. Pastoral care is now provided by a group of willing staff members known to have an interest in student welfare. The group is known as the `Pastoral Pool' (PP). Students and staff PP members completed similar questionnaires addressing their expectations of the PP and identifying the need for support systems in general. Pastoral Pool activity was investigated using confidential record sheets stating the frequency, duration and content of each PP encounter.

Sayer, M., Chaput De Saintonge, M., Evans, D. and Wood, D. (2002), Support for students with academic difficulties. Medical Education, 36: 643–650.University of Auckland Resources for Staff

The human and financial costs of academic failure amongst medical students are extremely high. Often, remedial support is infrequently available or is available only for students failing their final examinations. This article describes the design, implementation and preliminary evaluation of a remedial programme (RP) for students who experience academic difficulties. 



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