Venue: Walsall Campus WA033
Internal research seminar: Professional Learning & Development
This session of the Pedagogic Research Group focuses on the research carried out by two colleagues in the Faculty of Science and Engineering, Sara Smith and Jacky Laverty. Both are in the final stages of the their PhDs and both are working in the area of developing professional practice / professional identity within the healthcare professions. Their work focuses on students, graduates and the workplace and they will be sharing their findings as well as the methodologies (grounded theory and audio diaries) with us. Please read their abstracts and book your place.
- Lunch will be provided (please provide details of any special dietary requirements using the 'contact' link when booking)
- Book your place via Eventbrite:
‘Doing the Portfolio’ – Pre-registration training for biomedical scientists and developing the capable practitioner
Sara Smith University of Wolverhampton
Biomedical scientists (BMS) carry out a range of laboratory based tests that are an essential component of the patient care pathway. Pre-registration training forms the basis for development of professional capability and entry onto the professional register. This study draws upon research into work- based pedagogy and the learning environment and utilises a constructivist grounded theory approach to explore the current programme.
Findings highlight the practicalities of integrating professional registration training into a programme of study. Three main factors are identified as providing barriers: Role Conflict, Expectations and Ownership. The interactions and intersections of these result in identification of the two themes of ‘doing the portfolio’ and ‘gaining BMS currency’. The curriculum is guided by positivist epistemology and the portfolio has assumed an apparent dominance as an objective measure of learning which reflects the typology of practice within the laboratory. The practice of the individual student and their progress, ‘gaining BMS currency’, has become lost resulting in challenges to supporting capability development.
Smith, S. (2010) To blog or not to blog: supporting the development of critical reflection The Biomedical Scientist (June) p428-429
Smith, S., Brown, D., Purnell, E. and Martin, J. (2015) ‘Flipping’ the Postgraduate Classroom: supporting the student experience. In: Global Innovation of Teaching and Learning in Higher Education. Transgressing Boundaries. Eds Layne, P. and Lake, P. Series: Professional Learning and Development in Schools and Higher Education, Vol. 11. Springer Publishing International
Smith, S. and Martin, J. (2014) "Practitioner capability: Supporting critical reflection during work-based placement – a pilot study", Higher Education, Skills and Work-based Learning: 4 (3) pp.284 - 300
Smith, S., Ganesan, R. and Martin, J. (2016) Flipping The Practice Based Pathology Laboratory—Can It Support Development Of Practitioner Capability For Trainee Pathologists in Gynaecological Cytopathology? Journal of Cancer Education PP 1-7 First online: 07 May 201
Smith, S., O’Gara, E. and Khechara, M. (2016) Developing student capability in a biomedical science award – peer supported learning through video. Proceedings of EDULEARN16 Conference 4th-6th July 2016, Barcelona, Spain ISBN: 978-84-608-8860-4 Conference proceedings
Smith, S. and Khechara, M. (2016) ‘Technologizing’ the Postgraduate Classroom. Proceedings of EDULEARN16 Conference 4th-6th July 2016, Barcelona, Spain ISBN: 978-84-608-8860-4 Conference proceedings
Smith, S., Khechara, M. and Laverty, J. (Jan 2017) Sage research methods Cases - Comparative Thematic Analysis: Evaluating the Placement Experiences of Healthcare Students in the United Kingdom) Online publication
I have worked for over 20 years in the field of biomedical science as a registered biomedical scientist, training officer and training centre manager before becoming a senior lecturer in biomedical science at University of Wolverhampton. My EdD focuses upon supporting the development of practitioner capability and the development of integrated work based placements in HEI awards. As a Practitioner-Researcher I also collaborate with colleagues in NHS Trusts on innovative projects focusing upon the use of technology to enhance the student learning experience and support continual professional development.
Professional identity development during the transition into professional practice: newly qualified Healthcare Science practitioners’ reflections on experience
Healthcare Science encompasses a range of professional groups whose role is to support the diagnosis, treatment and prevention of disease and includes Respiratory Physiologists the clinical practitioners who are the focus of this study. Becoming healthcare professional demands graduates adjust from studying the complexities of practice to enacting practice within a clinical environment.
Higher Education has a key role to play in the development of highly qualified and skilled graduates teaching theoretical and formal knowledge whilst preparing students for the work-place. However, the educational provision for Healthcare workers has experienced movement towards a competency based approach to training which emphasises assessment of observable tasks / procedures (Jarvis-Sellinger et al, 2012). Concerns regarding this reductionist competency based approach have been discussed in relation to professionalism and professional identity development.
This study is grounded in social and workplace learning theory (Lave & Wenger, 1991) recognising the importance of social interactions and the socially mediated nature of identity formation. The Self-Aspect Model of Identity (Simon 2004) proposes that individuals actively seek meaning and continually engage in self- interpretation, examining aspects of personal experiences in social roles, relationships and situations and the interrelationship between these. A metaphor for a self-aspect may be to consider this to be the place an individual occupies in a social world, their position.
This research aims to conceptualise through rich and thick narrative description how reflection-on-experience influences the development of professional identity in newly qualified healthcare science practitioners. During the nine months immediately post-graduation as newly qualified practitioners transitioning into clinical practice five participants recorded a monthly audio reflective diary. These reflective diaries provide insights into the ways that newly qualified practitioners perceive their professional development. The transcriptions of the audio diaries were explored to reveal newly qualified practitioners perceptions regarding the development of their professional identity and integration into their community of practice. Participants also completed a visual diagram at the beginning and end of the study to represent their perceived positions. This visual representation required participants to consciously engage in judgement concerning their perceptions of professional identity and integration within practice
Initial findings suggest that newly qualified practitioners visual representation of their position within their community of practice is inconsistent with that presented within the narrative of their audio diaries.
Key Words Professional identity, transition, reflection, community of practice, positioning
Jarvis-Sellinger, S., Pratt, D. & Regehr, G., 2012. Competency Is Not Enough: Integrating Identity Formation Into Medical Education Discourse. Academic Medicine, 87(9), pp. 1185-1190.
Lave, J. & Wenger, E., 1991. Situated Learning; Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Simon, B., 2004. Identity in Modern Society: A Social Psychological Perspective. Oxford: Blackwell Publishing.
I initially studied Chemistry at Nottingham University graduating in 1985. I was fortunate to obtain a post within the NHS and for over 25 years worked as a Respiratory Physiologist in a number of different NHS Trusts within the West Midlands area. I combined my clinical role with a teaching post at the University from 2004 eventually becoming a full time academic member of staff in 2013. I am currently award leader for the Healthcare Science (Physiological Science) and Medical Physiology and Diagnostics programmes.
In 2009 I completed my Masters in Education at the University of Wolverhampton and was awarded the Caparo Prize for my research project / dissertation. I am currently undertaking a part time PhD in Education at Oxford Brookes University.
My research interests are within the areas of initial and continuing practitioner development, with a focus on the development of professionalism in a healthcare setting and in the role of reflection and reflective practice in practitioner development. My PhD research explores the development of professional for newly qualified healthcare science practitioners as they transition into clinical practice.