ORCID Profile
0000-0003-3851-3381
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Publisher: Springer International Publishing
Date: 2022
Publisher: Informa UK Limited
Date: 09-03-2020
Publisher: BRILL
Date: 18-06-2020
Publisher: University of Dundee
Date: 12-2019
DOI: 10.20933/100001131
Publisher: Wiley
Date: 20-04-2017
DOI: 10.1111/MEDU.13290
Abstract: Patient care activity has recently increased without a proportionate rise in workforce numbers, impacting negatively on health care workplace learning. Health care professionals are prepared in part by spending time in clinical practice, and for medical staff this constitutes a contribution to service. Although stakeholders have identified the balance between health care professional education and patient care as a key priority for medical education research, there have been very few reviews to date on this important topic. We conducted a realist synthesis of the UK literature from 1998 to answer two research questions. (1) What are the key workplace interventions designed to help achieve a balance between health care professional education and patient care delivery? (2) In what ways do interventions enable or inhibit this balance within the health care workplace, for whom and in what contexts? We followed Pawson's five stages of realist review: clarifying scope, searching for evidence, assessment of quality, data extraction and data synthesis. The most common interventions identified for balancing health care professional education and patient care delivery were ward round teaching, protected learning time and continuous professional development. The most common positive outcomes were simultaneous improvements in learning and patient care or improved learning or improved patient care. The most common contexts in which interventions were effective were primary care, postgraduate trainee, nurse and allied health professional contexts. By far the most common mechanisms through which interventions worked were organisational funding, workload management and support. Our novel findings extend existing literature in this emerging area of health care education research. We provide recommendations for the development of educational policy and practice at the in idual, interpersonal and organisational levels and call for more research using realist approaches to evaluate the increasing range of complex interventions to help balance health care professional education and patient care delivery.
Publisher: Wiley
Date: 23-06-2020
DOI: 10.1111/MEDU.14219
Abstract: During transitions, doctors engage in identity work to adapt to changes in multiple domains. Accompanied by this are dynamic ‘liminal’ phases. Definitions of liminality denote a state of being ‘betwixt and between’ identities. From a social constructionist perspective, being betwixt and between professional identities may either involve a sense of disrupted self, requiring identity work to move through and out of being betwixt and between (ie, temporary liminality), or refer to the experiences of temporary workers (eg, locum doctors) or those in dual roles (eg, clinician‐managers) who find themselves perpetually betwixt and between professional identities (ie, perpetual liminality) and use identity work to make themselves contextually relevant. In the health care literature, liminality is conceptualised as a linear process, but this does not align with current notions of transitions that are depicted as multiple, complex and non‐linear. We undertook a longitudinal narrative inquiry study using audio‐diaries to explore how doctors experience liminality during trainee‐to‐trained transitions. In three phases, we: (a) interviewed 20 doctors about his or her trainee‐to‐trained transitions (b) collected longitudinal audio‐diaries from 17 doctors for 6‐9 months, and (c) undertook exit interviews with these 17 doctors. Data were analysed thematically, both cross‐sectionally and longitudinally, using identity work theory as an analytical lens. All participants experienced liminality. Our analysis enabled us to identify temporary and perpetual liminal experiences. Furthermore, fine‐grained analysis of participants’ identity talk enabled us to identify points in participants’ journeys at which he or she rejected identity grants associated with his or her trained status and instead preferred to remain in and thus occupy liminality (ie, neither trainee nor trained doctor). This paper is the first to explore longitudinally doctors’ liminal experiences through trainee‐to‐trained transitions. Our findings also make conceptual contributions to the health care literature, as well as the wider interdisciplinary liminality literature, by adding further layers to conceptualisations and introducing the notion of occupying liminality.
Publisher: Wiley
Date: 26-08-2021
DOI: 10.1002/REV3.3298
Abstract: This paper presents the findings of a systematic scoping review spanning 30 years (1990–2020) that sought to understand the structures and processes influencing education research activities in UK higher education (HE). Review work of this scale has not previously been undertaken on the topic. The purpose of the review was to ‘take stock’ of research in the field, identify continuing and emerging areas of concern regarding education research as a profession, and point to directions for future research. Seven databases were searched and additional strategies included citation chasing and hand‐searching. We located 114 peer‐reviewed journal articles and one doctoral thesis. Six themes emerged relating to formal structures rocesses: culture of performativity and accountability funding regime impact agenda ‘what works’ agenda heated debates and professional bodies. A further six themes related to informal structures rocesses: academic pressures affective issues non‐traditional academics second‐career researchers career stages and departmental cultures. The themes were complex and appeared to interact with each other. Evidence of the negative influence of neoliberal regimes on working conditions and well‐being emerged more strongly in the past decade. The review indicates that further research is required into the experiences and academic identities of education researchers from under‐represented or non‐traditional groups (i.e., women, ethnic minority, working‐class, disabled, LGBTQ+ academics). There is also a need for more studies in Northern Ireland, Scotland and Wales to understand their unique political‐economic‐educational contexts. The findings have relevance to education researchers and policy‐makers in countries across the globe, particularly in comparable HE systems (e.g., North America, Australia). The study examines structural changes in UK HE at the socio‐political‐economic and institutional level that have influence upon education researchers’ work and identities. The findings paint a picture of the complexities associated with education research in the UK and examine structures and processes salient over a period of 30 years. The findings provide an insight into the academic debates surrounding education research and highlight the effects of neoliberal reform, marketisation and competition on HE and the identities and experiences of education researchers and examine both formal (rules and procedures) and informal (the way human actors take up roles within institutions and bring with them feelings and interests) structures and processes. The study raises questions with regards to the future of education as a field of research and the way academics perceive their roles as education researchers. Discussion on the effects of neoliberal reform can be of interest to policy makers.
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Divya Jindal-Snape.