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Health Education Research

For the past two decades, there have been calls for health education to become more evidence-based.

This has been interpreted by some as a lack of understanding of social science methodology and outcomes, but there is some truth to these concerns, with historically poor use of methodologies that cannot hope to answer the research questions set. A focus that moves past asking questions other than simply ‘whether’ interventions are effective and focussing on educational research outcomes that are likely to influence teaching practice is needed. Additionally, there is a requirement for a better balance of research that also included clarification studies to ask ‘how’ and ‘why’.

Current clusters

Lead:  Morris Gordon

Current topics: medicines safety, handover of care, non-technical skills and human factors, education on safety issues (concussion stream)

Lead: John Mclachlan

Current topics: Evidence based medical education

Lead: Morris Gordon

Current topics: Best Evidence Medical Education (BEME), specific educational reviews in all areas of practice

Lead: Gerry Browne (SM) (GBrowne@UCLan.ac.uk)

Current topics: Multiple mini interviews

Leads:  Dawne Gurbutt (SM), Vicky Buller (SD), Ann Urmston (SP)

Current topics: IPE education

Leads: Dominic Stewardson (SD)

Current topics: Transition into health education, preparation for practice

Lead: Dr Susie Jamieson

Current projects: Systematic review of nutrition education medicine, curricula development

Lead: Dr Karen Rouse

Current topic: Flipped learning

School of Dentistry group

The focus of the group in the School of Dentistry concerns itself with the impact and effectiveness of education on all members of the dental team, in training and in work.

We have been successful in attracting funding to support several research projects. These range from a study of the predictive value of pre-admission tests and students’ performance on the Dentistry course, to a comparison of the attitudes and perseverance of dental students and hygiene and therapy students; and investigating the effects and opportunities of inter-professional learning. Members of the group are evaluating the use of the flipped learning approach in teaching, and assessing the learning styles of graduate entry students. We also work in the wider educational arena measuring the effects that the UCLan model of dental training within a community setting has on the public in the local area and on the student’s professional development. A further large-scale project is following recent dental graduates in their early years to evaluate their readiness for independent practice, collecting information from the graduates and their educational supervisors.

We intend to make a significant contribution to pedagogic research and the development of dental education. We are working with our colleagues in medical education and are looking to collaborate with teachers in other institutions and across faculties at UCLan to share and learn.

Dental Education Impact project

A study into student perceptions of the impact of the Dental Education Centres has been published in the British Dental Journal.
‘In real life: evaluating primary care-based undergraduate dental education in Northwest England’ -Kuroski JA, Rouse KA, Cook N, Magee AP and Welbury R.

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