Our interest is in change; what encourages change, and how change is enacted in different healthcare education and training contexts. We are fascinated by the interplay between cultural/local variants and global concepts, and the intended and unintended consequences of adopting national and global healthcare education norms and notions in different environments.
Topics of research in this theme include: the influence of the “hidden” curriculum, and how space and place impact on healthcare education and educational change; planning and evaluating the process and outcomes of curricular change; and exploring experiences of change.
Studies within this theme focus on:
- barriers and facilitators of change
- attitudinal, behavioural and cultural aspects of change
- institutional practices and change enactment
- how epistemic beliefs influence practice
- Cleland JA, Kelly N, Moffat M, Nicholson S. Taking context seriously: explaining widening access policy enactments in UK medical schools. Medical Education, 2015; 49: 25-35.
- Cleland JA, Leggett H, Sandars J, Costa MJ, Patel R, Moffat M. The remediation challenge: Theoretical and methodological insights from a systematic review. Medical Education, 2013; 47: 242-251.
- Cleland JA, Knight L, Rees C, Tracey S, Bond CB. “Is it me or is it them?” Factors influencing assessors’ failure to report underperformance in medical students. Medical Education, 2008; 42: 800-809. This paper was one of the top 10 cited articles in Medical Education in 2008-2011.
- Hawick, L, Thomson, A & Cleland, J , 'A Culture of Control?', Medical Education, 2019; 53:3: 212-214.