BEME

Best Evidence Medical and Health Professional Education

Consortium of Universities of Birmingham, Bournemouth, Essex and East Anglia

BICC Contact Information

BICC leader: Chris Green and Sharon Buckley (joint)
BICC member:  Sarah Hean, Susanne Lindqvist, Jo Jackson and Christine Hirsch

University of Essex Website
University of Birmingham Website

 

BICC Background

The CUBE BICC brings together the expertise of several individuals who have worked collaboratively across the four universities of the consortium.  Members of the BICC have experience and expertise in developing interprofessional education initiatives, outcomes-based curriculum design for health professions, and nurturing close links with workforce and practice partners.  The BICC is well placed to identify and respond to current and future challenges arising in health professions education.

 


Main areas of interest/expertise


Contributions made to BEME

Review in progress:

A BEME review of how mindfulness is incorporated into pre-qualifying health professions education

In collaboration with Caroline Barratt, Chris Green and Greg Cadge (University of Essex), Aviad Haramati (Georgetown University, Washington DC), Majid Khan (Warwick Medical School), Jill Thistlethwaite (Sydney).

Review due for publication in 2017:

Hean S, Green C, Anderson E, O'Halloran C, Pitt R, John C, Morris D (in review) A BEME Systematic Review of the Contribution of Theory to the Design, Delivery and Evaluation of Interprofessional Curricula using a Framework Synthesis. Medical Teacher

 

Review published in 2016:

Buckley S, Ambrose L, Anderson E, Coleman JJ, Hensman M, Hirsch C, Hodson J , Morley D, Pittaway S, Stewart J (2016) Tools for Structured Team Communication in Pre-Registration Health Professions Education: A Best Evidence Medical Education (BEME) Review: BEME Guide No. 41. Medical Teacher; 38, 10: 966-980.

 

Recent critical and methodological papers related to SRs in health professions education:

 

Paper 1: Impact of systematic reviews paper

A paper entitled “Beyond synthesis: Augmenting systematic review procedures with practical principles to optimise impact and uptake in educational policy and practice” by Green, Taylor, Buckley and Hean has been published in a special issue of the International Journal of Research and Method in Education focused on the “What Works” agenda in education.  The paper analyses the currently inconsistent impact of systematic reviews in health professions education and introduces the “Beyond Synthesis Impact Chain”, an integrated framework of practical strategies for enhancing the impact of systematic reviews.

Citation: Green C, Buckley S, Taylor C, Hean S (2016) Beyond synthesis: Augmenting systematic review procedures with practical principles to optimise impact and uptake in educational policy and practice. International Journal of Research and Method in Education, 39, 3: 329-344. http://dx.doi.org/10.1080/1743727X.2016.1146668

 

Paper 2: Challenges in judging theoretical quality paper

A paper entitled “Reviews of theoretical frameworks: challenges and judging the quality of theory application” by Hean, Anderson, Green, John, Pitt and O’Halloran has been published in Medical Teacher.  The paper provides strategies to help develop a shared understanding of theory and explores how quality judgements can be made in papers that claim to have applied theory in the development of interprofessional curricula.

Citation: Hean S, Anderson E, Green C, John C, Pitt R and O'Halloran C. (2016) Reviews of theoretical frameworks: challenges and judging the quality of theory application. Medical Teacher, 38, 6: 613-20. http://dx.doi.org/10.3109/0142159X.2015.1075648

 

 

Update and Information Reports

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