Non-Academic Research Impact: A Case Study Exploring the Perceived Importance of Non-Academic Impact of Doctoral Students’ Research at Bournemouth University

Research Councils UK (RCUK) defines research impact as 'the demonstrable contribution that excellent research makes to society and the economy'. At Bournemouth University (BU) we actively support our doctoral students to understand what constitutes impact and how their research can benefit society. However, tangible measures for non-academic impact are not easily articulated, particularly for doctoral students whose research is predominantly inward facing. We have initiated a pilot study to investigate doctoral students’ attitudes to research impact (both academic and non-academic) to identify how we can best support and facilitate individuals in maximising the reach and impact of their research

Predictive validity of the HCR-20 for violent and non-violent sexual behaviour in a secure mental health service

BackgroundViolent and non-violent sexual behaviour is a fairly common problem among secure mental health service patients, but specialist sexual violence risk assessment is time-consuming and so performed infrequently.AimsWe aimed to establish whether a commonly used violence risk assessment tool, the Health Clinical Risk management 20(HCR-20), has predictive validity specifically for inappropriate sexual behaviour.MethodsA pseudo-prospective cohort design was used for a study in the adult wards of a large provider of specialist secure mental health services. Routine clinical team HCR-20 assessments were extracted from records, and incidents involving inappropriate sexual behaviour were recorded for the 3 months following assessment.ResultsOf 613 patients, 104 (17%) had engaged in at least one inappropriate sexual behaviour; in 65 (10.6%), the sexual act was violent. HCR-20 total score, clinical and risk management subscales, predicted violent and non-violent sexual behaviour. The negative predictive value of the HCR-20 for inappropriate sexual behaviour was over 90%.ConclusionsPrediction of violent sexual behaviour may be regarded as well within the scope of the HCR-20 as a structured professional judgement tool to aid violence risk prediction, but we found that it also predicts behaviours that may be of concern but fall below the violence threshold. High negative predictive values suggest that HCR-20 scores may have some utility for screening out patients who do not require more specialist assessment for inappropriate sexual behaviour

Evaluation of two selection tests for recruitment into radiology specialty training

BACKGROUND: This study evaluated whether two selection tests previously validated for primary care General Practice (GP) trainee selection could provide a valid shortlisting selection method for entry into specialty training for the secondary care specialty of radiology. METHODS: We conducted a retrospective analysis of data from radiology applicants who also applied to UK GP specialty training or Core Medical Training. The psychometric properties of the two selection tests, a clinical problem solving (CPS) test and situational judgement test (SJT), were analysed to evaluate their reliability. Predictive validity of the tests was analysed by comparing them with the current radiology selection assessments, and the licensure examination results taken after the first stage of training (Fellowship of the Royal College of Radiologists (FRCR) Part 1). RESULTS: The internal reliability of the two selection tests in the radiology applicant sample was good (α ≥ 0.80). The average correlation with radiology shortlisting selection scores was r = 0.26 for the CPS (with p < 0.05 in 5 of 11 shortlisting centres), r = 0.15 for the SJT (with p < 0.05 in 2 of 11 shortlisting centres) and r = 0.25 (with p < 0.05 in 5 of 11 shortlisting centres) for the two tests combined. The CPS test scores significantly correlated with performance in both components of the FRCR Part 1 examinations (r = 0.5 anatomy; r = 0.4 physics; p < 0.05 for both). The SJT did not correlate with either component of the examination. CONCLUSIONS: The current CPS test may be an appropriate selection method for shortlisting in radiology but would benefit from further refinement for use in radiology to ensure that the test specification is relevant. The evidence on whether the SJT may be appropriate for shortlisting in radiology is limited. However, these results may be expected to some extent since the SJT is designed to measure non-academic attributes. Further validation work (e.g. with non-academic outcome variables) is required to evaluate whether an SJT will add value in recruitment for radiology specialty training and will further inform construct validity of SJTs as a selection methodology

Systematic exploration of local reviews of the care of maternal deaths in the UK and Ireland between 2012 and 2014:a case note review study

ObjectivesLocal reviews of the care of women who die in pregnancy and post-birth should be undertaken. We investigated the quantity and quality of hospital reviews.DesignAnonymised case notes review.ParticipantsAll 233 women in the UK and Ireland who died during or up to 6 weeks after pregnancy from any cause related to or aggravated by pregnancy or its management in 2012–2014.Main outcome measuresThe number of local reviews undertaken. Quality was assessed by the composition of the review panel, whether root causes were systematically assessed and actions detailed.ResultsThe care of 177/233 (76%) women who died was reviewed locally. The care of women who died in early pregnancy and after 28 days post-birth was less likely to be reviewed as was the care of women who died outside maternity services and who died from mental health-related causes. 140 local reviews were available for assessment. Multidisciplinary review was undertaken for 65% (91/140). External involvement in review occurred in 12% (17/140) and of the family in 14% (19/140). The root causes of deaths were systematically assessed according to national guidance in 13% (18/140). In 88% (123/140) actions were recommended to improve future care, with a timeline and person responsible identified in 55% (77/140). Audit to monitor implementation of changes was recommended in 14% (19/140).ConclusionsThis systematic assessment of local reviews of care demonstrated that not all hospitals undertake a review of care of women who die during or after pregnancy and in the majority quality is lacking. The care of these women should be reviewed using a standardised robust process including root cause analysis to maximise learning and undertaken by an appropriate multidisciplinary team who are given training, support and adequate time

Systematic exploration of local reviews of the care of maternal deaths in the UK and Ireland between 2012 and 2014: A case note review study

Objectives Local reviews of the care of women who die in pregnancy and post-birth should be undertaken. We investigated the quantity and quality of hospital reviews. DesignAnonymised case notes review. Participants All 233 women in the UK and Ireland who died during or up to 6 weeks after pregnancy from any cause related to or aggravated by pregnancy or its management in 2012-2014. Main outcome measures The number of local reviews undertaken. Quality was assessed by the composition of the review panel, whether root causes were systematically assessed and actions detailed. Results The care of 177/233 (76%) women who died was reviewed locally. The care of women who died in early pregnancy and after 28 days post-birth was less likely to be reviewed as was the care of women who died outside maternity services and who died from mental health-related causes. 140 local reviews were available for assessment. Multidisciplinary review was undertaken for 65% (91/140). External involvement in review occurred in 12% (17/140) and of the family in 14% (19/140). The root causes of deaths were systematically assessed according to national guidance in 13% (18/140). In 88% (123/140) actions were recommended to improve future care, with a timeline and person responsible identified in 55% (77/140). Audit to monitor implementation of changes was recommended in 14% (19/140). Conclusions This systematic assessment of local reviews of care demonstrated that not all hospitals undertake a review of care of women who die during or after pregnancy and in the majority quality is lacking. The care of these women should be reviewed using a standardised robust process including root cause analysis to maximise learning and undertaken by an appropriate multidisciplinary team who are given training, support and adequate time

Finding the Key to Successful Doctoral Supervision

Although not part of the traditional taught provision, research degrees are a crucial component in the portfolio of educational courses offered by UK universities. Building upon the Higher Education Academy’s (HEA) UK Professional Standards Framework (UKPSF) for Research Degree Supervision, the UK Council for Graduate Education (UKCGE) have furthered this work to create their own Good Supervisory Practice Framework. This relates to Research Degree Supervision is based on evidence, experience and reflection. The key elements required for successful supervision of PGRs draw upon this work, related sources and the learning gathered from the authors’ own experiences. These have been synthesised and then summarised

Doctoral Student Experience: The Supervisors’ Perspective

This research considers the perceptions of doctoral supervisors relating to their experience of supervising students within a single case study university in the United Kingdom (UK). A survey of supervisors was undertaken that elicited quantitative and qualitative data, which were analysed and compared with the responses from postgraduate research students from the same institution, obtained through the annual national postgraduate research experience survey. This new understanding was important to elicit as it provided us with valuable insights into various aspects of the doctoral students’ experience from a supervisory viewpoint, highlighting both strengths and areas that require improvement. By addressing the identified areas of concern, and building upon the areas of strength, the university will be able to enhance the doctoral supervision process, and so create a more positive and supportive postgraduate research environment in the future. One of the most interesting aspects to emerge from this research is the gap in perception between the supervisors’ own views and those of their doctoral students, for example regarding communication. To greater understand the identified phenomena, it is recommended that this research should continue as a longitudinal study with the survey being repeated on a biennial basis

Inclusive and flexible curriculum design framework in work-based learning: providing high-impact transnational education opportunities in Sub-Saharan Africa

Impactful pedagogies in Higher Education are required to meet the challenges of the 21st Century. This chapter outlines an inclusive, flexible and work-based learning curriculum design framework to respond to these needs. Two cases from Glasgow Caledonian University are used to illustrate this framework in a transnational educational context in Sub-Saharan Africa. Case one explores the impact of a Railway Operations Management programme in South Africa, where the views of two cohorts of 137 recent graduates were gathered through an online questionnaire. Case two examines the views of Optometry/Orthoptics students who undertook an intensive two-week clinical work experience on the train-based clinic (Phelophepa train) in South Africa; data was gathered through an online questionnaire from 58 participating students since 2014. Both examples highlight transformative personal experiences and impacts of their education beyond just their studies – to a clearer sense of personal and professional pride, to becoming role models for their families and to developing meta-cognitive skills to support lifelong learning. In the Railway Operations Management example, additional benefits were seen to their organisation – through improved interpersonal skills, decision making and problem solving and creating knowledge-sharing – whereas in the Optometry/Orthoptics case life-changing impacts to patients were delivered through this work experience