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Outputs (16)

The F3 phenomenon: Early‐career training breaks in medical training. A scoping review (2021)
Journal Article
Church, H. R., & Agius, S. (2021). The F3 phenomenon: Early‐career training breaks in medical training. A scoping review. Medical Education, 55(9), 1033-1046. https://doi.org/10.1111/medu.14543

Background
Since 2017 more than 50% of UK doctors have undertaken a ‘Foundation 3 (F3) Year’ training break after completing their Foundation Programme (the first two years following graduation), rather than immediately enter specialty training. The... Read More about The F3 phenomenon: Early‐career training breaks in medical training. A scoping review.

The experience of widening participation students in undergraduate medical education in the UK: A qualitative systematic review (2021)
Journal Article
Krstić, C., Krstić, L., Tulloch, A., Agius, S., Warren, A., & Doody, G. A. (2021). The experience of widening participation students in undergraduate medical education in the UK: A qualitative systematic review. Medical Teacher, 43(9), 1044-1053. https://doi.org/10.1080/0142159x.2021.1908976

Most Widening Participation (WP) research is focused on medical school recruitment; there is a paucity of research examining whether the experience of medical school itself is an equal experience for both 'traditional' and WP students. This qualitati... Read More about The experience of widening participation students in undergraduate medical education in the UK: A qualitative systematic review.

The challenge of understanding, evaluating and providing feedback on regulation during group learning (2021)
Journal Article
Sandars, J., Cecilio-Fernandes, D., Gandomkar, R., & Patel, R. (2021). The challenge of understanding, evaluating and providing feedback on regulation during group learning. Scientia Medica, 31(1), Article e39294. https://doi.org/10.15448/1980-6108.2021.1.39294

Learning in groups is commonly used in academic and clinical health professions education (HPE). There is growing recognition that regulation during learning is essential for both the individual learner and group learning. The authors in this article... Read More about The challenge of understanding, evaluating and providing feedback on regulation during group learning.

Rethinking the course of psychotic disorders: modelling long-term symptom trajectories (2021)
Journal Article
Morgan, C., Dazzan, P., Lappin, J., Heslin, M., Donoghue, K., Fearon, P., …Reininghaus, U. (2022). Rethinking the course of psychotic disorders: modelling long-term symptom trajectories. Psychological Medicine, 52(13), 2641-2650. https://doi.org/10.1017/s0033291720004705

Background
The clinical course of psychotic disorders is highly variable. Typically, researchers have captured different course types using broad pre-defined categories. However, whether these adequately capture symptom trajectories of psychotic di... Read More about Rethinking the course of psychotic disorders: modelling long-term symptom trajectories.