Do mobile phone bans show that immigration detention is becoming more like prison?

The mobile phone enables people to be heard through walls of confinement. During the suspension of visits to immigration detention in the COVID-19 pandemic, mobile phones were a lifeline to family and friends. There is also a long history of people using phones to document and communicate their experience in Australian-run detention to the world. The Australian government's attempts to ban mobile phones in detention provide a lens, and in this paper, a case study, to explore whether immigration detention in Australia is becoming more like prison. I argue that while the official purpose for detention remains administrative not punitive, the proposed mobile phone bans reveal the changing function of detention in Australian border control. Mobile phone bans show how people in influential roles have reimagined the legal subject of detention from the "asylum seeker' to the "migrant criminal'. Proposals to ban mobile phones also convey a transformation in how immigration detention is legally conceived - from a civil space under the supervision of police and the general criminal law to a more segregated space ruled from within. Drawing on scholarship on law, crimmigration, and carcerality, this paper traces how mobile phone bans came to be regarded as the natural next step in detention law-making.

Impact of an in-person small group surgical skills course for preclinical medical students in an era of increased e-learning.

Objective: The COVID-19 pandemic led to a dramatic decrease in face-to-face teaching. This can particularly impact medical students' skills development. This prompted development of an in-person surgical skills course as guided by the General Medical Council "Outcomes for Graduates" facilitated by tutors with surgical experience. This study aimed to primarily assess participant confidence in surgical skills following the course. Design: This was an interventional study assessing both qualitative and quantitative data collected prior to, during, and post course completion. Data were collected from students via online forms, which included a mixture of "Yes/No" responses, self-assessed confidence levels via Likert scales, and free type questions. Setting: The study assessed feedback for a 5-session surgical skills course delivered at the authors' institution. This is a newly designed course using low-cost materials which was free for all attendees. Participants: Participants were all in the first or second year of medical school. There was capacity for 60 students, and all attendees provided informed consent to participate. Results: A total of 446 students applied for the course with 58 participants in the final study, 31% of whom had prior surgical skills experience. There was a statistically significant increase in student confidence levels following the course for all taught surgical skills (P = .0001). Participants were also more confident that they possessed the skills required for clinical placements (P = .0001) and to work as a junior doctor (P = .01). Thematic qualitative analysis revealed a reliance on third parties for previous surgical experience; this course improved knowledge and skills for future practice. Limitations included session duration and equipment choice. Conclusion: This study demonstrates high demand and student satisfaction from this course, offering a potential framework to improve undergraduate surgical skills teaching. The results presented here have the potential to inform wider curricula development across medical schools in the future. Competencies: Medical knowledge; practice-based learning and Improvement.