Title: Performing Identity within Longitudinal Integrated Clerkships
Funder: Hull York Medical School
Contact for more information: Dr Megan Brown
This international, longitudinal qualitative programme of study is concerned with investigating how medical students construct and perform medical professional identities during different longitudinal clinical education programmes worldwide. Through expanding what is known in regard to identity development and the impact of longitudinal placements, we hope this research will assist educators and educational leaders in developing pedagogy which effectively supports identity development.
Brown, M. E., Ard, C., Adams, J., O’Regan, A., & Finn, G. M. (2022). Medical Student Identity Construction Within Longitudinal Integrated Clerkships: An International, Longitudinal Qualitative Study. Academic Medicine, 10-1097.
Brown, M.E., Whybrow, P., Kirwan, G. and Finn, G.M., 2021. Professional Identity Formation within Longitudinal Integrated Clerkships: A Scoping Review. Medical Education, 55(8), 912-924.
Brown, M.E., Finn, G.M., 2021. When I say... socialisation. Medical Education.
Brown, M.E., Anderson, K. and Finn, G.M., 2019. A narrative literature review considering the development and implementation of Longitudinal Integrated Clerkships, including a practical guide for application. Journal of medical education and curricular development, 6, p.2382120519849409.
Brown, M.E., Crampton, P.E., Anderson, K. and Finn, G.M., 2020. Not all who wander are lost: evaluation of the Hull York medical school longitudinal integrated clerkship. Education for Primary Care, pp.1-9.
EL. Brown, M., Parekh, R., Anderson, K., Mayat, N., & McKeown, A. (2022). ‘It was the worst possible timing’: the response of UK Longitudinal Integrated Clerkships to Covid-19. Education for Primary Care, 1-8.
Title: An assessment of Gateway Year programmes in the UK
Start date: October 2018 (PhD)
Funder: Hull York Medical School
Supervisors: Professor Gabrielle Finn and Dr Paul Tiffin
Contact for further details: Angelique Dueñas
This study aims to provide an assessment of the current state of Gateway programmes across the nation to help understand best practices for success of Gateway Year programmes.
In the past few years there has been a rapid increase in the number of Gateway to Medicine programmes across the UK, rising from only 7 recognized programmes in 2017 to a total of 17 planned to launch in 2019. However, there is currently very limited research about academic progression of Gateway Year students through their medical education. This study aims to provide an assessment of the current state of Gateway Year programmes across the nation to help understand best practices for success of Gateway Year programmes.
Duenas, A (2021). Outreach, Selection, Retention: A Critical Examination of Widening Participation Mechanisms in UK Medical Education. PhD thesis. Available at: https://hydra.hull.ac.uk/assets/hull:18378a/content
Dueñas, A. N., Tiffin, P. A., & Finn, G. M. (2021). Understanding gateway to medicine programmes. The clinical teacher, 18(5), 558-564.
Title: The Effect of Head-Mounted Display Virtual Reality on Working Memory and Cognitive Load
Supervisors: Dr Aziz Asghar, Dr Anthony Bateson
Timeframe: October 2018-March 2022
Contact for more information: Dr Adam Durnin
The increased accessibility of Head-Mounted Display Virtual Reality (HMD-VR) devices has led to wide adoption of the technology in work, learning, and personal contexts. These devices can provide fully immersive experiences outside of simple entertainment, for example allowing people to attend lectures or meetings from the comfort of their own home, undergo training courses with experts from around the globe, and explore recreations of historical events or impossible scenarios. This, coupled with the increased focus on out-of-office jobs and learning from home, places HMD-VR at an opportune position to facilitate the future of how humans work and study.
However, there is much about this technology that is not understood, including exactly if and how using HMD-VR benefits learning processes. As such, this research aims to increase this knowledge through exploring how HMD-VR influences various working memory processes, alone and in comparison with other presentation methods. This includes manipulation of experienced working memory load within HMD-VR during an arithmetic task, and experienced load during a maze learning/navigation task in comparison with more commonly used desktop-based computers.
Award: PhD by publication
Start date: January 2018
Supervisor: Professor Gabrielle Finn
Contact for further details: Dr Bill Laughey
Empathy is valued in clinical care but remains under-researched, especially in qualitative terms. This research aims at gaining a clearer understanding of what clinical empathy is and how it should (and should not) be taught.
Doctors for many years thought empathy should be cognitive – if it came from the head there was little chance it could cloud logical decision making. More recently, researchers have questioned whether empathy without feeling is any kind of empathy at all. We need to better understand what students and educators think that empathy is, and how it can best be expressed in clinical care. Our qualitative research at Hull York Medical School is exploring these very questions.
Title: Non-integrated prescribing teaching hinders acquisition of prescribing knowledge and skills in medical students
Supervisors: Professor Thozhukat Sathyapalan and Dr David Hepburn
Contact for further details: Dr Alexandra Macnamara
This project aims to evaluate the way in which prescribing teaching is taught in UK medical schools by looking at whether students feel ready to prescribe medications in practice and compare different ways of teaching different aspects of prescribing.
The aims of this project are:
- To evaluate student attitudes of how well prepared they feel for prescribing in practice and towards their current pharmacology curriculum.
- To compare different teaching methodologies in the teaching of clinical pharmacology in terms of acquisition and retention of clinical pharmacology knowledge.
Title of Project: An Appraisal of UK Non-Medical Prescribing (NMP) Programmes and their Role in producing high-level prescribers
Contact: Dr Usmaan Omer
This study aims to utilise a holistic range of guidelines, national and international, to define the qualities of a good prescriber. Subsequently, this information will be used to investigate and appraise the teaching approaches implemented by non-medical prescribing programmes in order to cultivate these qualities. This will be achieved through mapping curriculum documents to prescribing guidelines, telephonically interviewing Non-Medical Prescribing programme directors and Designated Medical Practitioners (DMPs). After this, think-aloud prescribing practice exercises will be conducted with NMP students using clinical vignettes.
Omer, U. (2022). Appraising the curricula of uk non-medical prescribing Programmes and its role in producing high-level Independent prescribers. PhD thesis. Available from: https://hydra.hull.ac.uk/assets/hull:18522a/content
Omer, U., Danopoulos, E., Veysey, M., Crampton, P., & Finn, G. (2020). A Rapid Review of Prescribing Education Interventions. Medical Science Educator, 1-17.
Omer, U., Veysey, M., Crampton, P., & Finn, G. (2021). What makes a model prescriber? A documentary analysis. Medical Teacher, 43(2), 198-207.