Esther’s PhD is focusing how to use Patient Reported Outcomes in evaluating acute and emergency care.
Paul McLaughlin is a mental health matron who spent a year with the CLAHRC to increase his research skills and pursue a clinical academic career. Paul qualified as a mental health nurse in 1999 and completed a Masters in Interprofessional Practice in 2007, both at City University in London. He is a visiting lecturer at City University, completing a PG Dip in Academic Practice in 2009, and is a Fellow of the Higher Education Academy. At the commencement of the clinical academic fellowship in 2015, Paul was working as a ward matron in East London NHS Foundation Trust, where he has worked since he was a student.
His research focus was developing alternatives to forced treatment on acute psychiatric wards.
Janine qualified as an adult nurse in 2001 with a Bsc (Hons) in European Nursing Studies. This led to a varied career in a range of areas from acute medicine to sexual health and family planning. In 2009 she decided to become a health visitor, completing her Pgdip in Public health. Training and working as a health visitor in the East End of London, in some of the most deprived areas of the country, sparked her interest in safeguarding children.
Her most recent career move has led her to join the Safeguarding children team at Barts Health NHS trust, the largest trust in the country.
During her year with us Janine investigated issues around neglect and contrasting perceptions of neglect among parents and professionals
Lisa is a Principal Clinical Psychologist working within acute psychiatric inpatient services within the North East London Foundation Trust. She is also a Lecturer in Clinical Psychology on the University of Essex Doctorate in Clinical Psychology programme. Lisa has been working clinically with people experiencing long-term mental health difficulties (in particular psychosis) for over 10 years. Lisa has always incorporated research within her professional practice. Her research interests are in developing psychological therapies for people who experience psychosis and are also in acute crisis.
Lisa’s fellowship project is to adapt psychological therapies for psychosis to be suited to the acute inpatient setting, and is linked to the CLAHRC’s Empowering mental health service users and families theme. The fellowship year will be spent doing some preparatory work for a post-doctoral research project examining this area in detail.
Jennifer has a BSc hons in Human Biology, Sociology and Psychology and an MSc from the London School of Hygiene and Tropical Medicine. She has a background in non-clinical public health with experience working in Nepal and Zimbabwe. She is part of the Nurture Early for Optimal Nutrition team based at the UCL Great Ormond Street Institute of Child Health. Her PhD is exploring the Reverse translation of the women’s groups using the Participatory Learning and Action Cycle from resource-limited setting to the UK. She will be adapting this model to address infant nutrition in the Bangladeshi population of Tower Hamlets, east London.
Catherine Lawrence is the Team Lead Physiotherapist in Critical Care at University College London Hospital and is spending one year as a CLAHRC HEE NCEL pre-doctoral fellow. Catherine has a keen interest in early rehabilitation on critical care and the management of patient’s who require prolonged critical care admission. Catherine’s research will explore the barriers to early rehabilitation on critical care.
Catherine obtained a BSc (hons) degree in Physiotherapy at Brunel University in 2010. She then went on to complete a Master of Research Degree (MRes) in Clinical Research at City, University of London. Catherine’s MRes project was focused on exploring the relationship between patient motivation and adherence to rehabilitation on critical care. Catherine is hoping to further expand on this work during her fellowship.
Wednesday, January 11th, 2017
How can training in research methods for front-line NHS and public health staff be made more accessible and convenient? How do you translate a face-to-face course to an online learning resource?
Dr Helen Barratt (Deputy Director of the CLAHRC Academy) shared her experience of taking a successful face-to-face course and transforming it fully online and this work has been featured in a case study by the UCL Life Learning team entitled Translating a face-to-face course online
Our North Thames geography, plus work and time pressures faced by staff on the front line of health and health care meant that not everyone interested in our popular Introduction to Evaluation course could access our regular programme held in Central London.
In the case study Dr Barratt discusses the unique challenges of preparing and delivering online learning using digital platforms and educational tools, and provides handy tips for educators approaching similar work.
Marissa is a Dutch-Japanese student with a background in Psychology. She completed a BA in Liberal Arts and Sciences with a Major in Psychology and a Minor in Statistics at University College Utrecht in the Netherlands. This was followed by an MSc in Health Psychology (University of Bath) and an internship with the HealthTalk project at the Health Experiences Research Group (University of Oxford). Marissa’s work includes both qualitative and quantitative research. Her research interests include patient experiences of chronic illness, health inequalities, intervention implementation, and public health.
Caroline has completed a BSc in Psychology at University of Mannheim in Germany and an MSc in Health Psychology at University of Surrey. Throughout her undergraduate degree in Mannheim she worked as a Research Assistant in the Judgement and Decision Making lab. She has experience in both qualitative and quantitative research methodology. Caroline’s research interests include the development of complex interventions, treatment and illness perceptions in chronically ill patients, adherence to treatment as well as behaviour change in general.
Ruth’s PhD is exploring whether using new educational technologies, such as online simulation, can improve the teaching of clinical reasoning skills for medical students. Ruth, along with her supervisors and medical experts has developed an electronic clinical reasoning educational simulation tool (eCREST). ECREST shows patients in general practice, all patients presenting with vague, non-specific respiratory symptoms, which could be indicative of serious conditions that are often missed in primary, such as lung cancer. This will allow students to practise gathering information from a patient, interpret that information and make informed decisions on diagnosis and management. Ruth is currently conducting a feasibility randomised controlled trial at three medical schools, to see whether it can improve clinical reasoning skills, and a qualitative think aloud interview study, to explore how eCREST can help students to learn clinical reasoning skills. This PhD aims to improve future doctors’ awareness of the presentation of potentially serious conditions, such as lung cancer in primary care, to help reduce future diagnostic errors.