Research Associate in the Health Professions Education Unit. She has initially been employed to work on an NIHR research grant exploring enablers and barriers to clinical academia, with a focus on inequalities. Amelia is also supporting the development and evaluation of an inter-professional initiative – ‘Teddy Bear Hospital’ (funded by HEE). Other research opportunities/grants will be sought alongside this.
Amelia obtained a PhD from Durham University in 2017, her thesis exploring the impact of interventions to support overseas doctors in their transition to the UK workplace: using a realist approach. This work has had large impact and led to many other opportunities on this topic, for example supporting the development and evaluation of a similar intervention for refugee doctors in the North East. Amelia has been invited to speak and conduct workshops many times, both nationally and internationally, about her work in this area and the use of realist methodologies.
Amelia then became a research associate at Newcastle University, initially employed to support a largescale realist research project exploring how education/training leads to patient benefit (Department of Health).
Whilst there, Amelia worked on a number of other projects for Health Education England and regulators. For example, she was principle investigator evaluating GMCs Welcome to UK Practice (WtUKP), an induction to support doctors starting practice in the NHS from outside of the UK. Many of the recommended changes are now in place following completion of this work. She was also principle investigator for a project exploring the characteristics of effective clinical and peer supervision in the workplace (Health and Care Professions Council).
Amelia's research interests within medical education are mainly at the postgraduate level. She has worked up a body of work exploring international medical graduate transitions to UK practice. She also has a particular interest and expertise in realist methodologies.
Kehoe, A., Rothwell, C. Farook, S., & Illing, J. The characteristics of effective clinical and peer supervision in the workplace: a rapid evidence review. HCPC Final Report. October 2019.
Vance, G., Burford, B., Kehoe, A. Understanding the Changing Role of Clinicians who Lead. GMC final report. August 2019.
Kehoe, A. Supporting refugee doctors to work in the North East of England: An evaluation. Second Year Evaluation Report for Health Education England North East, Newcastle University. January 2019.
Kehoe, A., Rothwell, C., Hesselgreaves, H., Carter, M., & Illing, J. (2018). Evaluation of GMC Welcome to UK Practice. Final Report for GMC, January 2019. https://www.gmc-uk.org/-/media/documents/evaluation-of-gmc-welcome-to-uk-practice---january-2019_pdf-79429900.pdf
Illing, J., Corbett, S., Kehoe, A., Carter, M., Hesselgreaves, H. et al. (2018) How does the education and training of health and social care staff transfer to practice and benefit patients? A realist approach. Final Report for Department of Health, July 2018.
Kehoe, A., McLachlan, J., Metcalf, J., Forrest, S., Carter, M., & Illing, J. (2018). Supporting international graduates to success. Clinical Teacher. 10.1111/tct.12760
Kehoe, A. & Illing, J. (2017). Early clinical exposure requires facilitated access to support learning. Medical Education. 51: 989–991 (invite from editor).
Kehoe, A. (2017). Trust-level support must be in place for overseas doctors. Health Sciences Journal.
Kehoe, A., McLachlan, J., Metcalf, J., Forrest, S., Carter, M., & Illing, J. (2016). Supporting international medical graduates’ transition to their host-country: realist synthesis. Medical Education, 50: 1015–1032.