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While English-medium Instruction (EMI) continues to be appealing for various stakeholders, it also raises some epistemological and ethical concerns, which have in the past found expression in polarized debates. A well-known example is the 2012 Milan court case, in which the academic staff sued the Polytechnic University of Milan over its attempt to promote an EMI-only policy. Now almost ten years after the case, the motivations of the key proponents and opponents of the policy are yet to be explored in depth. In order to explain how different interpretations of EMI could result in such unreconcilable positions, in this paper we adopt a new analytical angle, focusing on two : the rector who promoted the policy and the lawyer (also a faculty member) who represented the lecturers in court. Via a critical discourse analysis of interviews to these participants, we aim to unveil how different stakeholders from the same context frame EMI in relation to ideas of justice/injustice. Results indicate that, despite comparable personal commitment to education and similar understandings of language/power interactions, the participants evaluate English against different frames of reference (i.e. a horizon of globalized education, versus the traditional national understanding of the goals of education). This leads to diametrically opposite evaluations of the growing presence of English in higher education.

After their rapid adoption at the onset of the coronavirus pandemic, remote case reviews (remote readouts) between diagnostic radiology residents and their attendings have persisted in an increasingly remote workforce, despite relaxing social distancing guidelines. Our objective was to evaluate the impact of the transition to remote readouts on resident case volumes after the recovery of institutional volumes. We tabulated radiology reports co-authored by first-to-third-year radiology residents (R1-R3) between July 1 and December 31 of the first pandemic year, 2020, and compared to the prior two pre-pandemic years. Half-years were analyzed because institutional volumes recovered by July 2020. Resident volumes were normalized to rotations, which were in divisions categorized by the location of the supervising faculty during the pandemic period; in ’remote’ divisions, all faculty worked off-site, whereas ’hybrid’ divisions had a mix of attendings working on-site and remotely. All residents worked on-site. Data analysis was performed with Student’s t test and multivariate linear regression. The largest drops in total case volume occurred in the two remote divisions (38% [6,086 to 3,788], and 26% [11,046 to 8,149]). None of the hybrid divisions with both in-person and remote supervision decreased by more than 5%. With multivariate regression, a resident assigned to a standardized remote rotation in 2020 would complete 32% (253 to 172) fewer studies than in identical pre-pandemic rotations (coefficent of −81.6, p = .005) but would be similar for hybrid rotations. R1 residents would be expected to interpret 40% fewer (180 to 108) cases on remote rotations during the pandemic (coefficient of −72.3, p = .007). No significant effect was seen for R2 or R3 residents ( p = .099 and p = .29, respectively). Radiology residents interpreted fewer studies during remote rotations than on hybrid rotations that included in-person readouts. As resident case volume is correlated with clinical performance and board pass rate, monitoring the readout model for downstream educational effects is essential. Until evidence shows that educational outcomes remain unchanged, radiology residencies may wish to preserve in-person resident readouts, particularly for junior residents.

The nation's growing opioid use disorder epidemic disproportionately impacts rural areas, where physicians who can prescribe buprenorphine are scarcest. Among physicians approved to prescribe buprenorphine, family physicians (FPs) are the most likely to work in rural areas.

Opioid overdose rates have tripled since 2000, and although overprescribing of opioids by physicians is widely accepted as a causal factor, the physician's role in providing medication-assisted treatment for opioid use disorder is less appreciated. Despite a clear willingness to prescribe opioids, few family physicians (FPs) have the necessary certification to treat opioid use disorder with buprenorphine, an effective, evidence-based treatment.

Rural populations rely on physicians trained in primary care to provide emergency services. Less is known about primary care's contribution to emergency services in urban and suburban settings. Two-thirds of family medicine and three-fourths of general internal medicine Medicare claims for emergency care are generated in urban settings, demonstrating primary care's significant contribution to the emergency workforce in the most populated areas.

The Teaching Health Center Graduate Medical Education (THCGME) program funds new primary care residencies at community health centers caring for the nation's underserved population. In a national census of third-year family medicine residents, those who trained in teaching health centers were more likely to plan to work in safety net clinics than residents who did not train in these centers.

Prescription drugs are a major source of US health care expenditure. “Me too” brand-name medications contribute to the cost of drugs, which is substantial for consumers. In 2013 patient copayments averaged 10.5 times more for two commonly prescribed brand-name medications versus generic therapeutic alternatives.

In our community, girls do not need this [English-medium education].Interview with male teacher Nepal is classified as a low-middle income country (World Bank, 2023), and like other such countries, it is under international pressure to attain gender equality targets in order to receive international aid. However, Nepal is also permeated by widespread perceptions that girls are subordinate to boys, which influences girls’ access to education, information, health and the labour market (Upadhaya & Sah, 2019). Women face restrictions in terms of their basic ability to ‘independently venture outside the household, maintain the privacy of their bank accounts, use mobile phones, or become employed’ (Karki & Mix, 2022: 413). Illiteracy disproportionately affects females, with 58.95% of illiterates being women and girls (UNESCO, 2021). Notwithstanding this, recent years have seen some progress in enhancing gender equality in Nepal, and females currently enjoy higher enrolment rates than males across secondary education (UNESCO, 2023). This article, however, provides evidence that the recent trend to offer English-medium education risks setting back progress made by creating a gender-differentiated system that could yield different outcomes for boys and girls and potentially restrict girls’ future trajectories post school and contribute to broader gender inequality in society.