Helen Foster-Collins

Discipline: Education
Research Centre/Unit: Centre for Research in Professional Learning

Project Summary

Interprofessional learning, support and feedback, in early career professionals.

Previous research suggests that much professional learning takes place within informal workplace contexts, and that interprofessional support may be an important aspect of this learning.

The first stage of my PhD project seeks to analyse secondary data provided by the research team, to explore the support, advice and feedback that junior doctors receive during their first year, and specifically:
(i)    which other staff members provide support;
(ii)    what factors influence whether support is sought, when and how it is provided, and
(iii)    if such assistance positively influences doctor’s learning and patient outcomes.

Currently, I am recruiting and interviewing newly-qualified secondary-school teachers in their first year of practice, so as to compare and contrast the support that they receive from other professionals and the impact this may have upon their workplace learning.

Supervisory Team

Professors Karen Mattick and Vivienne Baumfield, co-leads of the Centre for Research in Professional Learning at the University of Exeter, will provide primary supervision for this project, contributing expertise upon medical and education research, and theories of workplace learning.

Our international collaborative team also includes Professor Charlotte Rees, at the Faculty of Medicine, Nursing and Health Sciences at Monash University in Australia and Professor Lynn V. Monrouxe, ‎Director of Medical Education Research at the Chang Gung Memorial Hospital in Taiwan, who are kindly providing access to their UK data-sets, and will contribute to supervision, data analysis and dissemination of findings.

Authored Publications/Reports

Foster-Collins, H. (December 2017) Interprofessional Learning, Support and Feedback in Early Career Professionals, Research Intelligence, 134, 28