A programme of research to explore, understand and challenge approaches to workplace learning in healthcare settings

We seek to enhance and invigorate the ways in education is conducted in the workplace, addressing key workforce, regulatory and health professional education issues. Collectively, the work facilitates in-depth understandings of professionalism, regulatory approaches, methodological designs and educational innovations that lead to a range of implications for individuals, teams and organisations. The core theme of our current research orientates around enhancing practice in the workplace be it undergraduate or postgraduate education, exploring a range of factors such as longitudinal placements, identity, interprofessional learning, empathy, wellbeing and fitness to practise. Recent projects have been exploring questions such as:

• How can organisations effectively structure clinical placements so that patient safety, excellent education and wellbeing are maintained?
• How can educators best support learner’s transition integration into the clinical workplace?
• How can regulators ensure their processes are fair and transparent in making sure their registrants are fit to practise?

In what ways can theoretical insights drive improvements in constructing educator-student supervisory relationships in various professions?

Wilkinson, C., Finn, G., & Crampton, P. (2021). Responsibility with a Safety Net: Exploring the Medical Student to Junior Doctor Transition During COVID-19. Medical science educator, 1–9. Advance online publication. https://doi.org/10.1007/s40670-021-01476-8

Crampton, P., Mehdizadeh, L., Page, M., Knight, L. and Griffin, A., (2019). Realist evaluation of UK medical education quality assurance. BMJ open, 9(12).

Stott, J., Haywood, J., & Crampton, P. (2021) Early career doctors' experiences of psychiatry placements: A qualitative study, Medical Teacher, DOI: 10.1080/0142159X.2021.1934425

Knight, L., Crampton, P., McKeown, A., Arora, A., Cliffe, C., O’Keeffe, C., & Griffin, A. (2022). Education for collaboration: the influence of the third space on professional boundaries. London Review of Education, 20(1).

King, O., Davis, C., Clemans, A., Coles, J., Crampton, P., Jacobs, N., McKeown, T., Morphet, J., Seear, K. and Rees, C., 2019. Dignity during work-integrated learning: what does it mean for supervisors and students?. Studies in Higher Education, pp.1-16.