Professor Charlotte Rees
Head of School
School of Health Sciences
- Email:charlotte.rees@newcastle.edu.au
- Phone:(02) 4921 7284
Making health a medical education matter
Researcher and Head of School of Health Sciences, Charlotte Rees, is zealous about the research-teaching nexus. Her commitment to quality work in this lesser-funded field has led to exceptional SciVal metrics and policy and curricula change.
Charlotte has had a passion for learning and health since her school days.
Even in her first degree in psychology, she gravitated toward health before moving into behavioural sciences, completing her PhD and becoming a lecturer. From here, she shifted into medical education research and hasn’t looked back.
“I learnt early in my career that exceptional evidence-based medical (and health professions) education is key to developing and graduating the very best of tomorrow’s healthcare professionals and that those practitioners have central roles in improving patient health, dignity, safety and wellbeing,” says Charlotte.
“The latest advances in medicines, therapies and technologies are only as good as the healthcare professionals who use them. So, the human side of healthcare and health professions education has dominated my academic career.”
A med-ed academic performer
Despite the income generation challenges that come with this field of work, which is often viewed as the poor relative that falls between the gaps of medicine and health and social sciences, Charlotte is proving its value.
In fact, she’s showing that health professions education research can be conducted with small amounts of funding, resulting in high-quality internationally co-authored research outputs impacting positively on educational practices and policies.
Charlotte’s SciVal metrics – a research performance assessment tool – are impressive. She has an h-index of 41. She also has a FWCI=2.88, which means she has nearly three times the number of citations than the average for articles in her field for her 75 outputs published 2012-2021.
This includes 20.9 citations per output, 41.3 per cent of outputs in the top 10 per cent most cited worldwide, 72.7 per cent outputs in top decile journals, and 58.7 per cent internationally co-authored outputs.
Beyond this, Charlotte has over 160 peer-reviewed journal articles, book chapters and books. Plus, she’s co-authored over 200 conference presentations on diverse topics.
Topics include workplace learning, healthcare professionalism, identities and transitions, with diverse methodologies, such as qualitative longitudinal research, video-reflexive ethnography, narrative inquiry, and realist evaluation.
From research to practices and policy
Charlotte and her co-investigators continually work to translate their research findings into improved educational practices and policies. The goal is to benefit various stakeholders, including educators, curriculum developers, learners and even patients.
To these ends, they’ve conducted research funded by numerous industry and government bodies in the UK and Australia. This includes the UK Academy of Medical Royal Colleges, NHS Education for Scotland, the General Medical Council (UK), the Victorian Department of Health, and the Australian Health Practitioner Regulation Agency.
This work has led to positive impacts on national policies and curricula, including learning, teaching, and assessment.
Professionalism research cited in health and beyond
“Probably my most significant real-world impacts have been through a decade-long body of healthcare professionalism work co-led with another colleague”, says Charlotte.
“Together, we’ve conducted an international program of work exploring healthcare students’ and professionals’ professionalism dilemma experiences during workplace learning and what students and professionals do in the face of those dilemmas and why.”
These dilemmas include professionalism lapses in patient consent, patient safety, patient dignity, workplace bullying/abuse, inter-professional working, and many more.
Their work on professionalism has had considerable impacts on the field of medical education. However, it has also benefited other non-research stakeholders.
“It has been cited in various policy documents focusing on professionalism, safe practice and speaking up in the UK/Australia. It has influenced public awareness of healthcare professionalism, garnered through considerable UK media engagement including national TV/radio and international print news, with an audience reach of over 14 million,” says Charlotte.
It was also published in 2017 as a Wiley-Blackwell textbook for healthcare students and educators – titled Healthcare Professionalism: Improving Practice through Reflections on Workplace Dilemmas – to help them manage and prevent professionalism lapses.
The book is now recommended reading in numerous healthcare programs worldwide, with over 25,000 full-text downloads and 1,000 hard copies sold.
As a result of this work, Charlotte was also recently named a top #5 author worldwide for medical professionalism research (with 30.73 citations per paper) through a 10-year bibliometric analysis of 2010-2019 publications (Song et al. 2021; published in Scientometrics).
Leading health research into the future
In her University of Newcastle role, Charlotte is driving the school’s strategic vision, providing academic leadership to ensure effective operational management and promoting and developing an effective workplace culture to nurture and reward excellence in research, education and leadership/engagement.
She has always obsessed over research quality and impact and takes every possible opportunity to advocate for quality and impact in medical and health professions education research.
Despite her high SciVal metrics, she recognises there’s always room for improvement – and no room for complacency. She also tries to walk the talk when conducting collaborative research.
As a researcher and research leader, she’s highly motivated to help others build their research capabilities, especially around quality, methodological and theoretical innovations, and impact.
“What excites me most about health professions education research is that it sits at the research-teaching nexus,” says Charlotte.
“As Principal Fellow of Advance HE, I’ve been privileged across my career to have innumerable opportunities to develop my strategic leadership enhancing student learning, develop strategies to help others in supporting learning, champion integrated approaches to academic practice, and engage in continuing professional development.”
Her next evidence-based and internationally co-edited book to Wiley-Blackwell for 2023 release is titled Foundations of Health Professions Education Research: Principles, Perspectives & Practices.
The hope for this piece of work is that it will help early and mid-career researchers to develop their research understandings and practices, therefore benefiting the quality, integrity, and impact of health professions education research into the future.
Making health a medical education matter
Researcher and Head of School of Health Sciences, Charlotte Rees, is zealous about the research-teaching nexus. Her commitment to quality work in this lesser-funded field has led to exceptional SciVal metrics and policy and curricula change.Charlotte has had a passion…
Career Summary
Biography
Professor Charlotte Rees is Head of School of Health Sciences, College of Health, Medicine & Wellbeing at the University of Newcastle. Charlotte has over 20 years’ experience as a health professions educator and education researcher across the UK and Australia. Charlotte joins the University of Newcastle after previously holding the role of Dean of Research at the College of Science, Health, Engineering & Education at Murdoch University (2019-2021).
Prior to her role as Dean, Charlotte was Director of Curriculum (Medicine) and founding Director of the Monash Centre for Scholarship in Health Education (MCSHE) at the Faculty of Medicine, Nursing & Health Sciences at Monash University (2015-2019) and continues to be Adjunct Professor at Monash. Before coming to Australia, Charlotte was Professor of Education Research and Director of the internationally renowned Centre for Medical Education at the University of Dundee, Scotland (2010-2015) and the inaugural Director of the Scottish Medical Education Research Consortium (2011-2015).
Charlotte has extensive experience as principal and co-investigator for externally sponsored projects with various funders in the UK (e.g. NHS Education for Scotland, General Medical Council, Higher Education Academy, Academy of Medical Royal Colleges) and Australia (e.g. Victorian Department of Health, Australian Health Practitioner Regulation Agency). Charlotte co-led a 10-year research program on healthcare professionalism, culminating in her 2017 co-authored Wiley-Blackwell book: ‘Healthcare professionalism: Improving practice through reflections on workplace dilemmas’.
Additionally, Charlotte has over 160 peer-reviewed journal articles, book chapters and books and over 200 conference presentations on diverse topics, including workplace learning, healthcare professionalism, identities and transitions, with diverse methodologies such as: qualitative longitudinal research, video-reflexive ethnography, narrative inquiry, and realist evaluation.
Passionate about the research-teaching nexus, Charlotte is currently preparing a co-edited Wiley-Blackwell book for 2023 release: ‘Foundations of health professions education research: principles, perspectives and practices’. This forthcoming book strives to support early and mid-career researchers to better understand the foundations of various research approaches to enhance research quality and impact, thereby maximising the good that health professions education research can do for society.
Charlotte has previously held editorial roles with two Q1 journals: Deputy Editor for Medical Education (2008-2017) and Associate Editor for Advances in Health Sciences Education (2015-2017). Charlotte was the medical education expert on the REF2014 sub-panel for education (2011-2014) and has subsequently been external advisor for several institutions’ education research submissions to nationwide research assessment exercises such as the UK REF2021 and Hong Kong RAE 2020. Charlotte is Principal Fellow of AdvanceHE (formerly the UK Higher Education Academy), and Fellow of the Royal College of Physicians in Edinburgh.
Qualifications
- Doctor of Philosophy, University of Sheffield - UK
- Degree of Bachelor of Science with Honours, University of Liverpool - UK
Fields of Research
Code | Description | Percentage |
---|---|---|
390110 | Medicine, nursing and health curriculum and pedagogy | 100 |
Professional Experience
UON Appointment
Title | Organisation / Department |
---|---|
Professor | University of Newcastle School of Health Sciences Australia |
Academic appointment
Dates | Title | Organisation / Department |
---|---|---|
1/11/2019 - 30/7/2021 | Dean of Research & Professor | Murdoch University College of Science, Health, Engineering & Education Australia |
1/9/2015 - 11/11/2019 | Director of the Monash Centre for Scholarship in Health Education & Professor | Monash University Faculty of Medicine, Nursing & Health Sciences Australia |
30/1/2010 - 1/9/2015 | Director of the Centre for Medical Education & Professor | University of Dundee, Scotland College of Medicine, Nursing & Dentistry United Kingdom |
1/2/2007 - 30/1/2010 | Associate Professor | Sydney Medical School, The University of Sydney Australia |
1/10/2004 - 1/2/2007 | Senior Lecturer in Clinical Education | University of Exeter Peninsula Medical School United Kingdom |
1/4/2002 - 30/9/2004 | Lecturer in Clinical Education | University of Exeter Peninsula Medical School United Kingdom |
1/8/1999 - 30/3/2002 | Lecturer in Behavioural Sciences | University of Nottingham School of Medicine United Kingdom |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (3 outputs)
Year | Citation | Altmetrics | Link | |||||
---|---|---|---|---|---|---|---|---|
2023 | Rees CE, Monrouxe LV, O'Brien BC, Gordon LJ, Palermo C, Foundations of Health Professions Education Research Principles, Perspectives and Practices, John Wiley & Sons, 325 (2023) | |||||||
2017 |
Monrouxe LV, Rees CE, Healthcare professionalism: Improving practice through reflections on workplace dilemmas (2017) Healthcare Professionalism: Improving Practice through Reflections on Workplace Dilemmas provides the tools and resources to help raise professional standards within the healthcar... [more] Healthcare Professionalism: Improving Practice through Reflections on Workplace Dilemmas provides the tools and resources to help raise professional standards within the healthcare system. Taking an evidence and case-based approach to understanding professional dilemmas in healthcare, this book examines principles such as applying professional and ethical guidance in practice, as well as raising concerns and making decisions when faced with complex issues that often have no absolute right answer.Key features include: ¿ Real-life dilemmas as narrated by hundreds of healthcare students globally ¿ A wide range of professionalism and inter-professionalism related topics ¿ Information based on the latest international evidence Using personal incident narratives to illustrate these dilemmas, as well as regulatory body professionalism standards, Healthcare Professionalism is an invaluable resource for students, healthcare professionals and educators as they explore their own professional codes of behaviour.
|
|||||||
2013 |
Figley C, Huggard P, Rees C, First Do No Self Harm: Understanding and Promoting Physician Stress Resilience, Oxford University Press, New York, NY (2013)
|
Chapter (21 outputs)
Year | Citation | Altmetrics | Link | |||||
---|---|---|---|---|---|---|---|---|
2023 | Monrouxe LV, Rees CE, 'Concluding Foundations of Health Professions Education Research', Foundations of Health Professions Education Research: Principles, Perspectives & Practices, Wiley-Blackwell, West Sussex 254-267 (2023) | |||||||
2023 | Rees CE, King O, Monrouxe LV, 'Impact in Health Professions Education Research', Foundations of Health Professions Education Research: Principles, Perspectives & Practices, Wiley-Blackwell, West Sussex 233-253 (2023) | |||||||
2023 | Rees CE, Crampton PES, Nguyen VNB, Monrouxe LV, 'Introducing Realist Approaches in Health Professions Education Research', Foundations of Health Professions Education Research: Principles, Perspectives & Practices, Wiley-Blackwell, West Sussex 102-121 (2023) | |||||||
2018 |
Rees CE, Bullock A, Mattick KL, Monrouxe LV, 'Using workplace-learning narratives to explore evaluative judgement in action', Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work, Taylor & Francis, London, UK 176-185 (2018) [B1]
|
Nova | ||||||
2018 | Shaw M, Crampton P, Rees C, Monrouxe LV, 'Professionalism, identities and embodiment: Supporting the internalisation of professionalism through addressing the hidden curriculum', Learning and Teaching in Clinical Contexts: A Practical Guide, Elsevier, Chatswood, NSW 102-114 (2018) | |||||||
2018 | Rees C, Monrouxe LV, 'The Culture of Healthcare', ABC of Clinical Professionalism, Wiley-Blackwell, Hoboken, NJ 35-39 (2018) | |||||||
2017 |
Monrouxe LV, Rees CE, 'Hero, voyeur, judge: Understanding medical students moral identities through professionalism dilemma narratives', Self and Social Identity in Educational Contexts, Taylor & Francis, London, UK 297-319 (2017) [B1]
|
|||||||
2017 |
Ajjawi R, Molloy E, Bearman M, Rees CE, 'Contextual Influences on Feedback Practices: An Ecological Perspective', Enabling Power of Assessment 129-143 (2017) Critique has been levelled at the use of models for feedback practices that ignore context in health professions education. Models such as the ¿feedback sandwich¿ are often adopte... [more] Critique has been levelled at the use of models for feedback practices that ignore context in health professions education. Models such as the ¿feedback sandwich¿ are often adopted as rules to be followed regardless of the situation. In this chapter, we utilise an updated version of the Bronfenbrenner ecological framework of human development to unpack contextual influences on feedback practices at different levels. The framework seeks to integrate and conceptualise the environment and other influences on behaviour. The implication of the interplay of these networked systems on feedback practices and consequences for learners is that a one-size feedback intervention is not suitable for all situations. Promoting feedback by design involves taking context into account for each of the systems. A step forward in terms of scaling up effective feedback practices would be through using this contextual mapping to improve feedback literacy of students and staff. On the basis of our mapping, we highlight the usefulness of ecological models for research and practice in assessment for learning in higher education and propose recommendations for future research.
|
|||||||
2002 | Iredale R, Guo F, Rozario ST, Gow JF, 'Conclusion', Return Skilled and Business Migration and Social Transformation, Centre for Asia Pacific Social Transformation Studies, University of Wollongong 153-159 (2002) [B2] | |||||||
Show 18 more chapters |
Journal article (160 outputs)
Year | Citation | Altmetrics | Link | |||||
---|---|---|---|---|---|---|---|---|
2024 |
Sarkar M, Davis C, King O, Wahid K, Rees CE, 'Dignity during work-integrated learning: Piloting an online learning resource for placement students and supervisors.', Med Teach, 46 179-182 (2024) [C1]
|
Nova | ||||||
2024 |
Kelly D, Barrett J, Brand G, Leech M, Rees C, 'Factors influencing decision-making processes for intensive care therapy goals: A systematic integrative review', Australian Critical Care, (2024) [C1] Background: Delivering intensive care therapies concordant with patients' values and preferences is considered gold standard care. To achieve this, healthcare professionals m... [more] Background: Delivering intensive care therapies concordant with patients' values and preferences is considered gold standard care. To achieve this, healthcare professionals must better understand decision-making processes and factors influencing them. Aim: The aim of this study was to explore factors influencing decision-making processes about implementing and limiting intensive care therapies. Design: Systematic integrative review, synthesising quantitative, qualitative, and mixed-methods studies. Methods: Five databases were searched (Medline, The Cochrane central register of controlled trials, Embase, PsycINFO, and CINAHL plus) for peer-reviewed, primary research published in English from 2010 to Oct 2022. Quantitative, qualitative, or mixed-methods studies focussing on intensive care decision-making were included for appraisal. Full-text review and quality screening included the Critical Appraisal Skills Program tool for qualitative and mixed methods and the Medical Education Research Quality Instrument for quantitative studies. Papers were reviewed by two authors independently, and a third author resolved disagreements. The primary author developed a thematic coding framework and performed coding and pattern identification using NVivo, with regular group discussions. Results: Of the 83 studies, 44 were qualitative, 32 quantitative, and seven mixed-methods studies. Seven key themes were identified: what the decision is about; who is making the decision; characteristics of the decision-maker; factors influencing medical prognostication; clinician-patient/surrogate communication; factors affecting decisional concordance; and how interactions affect decisional concordance. Substantial thematic overlaps existed. The most reported decision was whether to withhold therapies, and the most common decision-maker was the clinician. Whether a treatment recommendation was concordant was influenced by multiple factors including institutional cultures and clinician continuity. Conclusion: Decision-making relating to intensive care unit therapy goals is complicated. The current review identifies that breadth of decision-makers, and the complexity of intersecting factors has not previously been incorporated into interventions or considered within a single review. Its findings provide a basis for future research and training to improve decisional concordance between clinicians and patients/surrogates with regards to intensive care unit therapies.
|
|||||||
2023 |
Monrouxe LV, Rees CE, 'The socialisation of mistreatment in the healthcare workplace: Moving beyond narrative content to analyse educator data as discourse', MEDICAL EDUCATION,
|
|||||||
2023 |
Brewster DJ, Butt WW, Gordon LJ, Sarkar MA, Begley JL, Rees CE, 'Leadership during airway management in the intensive care unit: A video-reflexive ethnography study', Frontiers in Medicine, 10 (2023) [C1] Effective leadership is crucial to team performance within the intensive care unit. This novel study aimed to explore how staff members from an intensive care unit conceptualize l... [more] Effective leadership is crucial to team performance within the intensive care unit. This novel study aimed to explore how staff members from an intensive care unit conceptualize leadership and what facilitators and barriers to leadership exist within a simulated workplace. It also aimed to identify factors that intersect with their perceptions of leadership. This study was underpinned by interpretivism, and video-reflexive ethnography was chosen as the methodology for the study. The use of both video recording (to capture the complex interactions occurring in the ICU) and team reflexivity allowed repeated analysis of those interactions by the research team. Purposive sampling was used to recruit participants from an ICU in a large tertiary and private hospital in Australia. Simulation groups were designed to replicate the typical clinical teams involved in airway management within the intensive care unit. Twenty staff participated in the four simulation activities (five staff per simulation group). Each group simulated the intubations of three patients with hypoxia and respiratory distress due to severe COVID-19. All 20 participants who completed the study simulations were invited to attend video-reflexivity sessions with their respective group. Twelve of the 20 participants (60%) from the simulations took part in the reflexive sessions. Video-reflexivity sessions (142 min) were transcribed verbatim. Transcripts were then imported into NVivo software for analysis. The five stages of framework analysis were used to conduct thematic analysis of the video-reflexivity focus group sessions, including the development of a coding framework. All transcripts were coded in NVivo. NVivo queries were conducted to explore patterns in the coding. The following key themes regarding participants¿ conceptualizations of leadership within the intensive care were identified: (1) leadership is both a group/shared process and individualistic/hierarchical; (2) leadership is communication; and (3) gender is a key leadership dimension. Key facilitators identified were: (1) role allocation; (2) trust, respect and staff familiarity; and (3) the use of checklists. Key barriers identified were: (1) noise and (2) personal protective equipment. The impact of socio-materiality on leadership within the intensive care unit is also identified.
|
Nova | ||||||
2023 |
Dart J, Rees C, Ash S, McCall L, Palermo C, 'Shifting the narrative and practice of assessing professionalism in dietetics education: An Australasian qualitative study.', Nutr Diet, 80 240-252 (2023) [C1]
|
Nova | ||||||
2023 |
Choi T, Palermo C, Sarkar M, Whitton J, Rees C, Clemans A, 'Priority setting in higher education research using a mixed methods approach', HIGHER EDUCATION RESEARCH & DEVELOPMENT, 42 816-830 (2023)
|
Nova | ||||||
2023 |
Rees CE, Davis C, Nguyen VNB, Proctor D, Mattick KL, 'A roadmap to realist interviews in health professions education research: Recommendations based on a critical analysis', MEDICAL EDUCATION, [C1]
|
|||||||
2023 |
Blair M, Mitchell L, Gibson S, Rees CE, Ottrey E, Monrouxe LV, Palermo C, 'The graduate dietitian experience of employment and employability: A longitudinal qualitative research study from one Australian university.', Nutr Diet, 80 377-388 (2023) [C1]
|
Nova | ||||||
2022 |
Dart J, McCall L, Ash S, Rees C, 'Conceptualizing Professionalism in Dietetics: An Australasian Qualitative Study.', J Acad Nutr Diet, 122 2087-2096.e7 (2022) [C1]
|
Nova | ||||||
2022 |
Rees CE, Foo J, Nguyen VNB, Edouard V, Maloney S, Ottrey E, Palermo C, 'Unpacking economic programme theory for supervision training: Preliminary steps towards realist economic evaluation.', Med Educ, 56 407-417 (2022) [C1]
|
Nova | ||||||
2022 |
Offiah G, Cable S, Rees CE, Schofield SJ, 'Gender Matters: Understanding Transitions in Surgical Education', FRONTIERS IN MEDICINE, 9 (2022) [C1]
|
Nova | ||||||
2022 |
Ilangakoon C, Ajjawi R, Endacott R, Rees CE, 'The relationship between feedback and evaluative judgement in undergraduate nursing and midwifery education: An integrative review', Nurse Education in Practice, 58 (2022) [C1] Aim: This integrative review aims to explore the relationship between feedback and evaluative judgement in undergraduate nursing and midwifery education. Background: Research in h... [more] Aim: This integrative review aims to explore the relationship between feedback and evaluative judgement in undergraduate nursing and midwifery education. Background: Research in higher education has shown that feedback practices can lead to students¿ developing evaluative judgement; thought critical for performance improvement and life-long learning. While literature in nursing and midwifery education has not yet employed the term ¿evaluative judgement¿ explicitly, there might be similar concepts and practices that seek to develop students¿ judgement of performance that sustain learning beyond the immediate task. Design: An integrative review of the nursing and midwifery feedback literature. Methods: In February 2020, six online databases (CINAHL, ProQuest, Scopus, ERIC, PsycINFO, Ovid MEDLINE) were systematically searched for literature published between January 1989-February 2020. Synonyms for feedback and evaluative judgement were used to inform our search. This review included a rigorous team-based, five-stage approach: (1) identifying the problem; (2) conducting the search; (3) evaluating the data; (4) analysing the data; and (5) presenting the integrative review. Results: A total of 1408 studies were initially retrieved with 543 duplicates. 865 abstracts were screened using eligibility criteria, resulting in the exclusion of 835 studies. Thirty full-text studies were appraised for quality. Eighteen studies with diverse methodologies achieved a medium-high quality score for inclusion in data analysis. Conceptions of feedback and evaluative judgement were identified in all studies; despite none using the term 'evaluative judgement' explicitly. Thematic analysis of the studies resulted in seven themes: conceptions of feedback, purposes of feedback, sources of feedback, modes of feedback, conceptions of evaluative judgement, purposes of evaluative judgement and relationships between feedback and evaluative judgement. Conclusions: While our findings supported contemporary higher education research, the feedback-evaluative judgement relationship is novel in nursing education. We encourage educators to design feedback activities privileging students¿ active engagement through dialogic feedback, reflection and self-assessment, to develop their evaluative judgement of practice.
|
Nova | ||||||
2022 |
Dart J, Ash S, McCall L, Rees C, ' We Are Our Own Worst Enemies : A Qualitative Exploration of Sociocultural Factors in Dietetic Education Influencing Student-Dietitian Transitions', Journal of the Academy of Nutrition and Dietetics, 122 2036-2049.e4 (2022) [C1] Background: The transition from student to dietitian is an implicit expectation of dietetic education. Although there has been an expanding literature around elements of competenc... [more] Background: The transition from student to dietitian is an implicit expectation of dietetic education. Although there has been an expanding literature around elements of competency-based education, little attention has focused on sociocultural aspects of learning and professional identity formation in dietetic education. Objective: The aim of this study was to explore sociocultural factors in dietetics education influencing the transition into the profession from the perspective of dietetics students and educators. Design: An exploratory qualitative study underpinned by social constructionism. Participants/setting: From March 2018 until June 2019, interviews (individual and group) with final-year students (n = 22), dietetic preceptors (n = 27), and university faculty members (n = 51) from 17 of the 18 universities in Australia and New Zealand with accredited dietetic programs were undertaken and explored sociocultural factors in dietetic education. Analysis performed: Data were analyzed into key themes using framework analysis and applying the sociocultural theory of landscapes of practice. Results: Sociocultural factors are powerful influences on the student-professional transition. Dietetic cultures and minicultures of cohesion, conformity, competition, and conflict aversion exist. Boundaries exist within learning environments, which can limit or pose challenges to professional identity formation and transition into the profession. Conclusion: Stakeholders involved in dietetics education play pivotal roles in shaping the microcultures students learn and work within, which influence and impact socialization and transition into the profession. Opportunities exist to re-vision curriculum and foster positive learning cultures with a focus on sociocultural learning, including supporting boundary crossing and professional identity development.
|
Nova | ||||||
2022 |
Rees CE, Nguyen VNB, Foo J, Edouard V, Maloney S, Palermo C, 'Balancing the effectiveness and cost of online education: A preliminary realist economic evaluation', MEDICAL TEACHER, 44 977-985 (2022) [C1]
|
|||||||
2022 |
Rees CE, Nguyen VNB, Ottrey E, Davis C, Pope K, Lee S, et al., 'The effectiveness of extended-duration supervision training for nurses and allied health professionals: A realist evaluation', NURSE EDUCATION TODAY, 110 (2022) [C1]
|
|||||||
2022 |
Lee SL, Rees CE, O'Brien BC, Palermo C, 'Identities and roles through clinician-educator transitions: A systematic narrative review', NURSE EDUCATION TODAY, 118 (2022) [C1]
|
Nova | ||||||
2022 |
Nguyen VNB, Rees CE, Ottrey E, Davis C, Pope K, Lee S, et al., 'What Really Matters for Supervision Training Workshops? A Realist Evaluation', ACADEMIC MEDICINE, 97 1203-1212 (2022) [C1]
|
Nova | ||||||
2022 |
Rees CE, Ottrey E, Kemp C, Brock TP, Leech M, Lyons K, et al., 'Understanding Health Care Graduates' Conceptualizations of Transitions: A Longitudinal Qualitative Research Study.', Acad Med, 97 1049-1056 (2022) [C1]
|
Nova | ||||||
2021 |
King O, Davis C, Clemans A, Coles J, Crampton P, Jacobs N, et al., 'Dignity during work-integrated learning: what does it mean for supervisors and students?', Studies in Higher Education, 46 721-736 (2021) [C1] Work-integrated learning (WIL) is increasingly common in higher education, with benefits and risks for students and supervisors¿ wellbeing. Central to wellbeing is dignity, often ... [more] Work-integrated learning (WIL) is increasingly common in higher education, with benefits and risks for students and supervisors¿ wellbeing. Central to wellbeing is dignity, often described as the respectful treatment of others. While studies have explored dignity for employees, it is yet to be examined in the WIL context. This qualitative study explores 46 student and 30 supervisors' understandings of WIL dignity. Using purposive sampling, supervisors and students from 6 disciplines participated in 7 groups and 58 individual semi-structured interviews. Participants were asked to describe their understandings of workplace dignity and data were analysed using team-based framework analysis. Four themes were identified: (1) participants' difficulties articulating dignity; (2) concepts used to define dignity; (3) the valence of conceptualisations; and (4) the levels to which dignity were conceptualised. Both students and supervisors need to work together to better understand what dignity is as the crucial first step toward maximising dignity during WIL.
|
|||||||
2021 |
Varpio L, O'Brien B, Rees CE, Monrouxe L, Ajjawi R, Paradis E, 'The applicability of generalisability and bias to health professions education's research', Medical Education, 55 167-173 (2021) [C1] Context: Research in health professions education (HPE) spans an array of topics and draws from a diversity of research domains, which brings richness to our understanding of comp... [more] Context: Research in health professions education (HPE) spans an array of topics and draws from a diversity of research domains, which brings richness to our understanding of complex phenomena and challenges us to appreciate different approaches to studying them. To fully appreciate and benefit from this diversity, scholars in HPE must be savvy to the hallmarks of rigour that differ across research approaches. In the absence of such recognition, the valuable contributions of many high-quality studies risk being undermined. Methods: In this article, we delve into two constructs---generalisability and bias--that are commonly invoked in discussions of rigour in health professions education research. We inspect the meaning and applicability of these constructs to research conducted from different paradigms (i.e., positivist and constructivist) and orientations (i.e., objectivist and subjectivist) and then describe how scholars can demonstrate rigour when these constructs do not align with the assumptions underpinning their research. Conclusions: A one-size-fits-all approach to evaluating the rigour of HPE research disadvantages some approaches and threatens to reduce the diversity of research in our field. Generalisability and bias are two examples of problematic constructs within paradigms that embrace subjectivity; others are equally problematic. As a way forward, we encourage HPE scholars to inspect their assumptions about the nature and purpose of research¿both to defend research rigour in their own studies and to ensure they apply standards of rigour that align with research they read and review.
|
Nova | ||||||
2021 |
Rees CE, Ottrey E, Barton P, Dix S, Griffiths D, Sarkar M, Brooks I, 'Materials matter: Understanding the importance of sociomaterial assemblages for OSCE candidate performance', Medical Education, 55 961-971 (2021) [C1] Introduction: The OSCE is a sociomaterial assemblage¿a meshing together of human and material components producing multiple effects. Materials matter because they shape candidate ... [more] Introduction: The OSCE is a sociomaterial assemblage¿a meshing together of human and material components producing multiple effects. Materials matter because they shape candidate performance, with potentially calamitous career consequences if materials influence performance unjustly. Although the OSCE literature refers to materials, few papers study the sociomateriality of OSCEs. Therefore, we explored OSCE stakeholders¿ talk about sociomaterial assemblages to better understand their importance for candidate performance. Methods: We conducted 15 focus groups with OSCE candidates (n¿=¿42), examiners (n¿=¿20) and simulated patients (n¿=¿17) after an Australian postgraduate nursing OSCE. Sociomateriality informed our team-based framework analysis of data. Results: Participants identified a multiplicity of OSCE materials (objects, technologies and spaces) thought to matter for candidate performance. Candidates¿ unfamiliarity with materials and missing or malfunctioning materials were reported to yield numerous negative impacts (eg cognitive overload, negative affect, time-wasting), thereby adversely affecting candidate performance. Both examiners and candidates made micro-adjustments to sociomaterial assemblages during the OSCE in order to make it work (eg candidates saying what they would do rather than doing it). Sometimes, such tinkering extended so far that sociomaterial assemblages were ruptured (eg examiners ignoring rubrics to help pass candidates), potentially influencing OSCE standardisation. Discussion: Our novel empirical study extends previous conceptual work by illustrating wide-ranging sociomaterial assemblages influencing OSCE candidate performance. Further research is now needed employing sociomaterial approaches to further elucidate sociomaterial entanglements in diverse OSCEs. We encourage OSCE stakeholders to become more attuned to the productive nature of materials within all stages of OSCE design and implementation.
|
Nova | ||||||
2021 |
Ottrey E, Rees CE, Kemp C, Brock TP, Leech M, Lyons K, et al., 'Exploring health care graduates' conceptualisations of preparedness for practice: A longitudinal qualitative research study', Medical Education, 55 1078-1090 (2021) [C1] Introduction: Although preparedness for practice (P4P) has been variously described, little shared understanding exists about what P4P is across the health professions. How P4P is... [more] Introduction: Although preparedness for practice (P4P) has been variously described, little shared understanding exists about what P4P is across the health professions. How P4P is conceptualised matters, because this shapes how stakeholders think, talk about and act towards it. Further, multiple understandings can result in diverse expectations for graduate performance. This study therefore explores health care learners¿ solicited and unsolicited conceptualisations of P4P over their early graduate transition. Methods: We conducted longitudinal qualitative research including individual and group entrance interviews (phase 1: n¿=¿35), longitudinal audio-diaries (phase 2: n¿=¿30), and individual and group exit interviews (phase 3: n¿=¿22) with learners from four disciplines (dietetics, medicine, nursing and pharmacy). We employed framework analysis to interrogate data cross-sectionally and longitudinally. Results: We found 13 conceptualisations of P4P (eg knowledge, confidence), broadly similar across the disciplines. We found some conceptualisations dominant in both solicited and unsolicited talk (eg skills), some dominant only in solicited talk (eg competence) and others dominant only in unsolicited talk (eg experience). Although most conceptualisations appeared relatively stable across time, some appeared to dominate at certain time points only (eg employability and skills in phases 1 and 2, and competence in phase 3). Discussion: This novel study extends previous uniprofessional work by illustrating a broader array of conceptualisations, differences between professions, solicited versus unsolicited talk and longitudinal cohort patterns. We encourage health care educators to discuss these different P4P understandings in graduate transition interventions. Further research is needed to explore other stakeholders¿ conceptualisations, and over a duration beyond the early graduate transition.
|
Nova | ||||||
2021 |
Stephens GC, Rees CE, Lazarus MD, 'Exploring the impact of education on preclinical medical students tolerance of uncertainty: a qualitative longitudinal study', Advances in Health Sciences Education, 26 53-77 (2021) [C1] Tolerance of uncertainty, a construct describing individuals¿ responses to perceived uncertainty, has relevancy across healthcare systems, yet little work explores the impact of e... [more] Tolerance of uncertainty, a construct describing individuals¿ responses to perceived uncertainty, has relevancy across healthcare systems, yet little work explores the impact of education on medical students¿ tolerance of uncertainty. While debate remains as to whether tolerance of uncertainty is changeable or static, the prevailing conceptual healthcare tolerance of uncertainty model (Hillen et al. in Soc Sci Med 180:62¿75, 2017) suggests that individuals¿ tolerance of uncertainty is influenced by so-called moderators. Evidence regarding education¿s role as a moderator of tolerance of uncertainty is, however, lacking. Preliminary work exploring medical students¿ professional identity formation within anatomy learning identified tolerance of uncertainty as a theme warranting further exploration. Extending from this work, our research question was: How does the anatomy education learning environment impact medical students¿ tolerance of uncertainty? To address this question, qualitative data were collected longitudinally across two successive cohorts through online discussion forums during semester and end of semester interviews. Framework analysis identified five stimuli of uncertainty, four moderators of uncertainty, and cognitive, emotional and behavioral responses to uncertainty with variable valency (positive and/or negative). Longitudinal data analyses indicated changes in stimuli, moderators and responses to uncertainty over time, suggesting that tolerance of uncertainty is changeable rather than static. While our findings support the Hillen et al. (Soc Sci Med 180:62¿75, 2017) model in parts, our data extend this model and¿the previous literature. Although further research is needed about students¿ development of tolerance of uncertainty in the clinical learning environment, we encourage medical educators to incorporate aspects of tolerance of uncertainty into curricular and learning environments.
|
|||||||
2021 |
Palermo C, Reidlinger DP, Rees CE, 'Internal coherence matters: Lessons for nutrition and dietetics research', Nutrition and Dietetics, 78 252-267 (2021) [C1] Aim: Internal coherence in research refers to the alignment between ontology (nature of reality), epistemology (nature of knowledge), axiology (values), methodology and methods an... [more] Aim: Internal coherence in research refers to the alignment between ontology (nature of reality), epistemology (nature of knowledge), axiology (values), methodology and methods and is an important but often overlooked element of research quality. We therefore aimed to illustrate the concept of internal coherence in nutrition and dietetics research, and its importance beyond individual elements of study quality. Method: A targeted literature search in Nutrition and Dietetics was used to identify research illustrating one example of three main approaches to research (scientific, interpretive and critical inquiry) published between November 2017 and November 2020. Studies were included if they related to education research based on the expertise of the authors, and illustrated diverse points about internal coherence. The authors independently critiqued included studies for internal coherence and synthesised their findings. Results: From 76 manuscripts, 14 were identified as describing education research. Of the three selected studies that were critiqued, all had elements of internal coherence, in particular alignment between epistemology and methodology. However, each had elements of misalignment too, specifically between epistemology, axiology and method. The results point to the profession's historical groundings privileging the scientific approach, showing how this can yield misalignments, particularly when describing the limitations of interpretive and critical inquiry approaches. Conclusion: This review demonstrates the importance of internal coherence as a marker of quality, over and above existing quality assessment checklists for qualitative and quantitative methodologies. As such, it can help authors, reviewers and editors to improve the quality of nutrition and dietetics research and its reporting.
|
Nova | ||||||
2020 |
Brewster DJ, Butt WW, Gordon LJ, Rees CE, 'Leadership in intensive care: A review', Anaesthesia and Intensive Care, 48 266-276 (2020) [C1] An integrative review of the literature specific to leadership within the intensive care unit was planned to guide future research. Four databases were searched. Study selection w... [more] An integrative review of the literature specific to leadership within the intensive care unit was planned to guide future research. Four databases were searched. Study selection was based on predetermined inclusion and exclusion criteria and a quality check was done. Data extraction and synthesis involved developing a preliminary thematic coding framework based on a sample of papers. The coding framework and all selected papers were entered into NVivo software. All papers were then coded to the previously identified themes. Themes were summarised and presented with illustrative quotes highlighting key findings. In total, 1102 relevant quotations were coded across the 28 included papers. Four themes pertaining to leadership were described and analysed: (a) leadership dimensions and discourses; (b) leadership experiences; (c) facilitators and/or barriers to leadership; and (d) leadership outcomes. The literature was found to focus on leader behaviours, as well as the leader dimensions of role allocation, clinical and communication skills and traditional hierarchies. Positive behaviours mentioned included good decision-making, staying calm under pressure and being approachable. Leadership experiences (and outcomes) are typically reported to be positive. Personal individual factors seem the biggest enablers and barriers to leadership within the intensive care unit. Training is considered to be a facilitator of leadership within the intensive care unit. This study highlights the current literature on leadership in intensive care medicine and provides a basis for future research on interventions to improve leadership in the intensive care unit.
|
Nova | ||||||
2020 |
Shaw MK, Chandratilake M, Ho MJ, Rees CE, Monrouxe LV, 'Female victims and female perpetrators: medical students narratives of gender dynamics and professionalism dilemmas', Advances in Health Sciences Education, 25 299-319 (2020) [C1] Medicine is a gendered discipline, in which women, both as patients and practitioners, have often held subordinate positions. The reproduction of dominant gender biases in the med... [more] Medicine is a gendered discipline, in which women, both as patients and practitioners, have often held subordinate positions. The reproduction of dominant gender biases in the medical setting can negatively impact the professional development of medical students and the wellbeing of patients. In this analysis of medical students¿ narratives of professionalism dilemmas, we explore students¿ experiences of gender bias in hospital settings. Seventy-one students participated in 12 group interviews, where they discussed witnessing or participating in various activities that they thought were professionalism lapses. Within the dataset, 21 narratives had a distinctly gendered component broadly pertaining to patient dignity and safety dilemmas, informed consent issues, and female student abuse. Interestingly, perpetrators of such acts were commonly female healthcare professionals and educators. Although students recognized such acts as professionalism lapses and often expressed concern for patient wellbeing, students did not intervene or report such acts due to hierarchical cultural contexts, and at times even reproduced the discriminatory behavior they were criticizing. This raises concerns about medical students¿ professionalism development and the extent to which gender bias is ingrained within particular medical systems. The normalization of disrespectful and abusive treatment of female patients poses immediate and future consequences to the wellbeing and safety of women. Furthermore, the same socio-cultural values that sustain these acts may account for perpetrators often being women themselves as they strive to overcome their subordinate position within medicine.
|
Nova | ||||||
2020 |
Rees CE, Davis C, King OA, Clemans A, Crampton PES, Jacobs N, et al., 'Power and resistance in feedback during work-integrated learning: contesting traditional student-supervisor asymmetries', ASSESSMENT & EVALUATION IN HIGHER EDUCATION, 45 1136-1154 (2020) [C1]
|
Nova | ||||||
2020 |
Rees CE, Lee SL, Huang E, Denniston C, Edouard V, Pope K, et al., 'Supervision training in healthcare: a realist synthesis', ADVANCES IN HEALTH SCIENCES EDUCATION, 25 523-561 (2020) [C1]
|
Nova | ||||||
2020 |
Gordon L, Teunissen PW, Jindal-Snape D, Bates J, Rees CE, Westerman M, et al., 'An international study of trainee-trained transitions: Introducing the transition-to-trained-doctor (T3D) model', MEDICAL TEACHER, 42 679-688 (2020) [C1]
|
Nova | ||||||
2020 |
Gordon L, Rees CE, Jindal-Snape D, 'Doctors' identity transitions: Choosing to occupy a state of 'betwixt and between'', MEDICAL EDUCATION, 54 1006-1018 (2020) [C1]
|
|||||||
2020 |
Rees CE, Crampton PES, Monrouxe LV, 'Re-visioning Academic Medicine Through a Constructionist Lens', ACADEMIC MEDICINE, 95 846-850 (2020) [C1]
|
Nova | ||||||
2020 |
Davis C, King OA, Clemans A, Coles J, Crampton PES, Jacobs N, et al., 'Student dignity during work-integrated learning: a qualitative study exploring student and supervisors' perspectives', ADVANCES IN HEALTH SCIENCES EDUCATION, 25 149-172 (2020) [C1]
|
|||||||
2019 |
Kajamaa A, Mattick K, Parker H, Hilli A, Rees C, 'Trainee doctors' experiences of common problems in the antibiotic prescribing process: An activity theory analysis of narrative data from UK hospitals', BMJ Open, 9 (2019) [C1] Introduction Prescribing antibiotics is an error-prone activity and one of the more challenging responsibilities for doctors in training. The nature and extent of challenges exper... [more] Introduction Prescribing antibiotics is an error-prone activity and one of the more challenging responsibilities for doctors in training. The nature and extent of challenges experienced by them at different stages of the antibiotic prescribing process are not well described, meaning that interventions may not target the most problematic areas. Objectives Our aim was to explore doctors in training experiences of common problems in the antibiotic prescribing process using cultural-historical activity theory (CHAT). Our research questions were as follows: What are the intended stages in the antibiotic prescribing process? What are the challenges and where in the prescribing process do these occur? Methods We developed a process model based on how antibiotic prescribing is intended to occur in a 'typical' National Health Service hospital in the UK. The model was first informed by literature and refined through consultation with practising healthcare professionals and medical educators. Then, drawing on CHAT, we analysed 33 doctors in training narratives of their antibiotic prescribing experiences to identify and interpret common problems in the process. Results Our analysis revealed five main disturbances commonly occurring during the antibiotic prescribing process: consultation challenges, lack of continuity, process variation, challenges in patient handover and partial loss of object. Our process model, with 31 stages and multiple practitioners, captures the complexity, inconsistency and unpredictability of the process. The model also highlights 'hot spots' in the process, which are the stages that doctors in training are most likely to have difficulty navigating. Conclusions Our study widens the understanding of doctors in training prescribing experiences and development needs regarding the prescribing process. Our process model, identifying the common disturbances and hot spots in the process, can facilitate the development of antibiotic prescribing activities and the optimal design of interventions to support doctors in training.
|
Nova | ||||||
2019 |
Palermo C, King O, Brock T, Brown T, Crampton P, Hall H, et al., 'Setting priorities for health education research: A mixed methods study', MEDICAL TEACHER, 41 1029-1038 (2019) [C1]
|
Nova | ||||||
2019 |
Rees CE, Kent F, Crampton PES, 'Student and clinician identities: how are identities constructed in interprofessional narratives?', MEDICAL EDUCATION, 53 808-823 (2019) [C1]
|
Nova | ||||||
2019 |
Stephens GC, Rees CE, Lazarus MD, 'How does Donor Dissection Influence Medical Students' Perceptions of Ethics? A Cross-Sectional and Longitudinal Qualitative Study', ANATOMICAL SCIENCES EDUCATION, 12 332-348 (2019) [C1]
|
Nova | ||||||
2019 |
Denniston C, Molloy EK, Ting CY, Lin QF, Rees CE, 'Healthcare professionals' perceptions of learning communication in the healthcare workplace: an Australian interview study', BMJ OPEN, 9 (2019) [C1]
|
Nova | ||||||
2019 |
Sholl S, Scheffler G, Monrouxe LV, Rees C, 'Understanding the healthcare workplace learning culture through safety and dignity narratives: a UK qualitative study of multiple stakeholders' perspectives', BMJ OPEN, 9 (2019) [C1]
|
Nova | ||||||
2018 |
Shaw MK, Rees CE, Andersen NB, Black LF, Monrouxe LV, 'Professionalism lapses and hierarchies: A qualitative analysis of medical students' narrated acts of resistance', SOCIAL SCIENCE & MEDICINE, 219 45-53 (2018) [C1]
|
|||||||
2018 |
Denniston C, Molloy E, Rees CE, ''I will never ever go back': patients' written narratives of health care communication', MEDICAL EDUCATION, 52 757-771 (2018) [C1]
|
|||||||
2018 |
Ajjawi R, Crampton PES, Rees CE, 'What really matters for successful research environments? A realist synthesis', MEDICAL EDUCATION, 52 936-950 (2018) [C1]
|
Nova | ||||||
2018 |
Lundin RM, Bashir K, Bullock A, Kostov CE, Mattick KL, Rees CE, Monrouxe LV, '"I'd been like freaking out the whole night": exploring emotion regulation based on junior doctors' narratives', ADVANCES IN HEALTH SCIENCES EDUCATION, 23 7-28 (2018) [C1]
|
|||||||
2018 |
Dennis AA, Foy MJ, Monrouxe LV, Rees CE, 'Exploring trainer and trainee emotional talk in narratives about workplace-based feedback processes', ADVANCES IN HEALTH SCIENCES EDUCATION, 23 75-93 (2018) [C1]
|
Nova | ||||||
2018 |
Urquhart LM, Ker JS, Rees CE, 'Exploring the influence of context on feedback at medical school: a video-ethnography study', ADVANCES IN HEALTH SCIENCES EDUCATION, 23 159-186 (2018) [C1]
|
Nova | ||||||
2018 |
Kostov CE, Rees CE, Gormley GJ, Monrouxe LV, ''I did try and point out about his dignity': a qualitative narrative study of patients and carers' experiences and expectations of junior doctors', BMJ OPEN, 8 (2018) [C1]
|
|||||||
2018 |
Rees CE, Crampton P, Kent F, Brown T, Hood K, Leech M, et al., 'Understanding students' and clinicians' experiences of informal interprofessional workplace learning: an Australian qualitative study', BMJ OPEN, 8 (2018) [C1]
|
Nova | ||||||
2018 |
Monrouxe LV, Bullock A, Gormley G, Kaufhold K, Kelly N, Roberts CE, et al., 'New graduate doctors' preparedness for practice: a multistakeholder, multicentre narrative study', BMJ OPEN, 8 (2018) [C1]
|
Nova | ||||||
2018 |
Rees C, 'Drawing on drawings: Moving beyond text in health professions education research', PERSPECTIVES ON MEDICAL EDUCATION, 7 166-173 (2018) [C1]
|
|||||||
2017 |
Kent F, Hayes J, Glass S, Rees CE, 'Pre-registration interprofessional clinical education in the workplace: a realist review', Medical Education, 51 903-917 (2017) [C1] Context: The inclusion of interprofessional education opportunities in clinical placements for pre-registration learners has recently been proposed as a strategy to enhance gradua... [more] Context: The inclusion of interprofessional education opportunities in clinical placements for pre-registration learners has recently been proposed as a strategy to enhance graduates¿ skills in collaborative practice. Objectives: A realist review was undertaken to ascertain the contexts, mechanisms and outcomes of formal interprofessional clinical workplace learning. Methods: Initial scoping was carried out, after which Ovid MEDLINE, CINAHL and EMBASE were searched from 2005 to April 2016 to identify formal interprofessional workplace educational interventions involving pre-registration learners. Papers reporting studies conducted in dedicated training wards were excluded, leaving a total of 30 papers to be included in the review. Results: Several educational formats that combined students from medicine, nursing, pharmacy and allied health professions were identified. These included: the use of engagement by student teams with a real patient through interview as the basis for discussion and reflection; the use of case studies through which student teams work to promote discussion; structured workshops; ward rounds, and shadowing. Meaningful interprofessional student discussion and reflection comprised the mechanism by which the outcome of learners acquiring knowledge of the roles of other professions and teamwork skills was achieved. The mechanism of dialogue during an interaction with a real patient allowed the patient to provide his or her perspective and contributed to an awareness of the patient's perspective in health care practice. Medication- or safety-focused interprofessional tasks contributed to improved safety awareness. In the absence of trained facilitators or in the context of negative role-modelling, programmes were less successful. Conclusions: In the design of workplace education initiatives, curriculum decisions should take into consideration the contexts of the initiatives and the mechanisms for achieving the education-related outcomes of interest.
|
Nova | ||||||
2017 |
Monrouxe L, Shaw M, Rees C, 'Antecedents and consequences of medical students' moral decision making during professionalism dilemmas', AMA Journal of Ethics, 19 568-577 (2017) Medical students often experience professionalism dilemmas (which differ from ethical dilemmas) wherein students sometimes witness and/or participate in patient safety, dignity, a... [more] Medical students often experience professionalism dilemmas (which differ from ethical dilemmas) wherein students sometimes witness and/or participate in patient safety, dignity, and consent lapses. When faced with such dilemmas, students make moral decisions. If students' action (or inaction) runs counter to their perceived moral values-often due to organizational constraints or power hierarchies-they can suffer moral distress, burnout, or a desire to leave the profession. If moral transgressions are rationalized as being for the greater good, moral distress can decrease as dilemmas are experienced more frequently (habituation); if no learner benefit is seen, distress can increase with greater exposure to dilemmas (disturbance). We suggest how medical educators can support students' understandings of ethical dilemmas and facilitate their habits of enacting professionalism: by modeling appropriate resistance behaviors.
|
|||||||
2017 |
Rees C, 'Short Report: Transitions in health professional education: Theory, research and practice', Focus on Health Professional Education: A Multi-Professional Journal, 18 4-4 [C1]
|
|||||||
2017 |
Varpio L, Ajjawi R, Monrouxe LV, O'Brien BC, Rees CE, 'Shedding the cobra effect: problematising thematic emergence, triangulation, saturation and member checking', MEDICAL EDUCATION, 51 40-50 (2017) [C1]
|
Nova | ||||||
2017 |
Monrouxe LV, Chandratilake M, Gosselin K, Rees CE, Ho M-J, 'Taiwanese and Sri Lankan students' dimensions and discourses of professionalism', MEDICAL EDUCATION, 51 718-731 (2017) [C1]
|
|||||||
2017 |
Sholl S, Ajjawi R, Allbutt H, Butler J, Jindal-Snape D, Morrison J, Rees C, 'Balancing health care education and patient care in the UK workplace: a realist synthesis', MEDICAL EDUCATION, 51 787-801 (2017) [C1]
|
Nova | ||||||
2017 |
Ho M-J, Gosselin K, Chandratilake M, Monrouxe LV, Rees CE, 'Taiwanese medical students' narratives of intercultural professionalism dilemmas: exploring tensions between Western medicine and Taiwanese culture', ADVANCES IN HEALTH SCIENCES EDUCATION, 22 429-445 (2017) [C1]
|
|||||||
2017 |
Vnuk AK, Wearn A, Rees CE, 'The influence of students' gender on equity in Peer Physical Examination: a qualitative study', ADVANCES IN HEALTH SCIENCES EDUCATION, 22 653-665 (2017) [C1]
|
|||||||
2017 |
Gordon L, Rees C, Ker J, Cleland J, 'Using video-reflexive ethnography to capture the complexity of leadership enactment in the healthcare workplace', ADVANCES IN HEALTH SCIENCES EDUCATION, 22 1101-1121 (2017) [C1]
|
Nova | ||||||
2017 |
Ajjawi R, Barton KL, Dennis AA, Rees CE, 'Developing a national dental education research strategy: priorities, barriers and enablers', BMJ OPEN, 7 (2017) [C1]
|
Nova | ||||||
2017 |
Janczukowicz J, Reese CE, 'Preclinical medical students' understandings of academic and medical professionalism: visual analysis of mind maps', BMJ OPEN, 7 (2017) [C1]
|
Nova | ||||||
2017 |
Gordon L, Jindal-Snape D, Morrison J, Muldoon J, Needham G, Siebert S, Rees C, 'Multiple and multidimensional transitions from trainee to trained doctor: a qualitative longitudinal study in the UK', BMJ OPEN, 7 (2017) [C1]
|
Nova | ||||||
2016 |
Rees C, Monrouxe L, 'Cause for concern', Nursing standard (Royal College of Nursing (Great Britain) : 1987), 30 66 (2016) [C1]
|
|||||||
2016 |
Alwazzan L, Rees CE, 'Women in medical education: views and experiences from the Kingdom of Saudi Arabia', MEDICAL EDUCATION, 50 852-865 (2016) [C1]
|
Nova | ||||||
2016 |
Mattick KL, Kaufhold K, Kelly N, Cole JA, Scheffler G, Rees CE, et al., 'Implications of aligning full registration of doctors with medical school graduation: a qualitative study of stakeholder perspectives', BMJ OPEN, 6 (2016) [C1]
|
Nova | ||||||
Show 157 more journal articles |
Grants and Funding
Summary
Number of grants | 1 |
---|---|
Total funding | $864,165 |
Click on a grant title below to expand the full details for that specific grant.
20231 grants / $864,165
National Mental Health Pathways to Practice Program Pilot $864,165
Funding body: Department of Health and Aged Care
Funding body | Department of Health and Aged Care |
---|---|
Project Team | Professor Charlotte Rees, Professor Kristen Pammer, Professor Kristen Pammer, Professor Amanda Johnson, Doctor Gary Crowfoot, Doctor Gary Crowfoot, Doctor Shep Chidarikire, Doctor Shep Chidarikire, Associate Professor Samantha Ashby, Associate Professor Samantha Ashby, Doctor Kirsti Haracz, Doctor Kirsti Haracz, Professor Margaret Alston, Professor Margaret Alston, Mr Brad Peschar, Mr Brad Peschar, Mrs Rebecca Bojkowski, Mrs Rebecca Bojkowski, Doctor Sally Hunt, Doctor Sally Hunt, Mrs Sonja Pohlman, Mrs Sonja Pohlman, Doctor Tanya Hanstock, Doctor Tanya Hanstock, Professor Stephen Maloney, Doctor Milena Heinsch, Professor Esther May |
Scheme | National Mental Health Pathways to Practice Program Pilot Grant |
Role | Lead |
Funding Start | 2023 |
Funding Finish | 2025 |
GNo | G2301300 |
Type Of Funding | Scheme excluded from IGS |
Category | EXCL |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | Masters | Optimising The Use Of Computed Tomography Imaging in Allied Health Degrees as an Additional Tool in Learning Anatomy | M Philosophy (Med RadiationSc), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2020 | PhD | Practitioner-Educator Transitions in the Health and Human Services Workforce | Other Education, Monash University | Co-Supervisor |
2019 | PhD | Critical Care Interventions: A Simulation-Based Study | Other Education, Monash University | Principal Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2024 | PhD | Leadership in Intensive Care Medicine: A Qualitative Study to Explore the Emergence of Leadership in Interprofessional Teams | Other Education, Monash University | Principal Supervisor |
2023 | PhD | Teaching, Learning and Assessing Professionalism in Dietetics Education | Other Education, Monash University | Co-Supervisor |
2022 | PhD | Women in Surgery: Exploring Stakeholders' Lived Experiences in the Irish and Scottish Healthcare Systems | Other Education, University of Dundee, Scotland | Co-Supervisor |
2018 | PhD | Communication Skills in Healthcare: Academic, Clinician and Patient Perspectives | Other Education, Monash University | Co-Supervisor |
2018 | PhD | Intersecting Identities in Healthcare Education: Exploring the Influence of Gendered Environments on Healthcare Students' Workplace Learning, Retention and Success | Other Education, University of Dundee, Scotland | Co-Supervisor |
2017 | Masters | Gender, Training and Mentorship: Relationship of Selection of Retinal Sub-Specialty Training and Training Experience | Other Education, University of Dundee, Scotland | Co-Supervisor |
2016 | Masters | Resident Attitudes Regarding an Advising System with a Learning Plan in a Family Medicine Residency Training Program | Other Education, University of Dundee, Scotland | Co-Supervisor |
2015 | PhD | Exploring the Feedback Process with Medical Students and their Educators: Listening, Watching, Understanding | Other Education, University of Dundee, Scotland | Principal Supervisor |
2015 | Masters | Medical Students' Understandings of Academic and Medical Professionalism | Other Education, University of Dundee, Scotland | Principal Supervisor |
2015 | Masters | Women in Academic Medicine: Views and Experiences from Saudi Arabia | Other Education, University of Dundee, Scotland | Principal Supervisor |
2015 | PhD | The Transition from Final Year Medical Student to Foundation Doctor: The Clinical Reasoning Journey | Other Education, University of Dundee, Scotland | Principal Supervisor |
2015 | Masters | Exploration of Preceptors' Experiences in a Continuity-Based Clinical Model | Other Education, University of Dundee, Scotland | Principal Supervisor |
2015 | Masters | Perceptions and Misperceptions of the Anaesthetist's Role on the Labour and Delivery Suite | Other Education, University of Dundee, Scotland | Principal Supervisor |
2015 | PhD | Conceptualising, Narrating and Enacting Leadership in the Interprofessional Healthcare Workplace: Exploring Complexity Using Qualitative Methods | Other Education, University of Dundee, Scotland | Principal Supervisor |
2015 | Masters | Postgraduate Education in Palliative Care for Non-Specialists: A Review and Online Survey | Other Education, University of Dundee, Scotland | Principal Supervisor |
2013 | PhD | Factors Influencing Notions of Professionalism: Insights from Established Practitioner Narratives | Other Education, The University of Sydney | Co-Supervisor |
2013 | Masters | Portfolios in Practice: A Study of Trainees' Experiences of the Postgraduate Portfolios Across Specialties | Other Education, University of Dundee, Scotland | Principal Supervisor |
2013 | Masters | Barriers to Structured Supervision in General Practice Residency | Other Education, University of Dundee, Scotland | Principal Supervisor |
2006 | PhD | Re-Visioning Emotional Intelligence Through A Study of Small Group Learning in Medical Education | Other Education, University of Exeter | Principal Supervisor |
2001 | Honours | Quality of Smoking Cessation Information on the Internet: A Cross-Sectional Survey Study | Medical Science, University of Nottingham | Principal Supervisor |
2001 | Honours | The Information-Seeking Behaviours of Partners of Men with Prostate Cancer: A Qualitative Pilot Study | Medical Science, University of Nottingham | Principal Supervisor |
2001 | Honours | Development of a Reliable and Valid Questionnaire to Test the Prostate Cancer Knowledge of Men with the Disease | Medical Science, University of Nottingham | Principal Supervisor |
2000 | Honours | The Development of a Scale to Measure Medical Students' Attitudes Towards Communication Skills Learning | Medical Science, University of Nottingham | Principal Supervisor |
2000 | Honours | The Information Needs and Information-Seeking Behaviours of Men with Prostate Cancer and their Partners | Medical Science, University of Nottingham | Principal Supervisor |
2000 | Honours | Patient Information Leaflets for Prostate Cancer: Which Leaflets Should Healthcare Professionals Recommend? | Medical Science, University of Nottingham | Principal Supervisor |
Professor Charlotte Rees
Position
Head of School
School of Health Sciences
College of Health, Medicine and Wellbeing
Contact Details
charlotte.rees@newcastle.edu.au | |
Phone | (02) 4921 7284 |