Areas of Expertise

  • Higher Education Research
  • Social Sciences
  • Medical Education
  • Linguistics (applied Linguistics)
  • Clinical Reasoning
  • Research methods

Publications

  1. & Teaching Clinical Reasoning - ABC of Clinical Reasoning. In Nicola Cooper, John Frain (Ed.), ABC of Clinical Reasoning. London: Willey & Sons.
  2. & Empathy among undergraduate medical students: A multi-centre cross-sectional comparison of students beginning and approaching the end of their course. BMC Medical Education 16(1)
  3. & “It’s a mind-changing game!”: Health professional educators working abroad. MedEdPublish 5(2)
  4. & Medical educators working abroad: Who are they?. MedEdPublish
  5. & Women and Leadership in Medicine and Medical Education: International Perspectives. In Gender, Careers and Inequalities in Medicine and Medical Education: International Perspectives. -98). London: Emerald Group Publishing Limited.

See more...

Teaching

  • EDN200 Research Methods in Education

    This module will help students to develop the skills necessary for conducting educational research. Both qualitative and quantitative and `mixed¿ methods of data collection are studied and analysed, and the `pragmatic¿ orientation of relating research methodology to the problem being researched is outlined in depth. The practical techniques of data collection are studied in detail. Analysis of varying data types is also explained and issues to do with the design of research also explored. The ethical foundations of research are also explored.

  • PM-707 Professional development in practice

    This module aims to develop students¿ awareness of the key issues, principles and practical applications when engaging in or supporting others¿ professional development both from an individual and an organisational perspective. Through engagement in theoretical and practical activities about mentoring, supervision, reflection, support and performance management, students will enhance their understanding, skills and behaviours in supporting meaningful professional development activities.

  • PM-M25 Mentoring and Supervision

    This module aims to develop participants¿ awareness of the key issues, principles and practice of mentoring and educational and clinical supervision both from an individual and organisational perspectives. Through engagement in theoretical and practical activities and reflection, participants will enhance their skills and practice in supporting others professional development.

  • PM-M26 Simulation and elearning

    This module aims to develop participants¿ skills in developing and evaluating educational resources and techniques using learning technologies, primarily elearning and simulation. Through engagement in theoretical and practical activities and reflection, participants will enhance their own educational practice and that of others using learning technologies.

  • PM-M29 Evidence and Theory Based Education (Taught Masters)

    This module is intended for students undertaking taught courses education for the health professions. It runs in parallel to, and shares content with, PMRM06 which is a 20 credit module of the same title undertaken by students on the on the D.Prof and M.Res in Education for Health professions. The module will cover the evidence base for many of the common concepts of learning and instruction that are currently in use in the higher education generally, particularly the education of healthcare professionals. These will include learning theories, learning styles, feedback, cognitive load theory, small/large group teaching, deep/strategic/surface learning and the educational applications of the neuroscience of learning and memory. These will all be considered in detail, alongside their application to the context of the education of health professionals.

  • PME100 Learning in a Digital Age

    This module will introduce key concepts, issues and debates concerning learning in a digital age. This module will explore contemporary debates in topics such as 'bring your own device' (BYOD) initiatives and `digital natives¿, and you will have the opportunity to evaluate your digital capabilities. There will be opportunities to experiment, assess and reflect on different learning approaches with digital technologies, explore digital tools and spaces for learning, consider the risks and responsibilities, and the benefits and opportunities for learning in a digital age.

  • PME101 Origin and Theory of Education Research

    This module provides an introduction to the origins of the most common theoretical perspectives used in educational research.

  • PME201 Research Methods in Education

    This module will help students to develop the skills necessary for conducting educational research. Both qualitative and quantitative and `mixed¿ methods of data collection are studied and analysed, and the `pragmatic¿ orientation of relating research methodology to the problem being researched is outlined in depth. The practical techniques of data collection are studied in detail. Analysis of varying data types is also explained and issues to do with the design of research also explored. The ethical foundations of research are also explored.

  • PME300 Educational Practice in a Digital Age

    This module will explore how digital technologies are considered to influence and challenge contemporary practice. It will critically evaluate the role of educational institutions and educators in a digital age. Discussion topics will include the value of knowledge in the age of the internet, behaviour, risk and safety, professional development, open education, digital resilience and wellbeing, emerging technologies and predicting trends and impact.

  • PMEM01 Integrated Portfolio

    This module enables students to create a portfolio of assignments to support their entry into the research phase of their doctorate. They prepare a detailed plan for their research, supported by evidence and a reflective commentary, building upon assignments completed for PMRM06, 07 and 08. Part time students complete this module in year 2 of the programme. Full time students complete in year 1, alongside the aforementioned modules.

  • PMRM06 Evidence and Theory Based Education

    This module is intended for students undertaking taught courses on the D.Prof and M.Res in Education for Health professions, where it compliments the content of PMRM07 (Critical Appraisal and Evaluation) and PMRM08 (Data Analysis for Health and Medical Sciences). It may also be taken as a standalone course by anyone with an interest in how evidence is generated for educational practice, in the healthcare professions and across Higher Education more widely. The module will cover the evidence base for many of the common concepts of learning and instruction that are currently in use in the education of healthcare professionals. These will include learning theories, learning styles, feedback, cognitive load theory, small/large group teaching, deep/strategic/surface learning and the educational applications of the neuroscience of learning and memory. These will all be considered in detail, alongside their application to the context of the education of health professionals.

  • PMZM05 Professional Development in Practice

    This module aims to develop students¿ awareness of the key issues, principles and practical applications when engaging in or supporting others¿ professional development both from an individual and an organisational perspective. Through engagement in theoretical and practical activities about mentoring, supervision, reflection, support and performance management, students will enhance their understanding, skills and behaviours in supporting meaningful professional development activities.

Supervision

  • Assessment of Competency in training on Point of Care Testing Devices (current)

    Student name:
    DProf
    Other supervisor: Prof Phil Newton
  • What psychological factors affect the quality and nature of healthcare management decision making? (current)

    Student name:
    PhD
    Other supervisor: Dr Clive Weston