The Improving Professional Practice and Service Delivery through Education and Leadership (IPPSDEL) research theme led by Professor Jeremy Brown, Professor John Sandars and Dr Axel Kaehne has two main streams of work. A Service Level Agreement (SLA) with Health Education England (HEE) North West (NW) (44k) running from April 2017 to March 2018 funds projects within these 2 work streams.
Focusing on the life span of professional development with a focus on coping at times of transition. Funded projects are listed below:
An evaluation is being undertaken in collaboration with Aintree University Hospitals NHS Foundation Trust (led by Dr Peter Groom, Consultant Anaesthetist) exploring anaesthetic trainees’ ability and confidence to perform an emergency surgical cricothythoidotomy after the implementation of a collaboratice anesthetic and surgical training programme (CICO).
This project is funded by the Difficult Airways Society and the Mersey School of Anaesthesia (£2,970 to EHU).
A trans-disciplinary research project funded under the HEENW SLA is being undertaken entitled Enhancing professional performance in challenging environments (ENHANce) (Professor John Sandars, Professor Jeremy Brown, Dr Andrew Levy and Professor Paresh Wankhade). The research adopts insights from performance and ecological psychology to both understand and develop theory-driven approaches to improving performance.
• A paper focusing on performance enhancement has been published in Medical Teacher in 2017: Church, Murdoch-Eaton, Patel, Sandars (2017) What can medical educators learn from the Rio 2016 Olympic games? 27:1-2.
Georgina Spencer, Graduate Teaching Assistant, started in September 2017: ‘It’s not for me: improving the retention of newly qualified nurses entering their first year of work’.
Evaluating the impact of health professions education: developing evidence based methodologies and applying these to practice.
This stream of work is led by Professor Jeremy Brown, Professor John Sandars, Dr Axel Kaehne and covers several projects that have a focus on using theory-driven approaches to evaluate health professions education. Please find examples below:
NHS England commissioned an evaluation of the first year of the Leading Change, Adding Value: a framework for nursing, midwifery and care staff (23K). This report was submitted on time in March 2017 (Dr Kate Zubairu, Sergio Silverio, Jill Fillingham, Dr Axel Kaehne, Lynda Carey, Prof John Sandars,Prof Jeremy Brown).
As part of the HEE (NW) SLA there is an evaluation being undertaken to explore the impact of multiple learners in General Practice training hubs.
Another project, in collaboration with BMJ Best Practice, has a focus on the essential learner perspective and uses insights from Sen’s capability approach, with another project evaluating NHS organisational culture change using sociological insights from Normalisation Process Theory.
• Assessing the impact of the Advanced Resuscitation of the Newborn Infant course
• Research or Evaluation – does the difference matter?
• An Evaluation of National Health Service’s (NHS) Care Maker Programme: a mixed methods analysis
• Producing useful evaluations in medical education
Charlotte O’Callaghan, Graduate Teaching Assistant, started in September 2017: ‘Did it really help? improving the impact of training in clinical education within the NHS.’