# data[].attributes.headline
Funding for qualifications and also for time to do in meaningful way. Reflects structures and cultures

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Funding for qualifications and also for time to do in meaningful way. Reflects structures and cultures

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Levels of research experience / research areas of interest

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Tensions between teaching / service requirements and research activity / allocated time (and & proportions for each)

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Tensions between teaching / service requirements and research activity / allocated time (and & proportions for each)

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Collaboration between scientists, researchers and teachers to develop scholarship / evaluations / methods

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Collaboration between scientists, researchers and teachers to develop scholarship / evaluations / methods

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Positive cultural / encouragement re research 'time' / thinking

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Funding available for integrated training posts/ACFs

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Funding available for integrated training posts/ACFs

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Assumptions re direct relationships between policy, practice and research ... value of blue skies

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Assumptions re direct relationships between policy, practice and research ... value of blue skies

# data[].attributes.headline
supervising students (interns, iBSc, SSCs etc.)

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supervising students (interns, iBSc, SSCs etc.)

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Time to support applications which may / may not be succesful, but help create funded time

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Time to support applications which may / may not be succesful, but help create funded time

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'Official' Faculties/Academies of Primary Care at university level 

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'Official' Faculties/Academies of Primary Care at university level 

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integration of research and teaching dept.s

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integration of research and teaching dept.s

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Making opportunities explicit to trainees 

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Making opportunities explicit to trainees 

# data[].attributes.headline
Encouraging schoarlship as part of teaching posts, and teaching as part of research posts

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Encouraging schoarlship as part of teaching posts, and teaching as part of research posts

# data[].attributes.headline
how institutions value clinical v educational research

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how institutions value clinical v educational research

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GPs and trainees feeling like research is not for them due to their personal assumptions they are not 'academic' enough or 'the research' type or 'not smart enough'. Encouraging ALL doctors to be involved and allowing individuals to believe they can be involved and can have a role.

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How do you evaluate it?
Uptake variable - why?
Can feel overwhelmed by choice - maybe need guidance
Role of personal touch
Benefit v Harm
Want to stay away from ' mandatory e learning'  - tick box v engagement and meaningful learning
How will we use post COVID
How do you measure success? Student satisfaction is low level measure v Learning a Lot
What are we aiming for?

Problem: Is it TEL? (ie enhancing; transcribing - moving to platform but not changing; translating - put into language of platform but not enhancing; TEL)

Is a realist study needed? Why does it work well for some and not others?
What is the added value that comes from using that technology?

Cost efficiency may be an issue - technology can give you more capacity and be re-usable

Could also do interpretive study - what are main benefits of learning in this way? e.g. learning on your couch. Maybe students like flexibility.

What are the benefits of live that maybe students don't' realise (coffee chats, opportunities for support, how do you replicate in TEL format? Micro-interactions and networks)

Theoretical framework - sociomaterial

How does technology shape and influence your teaching/learning?

Stakeholders - tutors, students, curriculum development leads, IT (technology support who help develop), patients, practices and GPs (it it acceptable to them)

FUNDING - how do you drive the innovations? If innovate without theory their is risk. Complex interventions that may have been ok in pandemic, may have risk of exploitation post COVID e.g. why pay for placements if you can just teach a large number of students online simultaneously (the voice of cynicism)?

Maybe that comes back to what that adds but also what it can't replace? Ethical imperative to evaluate new complex intervention.

A lot of teaching now uses Flipped Classroom learning but how do educators and students navigate that model?

Active learning outside the physical space

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The problem - how do we utilise the volunteers & does it benefit their learning / how do we redesign it to match this?. / student run clinics with service delivery vs educational experience / COVID has provided the ability to have enhanced apprentice style learning.....

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Student perspective (survey about to launch); tutor perspective (survey); and patient perspective (Sadie review; Cambridge paper, PPI group feedback)

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Student perspective (survey about to launch); tutor perspective (survey); and patient perspective (Sadie review; Cambridge paper, PPI group feedback)

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Feedback (qual and surveys); observation of interactions; descriptions of evolving system changes 

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Feedback (qual and surveys); observation of interactions; descriptions of evolving system changes 

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Want to know: perceptions of students working within service learning vs passive learning ; how and why does it add value;

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dissemination to clinical practitioners, patients re participating, students

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dissemination to clinical practitioners, patients re participating, students

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How to create an interaction sandwich (prep before, interaction, then debrief after)... need explicit spaces (even if optional)

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How to create an interaction sandwich (prep before, interaction, then debrief after)... need explicit spaces (even if optional)

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particular opportunities recently via COVID - interviews (phenomenological); Rachel asking about institutional collaboration via focus groups (esp. re shared experiences); - so would a survey initially help with that; survey on primary care depts re students that worked or volunteered; reminders about need also explore stake holder concepts....student led clinics re an action research approach?

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Equality / resource implications (videos on /off - mutual); no. of students using a device; confidentiality etc.

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Equality / resource implications (videos on /off - mutual); no. of students using a device; confidentiality etc.

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Qual explorations (experiences / phenomenology) - how participants feel, think, different outcomes. Are students learning through these interactions (is the learning within, or during debrief or both)? How are they learning and what? 

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Qual explorations (experiences / phenomenology) - how participants feel, think, different outcomes. Are students learning through these interactions (is the learning within, or during debrief or both)? How are they learning and what? 

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How are students learning about > disease e.g. culture, communication, organisation and are these possible to learn virtually. Students' personal investment in the process (confidence, performance in front of colleagues on screen, non-verbal encouragements, feedback etc.)

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How are students learning about > disease e.g. culture, communication, organisation and are these possible to learn virtually. Students' personal investment in the process (confidence, performance in front of colleagues on screen, non-verbal encouragements, feedback etc.)

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How can we learn from existing remote learning to inform post COVID learning. How will learning be assessed (will it be remote)? Supporting well-being in conjunction with learning med ed. 

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How can we learn from existing remote learning to inform post COVID learning. How will learning be assessed (will it be remote)? Supporting well-being in conjunction with learning med ed. 

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narrative/ stories (BENIM) +/- discourse analysis

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narrative/ stories (BENIM) +/- discourse analysis

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Utility HOTS group re info / presentation of findings via SAPC, publications...others

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perceived commodity value of remote / F2F interactions (for patients seeking healthcare service). Invisible work (preparation, investment etc.) 

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perceived commodity value of remote / F2F interactions (for patients seeking healthcare service). Invisible work (preparation, investment etc.) 

# data[].attributes.headline
Mary Dixon Woods and THISspace another time...

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Mary Dixon Woods and THISspace another time...

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Patients / students/ 2 care colleagues / how might this TF to an international base

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Different ways to deliver on-line. Delivery without transformation; appropriate to platform; or change so enhanced by the technology ... reproduction v transformation 

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Different ways to deliver on-line. Delivery without transformation; appropriate to platform; or change so enhanced by the technology ... reproduction v transformation 

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how is effectivness conceptualised; +/- measured. Why / how / what does 'working' look like. socio-material 

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how is effectivness conceptualised; +/- measured. Why / how / what does 'working' look like. socio-material 

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The barriers of producing async, VPC resources to save money and limit future opportuntiies for interactions

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The barriers of producing async, VPC resources to save money and limit future opportuntiies for interactions

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volunteers supporting service v. benefits to learning (intended and unintended)

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volunteers supporting service v. benefits to learning (intended and unintended)

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apprenticeship learning and value of experiences v. formal curriculum expectations / needs. (how does this relate to professional development / assessment etc.)?

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apprenticeship learning and value of experiences v. formal curriculum expectations / needs. (how does this relate to professional development / assessment etc.)?

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primary v. secondary care experiences (commonalities / differences)

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primary v. secondary care experiences (commonalities / differences)

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international parallels (e.g. global catastrophies) and skill sets

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international parallels (e.g. global catastrophies) and skill sets

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Thank you so much for sharing experiences and thoughts. Critical reflection and a real sense of a community of practice. Much appreciated.

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Thank you so much for sharing experiences and thoughts. Critical reflection and a real sense of a community of practice. Much appreciated.

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Please share any ideas / requests for next time too

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Please share any ideas / requests for next time too

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I really enjoyed the breakout room discussions and jamboard! The presentations this morning were really innovative. Its also brilliant to meet like minded people! Thanks Rebecca Holdsworth

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Excellent discussions. Rebuilds enthusiasm after a difficult year.

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Excellent discussions. Rebuilds enthusiasm after a difficult year.

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For me the main benefit is connecting with the education community! Thanks

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For me the main benefit is connecting with the education community! Thanks

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The smaller scale was actually very conducive to a friendly atmosphere and allowed more individual contribution 

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The smaller scale was actually very conducive to a friendly atmosphere and allowed more individual contribution 