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Um Good afternoon everyone. Um It's lovely to see you all here today at this faculty development series session. My name is Nicola Brennan. Um And I'm the the moderator for today's session. Um Just to give you a little bit of background about myself. I'm an associate professor based at the University of Plymouth in a small research group called Camera. Um And I've got two other panel members here with me today. Um Just to apologize upfront. Um Julian Archer and Megan Brown were supposed to be on the panel again today. Um Unfortunately, both of them have both had um family crisis and couldn't actually come along. Um But I do feel we still have a good variety of expertise on the panel. So hopefully we'll all be able to address any questions you have. Um So I'm just going to quickly run through um before I introduce the panel, what um today's, you know, just a little bit of background about the faculty development series um as well as um the the panel members. Um So the aim of this series then is to prepare future supervisors for the challenges of becoming and being a supervisor in clinical education research. Um The sessions are mainly aimed at new and early career supervisors of masters phd um and post doctoral research and just to add in um professional and practice doctorates as well. Um Because we have a here who's a lead for that program at Derby. Um So the learning outcomes then of these sessions are to be aware of the different challenges of supervising in clinical education research have identified what areas you will need to develop in order to further your clinical education research, supervisory skills. Um And finally, you will have learned from the experiences of clinical education supervisors. If you haven't been before, the, these are all sessions that are part of the series. And we're now on session five, which is leading supervisory teams including working within and across multiple research paradigms. Um The format of the sessions then are they're very informal. It's very much a lunchtime chat. Um We, we encourage the audience to ask questions and contribute their experience as well, both good and bad. Um And just to let you know the sessions will be recorded. So we have two panel members today. Um Firstly, we have Dr Will Barrett who is the academic lead of the research unit in the Irish College of General Practitioners. And then we also have Alan Williams who is the academic lead of professional doctorate program in the University of Derby. So I'm just going to stop sharing now for a minute. Um, there we go. Um, and can I ask, I'm just going to hand you over to the two panel members and ask them to introduce themselves and tell us a little bit about their experience um, in terms of phd supervision. Um, Alan. Ok, thank you very much, Nicola. Hi. Uh, everyone. Um, my name is Alan Williams. I'm professionally background as a registered nurse. I'm still registered, um, four decades, getting on for that now, actually, uh, so 20 years time served in the A NHS and then moving to academia after that, um my involvement in PGR um supervision has been much more recent with leading a professional doctorate over at Derby for the last three years. II, did a professional doctorate myself. Um And most of my, all my students are, are um professional doctor at the moment though. It's expanding the range and there are some at early stages, there's one or two at quite later stages of joined packages. And so, uh I think the principles there are much as supervision from other students as well, uh at masters and I suppose, undergraduate level, but we'll, we'll explore that in a bit. Thanks very much, Eileen over to you. Thanks Alan and thank you all for coming today again. Um So my name is Aileen Barrett, as Nichols said, I'm the academic lead for research at the Irish College of GPS in Dublin. But my involvement in clinical education research I suppose is kind of more based at the University of Galway where I'm no professor and I teach the qualitative research methods course and I supervise masters research and clinical education research there. Um I also supervise some MD phd research in different guises but for mostly around clinical education research with some clinical research kind of overlap. And so that's very much my interest in sort of working within and between paradigms. I think sometimes, you know, clinical research really doesn't talk about paradigms. And then when you try to bring people from clinical research backgrounds into educational research, this can be part of the challenge in merging those those paradigms and, and philosophies and perspectives um as well. So my own phd is in workplace based assessment, um post graduate medical education. Um and I've been editor in chief of the clinical teacher up until this time, last year, I was there for three years. So I have a real interest in early career research and researchers and their development and supporting that um that that process and that journey too. So, thanks Nicola. Brilliant, thanks Aileen. Um And just add, I suppose my phd supervisor experience or supervise your experience. I've um supervised a couple of phds so far, not quite completed um mainly using um realist methods um and also supervised a lot of master studentss as well. Um And my own phd was actually a mixed methods study where I used quantitative questionnaires and also qualitative research So I'm familiar with the complexities of trying to combine the two methods for A phd. Um So, so, yeah, so today's session is around leading supervisory teams. Um But with a particular focus on multiple research paradigms. Um And we want people to, you know, we want the session to be interactive, we want people to ask questions. Um And we want people to, you know, share their experiences. Um So Marta is going to start inviting people to the stage just so people can speak more freely. Um And, and become involved in the conversation. So, so, so please do join in. Um And we also want to be led by the, by the, by the group. Um Is there any particular areas that you wanted to focus on? Do you have any questions? Um If, if you do, please put them in the chat um because these sessions are for you and we want you to come away with, you know, questions that you have been addressed um to start things off. I'll um we've got a couple of scenarios based around our topic that um I'm going to just put, put out there to the panel just to get the, the discussion going. Um So the, the first one is um so Connor has just started the second year of his phd, his study design has changed considerably to incorporate a different methodological approach. However, none of his research um supervisory team have the required expertise now to support this aspect of his study. Um How could his Director of Studies address this issue? Um And please uh please feel free to jump in and answer this question too. Um Does anyone have any thoughts on that? I can see Jason and Claire. Hi, Jason and Claire. Thanks for joining. So I think I would start by just saying, so why has it changed? And I'm trying to explore that with the students and, and get the rationale and there may be a very valid rationale, in which case, there's further conversations. But you may work out that he's been to some group um recently and somebody's put this worm in his head and, and that it's really going down a uh a blind alley. So I think it's that conversation, but to have that conversation, you need to develop that relationship, you know, as he's in second year, you'd hope that would be there are, you know, requirements for a number of supervision sessions. We have a minimum of six and recorded on the system as well, so we can demonstrate as well. But I think that's where I would start. Yeah, I think that's a really important point, Alan, that it's not just a kind of a whimsical decision. They've gotten excited by a new kind of methodological approach at a conference and all of a sudden they want to do a complete turnaround, um which, you know, it's good to think about these things and explore different options. But, um, but I suppose if it is something that they have kind of, um, they've really thought about and they really feel strongly about it and they, and they feel, and actually the supervisory team think it's the best way forward, but no one has those skills. What do we need to think of then after that? So, Nicola, I'm, I'm happy to jump in while people are maybe thinking about what they would do in that situation. Um And I remember being at a sort of a sort of a, what's the word I'm looking for a kind of a presentation session one time where people were presenting work in progress and the reality is that things do change. And even I remember having a conversation one time where, you know, somebody had used a particular theoretical framework, you know, in which to base their study and then, like, it just didn't work, you know, it just wasn't really the appropriate one once they had done a couple of interviews and this person was kind of going well, what do I do now? You know, do I stick with it and make it fit or do I actually just acknowledge that this wasn't their, you know, kind of way to go and what do we do to shape it and change it? And I suppose that's the reality of when you are dipping into something and particularly