Education
To speed up the delivery of innovations, we help to ensure that the workforce across the partnership has the leadership capability and skills to adopt new innovations. The training and education of the health professionals of the future and the NHS workforce to deliver high quality outcomes and experience for patients are fundamental to achieving the scale and pace of change needed across the Academic Health Science Network (AHSN) and Academic Health Science Centre (AHSC).
UCLPartners is the ‘lead provider’ for Higher Education England for many core and specialty postgraduate medical and dental training programmes, and the partnership is already leading an accelerated nursing and midwifery-training scheme. Beyond the education of these key professional groups, UCLPartners has a multidisciplinary focus, equipping teams to work together more effectively across professional and organisational boundaries, particularly those between primary and secondary care. In this way, integrated care will be made a reality for patients on the ground. Education will also be more holistic in its scope, including prevention and educating patients to become experts in their own care.
Leadership development will be another key focus for AHSN education, enabling leaders to work more decisively, as well as collaboratively, across traditional healthcare boundaries. We will make it an obligation for clinicians trained in our system to develop an understanding of their responsibility
Education and workforce development will be integrated with the AHSN’s integrated programmes to instill the culture and values needed to achieve their objectives and give staff the practical knowledge and skills to implement proven innovations. As part of the integrated programmes, education and training will also have the flexibility to respond to training needs as they arise.
We are committed to delivering world-class healthcare education to instil the values and behaviours needed for the best patient experience and outcomes. Our education strategy is underpinned by two principle objectives:
- To build learning organisations
- To enhance leadership capability
Specific educational deliverables include:
- Recruitment of trainees with the right attributes: Great Ormond Street Hospital has developed a recruitment tool to target the optimal qualities in a trainee nurse, which has been adapted for healthcare assistants and registered nurses, and is being adopted nationally for adult and mental health nursing.
- Creating Fellowships: North central and north east London have a substantial share of Fellowships in Clinical Leadership (also known as ‘Darzi’ Fellows) addressing areas such as frailty, end-of-life care and mental health/physical health interface. Further fellowships focus on improving the emergency care pathway across the partnership.
- Developing leaders: to reinvigorate the centrality of care and compassion to the nursing role, UCLPartners has commenced a nursing development programme to instil such qualities in cohorts of future nurse leaders. UCL’s Academic Careers Office also provides a dedicated resource to promote, support and develop all aspects of academic and clinical academic careers, and in 2012 launched the academic role models project to acknowledge and support those that could inspire future generations.
- Functional teams and leadership: the UCLPartners Staff College has tackled the leadership deficit head on. Working with the British Armed Forces, we have developed a unique model of experiential and simulation-rich learning. This is an 18-day course, with over 200 attendees per year across all multi-professional groups, with consistently positive feedback (over 95%). In addition, the Staff College has worked in partnership with several delivery sites to enable recruitment/attendance using a common methodology that binds future leaders together.
- Sharing best practice: a quarterly partnership Quality Forum brings together up to 100 leaders across professions to focus on opportunities for shared learning and innovation in quality and we have recently started a forum targeted at the priorities of primary care across 25 London Clinical Commissioning Groups.
With thousands of trainers, training programme directors and directors of medical education involved in postgraduate medical education across the partnership, there are extensive academic outputs. A sample of our educational publications are highlighted below.
Educational publications
London School of Hygiene & Tropical Medicine
Hogan, H.; Haines, A; Global public health training in the UK: preparing for the future. J Public Health (Oxf), 2011
Stuart C. Anderson, Caroline O. H. Jones and Sharon R. A. HUTTLY (2010). Reflections, refinements and revisions: Thirteen years experience of a Professional Doctorate in public health. Work Based Learning e-Journal Vol. 1, No. 1
Cole, K, Sim, F, Hogan H; The Evolution of Public Health Education and Training in the United Kingdom. 2011, Public Health Reviews, 33 (1). pp. 87-104.
Back to educational publications
Queen Mary, University of London
Freeth D (In press, 2013) Interprofessional Education. In Swanwick, T (ed.) Understanding Medical Education: evidence, theory and practice, 2nd edition. Wiley-Blackwell
McIntosh P, Freeth D, Berridge EJ (In press) Supporting Accomplished Facilitation: examining the use of Appreciative Inquiry to inform the development of learning resources for medical educators. Educational Action Research Journal. Learning resources can be accessed at: http://simulation.londondeanery.ac.uk/educational-resources/supporting-accomplised-facilitation-and-improving
Meier, K, Parker P, Freeth, D. (In press) Mechanisms that support the assessment of interpersonal skills: a realistic evaluation of the interpersonal skills profile in pre-registration nursing students. Journal of Practice Teaching and Learning
Reeves S, Perrier L, Goldman J, Freeth D, Zwarenstein M. Interprofessional education: effects on professional practice and healthcare outcomes (update). Cochrane Database of Systematic Reviews 2013, Issue 3. Art. No.: CD002213. DOI: 10.1002/14651858.CD002213.pub3.
Freeth D (2013) Research Reflections – Supporting accomplished facilitation: using appreciative inquiry to support the development of learning resources for clinical simulation faculty, p263 in Savin-Baden M, Major CH Qualitative Research: The essential guide to theory and practice. Abingdon: Routledge.
Freeth D, McIntosh P, Carnes D (2012) New Graduates’ Preparedness to Practice: Research Report of a study commissioned by the General Osteopathic Council. Available from http://www.osteopathy.org.uk/resources/research/#ptp
Freeth D, Sandall J, Allan T, Warburton F, Berridge EJ, Mackintosh N, Rogers, M, Abbott S. (2012) A methodological study to compare survey-based and observation-based evaluations of organisational and safety cultures and then compare both approaches with markers of the quality of care. Health Technology Assessment Journal 16(25), (177 pages).
Abbott S, Rogers M, Freeth D (2012) Underpinning Safety: communication habits and situation awareness. British Journal of Midwifery 20(4): 279-284
Melton J., Forsyth K and Freeth D (2012) The Individual Practice Development Theory: an individually focused practice development theory that helps target practice development resources. Journal of Evaluation in Clinical Practice 18(3): 542-6. (Previously published online early Jan 2011 DOI: 10.1111/j.1365-2753.2010.01618.x )
Westwood, OMR, Leinster, S., Weinberg, JR [2008] A Health Care Curriculum for the 21st Century: Time for Flexibility? J. Royal Soc Med. Feb;101[2]:59-62.
Cushing, AM , Westwood, OMR [2010] Using peer feedback in a formative objective structured clinical examination. Medical Education 44[11]:1144-5
Cassidy, C. Goodsman, D. Lyons, S. 2013. UK Programme Teaches Prehospital Care Through Mentorships. Journal of Emergency Medical Services (JEMS). April 12, 2013. PennWell Corp. Tulsa, Ok. USA
Ahmad, M. Goodsman, D, Lightbody, E. (2012). Introducing Medical Students to Prehospital Care. The Clinical Teacher. Blackwell Publishing Ltd. 2012; 9: 168 – 172.
Hammick, M. Freeth, D, Copperman, J. Goodsman, D. 2009. Being Interprofessional. Cambridge. Polity Press.
Kostrzewsky, A. Dhillon, S, Goodsman, D. Taylor, K. 2008. The impact of portfolios on health professionals’ practice: a literature review. International Journal of Pharmacy Practice. IJPP 2008, 16:330-345.
Rowlands A, Cushing A and Cook V 2013. Meeting the students on their own territory The International Journal of Practice-based Learning in Health and Social Care. Vol 1 Issue 1
Hurwitz B., Cushing A., Chisnall B. Narrative Medicine 2012. Student BMJ;20:2743
Cushing, AM, Westwood, OMR. Using peer feedback in a formative objective structured clinical examination. 2010Med Educ 44(11):1144-5
Priebe S, Dimic S, Wildgrube C, Jankovic J, Cushing A, McCabe R. Good communication in psychiatry–a conceptual review. Eur Psychiatry. 2011 Oct;26(7):403-7. doi: 10.1016/j.eurpsy.2010.07.010.
Buckwell CM, Ornstein M, Cushing A, Lothian D. Feel the anxiety about examining patients and do it anyway. BMJ. 2011 Jul 25;343:d4552. doi: 10.1136/bmj.d4552
Cushing A, Abbott S, Lothian D, Hall A, Westwood OM. Peer feedback as an aid to learning–what do we want? Feedback. When do we want it? Now! Med Teach. 2011;33(2):e105-12. doi: 10.3109/0142159X.2011.542522.
von Fragstein M, Silverman J, Cushing A, Quilligan S, Salisbury H, Wiskin C. UK Consensus Statement on the content of Communication Curricula in Undergraduate Medical Education 2008. Med Educ 42;11: 1100-7
Abbott S, Attenborough J, Cushing A, Hanrahan M, Korszun A. (2009) Patient-centred care and compulsory admission to hospital: students consider communication skills in mental health care. Journal of Mental Health Training, Education and Practice. 4:4: 26-34.
von Fragstein M, Silverman J, Cushing A, Quilligan S, Salisbury H, Wiskin C; UK Council for Clinical Communication Skills Teaching in Undergraduate Medical Education. UK consensus statement on the content of communication curricula in undergraduate medical education. Med Educ. 2008 Nov;42(11):1100-7
Nicholson S (2008) Emerging Trends in Admissions in Wilson NH, Jones ML, Pine C, Saunders WP, Seymour RA. Looking forward: educating tomorrow’s dental team. Eur J Dent Educ. 12(3):176-99.
Sandra Nicholson, Vivien Cook, Jeanette Naish, Katharine Boursicot. ‘Feedback: its importance in developing medical students’ clinical practice’. The Clinical Teacher 2008:5:163-166.
Nicholson S and Raval D (2009) Professionalism: what it means to doctors today. British Journal of Hospital Medicine, August 2009, Vol 70, No 8
James D, Yates J, Nicholson S. Comparison of A level and UKCAT performance in students applying to UK medical and dental schools in 2006: cohort study. BMJ 2010.
Sandra Nicholson and Ayodeji Jaiyesimi. Is there a role for medical student interviewers in selection for medical school? Student BMJ 2010;18
Cook V, Fuller J Evans D. Helping students become the medical teachers of the future – The Doctors as Teachers and Educators (DATE) programme of Barts and the London School of Medicine and Dentistry Education for Health 2010 23 (2) pp1-7
Kulier R, Gülmezoglu AM, Zamora J, Plana MN, Carroli G, Cecatti JG, Germar MJ, Pisake L, Mittal S, Pattinson R, Wolomby-Molondo JJ, Bergh AM, May W, Souza JP, Koppenhoefer S, Khan KS. Effectiveness of a clinically integrated e-learning course in evidence-based medicine for reproductive health training: a randomized trial. JAMA. 2012 Dec 5;308(21):2218-25. doi: 10.1001/jama.2012.33640.
Oude Rengerink K, Thangaratinam S, Barnfield G, Suter K, Horvath AR, Walczak J, Wełmińska A, Weinbrenner S, Meyerrose B, Arvanitis TN, Onody R, Zanrei G, Kunz R, Arditi C, Burnand B, Gee H, Khan KS, Mol BW How can we teach EBM in clinical practice? An analysis of barriers to implementation of on-the-job EBM teaching and learning..Med Teach. 2011;3
Walczak J, Kaleta A, Gabryś E, Kloc K, Thangaratinam S, Barnfield G, Weinbrenner S, Meyerrose B, Arvanitis TN, Horvath AR, Zanrei G, Kunz R, Suter K, Burnand B, Arditi C, Oude Rengerink K, Harry G, Mol BW, Khan KS. How are “teaching the teachers” courses in evidence based medicine evaluated? A systematic review. BMC Med Educ. 2010 Sep 29;10:64.3(3):
Puhan A, Khan KS, Steurer J Presentations with an explicit outline are recalled better than ones without: a randomized controlled trial..Med Teach. 2010;32(7)
Hadley J, Kulier R, Zamora J, Coppus SF, Weinbrenner S, Meyerrose B, Decsi T, Horvath AR, Nagy E, Emparanza JI, Arvanitis TN, Burls A, Cabello JB, Kaczor M, Zanrei G, Pierer K, Kunz R, Wilkie V, Wall D, Mol BW, Khan KS. Effectiveness of an e-learning course in evidence-based medicine for foundation (internship) training J R Soc Med. 2010 Jul;103(7):288-94
Malick SM, Hadley J, Davis J, Khan KS. Is evidence-based medicine teaching and learning directed at improving practice J R Soc Med. 2010 Jun;103(6):231-8
Kunz R, Nagy E, Coppus SF, Emparanza JI, Hadley J, Kulier R, Weinbrenner S, Arvanitis TN, Burls A, Cabello JB, Decsi T, Horvath AR, Walzak J, Kaczor MP, Zanrei G, Pierer K, Schaffler R, Suter K, Mol BW, Khan KS. How far did we get? How far to go? A European survey on postgraduate courses in evidence-based medicine J Eval Clin Pract. 2009 Dec;15(6):1
Kalkat RK, Khan KS. Meeting advanced learning needs of senior postgraduate trainees through practice-based reflective medical education: evaluation of a formal structured training programme in obstetrics and gynaecology.J Obstet Gynaecol. 2010 Feb;30(2):115-8196-204
Thangaratinam S, Barnfield G, Weinbrenner S, Meyerrose B, Arvanitis TN, Horvath AR, Zanrei G, Kunz R, Suter K, Walczak J, Kaleta A, Oude Rengerink K, Gee H, Mol BW, Khan KS. Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project BMC Med Educ. 2009 Sep 10;9:59
Raza A, Coomarasamy A, Khan KS. Best evidence continuous medical education. Arch Gynecol Obstet. 2009 Oct;280(4):683-7.
Kulier R, Coppus SF, Zamora J, Hadley J, Malick S, Das K, Weinbrenner S, Meyerrose B, Decsi T, Horvath AR, Nagy E, Emparanza JI, Arvanitis TN, Burls A, Cabello JB, Kaczor M, Zanrei G, Pierer K, Stawiarz K, Kunz R, Mol BW, Khan KS. The effectiveness of a clinically integrated e-learning course in evidence-based medicine: a cluster randomised controlled trial. BMC Med Educ. 2009 May 12;9:21
Buckley S, Coleman J, Davison I, Khan KS, Zamora J, Malick S, Morley D, Pollard D, Ashcroft T, Popovic C, Sayers J. The educational effects of portfolios on undergraduate student learning: a Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11. Med Teach. 2009 Apr;31(4):282-98.
Back to educational publications
UCL
Baraitser, P., Pearce, V., Walsh, N., Cooper, R., Brown, K. C., Holmes, J., . . . Boynton, P. (2008). Look who’s taking notes in your clinic: mystery shoppers as evaluators in sexual health services. Health Expectations, 11(1), 54-62. doi:10.1111/j.1369-7625.2007.00467.x
McManus, I. C., Elder, A. T., de Champlain, A., Dacre, J. E., Mollon, J., & Chis, L. (2008). Graduates of different UK medical schools show substantial differences in performance on MRCP(UK) Part 1, Part 2 and PACES examinations.. BMC Med, 6, 5. doi:10.1186/1741-7015-6-5
McManus, I. C., Woolf, K., & Dacre, J. (2008). Even one star at A level could be “too little too late” for medical student selection. BMC Medical Education, 8(16). Retrieved from http://www.biomedcentral.com/1472-6920/8/16
McManus, I. C., Woolf, K., & Dacre, J. (2008). The educational background and qualifications of UK medical students from ethnic minorities.. BMC Medical Education, 18, 23 pages. doi:10.1186/1472-6920-8-21
Cave, J., Woolf, K., Jones, A., & Dacre, J. (n.d.). Easing the transition from student to doctor: how can medical schools help prepare their graduates for starting work?.. Medical Teacher, 31(5), 403-408.
Park, S., Griffin, A., & Gill, D. (2012). Working with words: exploring textual analysis in medical education research.. Med Educ, 46(4), 372-380. doi:10.1111/j.1365-2923.2011.04184.x
Gill, D., & Griffin, A. (2010). Good Medical Practice: what are we trying to say? Textual analysis using tag clouds. MED EDUC, 44(3), 316-322. doi:10.1111/j.1365-2923.2009.03588.x
Woolf, K., McManus, I. C., Gill, D., & Dacre, J. (2009). The effect of a brief social intervention on the examination results of UK medical students: a cluster randomised controlled trial.. BMC Med Educ, 9, 35. doi:10.1186/1472-6920-9-35
Gill, D., Griffin, A. E., Richardson, J., Sturrock, A., Woolf, K., Khatib, Y., . . . Launer J. (2011). The London Deanery pilot project: Trust-based learning groups to foster professionalism. London Deanery. Retrieved from http://www.faculty.londondeanery.ac.uk/other-resources/files/Professionalism%20report_%20full%20report.pdf
GRIFFIN, A. E., & May, V. (2012). Narrative analysis and interpretive phenomenological analysis. In Researching Society and Culture (third edition ed., pp. 441-458). London: Sage.
Cook, V., Griffin, A. E., Hinson, J., Raven, P., & Hayden, J. (2012). Supporting students with disability and health issues: lowering the social barriers. Medical Education.
Griffin, A., Abouharb, T., Etherington, C., & Bandura, I. (2010). Transition to independent practice: A national enquiry into the educational support for newly qualified GPs. Education for Primary Care, 21(5), 299-307.
McManus, I. C., Elder, A. T., de Champlain, A., Dacre, J. E., Mollon, J., & Chis, L. (2008). Graduates of different UK medical schools show substantial differences in performance on MRCP(UK) Part 1, Part 2 and PACES examinations.. BMC Med, 6, 5. doi:10.1186/1741-7015-6-5
McManus, I. C., & Ludka, K. (2012). Resitting a high-stakes postgraduate medical examination on multiple occasions: nonlinear multilevel modelling of performance in the MRCP(UK) examinations. BMC Medicine, 10((doi:10.1186/1741-7015-10-60)), 60.
McManus, I. C., Jonvik, H., Richards, P., & Paice, E. (2011). Vocation and avocation: leisure activities correlate with professional engagement, but not burnout, in a cross-sectional survey of UK doctors.. BMC Med, 9, 100. doi:10.1186/1741-7015-9-100
Tighe, J., McManus, I. C., Dewhurst, N. G., Chis, L., & Mucklow, J. (2010). The standard error of measurement is a more appropriate measure of quality for postgraduate medical assessments than is reliability: an analysis of MRCP(UK) examinations. BMC MED EDUC, 10, . doi:10.1186/1472-6920-10-40
Park, S. (n.d.). The Industrialisation of Medical Education? Exploring Neoliberal influences within Tomorrow’s Doctors Policy 2009. In New Labour, education policies and the neo-liberal agenda: a challenge to social justice and democracy. Rotterdam: Sense.
Cook, V., Griffin, A. E., Hayden, J., Hinson, J., & Raven, P. (2012). Supporting students with disability and health issues: lowering the social barriers. Medical Education. doi:10.1111/j.1365-2923.2012.04267.x
Serfaty, M. A., Osborne, D., Buszewicz, M. J., Blizard, R., & Raven, P. W. (2010). A randomized double-blind placebo-controlled trial of treatment as usual plus exogenous slow-release melatonin (6 mg) or placebo for sleep disturbance and depressed mood.. Int Clin Psychopharmacol, 25(3), 132-142. doi:10.1097/YIC.0b013e32832c260b
Boursicot, K., Etheridge, L., Setna, Z., Sturrock, A., Ker, J., Smee, S., . . . Sambandam, E. (2011). Performance in assessment: consensus statement and recommendations from the Ottawa conference.. Med Teach, 33(5), 370-383. doi:10.3109/0142159X.2011.565831
Sales, D., Sturrock, A., Boursicot, K., & Dacre, J. (n.d.). Development of an electronic blueprint for the General Medical Council’s Fitness to Practise procedures. Medical Teacher.
Dacre, J., Potts, H. W. W., Sales, D., Spencer, H., & Sturrock, A. (2009). The Development of a New Method of Knowledge Assessment: Tailoring a Test to a Doctor’s Area of Practice. Academic Medicine, 84(8), 1003-1007. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/19638763
Dacre, J. E., Sales, D., Sturrock, A., & Boursicot, K. (2010). Blueprinting for clinical performance deficiencies – lessons and principles from the General Medical Council’s fitness to practise procedures. Medical Teacher, 32. doi:10.3109/01421590903386781
Verma, A., Birger, R., Bhatt, H., Murray, J., Millett, C., Saxena, S., . . . Majeed, A. (2010). Ethnic disparities in diabetes management: a 10-year population-based repeated cross-sectional study in UK primary care.. Journal of Public Health, 32(2), 250-258. doi:10.1093/pubmed/fdp114
Woolf, K., Cave, J., Greenhalgh, T., & Dacre, J. E. (2008). Ethnic stereotypes and the underachievement of UK medical students from ethnic minorities: qualitative study. BMJ, 337, 7 pages. doi:10.1136/bmj.a1220
Woolf, K., Potts, H., Patel, S., & McManus, C. (2012). The hidden medical school: A longitudinal study of how social networks form, and how they relate to academic performance. Medical Teacher, 34(7), 577-586. doi:10.3109/0142159X.2012.669082
Woolf, K., Potts, H. W. W., & McManus, I. C. (2011). The relationship between ethnicity and academic performance in UK-trained doctors and medical students: a systematic review and meta-analysis. BMJ, 342, 14 pages. doi:10.1136/bmj.d901