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Personal profile

Biography

Paul has specialist expertise in conducting qualitative studies and undertaking literature reviews (systematic) in health profesional education research. Paul completed his PhD at Durham University, UK in 2015, with a thesis entitled: Medical student learning during longitudinal clinical placements in under-served, deprived, community areas; a qualitative study. Over the past 8 years he has worked on research projects to investigate: the prevalence, antecedents and interventions to tackle workplace bullying in the UK healthcare service, the role of professionalism, MBBS curriculum outcomes, Specialty doctors’ views of their training, and selection for medical graduates into the Foundation Programme.

Paul has an educational background in Psychology; he studied Psychology with Sports Science BSc (Hons) and Occupational Psychology MSc at Northumbria University. Paul initially joined the Northern Deanery Research Team in October 2008, the team later transferred to Durham University in April 2010, and subsequently to Newcastle University in 2015.

Prior to moving to Monash, Paul was a Research Associate working on two grants funded by the UK Department of Health. The first project was investigating the Education Outcomes Framework, involving a realist synthesis to explore underlying processes linking education and training to patient outcomes. The second project was investigating the effectiveness of the system introduced by the Health and Care Professions Council (HCPC) which assures the continuing fitness to practise of its registrants, predominantly through Continuing Professional Development (CPD).

Keywords

  • Health Professional Education
  • Qualitative Research
  • Systematic Review
  • Workplace Bullying
  • Professionalism
  • student placements
  • Medical Education

Network Recent external collaboration on country level. Dive into details by clicking on the dots.

Research Output 2013 2019

  • 6 Article
  • 1 Chapter (Book)
  • 1 Comment / Debate

Student and clinician identities: How are identities constructed in interprofessional narratives?

Rees, C. E., Kent, F. & Crampton, P. E. S., 15 May 2019, (Accepted/In press) In : Medical Education. 16 p.

Research output: Contribution to journalArticleResearchpeer-review

Professionalism, identities and embodiment: Supporting the internalisation of professionalism through addressing the hidden curriculum

Shaw, M., Crampton, P., Rees, C. & Monrouxe, L. V., 2018, Learning and Teaching in Clinical Contexts: A Practical Guide. Delany, C. & Molloy, E. (eds.). 1st ed. Chatswood, NSW: Elsevier, p. 102-114 13 p.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review

Open Access
File

What really matters for successful research environments? A realist synthesis

Ajjawi, R., Crampton, P. E. S. & Rees, C. E., Sep 2018, In : Medical Education. 52, 9, p. 936-950 15 p.

Research output: Contribution to journalArticleResearchpeer-review

Open Access
File

Learning in underserved UK areas: A novel approach

Crampton, P., Hetherington, J., McLachlan, J. & Illing, J., Apr 2016, In : The Clinical Teacher. 13, 2, p. 102-106 5 p.

Research output: Contribution to journalArticleOtherpeer-review