Professional Learning Group
- Group summary: Our group focuses on research and scholarship in the area of transitions and identity. The group’s interests and expertise span qualitative research methodologies, workplace learning, professional identity development, interprofessional learning, patient and public involvement and patient safety and quality improvement.
What we do
The Professional Learning Group focuses on research and scholarship in the area of transitions & identity. The group’s interests and expertise span qualitative research methodologies, workplace learning, professional identity development, interprofessional learning, patient and public involvement and patient safety and quality improvement. Research and scholarship is undertaken with local, national and international partners in educational and clinical settings.
Current projects include studies of impacts of clinical education study, pedagogical identity in postgraduate study, near-peer learning, resilience and well-being, enhanced responsibility placements, and student engagement with quality improvement and patient safety.
Members of the Professional Learning Group undertook a series of ‘Developmental Workshops’ in three local hospitals to explore research evidence on transitions, current examples of good practice in final year placements and understandings of how these may be developed within the context of the whole organisation.
Patient Reporting and Action for a Safe Environment (PRASE) study
This study involved healthcare students collecting and acting on patient feedback about safety in hospital settings, working collaboratively in multi-disciplinary pairs to make recommendations for service improvement. Interview data is being interpreted to explore the extent to which this activity supported interprofessional education and learning about patient safety.
- Association for the Study of Medical Education (ASME)
- Health Education England (HEE)
- Professional Services Sector Research and Innovation Hub
Key publications our team has contributed to
- Ledger A, Kilminster S. Developing understandings of clinical placement learning in three professions: Work that is critical to care. Medical Teacher. 2015; 37 (4):360-365. DOI 10.3109/0142159X.2014.948830.
- O’Hara JK, Reynolds C, Moore S, et al. What can patients tell us about the quality and safety of hospital care? Findings from a UK multicentre survey study. BMJ Quality and Safety. 2018; Epub ahead of print. DOI 10.1136/bmjqs-2017-006974.
- Reid A-M, Fielden SA, Holt J, MacLean J, Quinton ND. Learning from interprofessional education: A cautionary tale. Nurse Education Today. 2018; 69:128-133. DOI 10.1016/j.nedt.2018.07.004.
- Reid AM, Ledger A, Kilminster S, Fuller R. Can the tools of activity theory help us in advancing understanding and organisational change in undergraduate medical education?. Advances in Health Sciences Education. 2015; 20 (3):655-668. DOI 10.1007/s10459-014-9553-1.
- Williams D, Reid A, Homer MS. Boosting clinical performance: the impact of enhanced final year placements. Medical Teacher. 2017; 39 (4):383-388. DOI 10.1080/0142159X.2017.1291925.
Who we are
Dr Anne-Marie Reid
Dr Anne-Marie Reid leads a national Medical Education Research Methodology Group.