Associate Professor Caragh Brosnan
Associate Professor
School of Humanities, Creative Ind and Social Sci (Sociology and Anthropology)
- Email:caragh.brosnan@newcastle.edu.au
- Phone:(02) 4921 6348
An alternative science
The sociology of health and illness provokes something in Dr Caragh Brosnan, lecturer in Health Sociology in the School of Humanities and Social Science.
It sparks an unfathomable curiosity in health care and its value to society, but more fundamentally, the moral and principled human decisions that lie behind the science that governs our health and wellbeing.
She probes, enquires and delves deep to uncover questions like: what are the values and ethics that underpin our health care practices? What historical, social, and political factors have shaped our medical knowledge and medical education? How do everyday experiences at work interact with health professionals’ moral standpoints?
Ultimately, Caragh is concerned with how different kinds of knowledge come to be valued in health care and what the implications of this are.
Previously calling the United Kingdom home for 10 years, Caragh completed her PhD at Cambridge University in 2008. Her research focused on debates over medical curricula by comparing staff and students’ experiences at two different medical schools. This study showed that differences in curricula could be mapped onto other differences between medical schools, such as levels of funding, prestige and student demographics. Debates over medical curricula therefore needed to be understood as being shaped by schools’ relationships to each other.
In a postdoctoral project at King’s College London, Caragh examined how ethics manifested in a range of neuroscience disciplines.
“I found that scientists were not really aware of bioethics. Ethics for them meant going through the ethics committee, getting approval, and not thinking too much beyond that. At the same time, the kind of moral reasoning they actually drew on in their day-to-day work was not thought of as a form of ethics,” she said.
In 2012, Caragh joined the team at the University of Newcastle and has since been teaching into courses in Sociology and Nursing including Health Sociology; Substance Abuse and Social Disadvantage; and Complementary Therapies in Healthcare.
Her intrigue in complementary therapies has been supported by the Australian Research Council (ARC). Caragh was awarded the highly competitive ARC Discovery Early Career Researcher Award (DECRA) last year to conduct a comparative study in Australia and the United Kingdom on complementary and alternative medicine (CAM) university degrees; specifically focusing on chiropractic, traditional Chinese medicine and osteopathy.
Caragh is asking how what is taught in CAM university degrees reflects the status of the CAM professions. This question stems from her fascination with the social factors that shape how health professionals get trained. She explains that because these CAM courses now exist within universities, there is a general assumption that this translates into increased professional status in the medical field. To date, there is no study of what determines the actual content of these courses.
She is researching how scholars of these fields go about maintaining their difference from other health practitioners, amid pressure to prove they have a place alongside them in the university. “I want to know how these CAM programs retain their specific bodies of knowledge, which historically have been considered authentic and alternative to mainstream disciplines, while meeting the standards and particular quality outcomes applied to other health professional degrees.”
“These CAM programs pride themselves on offering a different approach to conventional healthcare but I want to know how that is sustained and taught in the university environment and how it differs across chiropractic, traditional Chinese medicine and osteopathy.”
She asks: “By teaching these courses at university, are they losing their claim to be alternative? What forms does alternative medicine take within a university? More broadly, what kinds of knowledge are seen as legitimate in the university?”
This grant will aid Caragh as she unearths some big questions that underlie our health system and will help inform the medical sector, the health education field and health professionals as innovation and technology takes health care to new strengths.
Caragh was recently the recipient of a new staff grant, which took her to Buenos Aires in 2012 to the International Sociological Association Forum where she presented a paper on her post-doctoral research.
This ARC grant however, takes the prize. “To be funded to do what really motivates me is just wonderful. The next three years will be spent conducting my comparative study here in Australia and in the United Kingdom, collecting and presenting data for publication as well as attending a range of international conferences to discuss and network with other professionals on the topic.”
An alternative science
The sociology of health and illness provokes something in Caragh Brosnan, lecturer in Health Sociology in the School of Humanities and Social Science.
Career Summary
Biography
I am an Associate Professor of Sociology in the School of Humanities and Social Science. I completed my PhD in the sociology of medical education at the University of Cambridge in 2008 and then held research and teaching posts at Keele University, King's College London and Brunel University before joining the University of Newcastle in 2012.
My research focuses broadly on understanding how different kinds of knowledge come to be valued in scientific and health professional practice and education. I have explored these issues in various contexts (medical education, neuroscience, bioethics and complementary and alternative medicine) drawing on frameworks from within sociology and science and technology studies.
I recently completed an ARC Discovery Early Career Researcher Award (DECRA) project (2014-2016) (Project title: Complementary and alternative medicine degrees: new configurations of knowledge, professional autonomy and the university). This study examined how what is taught in complementary and alternative medicine (CAM) degrees reflects the professional status of CAM, at the same time exploring the broader relationship between professions and the university. Data collection took place in Australia and the United Kingdom. See the 'Publications' tab for outputs from this project.
Research ExpertiseI am a sociologist whose main areas of interest include health care, science, the professions and higher education. I welcome enquiries from postgraduate students seeking supervision on any of these topics.
Qualifications
- PhD (Sociology), University of Cambridge - UK
- Bachelor of Arts, University of Queensland
- Bachelor of Arts (Honours), University of Queensland
Keywords
- Complementary and Alternative Medicine
- Health sociology
- Medical Education
- Qualitative Research
- Qualitative research methods
- Science and Technology Studies
- Sociology of Health and Illness
Fields of Research
Code | Description | Percentage |
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441011 | Sociology of health | 60 |
390203 | Sociology of education | 10 |
441007 | Sociology and social studies of science and technology | 30 |
Professional Experience
UON Appointment
Title | Organisation / Department |
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Associate Professor | University of Newcastle School of Humanities, Creative Ind and Social Sci Australia |
Professional appointment
Dates | Title | Organisation / Department |
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1/1/2014 - 31/12/2016 | National Co-convenor | The Australian Sociological Association Health Section Australia |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (3 outputs)
Year | Citation | Altmetrics | Link | ||||
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2018 | Brosnan C, Vuolanto P, Danell J-AB, Complementary and Alternative Medicine: Knowledge Production and Social Transformation, Palgrave Macmillan, Cham, Switzerland, 337 (2018) | ||||||
2017 |
Adkins L, Brosnan C, Threadgold S, Bourdieusian Prospects, Routledge, Abingdon (2017)
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2009 |
Brosnan CJ, Turner BS, Handbook of the Sociology of Medical Education, Routledge, Abingdon, United Kingdom, 306 (2009) [A3]
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Chapter (13 outputs)
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2023 | Brosnan C, 'Complementary and alternative medicine', Encyclopedia of Health Research in the Social Sciences, Edward Elgar Publishing, Cheltenham 36-41 (2023) | ||||||||||
2020 | Brosnan C, Vuolanto P, Brodin Danell J-A, 'Reflection (in Section 4: Knowledge Production)', Health, Technology and Society: Critical Inquiries, Springer Nature, Cham: Switzerland 194-195 (2020) | ||||||||||
2020 | Brosnan C, Brodin Danell J-A, Vuolanto P, Michael M, Rosengarten M, Sleeboom-Faulkner M, Mesman J, 'Section 4: Knowledge Production', Health, Technology and Society: Critical Inquiries, Palgrave Macmillan, Cham: Switzerland 181-227 (2020) | ||||||||||
2019 | Brosnan C, Chung V, Zhang A, Adams J, 'Australia and Hong Kong: Comparing regional influences on Chinese medicine education', Traditional Chinese Medicine Professionalization and Integration in Hong Kong, City University of HK Press, Hong Kong 17-42 (2019) [B1] | Nova | |||||||||
2018 |
Brosnan CJ, Vuolanto P, Danell J-AB, 'Introduction: reconceptualising complementary and alternative medicine as knowledge production and social transformation', Complementary and Alternative Medicine: Knowledge production and social transformation, Palgrave Macmillan, Cham, Switzerland 1-29 (2018) [B1]
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2017 |
Brosnan CJ, Threadgold S, 'Introduction: the prospects of a Bourdieusian sociology', Bourdieusian Prospects, Routledge, Abingdon 1-12 (2017) [B1]
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2017 | Brosnan CJ, 'Bourdieu and the future of knowledge in the university', Bourdieusian Prospects, Routledge, Abingdon 49-70 (2017) [B1] | Nova | |||||||||
2016 |
Brosnan C, 'Bourdieu and the future of knowledge in the university', Bourdieusian Prospects 49-70 (2016)
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2016 |
Brosnan C, Threadgold S, 'Introduction: The prospects of a Bourdieusian sociology', Bourdieusian Prospects 1-12 (2016)
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2014 |
Brosnan CJ, 'Medical Education and Pierre Bourdieu', Wiley-Blackwell Encyclopedia of Health, Illness, Behavior and Society, Wiley-Blackwell, Hoboken, NJ 1361-1366 (2014) [D2]
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Journal article (42 outputs)
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2024 |
Wells H, Heinsch M, Brosnan C, Kay-Lambkin F, 'Young People's Support Needs During the Military-Civilian Transition: "I Would Have Been a Very Different Person if There was More Support Available"', AUSTRALIAN SOCIAL WORK, 77 74-87 (2024) [C1]
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2023 |
Tickner C, Heinsch M, Brosnan C, Kay-Lambkin F, '"Another tool in our toolbox": a scoping review of the use of eHealth technologies in health social work practice.', Soc Work Health Care, 62 1-18 (2023) [C1]
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2023 |
Brosnan C, Collyer FM, Willis K, Zhang AL, 'Chinese Medicine as Boundary Object(s): Examining TCM's Integration into International Science Through the Case of Australian--Chinese Research Collaboration', EAST ASIAN SCIENCE TECHNOLOGY AND SOCIETY-AN INTERNATIONAL JOURNAL, [C1]
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2023 |
Patel G, Brosnan C, Taylor A, 'Understanding the role of context in health policy implementation: a qualitative study of factors influencing traditional medicine integration in the Indian public healthcare system.', Health Sociol Rev, 32 294-310 (2023) [C1]
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2023 |
Brosnan C, Tickner C, Davies K, Heinsch M, Steel A, Vuolanto P, 'The salutogenic gaze: Theorising the practitioner role in complementary and alternative medicine consultations.', Sociol Health Illn, 45 1008-1027 (2023) [C1]
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2023 |
Wright SRR, Boyd VAA, Okafor I, Sharma M, Giroux R, Richardson L, Brosnan C, ''First in family' experiences in a Canadian medical school: A critically reflexive study', MEDICAL EDUCATION, 57 980-990 (2023) [C1]
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2022 |
Taylor A, Brosnan C, Webb G, 'Equity in the Classroom and the Clinic: Understanding the Role of Sociology in Health Professional Education', Teaching Sociology, 50 155-167 (2022) [C1] Sociology teachers often encounter students studying to be future health professionals; sociology content can assist students to increase their understanding of patients, the soci... [more] Sociology teachers often encounter students studying to be future health professionals; sociology content can assist students to increase their understanding of patients, the social context of health and illness, and the social determinants of health. Engaging these students in sociological thinking can be challenging because of their diverse social locations and their identification with their future profession, which may emphasize clinical competence over broader reflective skills. In this conversation piece, we encourage critical reflection on the assumptions that underpin the teaching of sociology to aspiring health professionals. Through case studies of nursing, medicine, and speech-language pathology, we consider differences in the social locations of students and how sociological ideas are received by these professions. We argue that sociology teachers can assist health professions students to gain more from sociology by understanding these student cohorts and by reflexively considering power relations between teachers and students and between disciplines and professions.
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2022 |
Davies K, Heinsch M, Tickner C, Brosnan C, Steel A, Patel G, Marsh M, 'Classifying knowledge used in complementary medicine consultations: a qualitative systematic review.', BMC complementary medicine and therapies, 22 212 (2022) [C1]
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2022 |
Cootes H, Heinsch M, Brosnan C, ''Jack of All Trades and Master of None'? Exploring Social Work's Epistemic Contribution to Team-Based Health Care', British Journal of Social Work, 52 256-273 (2022) [C1] From its inception, the social work profession evolved in tandem with public health, and has historically contributed to public health efforts to restore, protect and promote publ... [more] From its inception, the social work profession evolved in tandem with public health, and has historically contributed to public health efforts to restore, protect and promote public health principles. In recent times, however, the most prominent role for health-related social work is in hospital-based, multidisciplinary teams. Curiously, scant attention has been paid to the place of social workers' knowledge - their 'epistemic contribution' - within this medical context. This article reports the findings of a scoping review that examined the role and function of social work knowledge in healthcare teams. Thematic analysis of the literature revealed four key themes: (i) a lack of clarity and visibility - 'Ok, what is my role?'; (ii) knowledge Hierarchies - 'Jack of all trades and master of none'?; (iii) mediator and educator - 'Social work is the glue' and (iv) public health principles - 'We think big'. Findings show that despite social work's epistemic confidence, and alliance with broader public health principles and aims, its knowledge can be marginalised and excluded within the multidisciplinary team context. The article introduces Fricker's theory of 'Epistemic Injustice' as a novel framework for inquiry into health care teams, and the mobilisation of social work knowledge within them.
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2021 |
Patel G, Brosnan C, Taylor A, Garimella S, 'The dynamics of TCAM integration in the Indian public health system: Medical dominance, countervailing power and co-optation.', Soc Sci Med, 286 114152 (2021) [C1]
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2021 |
Heinsch M, Sourdin T, Brosnan C, Cootes H, 'Death sentencing by Zoom: An actor-network theory analysis', Alternative Law Journal, 46 13-19 (2021) [C1] During the COVID-19 pandemic, courts around the world have introduced a range of technologies to cope with social distancing requirements. Jury trials have been largely delayed, a... [more] During the COVID-19 pandemic, courts around the world have introduced a range of technologies to cope with social distancing requirements. Jury trials have been largely delayed, although some jurisdictions moved to remote jury approaches and video conferencing was used extensively for bail applications. While videoconferencing has been used to a more limited extent in the area of sentencing, many were appalled by the news that two people were sentenced to death via Zoom. This article uses actor-network theory (ANT) to explore the role of technology in reshaping the experience of those involved in the sentencing of Punithan Genasan in Singapore.
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2021 |
Wells H, Heinsch M, Brosnan C, Kay-Lambkin F, 'Military family dynamics in transition: The experiences of young people when their families leave the Australian Defence Force', CHILD & FAMILY SOCIAL WORK, 27 454-464 (2021) [C1]
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2021 |
Steel A, Leach M, Brosnan C, Ward V, Lloyd I, 'Naturopaths' mobilisation of knowledge and information in clinical practice: an international cross-sectional survey', BMC COMPLEMENTARY MEDICINE AND THERAPIES, 21 (2021) [C1]
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2019 |
Bassett AM, Brosnan C, Southgate E, Lempp H, 'The experiences of medical students from First-in-Family (FiF) university backgrounds: a Bourdieusian perspective from one English medical school', Research in Post-Compulsory Education, 24 331-355 (2019) [C1] This study explored the perspectives of medical students from first-in-family (FiF) university backgrounds. Semi-structured interviews focused on steps into, and experiences of me... [more] This study explored the perspectives of medical students from first-in-family (FiF) university backgrounds. Semi-structured interviews focused on steps into, and experiences of medical education, and effects of student identity on social networks. Twenty FiF medical students from one English medical school took part in qualitative interviews. Data was thematically analysed using Bourdieu¿s forms of capital. This research built on an earlier Australian study as part of an international collaboration. The results showed that secondary school/college financial resources for the application to medical school were variable. Medical school was a financial challenge and paid work impacted on academic learning and students¿ health. Not having access to medical contacts was a barrier to school work experience and for the medical school application. A lack of cultural capital meant that participants struggled with the medical degree application. Social networks increased at university; however, there was a division along the lines of educational background. Becoming a medical student had an effect on social relationships for many students ambivalent about their new status. Forms of capital were central to participants¿ experiences. While financial challenges and work experience barriers need addressing, FiF medical student mentors can play an important role in widening participation.
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2019 |
Brosnan C, Cribb A, 'Professional identity and epistemic stress: complementary medicine in the academy', Health Sociology Review, 28 307-322 (2019) [C1]
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2019 |
Heinsch M, Geddes J, Sampson D, Brosnan C, Hunt S, Wells H, Kay-Lambkin F, 'Disclosure of suicidal thoughts during an e-mental health intervention: relational ethics meets actor-network theory', ETHICS & BEHAVIOR, 31 151-170 (2019) [C1]
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2018 |
Hall H, Brosnan C, Cant R, Collins M, Leach M, 'Nurses attitudes and behaviour towards patients use of complementary therapies: A mixed methods study', Journal of Advanced Nursing, 74 1649-1658 (2018) [C1] Aim: To explore Registered Nurses¿ attitudes and behaviour towards patients¿ use of complementary therapies. Background: Despite high rates of use of complementary therapies by th... [more] Aim: To explore Registered Nurses¿ attitudes and behaviour towards patients¿ use of complementary therapies. Background: Despite high rates of use of complementary therapies by the general population, little is known of how nurses respond to patients¿ use of these therapies. Design: A two-phase sequential exploratory mixed methods design. Methods: Nineteen Registered Nurses working in Australia participated in a semi-structured interview in 2015¿2016 and emerging themes informed the development of a quantitative survey instrument administered online nationwide in 2016. Findings: Emerging key themes ¿Promoting safe care¿; ¿Seeking complementary therapies knowledge¿;¿ Supporting holistic health care¿; and ¿Integrating complementary therapies in practice¿ were reflected in survey results. Survey responses (N¿=¿614) revealed >90% agreement that complementary therapies align with a holistic view of health and that patients have the right to use them. Most nurses (77.5%) discussed complementary therapies with patients and 91.8% believed nurses should have some understanding of the area. One-third did not recommend complementary therapies and there was a lack of overall consensus as to whether these therapies should be integrated into nursing practice. Nurses with training in complementary therapies held more positive views than those without. Conclusion: Nurses were generally supportive of patients¿ interest in complementary therapies, although their primary concern was safety of the patient. Despite broad acceptance that nurses should have a basic understanding of complementary therapies, there was a lack of consensus about recommendation, integration into nursing practice and referral. Further research should explore how nurses can maintain safe, patient-centred care in the evolving pluralistic healthcare system.
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2018 |
Hall H, Brosnan C, Frawley J, Wardle J, Collins M, Leach M, 'Nurses communication regarding patients use of complementary and alternative medicine', Collegian, 25 285-291 (2018) [C1] Background:: Many people integrate complementary and alternative medicine (CAM) into their health care. Nurses potentially play a significant role in communicating with patients a... [more] Background:: Many people integrate complementary and alternative medicine (CAM) into their health care. Nurses potentially play a significant role in communicating with patients about their CAM utilisation. Aim:: The study aimed to explore whether, how and why nurses working in Australia communicate about patients¿ CAM use. Methods:: This paper reports on phase one of a mixed methods study. Qualitative data was obtained, via interviews, with nineteen registered nurses who work in a wide variety of clinical environments across all states of Australia. Findings:: Four themes related to nurses¿ communication with patients about CAM, were developed from the qualitative data; engaging with patients about CAM, communication with doctors about patients¿ use of CAM, connecting with CAM practitioners and barriers to CAM communication. Discussion:: Despite their positive attitudes, nurses are often not comfortable discussing or documenting patients¿ CAM use. Furthermore, nurses perceive that patients may be apprehensive about disclosing their use. CAM communication with colleagues is moderated by the workplace culture and the perceived attitude of co-workers. There is very little evidence of nurses referring or collaborating with CAM practitioners. Professional expectation, time restraints and the nurses¿ lack of relevant CAM knowledge all have a powerful effect on limiting CAM communication. Conclusion:: Communication about patients¿ use of CAM is imperative to support safe therapeutic decisions. Currently, this is limited in the Australian healthcare workplace. The nursing professional needs to consider introducing basic CAM education and flexible guidelines to enable nurses¿ to respond appropriately to the patient driven demand for CAM.
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2018 |
Hall H, Leach MJ, Brosnan C, Cant R, Collins M, 'Registered Nurses communication about patients use of complementary therapies: A national survey', Patient Education and Counseling, 101 1403-1409 (2018) [C1] Objective: To identify communication patterns of Registered Nurses regarding patients¿ use of complementary therapies. Methods: A cross-sectional online survey conducted in 2017 r... [more] Objective: To identify communication patterns of Registered Nurses regarding patients¿ use of complementary therapies. Methods: A cross-sectional online survey conducted in 2017 recruited Australian Registered Nurses working in any area of nursing. Results: Responses of 614 Registered Nurses were analysed. Patient-initiated discussion of complementary therapies were common for 77% of nurses; nurse-initiated discussions were perceived by 73% (sometimes/almost always/always). Nurses¿ personal use of complementary therapies predicted discussion with patients and education-based, oncology, or aged care/rehabilitation nurses were most likely to initiate dialogue. Many (55%) did not ¿recommend¿ a particular therapy, although 12% ¿almost always/always¿ did so. Four out of five nurses (84%) documented patients¿ use and communicated with medical/nursing colleagues about this use. Conversely, 61% ¿never¿ or ¿almost never¿ communicated with a complementary therapy practitioner. Conclusion: Nurses working in Australia often discuss complementary therapies, however they rarely specifically recommend their use. Their workplace environment and clinical context influenced nurses¿ willingness to communicate about complementary therapy use. Practice implications evidence: suggests the need for policy development to promote communication between mainstream healthcare providers and complementary therapy practitioners to support the delivery of safe, high quality patient care.
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2018 |
Bassett AM, Brosnan C, Southgate E, Lempp H, 'Transitional journeys into, and through medical education for First-in-Family (FiF) students: a qualitative interview study.', BMC medical education, 18 1-12 (2018) [C1]
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2017 |
Southgate E, Brosnan C, Lempp H, Kelly B, Wright S, Outram S, Bennett A, 'Travels in Extreme Social Mobility: how first-in-family students find their way into and through medical education', Critical Studies in Education, 58 242-260 (2017) [C1]
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2017 |
Hall H, Leach M, Brosnan C, Collins M, 'Nurses attitudes towards complementary therapies: A systematic review and meta-synthesis', International Journal of Nursing Studies, 69 47-56 (2017) [C1] Background The use of complementary therapies is becoming, increasingly prevalent. This has important implications for nurses in, terms of patient care and safety. Objective The a... [more] Background The use of complementary therapies is becoming, increasingly prevalent. This has important implications for nurses in, terms of patient care and safety. Objective The aim of this meta-synthesis is to review, critically, appraise and synthesize the existing qualitative research to develop a new, more substantial interpretation of nurses' attitudes regarding the, use of complementary therapies by patients. Data sources; A search of relevant articles published in English between, January 2000 and December 2015 was conducted using the following, electronic databases; MEDLINE, CINAHL and AMED. Reference lists of selected papers and grey literature were also interrogated for pertinent, studies. Design This review is reported according to the Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) guidelines.Data were extracted and analysed using a thematic synthesis process. Results Fifteen articles were included in this review. Five analytical themes emerged from the data relating to nurses' attitude towards complementary therapies: the strengths and weaknesses of conventional medicine; Complementary therapies as a way to enhance nursing practice;patient empowerment and patient-centeredness; cultural barriers and enablers to integration; and structural barriers and enablers to integration. Discussion Nurses' support for complementary therapies is not an attempt to challenge mainstream medicine but rather an endeavour to improve the quality of care available to patients. There are, however, a number of barriers to nurses' support including institutional culture and clinical context, as well as time and knowledge limitations. Conclusion Some nurses promote complementary therapies as an opportunity to personalise care and practice in a humanistic way. Yet, nurses have very limited education in this field and a lack of professional frameworks to assist them. The nursing profession needs to consider how to address current deficiencies in meeting the growing use of complementary therapies by patients.
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2017 |
Brosnan C, 'Alternative futures: Fields, boundaries, and divergent professionalisation strategies within the Chiropractic profession', Social Science and Medicine, 190 83-91 (2017) [C1]
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2017 |
Olson RE, Brosnan C, 'Examining Interprofessional Education Through the Lens of Interdisciplinarity: Power, Knowledge and New Ontological Subjects', Minerva, 55 299-319 (2017) [C1] Interprofessional education (IPE) ¿ students of different professions learning together, from and about each other ¿ is increasingly common in health professional degrees. Despite... [more] Interprofessional education (IPE) ¿ students of different professions learning together, from and about each other ¿ is increasingly common in health professional degrees. Despite its explicit aims of transforming identities, practices and relationships within/across health professions, IPE remains under-theorised sociologically, with most IPE scholarship focussed on evaluating specific interventions. In particular, the significance of a shared knowledge base for shaping professional power and subjectivity in IPE has been overlooked. In this paper we begin to develop a framework for theorising IPE in allied health, by drawing parallels with a cognate area in which there has already been fruitful conceptual development: interdisciplinarity. Specifically, we offer a worked example of how the two areas may be brought into dialogue, by deploying Barry, Born and Weszkalnys¿ (2008) conceptualisation of interdisciplinarity as a lens for understanding IPE. Following Barry et al. (2008) we delineate a number of ¿modes¿ and ¿logics¿ of knowledge-production that emerge both in IPE literature and in our own empirical study of IPE. Our empirical data are drawn from 32 semi-structured interviews with 19 allied health students participating in an IPE curriculum at one Australian university. Findings point to the emergence of interprofessional practitioner identities among students that have the potential to undermine traditional epistemological boundaries and transcend role-based distinctions in future health profession(al)s. We argue that Barry et al.¿s ¿logic of ontology¿ sheds light on previously unidentified processes of transformation within IPE, and offers a theoretical framework that can explain the importance of a shared pan-professional knowledge base for the reflexive individual construction of new interprofessional ontological subjects.
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2016 |
Brosnan C, Southgate E, Outram S, Lempp H, Wright S, Saxby T, et al., 'Experiences of medical students who are first in family to attend university', Medical education, 50 842-851 (2016) [C1] CONTEXT: Students from backgrounds of low socio-economic status (SES) or who are first in family to attend university (FiF) are under-represented in medicine. Research has focused... [more] CONTEXT: Students from backgrounds of low socio-economic status (SES) or who are first in family to attend university (FiF) are under-represented in medicine. Research has focused on these students' pre-admission perceptions of medicine, rather than on their lived experience as medical students. Such research is necessary to monitor and understand the potential perpetuation of disadvantage within medical schools.
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2016 |
Brosnan C, 'Epistemic cultures in complementary medicine: knowledge-making in university departments of osteopathy and Chinese medicine', Health Sociology Review, 25 171-186 (2016) [C1] There is increasing pressure on complementary and alternative medicine (CAM) to follow the evidence-based approach promoted in allied health and medicine, in which the randomised ... [more] There is increasing pressure on complementary and alternative medicine (CAM) to follow the evidence-based approach promoted in allied health and medicine, in which the randomised control trial represents the evidence gold standard. However, many CAM advocates see these methods as undermining the holism of CAM practice. This paper explores how such tensions are managed in CAM university departments ¿ settings in which particular forms of knowledge and evidence are given ¿official¿ imprimatur by CAM educators and researchers. By comparing two types of CAM, the paper also unpacks differences within this broad category, asking whether CAM academic disciplines comprise different ¿epistemic cultures¿ (Knorr-Cetina, K. (1999). Epistemic cultures: How the sciences make knowledge. Cambridge, MA: Harvard University Press). Interviews were conducted with 20 lecturers in Chinese medicine and osteopathy, across five Australian universities, and augmented with observation in two degree programs. Findings reveal contrasting ontological and epistemological perspectives between the two academic fields. Chinese medicine lecturers had largely adopted bioscientific models of research, typically conducting laboratory work and trials, although teaching included traditional theories. Osteopathy academics were more critical of dominant approaches and were focused on reframing notions of evidence to account for experiences, with some advocating qualitative research. The study illustrates CAM¿s ¿epistemic disunity¿ while also highlighting the particular challenges facing academic CAM.
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2016 |
Brosnan C, Chung VCH, Zhang AL, Adams J, 'Regional Influences on Chinese Medicine Education: Comparing Australia and Hong Kong', Evidence-based Complementary and Alternative Medicine, 2016 (2016) [C1] High quality education programs are essential for preparing the next generation of Chinese medicine (CM) practitioners. Currently, training in CM occurs within differing health an... [more] High quality education programs are essential for preparing the next generation of Chinese medicine (CM) practitioners. Currently, training in CM occurs within differing health and education policy contexts. There has been little analysis of the factors influencing the form and status of CM education in different regions. Such a task is important for understanding how CM is evolving internationally and predicting future workforce characteristics. This paper compares the status of CM education in Australia and Hong Kong across a range of dimensions: historical and current positions in the national higher education system, regulatory context and relationship to the health system, and public and professional legitimacy. The analysis highlights the different ways in which CM education is developing in these settings, with Hong Kong providing somewhat greater access to clinical training opportunities for CM students. However, common trends and challenges shape CM education in both regions, including marginalisation from mainstream health professions, a small but established presence in universities, and an emphasis on biomedical research. Three factors stand out as significant for the evolution of CM education in Australia and Hong Kong and may have international implications: continuing biomedical dominance, increased competition between universities, and strengthened links with mainland China.
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2015 |
Brosnan C, ' Quackery in the Academy? Professional Knowledge, Autonomy and the Debate over Complementary Medicine Degrees', Sociology, 49 1047-1064 (2015) [C1] In 2012, the group ¿Friends of Science in Medicine¿, mostly comprising academic doctors and scientists, lobbied to remove teaching in complementary and alternative medicine (CAM) ... [more] In 2012, the group ¿Friends of Science in Medicine¿, mostly comprising academic doctors and scientists, lobbied to remove teaching in complementary and alternative medicine (CAM) from Australian universities. Seemingly inspired by an earlier UK-based campaign, the group approached vice-chancellors and the media, arguing that CAM degrees promoted ¿pseudo-science¿ and ¿quackery¿. Although epistemological disputes between biomedicine and CAM are well documented, their emergence in a higher education context is less familiar. This article explores the position-taking of those on each side of the debate, via a thematic analysis of stakeholders¿ views as reported in news articles and other outlets. Bourdieu¿s concepts of capital and autonomy are used to sketch out the stakes of the struggle. It is argued that the debate is significant not only for what it reveals about the current status of CAM professions in Australia, but for what it suggests more broadly about legitimate knowledge in the university.
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Nova | |||||||||
2014 |
Brosnan C, Michael M, 'Enacting the neuro in practice: Translational research, adhesion and the promise of porosity', Social Studies of Science, 44 680-700 (2014) [C1] This article attends to the processes through which neuroscience and the neuro are enacted in a specific context: a translational neuroscience research group that was the setting ... [more] This article attends to the processes through which neuroscience and the neuro are enacted in a specific context: a translational neuroscience research group that was the setting of an ethnographic study. The article therefore provides a close-up perspective on the intersection of neuroscience and translational research. In the scientific setting we studied, the neuro was multiple and irreducible to any particular entity or set of practices across a laboratory and clinical divide. Despite this multiplicity, the group¿s work was held together through the ¿promise of porosity¿ ¿ that one day there would be translation of lab findings into clinically effective intervention. This promise was embodied in the figure of the Group Leader whose expertise spanned clinical and basic neurosciences. This is theorized in terms of a contrast between cohesion and adhesion in interdisciplinary groupings. We end by speculating on the role of ¿vivification¿ ¿ in our case mediated by the Group Leader ¿ in rendering ¿alive¿ the expectations of interdisciplinary collaboration.
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Nova | |||||||||
2014 |
Brosnan C, Cribb A, 'Between the bench, the bedside and the office: The need to build bridges between working neuroscientists and ethicists.', Clinical Ethics, 9 113-119 (2014) [C1]
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Nova | |||||||||
2013 |
Brosnan C, Cribb A, Wainwright SP, Williams C, 'Neuroscientists' everyday experiences of ethics: The interplay of regulatory, professional, personal and tangible ethical spheres', Sociology of Health and Illness, 35 1133-1148 (2013) [C1] The ethical issues neuroscience raises are subject to increasing attention, exemplified in the emergence of the discipline neuroethics. While the moral implications of neurotechno... [more] The ethical issues neuroscience raises are subject to increasing attention, exemplified in the emergence of the discipline neuroethics. While the moral implications of neurotechnological developments are often discussed, less is known about how ethics intersects with everyday work in neuroscience and how scientists themselves perceive the ethics of their research. Drawing on observation and interviews with members of one UK group conducting neuroscience research at both the laboratory bench and in the clinic, this article examines what ethics meant to these researchers and delineates four specific types of ethics that shaped their day-to-day work: regulatory, professional, personal and tangible. While the first three categories are similar to those identified elsewhere in sociological work on scientific and clinical ethics, the notion of 'tangible ethics' emerged by attending to everyday practice, in which these scientists' discursive distinctions between right and wrong were sometimes challenged. The findings shed light on how ethical positions produce and are, in turn, produced by scientific practice. Informing sociological understandings of neuroscience, they also throw the category of neuroscience and its ethical specificity into question, given that members of this group did not experience their work as raising issues that were distinctly neuro-ethical. © 2013 Foundation for the Sociology of Health & Illness/John Wiley & Sons Ltd.
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Nova | |||||||||
2013 |
Yardley S, Brosnan C, Richardson J, 'Sharing methodology: A worked example of theoretical integration with qualitative data to clarify practical understanding of learning and generate new theoretical development.', Medical Teacher, 35 e1011-e1019 (2013) [C1]
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Nova | |||||||||
2013 |
Brosnan C, 'How and why social science theory can contribute to medical education research', MEDICAL EDUCATION, 47 5-7 (2013) [C3]
|
Nova | |||||||||
2013 |
Yardley S, Brosnan C, Richardson J, 'The consequences of authentic early experience for medical students: creation of metis', Medical Education, 47 109-119 (2013) [C1]
|
Nova | |||||||||
2013 |
Yardley S, Brosnan C, Richardson J, Hays R, 'Authentic early experience in Medical Education: a socio-cultural analysis identifying important variables in learning interactions within workplaces', ADVANCES IN HEALTH SCIENCES EDUCATION, 18 873-891 (2013) [C1]
|
Nova | |||||||||
Show 39 more journal articles |
Review (2 outputs)
Year | Citation | Altmetrics | Link | ||
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2021 |
Brosnan C, 'Divided Bodies: Lyme Disease, Contested Illness, and Evidence-Based Medicine', SOCIOLOGY OF HEALTH & ILLNESS (2021)
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2010 |
Brosnan C, 'Neurogenetic Diagnoses: The Power of Hope, and the Limits of Today's Medicine.', SOCIOLOGY OF HEALTH & ILLNESS (2010) [C3]
|
Conference (20 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2022 |
Tickner C, Heinsch L, Brosnan C, ' It challenges some of the narratives around genuineness and real interpersonal closeness : A postphenomenological perspective on eHealth technologies in social work practice', University of Melbourne (2022)
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2021 |
Brosnan C, Davies K, Heinsch L, Steel A, Tickner C, 'The CAM Clinical Gaze: Theorising the practitioner role in complementary medicine consultations', Online (2021)
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2020 | Brosnan C, Collyer F, Willis K, Zhang A, 'Chinese Medicine as Boundary Object(s): Explaining TCM's Integration into International Science', Prague (via Zoom) (2020) | ||||
2015 | Brosnan CJ, 'Making alternative knowledge in the university: the epistemic cultures of Osteopathy and Chinese Medicine', York University (2015) [O1] | ||||
2015 |
Brosnan CJ, Southgate E, Outram S, Kelly B, Harris G, Saxby T, et al., ''It all seemed a bit too big for little old me': Understanding the experiences of medical students who are first in the family to attend university.', Newcastle (2015) [E3]
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2014 | Brosnan CJ, 'Complementary and alternative medicine degrees and the limits of professional autonomy.', British Sociological Association, Aston University, Birmingham (2014) [E3] | ||||
2013 | Olson RE, Brosnan CJ, 'What we know isn't better than what they know: Knowledge, emotion and interprofessional education in allied health', TASA Conference Abstracts, Monash University (2013) [E3] | ||||
2012 | Brosnan CJ, ''Quackery' in the academy? The debate over the teaching of complementary and alternative medicine in Australian universities', TASA 2012 Conference: Emerging and Enduring Inequalities Abstracts, Brisbane (2012) [E3] | ||||
2012 | Brosnan CJ, 'Investigating the 'neuro' in neuroethics: The implications for neuroethics of the multiplicity of neuroscience and the brain', The Second ISA Forum of Sociology: Social Justice & Democratization Book of Abstracts, Buenos Aires (2012) [E3] | ||||
Show 17 more conferences |
Media (1 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2017 |
Duvivier R, Brosnan C, Southgate E, Southgate EL, 'Getting into medicine: Tips for future applicants.', (2017)
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Other (2 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2016 | Brosnan C, Kirby E, 'Lived experience, contested evidence: Sociological perspectives on the politics of knowledge in healthcare. Special Issue of Health Sociology Review.', ( issue.2) (2016) | ||
2016 | Brosnan C, Kirby E, 'Lived experience, contested evidence: Sociological perspectives on the politics of knowledge in healthcare. Special Issue of Health Sociology Review.', ( issue.2) (2016) |
Grants and Funding
Summary
Number of grants | 22 |
---|---|
Total funding | $958,228 |
Click on a grant title below to expand the full details for that specific grant.
20241 grants / $6,500
Doctors with a difference? First-in-family medical students 10 years on.$6,500
Funding body: Anonymous
Funding body | Anonymous |
---|---|
Project Team | Associate Professor Caragh Brosnan, Dr Heidi Lempp, Dr Jia Liu, Associate Professor Steven Threadgold, Dr Sarah Wright |
Scheme | Research and Discovery Fund |
Role | Lead |
Funding Start | 2024 |
Funding Finish | 2024 |
GNo | G2400025 |
Type Of Funding | Scheme excluded from IGS |
Category | EXCL |
UON | Y |
20231 grants / $9,968
Humanising Birth: Pilot Study of Midwives’ Experiences and Formation of Research Network$9,968
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Project Team | Caragh Brosnan (Lead) Penny Buykx (Co-Investigator) Liz Newnham, Allison Cummins, Katharine Gillett, Michelle Foster, Lynelle Hill |
Scheme | CHSF - Pilot Research Scheme: Projects, Pivots, Partnerships |
Role | Lead |
Funding Start | 2023 |
Funding Finish | 2023 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20222 grants / $5,830
Visiting Professor$4,500
Funding body: University of Tampere
Funding body | University of Tampere |
---|---|
Project Team | Caragh Brosnan |
Scheme | Visiting Professor |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
CHSF Early Advice Scheme$1,330
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Scheme | CHSF - Early Advice Scheme |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20211 grants / $125,766
Identify barriers, facilitators and system capabilities for telehealth uptake and develop an evidence-informed integrated model of telehealth implementation across and within HNE Mental Health and alc$125,766
Funding body: Hunter Medical Research Institute
Funding body | Hunter Medical Research Institute |
---|---|
Project Team | Doctor Milena Heinsch, Doctor Milena Heinsch, Professor Frances Kay-Lambkin, Professor Francesco Paolucci, Conjoint Professor Adrian Dunlop, Professor Luke Wolfenden, Doctor Brendan Flynn, Professor Rhonda Wilson, Associate Professor Penny Buykx, Professor Francesco Paolucci, Associate Professor Caragh Brosnan, Professor Luke Wolfenden, Professor Adrian Dunlop, Professor Rhonda Wilson, Associate Professor Penny Buykx, Dr Brendan Flynn, Associate Professor Caragh Brosnan, Professor Frances Kay-Lambkin, Conjoint Associate Professor Richard Clancy |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2021 |
Funding Finish | 2022 |
GNo | G2100010 |
Type Of Funding | C3300 – Aust Philanthropy |
Category | 3300 |
UON | Y |
20202 grants / $15,455
Knowledge and its use in complementary and alternative medicine: Practitioners' perspectives and practices$12,955
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | A/Prof Caragh Brosnan (Lead), Dr Kate Davies, Dr Milena Heinsch, Dr Amie Steel and Dr Pia Vuolanto |
Scheme | Strategic Network and Pilot Project Grants Scheme |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
2020 FEDUA 'Finish that Output' scheme funding$2,500
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Project Team | A/Prof C Brosnan (Lead); H Cootes (UoN); Dr M Heinsch (UoN). |
Scheme | FEDUA 'Finish that Output' scheme |
Role | Lead |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20192 grants / $23,182
Gender Equality in the Medical Technology Industry$18,182
Funding body: Medical Technology Association of Australia
Funding body | Medical Technology Association of Australia |
---|---|
Project Team | Associate Professor Brendan Boyle, Associate Professor Caragh Brosnan, Professor Mark Flynn, Professor Rebecca Mitchell, Professor Francesco Paolucci |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | G1900933 |
Type Of Funding | C3100 – Aust For Profit |
Category | 3100 |
UON | Y |
Faculty of Education and Arts New Start Grant$5,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Scheme | New Start Grants |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20171 grants / $15,000
Society, Health and Disability Research Group: New Horizons$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Scheme | FEDUA Strategic Networks and Pilot Projects (SNaPP) |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20163 grants / $194,845
Equity and Medical Education (EME) - what are the 'sticky points' in the application and admissions processes of undergraduate medical schools that affect entry of students from low socioeconomic stat$98,015
Funding body: Department of Education
Funding body | Department of Education |
---|---|
Project Team | Doctor Robbert Duvivier, Associate Professor Erica Southgate, Associate Professor Caragh Brosnan, Professor Brian Kelly, Professor Brian Jolly, Associate Professor Marita Lynagh, Associate Professor Sue Outram, Professor Wendy Hu, Dr Barbara Griffin, Associate Professor Boaz Shulruf, Associate Professor Amanda Nagle |
Scheme | Higher Education Participation and Partnerships Programme |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1600143 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
Understanding the Experiences of Medical Students who are First in the Family (FiF) to attend University: an English perspective from one Medical School$75,146
Funding body: Kings College, University of London, UK
Funding body | Kings College, University of London, UK |
---|---|
Project Team | Heidi Lempp, Caragh Brosnan |
Scheme | Faculty of Life Sciences & Medicine |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
Experiences of Canadian Medical Students who are First in their Family to Attend University$21,684
Funding body: University of Toronto
Funding body | University of Toronto |
---|---|
Project Team | Wright, S., Mylopoulos, M., Woods, N., Richardson, L., Giroux, R., Okafor, I., Sharma, M., and Brosnan, C. |
Scheme | Education Development Fund, Faculty of Medicine |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
20152 grants / $93,991
"Same same but different" - how different institutional settings impact the delivery of a joint medical curriculum$80,000
Funding body: Central Coast Local Health District
Funding body | Central Coast Local Health District |
---|---|
Project Team | Professor Martin Veysey, Doctor Robbert Duvivier, Associate Professor Caragh Brosnan, Dr Eleonora Leopardi |
Scheme | Research Sponsorship Scholarship |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2018 |
GNo | G1500446 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
Complementary and alternative medicine (CAM) and nurses: Improving patient safety through communication and collaboration$13,991
Funding body: Endeavour College
Funding body | Endeavour College |
---|---|
Project Team | Dr Helen Hall, Dr Matthew Leach, Dr Caragh Brosnan, Ms Melissa Collins |
Scheme | Endeavour Research Grant |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | Grant - Aust Non Government |
Category | 3AFG |
UON | N |
20144 grants / $451,941
Complementary and Alternative Medicine Degrees: New Configurations of Knowledge, Professional Autonomy and the University$388,084
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Associate Professor Caragh Brosnan |
Scheme | Discovery Early Career Researcher Award (DECRA) |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2016 |
GNo | G1300442 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
Equity in Elite Degrees: social difference, institutional practice and processes of change$36,950
Funding body: Centre for Excellence in Equity in Higher Education (CEEHE)
Funding body | Centre for Excellence in Equity in Higher Education (CEEHE) |
---|---|
Project Team | A/Prof Erica Southgate, Dr Caragh Brosnan, Prof Brian Kelly, Dr Anna Bennett, A/Prof Sue Outram |
Scheme | Seed Grant Funding |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Equity in Elite Degrees: Social Difference, Insitutional Practices and Processes of Change$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Associate Professor Erica Southgate, Associate Professor Caragh Brosnan |
Scheme | Strategic Networks Grant |
Role | Investigator |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1400960 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
DVC(R) Research Support for DECRA (DE14) $11,907
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Associate Professor Caragh Brosnan |
Scheme | DECRA Support |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2017 |
GNo | G1400239 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20132 grants / $10,750
Traditional Chinese medicine Degrees: New Configuration of Knowledge, Professional Autonomy and the University$10,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Associate Professor Caragh Brosnan |
Scheme | Early Career Researcher Grant |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2013 |
GNo | G1300892 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
The Australian Sociological Association (TASA) 2013 Conference, Melbourne Australia, 25-29 November 2013$750
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Associate Professor Caragh Brosnan |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2013 |
GNo | G1301104 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20121 grants / $5,000
Foundational work towards a study of the position of complementary and alternative medicine in Australian and British universities$5,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Associate Professor Caragh Brosnan |
Scheme | New Staff Grant |
Role | Lead |
Funding Start | 2012 |
Funding Finish | 2012 |
GNo | G1200557 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | PhD | Survive and Thrive: Exploring Post-Traumatic Growth Amongst Hazara Refugees in Australia | PhD (Public Health & BehavSci), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2022 | PhD | Exploring And Examining Complementary And Alternative Treatments For People Experiencing Effects Of Trauma | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | The Remedy Lies in Resistance: An Ethnographic Study of Social Work Knowledge in Multidisciplinary Public Health Teams | PhD (Public Health & BehavSci), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2024 | PhD | The Greyhound: An Ethnography of Stories and Symbols | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | Navigating the Military-Civilian Transition: Recollections of adults who were children and young people when their parents left the Australian Defence Force | PhD (Public Health & BehavSci), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2023 | PhD | Rethinking Social Work in a Technologically Mediated World: A Postphenomenological Exploration of Practice | PhD (Public Health & BehavSci), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2022 | PhD | Mainstreaming, Co-optation and Countervailing Powers: The Barriers to and Impacts of AYUSH Integration in Odisha, India | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2021 | PhD | The Medical School Learning Environment and its Effects on the Students' Choices in Learning: Formal, Informal and Hidden Curriculum in Action | PhD (Medicine), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2020 | PhD | Healing the Spirit: Traditional, Complementary and Alternative Medicine in a Remote Australian Context | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2018 | PhD | When Power Networks Collide: An Actor-Network Theory Analysis of State-Led Community Consultation for the Siting of a High Voltage Electricity Powerline | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2011 | Masters | Ethnic Minorities’ Experiences of Healthcare in the US and UK | Society and Culture, Kings College, University of London, UK | Sole Supervisor |
2011 | PhD | Understanding Authentic Early Experience in Undergraduate Medical Education | Med Studs Not Elswr Classified, Keele University | Co-Supervisor |
2009 | Masters | Medical Students’ Experiences of and Attitudes to Reflective Practice | Med Studs Not Elswr Classified, Keele Univeristy | Sole Supervisor |
News
News • 10 Jul 2014
Prestigious fellowship
Health sociology lecturer Dr Caragh Brosnan has been awarded a prestigious fellowship by Australia's leading research-intensive centre in the critical examination of complementary medicine.
Associate Professor Caragh Brosnan
Position
Associate Professor
School of Humanities, Creative Ind and Social Sci
College of Human and Social Futures
Focus area
Sociology and Anthropology
Contact Details
caragh.brosnan@newcastle.edu.au | |
Phone | (02) 4921 6348 |
Link |
Office
Room | SR149 |
---|---|
Building | Behavioural Sciences |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |