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Uh Good afternoon, everyone. Um and welcome to the latest webinar in our series of getting started in clinical education research. Um You should be able to see the slide in front of you, which is what today's session on. So, um this is your first opportunity. If you've actually signed up for the wrong session, then now now is your time to notice. But you're, you're really, really welcome. Um Just a couple of minutes, I'll just introduce and explain what the sessions about and the context of it. And then I'm gonna pass over to Dr Crampton who's gonna be delivering today's session um which is um on the basics of routes to publishing, including writing up presenting and dissemination. So, just a bit of context. Um This is part of a webinar series that we've run um as the part of the N hr for Clinical Education Research. So it's the National Institute of Health Research. They've set up a group whose aim is to um increase the interest and quality of clinical education research um within the country. Um And we offer webinars and training at various levels. There's, there's a level for supervisors, et cetera. There's a level for um you know, mid level careers, mastering the basics. Um and there'll be a website which we'll put the link on um in the chat box um where you can see all of those series. But this series is, is called Getting Started. And it's very much as, as it says on the tin for getting started. We're very aware that there are maybe lots of clinicians and, and non clinicians out there who um may not be part of large departments of educational research, but may have started doing projects themselves, maybe doing a masters or something or just have an interest um and not quite sure where to start. So this series was very much um for, for, for you and for people like that um students have come, trainees have come quite um what can I say, clinicians even older than myself have have have come along. Um This is our second last session of the academic year, but no worries, no, nothing to fear because all the previous sessions are are available on our website. So we started looking at how to write a research question, how to choose your topic, how to choose a methodology, how to run focus groups, interviews, qualitative analysis, quantitative analysis. And um we've now got to this point which is we've done a project. How on earth do we go about trying to get it published? Which is probably one of the commonest questions. Uh I'm sure it's the commonest question Paul probably ever gets. But for those of us who supervise others, it's a very common question. Um So that's why we've got to in, in the series. Um The next one, next, our last session of the year is next month where we're looking at developing a career in clinical education research. Um I always forget at the beginning to introduce myself. So apologies. Um My name is Hugh Albery. I am a GP in Middlesbrough and Professor of General Practice Education at Newcastle University. Um And sometime during, whilst Paul's talking during the session, it would be great if people could just in the chat box pop in just um who you are where you work. Um And after we find people kind of that can, can link up. Um and then just to explain the format of today's session, um Paul is gonna do a, a talk for about half an hour or so. Um on the topic for those who can stay, we'll then put people into smaller groups to discuss a couple of questions um and share with each other other people's experience successes and failures. Uh And then at the end, there'll be a time for, for Q and A session um with Paula myself if people are able to stay and will be finishing at about quarter to two, but do realize that many people are busy and you're probably fit fitting this into a clinical day, et cetera. So, um, absolutely fine to, to come and go as you need to. I think that's all the initial blurb I need to share. So do, yeah, use the chat box to introduce yourselves. Um And Paul, thank you very much indeed for, for joining our series today. Um, as an expert, if you don't mind me saying in the topic, um and I'll pass over to you now. Thank you. Yeah. So my name is Paul Crampton. I'm the director of the Health Professions Education Unit based at hoo Medical School. And I'm the a co editor in chief at the clinical teacher. Um I've been doing that role since uh last year, February last year. Um And previously I was a deputy editor at medical education, uh from 2019. Um So today we're gonna talk through around kind of publishing. Um But also kind of sharing your work. Um Firstly, I've just got a, a quick question for you if you put in the chat, your response. Um So do you consider writing for publication to be a painful process? Uh So ABC or D um if you could just put your, your responses into a chat that would help us just to get a quick idea of how you find publication writing. So, A, I'd rather a fork in the eye. B It's delightfully unpleasant. C it's not so bad or d most fun ever and see a few B's and C's some raise be any more responses? There looks like it's mainly bees who had, but no Dieser. Have we had any DS? I don't think we've had any. So, yeah, it's uh it is a, a metric kind of a way that's used, you know, in terms of academic work and, and sharing resource uh writing is obviously, you know, one of the, the key ways in which we do share things, but there are multiple ways in which you can, you know, share your work with other colleagues, um different audiences and approaches. Um And it's just something to think, you know, to, to know where you are in the field, you know, in relation to others. Um how other people think and, and what they have in response, you can see bi think delightfully unpleasant seems to be the most common response here. Um I think the secret of medical education often seems to be this thing around imposter syndrome. So a lot of people you speak to this always seems to come up a lot of discussions. Um So II run a, a master's program here at Whole York Medical School in health professions, education and a similar type of approach in terms of people often feel that they're not educators, they're not researchers, they're not academics. Um And, and so we see a lot of this imposter syndrome um in terms of making the next steps in terms of getting qualifications or getting publications. Um in this sense here, So, in terms of writing and putting yourself forward. And so really just to know, you know, it, it seems that whoever you speak to, you know, you speak to an experienced clinician, you know, and they'll say, I haven't got the academic background and then you speak to academics and then they might not have the clinical insight and background, you know. And so, so really the, the field itself um is completely full of these kind of imposter syndrome. Um And so it's just to really have that in your mind, you know, try to encourage you, you know, in terms of what you're doing, the activities that you do. Um because really the nature of this field, health professional education is a real mixture of different people, different backgrounds and insights and that's really what gives it the value as well. Um So hopefully, you know, through this, you're kind of keen to kind of share your insight and your experience. Um and really see it as encouragement rather than as a barrier and a block to whatever you want to do within your work. So in this session today, I'm just gonna go through kind of some health professional educational journals, some TIPSS for authors that you might want to consider with your work. Um thinking about presentations and dissemination, um just a, a little look at support as well in development um in terms of my own background. So I have been working in the field since 2008. Um my, my background is in psychology, so more in the academic world. So I did a master's in occupational psychology and then a phd in medical education. Um and then I've worked as a, as a researcher and then more recently as a, an educator on programs as well um at various institutions in the UK and also in, er, Monash in Australia. Um and I've done a, a lot of different projects looking at undergraduate, postgraduate medical education as well, kind of across the, the full kind of range really. Um I did uh the medical education internship in the year 2018 to 19, um which is a really great way to learn about the, the publication process as well. Um So that's something you, you might want to look for in the future. Um It's like a, an annual program. Um and that's, that's something you can kind of meet other editors as well at the journals. Um So my, my work has been particularly with regulators. I've, I've done a lot of commissioned research projects um for different funders and councils. Um and, and really kind of the full scope of different types of projects within medical education. Um things such as workplace bullying and learning, um longitudinal placements, professionalism, fitness to practice. Um kind of looking at all these kind of key issues really that are faced within workforce. So why people might want to publish there's often different reasons that you might consider.