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How come everyone? Um My name's uh Hugh Alberti. I am Professor of General Practice Education at Newcastle University. And I'll ask Megan um my co presenter to um to tell us about herself. Hi, everyone. My name is Megan Brown. I'm a senior research associate in medical education also at Newcastle. Um and very warm welcome to the first session for this academic year on getting started in clinical education research um which has been facilitated by the incubator in clinical education research. If that's not what you planned to sign up to, then now is the time to disappear. But we hope this is what you um had planned to, to, to get to. Firstly. Um Thank you very much indeed for signing up for medal. It's the first time we've used this system. Um And there are many advantages of it which we're hoping over the year as we run these webinars. Um you will also appreciate. So thanks for signing up. Um Once you've signed up that first time, then it's very easy to sign up um for the future sessions. Um So this is a, a series that will be running over the whole of the 12 months. Um, some of you might have attended one or more of the sessions last year. And the aim is that we know that there are many educators out there, particularly in, in all sorts of fields, medicine, dentistry, veterinary, other, um, healthcare, professional arenas. And you may just be starting out in a little bit of educational research. It might be something you've thought about, but don't know how to start. It might be something you even feel pressure to do and thinking, oh, I don't really want to do that, but how would I start? And this series is very much for you. For those of you who have are quite experienced in educational research, you're also very, we welcome. Um, I'm sure there's always little bits that you'll, that you'll learn from and when we go into breakout rooms, et cetera, it would be great to hear from those who are a bit more experienced. So, for those of you haven't been to one of these sessions, what we usually do is start off with a bit of a spiel about the topic, um, that we're looking at, uh, this month, we're looking at just an introduction um, in how to get started and then there'll be a chance to go into breakout rooms where you can chat to other people, learn from them, um, hear from other people's examples and then we'll come back as a big group as well at the end. Just for, for some finishing off, um, talks, the um, the whole session will be recorded and will be available afterwards on the website. Um And then there'll also be an opportunity at the end. If you need certificates, et cetera, they'll be available after putting in some providing us with some feedback. Uh We, we will be using the chat box a little bit. Um And let you know which breakout room to go in, For example, um I would ask if people can do just to pop in the chat box. Um because there's so many of us, there's not time to go round everyone. Um Even though we'd, we'd love to be having 1 to 1 chats with you all. Um But if you don't mind, just in the chat box, just pop in your name where you work and, and maybe your role, um partly because it's just interesting to see who's out there and it helps us. Um But also you might find that there's a colleague or someone in a different arena local to you who's also here that you might want to link up with. So just just pop your name in the chat box and I'll start that in a minute when we start the session. Um I'll, I think that's all the housekeeping I need to mention. Um So in which case, I'll hand over to Megan who will tell us a bit more about what on earth education research is? Thanks. Megan. Thank you often a question. I still ask myself. Um But OK, welcome everybody. Thank you so much for your time and for attending today. Um As you said, this is a very introductory overview of just what clinical education research is. What does that mean for you as a researcher, the language that we use? Um And the other researchers that are out there that we might be able to connect you with or you might be able to find connections with. So I'm not going to bother you with the learning objectives, but it wouldn't be an educational session if we didn't have a few. Um my main messages today, the messages that I'd like to communicate with you and for you to leave this session with is the importance of a network, um a network of, of peers and colleagues um and also being able to sort of reach out to people um in this space. Um We'd also like you to leave with some understanding of just how medical education, how clinical education research can influence practice and a little bit about the language which should help you when you're trying to make those connections with other people. Um be on the same page to reach out and network with them. This is a question that, that sometimes we do get asked. Um just why does clinical education and clinical education research as an extension of that matter? Um Well, as many of you will know, I'm sure many of you are clinicians that education plays a really pivotal role in shaping the attitudes, the knowledge, the skills of future health care professionals. And it's the first formal entry point into the profession where we can have an opportunity to change things if there are things that we can be doing better. But a lot of the time experiences, this is just an example of um from medical education, from doctors. We don't fully know what is happening on an educational level. Um that is leading to the creation of of some of those knowledge, you know, those knowledge, those attitudes, those skills, when people graduate that go on to have that impact on patient care. And research is a way of helping us unpack this sort of black box of clinical education where something is happening that influences the practice of of graduates. This is a more formal breakdown of what we see clinical education research as being. Um So clinical education research is research which has the has is creating an understanding or evaluating any aspect of that clinical education and where that's the primary focus. So quite a lot of projects will in some way tangentially involve clinical education. But this is the primary focus of that research. We're asking what works for whom, why, how and in what context when it comes to that education. And it's a really important component of scholarship. It's the scholarship of discovery, we are finding out what works, why it works, how can we do things better? How can we make that work for more people to improve their experience and therefore then to improve patient care. So who does clinical education research? These are just a few pictures from my camera by no means exhaustive. This is a huge field and I'm on a familiar with a very small slice of the people who do clinical education research, but it's a very broad church of people, um people from across the globe. So there are, there are colleagues on this screen from America and from Canada and from, from quite far afield. Um It, it really does take a village. Um There are clinicians, so myself, I'm a, I trained as a doctor, but then I went and did a phd in medical education and now that's what I do full time. Um So there are people like me who've had a very wandering career path. Um There are clinical academics, there are people who've come up through various different disciplines, sociology, psychology, education just to, just to name a few. Um So there's no one m as to what a clinical education researcher looks like. And I think that that that's important. Um It's, you know, a wide range of professionals. Um So I hope that that will be reassuring in some way that no matter where you are in terms of that professional spectrum, in terms of the, you know, your grade and seniority, there are ways to get involved with clinical education research at any point. This is just AAA sort of take on what clinical education research looks like. Um So it's, it's really quite simple. Um It, well, I hope it's quite simple. Um It might be more complicated than, than I think it is as a metaphor. But if you think about research as a picture um is a bit like this jigsaw that you're filling in, then the size of the, the frame, the size of that Jigsaw is going to determine how big that picture is. Um And this is where we need different types of research. Some of you might be familiar with the difference between quantitative and qualitative research. Quantitative, being more numerical and qualitative being more based in words and stories and experiences. But sometimes to know how big that picture is, we need that kind of quantitative measurement. We might need to do a survey. What's the um the outline of that picture? Um And we then know what we need to fill in. We know where those Jigsaw pieces need to be. We can begin to fill those in, maybe with some targeted kind of quantitative research, maybe we begin with some stories to fill in pieces of that experience. We can then begin to create more of a, this was a when it was a powerpoint, not a PDF, this was a 3D model that you could spin and rotate we can look at things from different angles and that in particular is where qualitative research is very helpful. We look at different people's experiences, people at different levels, people with different backgrounds, people with different roles, um to build more of a 3d understanding of whatever it is that we're, that we're interested. There's not one truth, there are many different truths and we'll talk further about that later. Um And then you can start to change these individual 3d shapes and build this full picture. And usually that takes, I mean, it takes, it can take decades, it takes many different teams of researchers who are gradually building this picture of. Oh actually, it's a lion, that's what's happening here. Um Hopefully not a lion in clinical education research, but um hopefully you get the idea there and um there are many different research approaches, as I've said, um the approaches can be broadly classified into quantitative and qualitative, but we adopt lots of different approaches from different fields where what we would call an interdisciplinary field where we, we essentially, we have, we do have some of our own practices and knowledge, obviously, but we sort of borrow also from other fields we're informed by and that may so stronger as a research discipline. Um But we do have our own language because we're translating these uh methods and techniques from say sociology or psychology. But the context of clinical education is different as a lot of us will know, it's a very unique training system. It's a very, um it's a very unique role that people are training for. Um So we often have our own language as we take and translate these things in ways that work for us. And so we do have a glossary of clinical education research, which can be a very helpful entry point in terms of becoming familiar with this language. I'm going to just leave this up for a minute just for you to scan it if you'd like it. So this will give you access to a research paper within which there is a glossary of clinical education research that the incubator actually created. So there's a huge number of terms here. The purpose of this is to try and bring some collective understanding of how we're consistent as a field and how we present our work, how we talk about our work. And hopefully that makes it easier for us to talk with each other and tell each other what we're doing and what we're interested in. Um If you don't worry if you haven't had a chance to scan that yet, these will be circulated these slides afterwards. But I'm just gonna move on in the interest of time. This is what that should open up once you're there. Um It's a, it's a research paper and as you scroll down there is this absolutely ginormous table um that is ordered alphabetically and has a variety of different research terms, not all of them are relevant to every person or every project, don't panic. Um, there might be a few that you're familiar with, there might be some new terms. It's really helpful as a sort of point of reference as the kind of dictionary. Um, and also as a bit of bedtime reading, if you're, um, if you're looking for something to read through and just become familiar with terms that maybe you haven't yet come across, there are a few key terms in that glossary um that we've just pulled out and put on this slide here. Um Key terms for the purpose of this presentation in terms of getting started. And the reason that I've identified these key terms is because they are the terms that when I was starting out with the ones that I had to go back, time and time again and look up and think what on earth does that mean? What on earth? You know, how am I going to use that as a term? Um And they're actually quite foundational terms. So there are a lot of these terms. So thinking ontology, epistemology paradigm, don't worry, I'm going to run through these, they're philosophical terms and what that means is that they're what give us the basis from which we do our research and because they're right there at the foundation, they sort of inform all of our subsequent steps. Um And so it's important that we do have a handle on, on some of these, on some of these terms. Um, it's quite difficult, I think to come to grips with, with some of these. Um, you know, for example, ontology, if I take that term, that's what do you think the nature of reality is? I mean, that's a, that's a huge, um, kind of very existential question, isn't it? Um, there are different schools of thought. Do you think that reality is the same for everyone? Is it different for different people? Um And I think for a lot of us who came up through kind of who've come up through clinical practice or clinical research where, you know, you've got the randomized controlled trial, for example, as the um as one of the gold standards or is it like kind of best practice? Um And you can confound for variables, you can work out, does this drug or does this tool work where there's that one reality you're all sharing in that reality? That is, that is the way that things are working or not working. But in educational research in clinical education research, things become a bit. Um People, for example, might learn and remember in different ways, educational interventions can have different impacts for different people. So that reality that ontology and that different people um might be might be different. Um So it becomes, it becomes trickier and more ambiguous. Um So I'm going to run through a few of these, but that's just a, a sort of taste there. Um, II, I'm sorry for including a cartoon. I can't help myself. Um, this is just to show you that, you know, when you've instantly looked at this da duck or a rabbit, I don't know, we're all gonna see different things, aren't we? And that's sort of the point that with education and with learning and when we're talking about clinical education, people might be looking at things from, from different angles. You're already, when you're already, now you'll be approaching a problem possibly from different angles in different ways than other people who are in this audience who are watching. Um And we can call that a paradigm. So that's what this big word paradigm means. This very philosophical word. It just means that the sort of the lens that's hence the glasses, the lens that you're using to look through the world, um from, and we each might have a slightly different lens. That lens might have been created because we've come up through clinical practice or because we've, we're a nurse or because we're an ot, um And we've got that different professional backgrounds. Um There are assumptions that we make essentially these lenses that collectively, their assumptions and we can reflect on them. Um It, it can be tricky to do that, but we can reflect on them and make them clear. Um And it essentially these paradigms, they do guide our research design. So they, they are important and when we make them clear, we can help other people interpret our research in clear ways. So, if I know exactly how it is that you've looked at that problem, how you've looked, you know, then gone on to design your research. That's rigor, that's rigorous. I can interpret it in a way that you've meant for it to be interpreted rather than me getting confused and saying, oh, actually, I don't really understand the way that they've looked at this problem here. So don't panic about putting any names to the, to the way that you're looking at things. At the minute. I think the important thing is to just realize we all might look at problems in different ways and those different ways might be a collection of assumptions that other people might also have and we might be able to group those and name them. And one way that we do that is by thinking reflexively. So we would call this reflexivity, which is essentially a kind of people would say it's not, it's not exactly a reflection if it's a kind of deep form of reflection on those assumptions and the beliefs that we have. Um And it's not as in clinical research where we, we're really, I mean, some types of research might try to name and mitigate bias in clinical education. But a lot of the time we're not concerned that this is necessarily a bad thing. We're not trying to make ourselves neutral. What we're trying to do is just lay plain out all of our, well, can't lay all of your assumptions but lay plain the key assumptions that have guided us to this problem that have guided the research that we've then gone on to design and by reflecting on them, we can make those clear to other people. There are not necessarily ways that we're going to be able to avoid that. Um It's just a case of reflecting and thinking actually, how has this informed, how I'm approaching this problem? This is a cartoon that the um that the wonderful artist, Doctor Holly Quinton um created for us when we had the glossary turned into some sort of more visual graphics for social media. Um Again, I'm not expecting you to fully digest this now. Um But this does have some nice um kind of ontology is there as you'll see the nature of reality. Um We haven't really touched on epistemology yet, but that's about how, you know something. So once you've worked out, are you sharing the same reality with everyone or are there different realities? You need to start thinking, thinking about how people within that reality um would know something. How would I go about finding something else about what I'm interested in? And that then goes on to inform your methodology. Um But II just wanted to draw attention that we do have these wonderful cartoons that have been shared to our social media channels, um which can help break down some of these more complex philosophical concepts. So we're actually gonna move into our breakout room activity now. Um So he is going to be putting some instructions in the chat, I believe about how exactly you'll get into those breakout rooms. Um But the intention of this activity is for you to be in II think because of the number of you here, there'll be medium to, to slightly larger size breakout rooms, um introduce yourselves very quickly rapids. Um We don't have a huge amount of time. Um We'll have probably about 15 minutes in this, in these rooms in total and talk a little bit about what's brought you to clinical education research. And I'd then like you to try and start to think about how you're approaching this, what your, what your perspectives are, what are you bringing to clinical education research? So if you look at this research methodology tree and II quite like this graphic, you've got the ontology as those roots right at the bottom. How do you view the world? What are your thinking around kind of like reality and whether there's one reality or multiple different ones? And then you can start to think about the trunk of the tree, which is the epistemology. So how do we then investigate that as we kind of emerge from the soil into that reality? How can we find out about it what sort of things, you know, can we, can we know about, can we know about these, these kind of concepts that we're interested in and how do we go about finding out that information you might think about whether you like facts and figures, um or you know how you feel about that gray area of uncertainty that we've said clinical education research can be very ambiguous. How do you feel about that? Um And what do you think about stories and people's narratives? How do they factor into your thinking around how you view the world and how we should investigate it? Um So I'm gonna hand over to you. I think now to give you some instructions on the, on the breakout rooms. Um and then we'll come back and, and debrief. Great. Thanks very much Megan. Um And thanks for your patience with us. Um And those of you having slight um internet or other issues, I hope they've been sorted um for the breakout rooms on the left hand side of your screen. Um You should see an icon saying breakout session. Um If you click on breakout session, it'll give you an option of 10 rooms that you can enter. Um And then as hopefully you've seen on the chat um dependent on this, your surname. Um Please, could you enter whichever room? So if your surname begins with a G, please enter uh breakout session room four. Hopefully that will give us approximately um 10 or 11 per group. But that will change depending on whether people are, are dropping in or, or have joined uh lately. Um But hopefully, um enough that you can then go through as Megan has said briefly describing what your, your role, your interest area and then particularly I think those bottom three questions are probably the most interesting ones. Um So, um please, um I'm sure many of you are very experienced professionals and you can facilitate, facilitate yourselves. If questions do come up from, from the group, then then please do add those to the chat box whilst, whilst you're talking. Um and we will um give you 10 minutes. Um and then there'll be er, I'll give you a one or two minutes warning just to make sure that everyone gets a chance to speak. Um Is that OK, Megan? Anything else, any other instructions we need? No, that's all, that's all, that's all. So, yeah, hopefully a good discussion. OK, fine. Um Someone's asked there's a problem with, with breakout room 10. I, I'm not sure I've got, I've got a room 10 on my screen. Um I was Amanda's family. Yeah, it's not numerical order. You do have to get used to that. Um That's just to keep, make sure you're awake, Amanda. Um Look uh enjoy your conversations, please go to your breakout rooms. Now, if anyone has um has joined late or is joining um then um have a look on the, the the messages, find out which breakout session you should be in and please do. You're very welcome. Please join the breakout room. Click on breakout session on the left of your screen and then click on, click on the number um uh appropriate for your surname Megan. I think I may just pop into a couple of the groups and just see how it's going and leave you on the, leave you on the main stage in case there's questions, we'll just give folk another 30 seconds to leave their breakout sessions in case they were right in the middle of a really important topic. Um But welcome back if you've joined us again from the breakout sessions. Well, welcome back everyone. Um I hope that was useful and informative. Um apologies for a couple of people who were, who were left in ones or twos. Obviously, a lot of people are busy clinicians and may not have had the time or the ability to actually join a breakout room. Um But I hope you managed to find, find a welcoming group. Um We won't, um we won't go around all the groups just because of time um to get any feedback. But if there were important questions that the group had um that you'd be either po points actually to share with everyone else or questions um then do pop them in the chat box and we'll see what we can do about um looking at them if we have time. Um But for now I'll pass back over to Megan to share a little bit more with us. Thank you. Um And hopefully you got a sense those of you who were able to join in with the breakout rooms that there's not a one size fits all approach with this. Like I said, we're, we're all approaching this from different perspectives and that's absolutely fine. I think the tricky thing is sometimes actually just naming those assumptions and making them clear. Um Here's a slide and, and again, you'll have access to these. So, so don't panic um with just some sort of key references that it's good to keep handy. So the um the top one there is the glossary that some of you might already have accessed the middle one is a really great um how to series specifically for quality research. So if you're one of those people who's more into stories and narratives, um And then the final um the final paper there, um Well, it's a series of paper um focuses on breaking down some of those more philosophical terms and doing a bit more of a deep dive on, on what that means and what that might mean for our research. I wanted to just kind of briefly touch on how some of this might be helpful in practice. So the philosophy um can sometimes um feel really disconnected from what we actually do as teachers as educators and as researchers. Um so there is a, a series of examples here. And again, you'll be able to sort of look at these in some more detail once you have the, the slide. Um But this is about how we might practically apply some of these different perspectives to our work. Um And considering these um um different paradigms, so the different shapes and again, I'm not going to bore you with the exact names of these, but they represent different lenses that we might view the world through these different paradigms. Um And um the example at the bottom, for example, um you're an educator, you might want to understand the impacts of your workshop. We might all have been there. Um Specifically this time, it's about uh burn out for students. And how might you do that? How might you understand what impact that workshops had? While there are different approaches, you might take a quantitative approach where um you might use a specific inventory to measure burn out over time, you might compare that with people who haven't been at the workshop. Um If you're taking more of a qualitative approach, what we might call an interpretivist approach with a focus on stories, you might do some focus groups of students to understand that impact or you might interview them one on one to see if that works. I've actually met people's quite diverse needs given that, that burnout um can be very different. And experienced very differently for different people. So learning some of the language of clinical education research and reflecting on your own position, it will help you make decisions about the projects that you do. Those projects will look different. Um The questions that you ask uh might be different and being mindful of that enhances the rigor and the the clarity of our work a little bit of homework. Um not to set you homework, you don't have to do it. Um But this is something that's quite helpful, I think to if you're interested, if this has sort of got you interested and engaged with clinical education research and you want to learn more. A really good place to start is by reading a paper trying to do one a week. Um Something manageable from a, from a clinical education research journal. We've listed a few of the key journals here. Um I personally have a, I have a soft spot for the clinical teacher that published the glossary. There are really great entry points um in terms of breaking down some of this jargon and bringing people into the field. Um And each time you read that paper, try and have a think about what's the question that it's asking also. Does it talk about the the paradigm? What lens is it viewing the world through? What assumptions is it, is it making and have a think about the methods and the analysis that it's doing that can be a really good start for just identifying um the different components of a project and getting you familiar with the different ways that you might do things. Um and have a think about whether the team has been reflexive, whether they've thought about their assumptions and the positions and the perspectives that they're bringing in their research. People often, you know, you do that a lot of the time intrinsically, but it's good to have dedicated space for that both within a project, but also within the write up of a manuscript, some top tips um reaching out and making connections and uh collaborating with people is really important. Um And actually, that's a way that that's the way that I've learned a lot of what I know about clinical education research. Um There are a few other tips here. I mean, in the interest of time, I won't go through them all but reading, getting familiar with the journals, um you can have um you can set alerts for some of those journals so that they will send you updates to your email and you can really quickly see whether there's anything there that you're interested in, especially if you're only interested in a sort of specific topic or a specific population of learner. Um When it comes to a project plan, carefully plan, do some of this hard tricky thinking before you move straight to. I want to evaluate my workshop. Yes, we do. And often that is the starting point. That's the driver for us. I want to know more about this. I want to evaluate what I've done. Um But do try to plan be reflexive, make some of those assumptions clear because as we've shown, there are different ways that you might approach. For example, that evaluation, we also have a, a directory um for clinical education research and I'm gonna walk you through that. Um This is on our website. There's going to be a QR code to the website. If you don't already have access to that, essentially, it's a searchable map, a directory of individuals who have volunteered to be a part of this database who were all involved in some way with clinical education research. You can sort of see where they're based across the country. So I wouldn't worry too much about that because a lot, a lot of clinical education research is done remotely, but it can be nice to connect with someone, say if they're in the same hospital or the same trust as you. Um, you can go through the directory so you can search by location. You can, um you can also search in, in different ways by, by interest. Um And when you click on a person. So, um I've, I've not been, I've clicked on Ray here. Um You can see where they're based. You can see if they've got external information about, you know, they might have a staff profile from a university or a link there, you can see their orchid ID, um which is a link if you don't know, orchid, it lists people's publications and their affiliations. It's a little bit like a kind of Google scholar, but a bit more formalized. Um You can see what they're interested in. So is interested in curriculum development and professionalism, for example. Um So you might share research interest that would be a good point to, to reach out. But you can also see what they're happy to be contacted about. Um I can see a put the link to the directory in the chat, which is brilliant, but you can see, you know, if you're looking for someone to supervise um one of your research degrees for, if you're looking for mentoring, if you, if you know, if you're looking for an external examiner, if you've got students yourself, um then Ray is happy to be contacted about those things. Um And you can find um his contact details, his email address here. So that's a brill place to start. If you've not got the link in the chat, there's also the QR code there. Um in terms of accessing that directory of individuals who um are all keen and engaged and willing and available to be contacted about supporting your development within clinical education research and the projects that you're interested in doing. Um So thank you very much. Um I'm gonna keep it sort of short and sweet I have a couple of kind of uh promotional bits to do and then we'll have some space for questions. That's our email address there. Um Just at the end, if you do have any questions that don't get answered in this question and answer or if there's anything else that you think the incubator can be assistance of Q I was just gonna um put up this, this uh next slide. I don't know if you want to speak to this to the next I have another one about mastering the basics after this, that maybe I should speak to you first and then I can leave it with you for the, the rest of the series. So the one that I wanted to just cover quickly um as a as a shameless event promo plug. Um Now we've got you all here captive is that if you are based near leeds, um There is an event coming up quite shortly on the 24th and the 20 fifth of September, it's an in person event. It's going to be fantastic. Um If you are around and available um and interested in registering the QR code will take you to the registration. Um So it's an in person event. Um The um the focus of these two days is an introduction, very much kind of in the vein of this getting started series develop from that. Um In terms of all of those basics that you would need to um develop a proposal to start thinking about your career in clinical education research. There are two days, day one is really um at that entry level where you'd be thinking about how you might come up with research, questions, how you might engage patients in your research. Um for example, what careers might look like. And then day two is slightly more advanced in that it's more focused on obtaining funding for clinical education research, which is something that we are often asked about. So if you are available and interested in attending, then all of the information is there on the QR code. Um I'm gonna hand that to you to talk about the following events in the series. But thank you all so much for listening. Uh Thank you very much Megan. So yeah, I just announced a couple more things and then um pe people obviously feel free to go, but also we will discuss a couple of the questions that have just come up in the in the chat box from folk for those who want to stay on. Um So the um yeah, and, and just to reiterate what Megan said um within the incubator, this is the getting started series for the next level up. There are, there's the mastering the basics days next week, but there, there are other events during the, during the year. Um So if you felt actually this was a, this was fun and interesting, but maybe a little bit on the basic side for you, then, then definitely look at the Master and basic series and we also run some series for um supervisors as well. Um So just to say that the next session in this series will be in a month's time, we, we run these on the third Wednesday of every month um just to confuse people completely. So the next one is on October the 16th um where we're gonna be coming up with, um, we're discussing how to come up with a, an idea and how to write a research question. So maybe you're thinking, yes, I've got some time in my job or I don't have time in my job, but I really want to do something. Um, where on earth do I start? Um, then join um, er, Doctor Lily Lamb and myself in a month's time and we will look at that. So, um this is kind of the end of the formal part of the meeting. Um But as I said, we'll discuss a couple of questions that people have brought up and if you've got other questions and, and want to hold on, um, then feel free to use the chat box. Um There, there's a link to the next sex session. Thanks Aqua for putting up in the, in the chat box. Um And I, she reminded you if, if you do need a, a certificate, um then click on the feedback, um, link on this page or you'll also be sent an email with an opportunity to um to give us some feedback on how the session has gone. So, a couple of questions we've got um the first one is about funding. Um So I'm not sure Megan if you, if you saw it, but it was just a, a very good question which is um how, how does someone or where do we look for or where, why might we get funding for clinical education research? Now as it happens, one of our future sessions, admittedly not for a few months is about some of the practicalities um of research that will include um the um uh funding opportunities. Um It will look at um involvement of PPI it will look at other permissions and ethics that you might need to, to get educational research done. Um I would my answer and then give me a chance to maybe mention other things would be to, I guess, think of 33 main areas or to look at one would be within your own institution. Um I don't know, some may laugh and say, well that fat chance. Um But certainly, certainly if you work in a university, even maybe outside of your school or, or department, there may be other possibilities for funding. So I'd certainly approach your institution. Secondly, depending on um which profession you're in, but certainly professional bodies. So if you're a dentist, I II don't know what the experience is of, of getting funding. But I know from the GPS, there is the Royal College, for example, of general practitioners have a couple of funds that would be the second area, professional bodies and the third area would be through medical education organizations. Um So I would certainly look at as am E so association for the Study of Medical Education, which is the UK medical Education organization. And I would certainly promote all of their training and conferences as well. But there are others as a, am we, which is the European version. Um, and then there may be others and then lastly would be if it's not a project but if it's for yourself and maybe you're a more junior um, er, doctor particularly, um, then have a look at the N HR for their fellowship funding, funding opportunities as well. Um, others think that, yeah, I should have said that but please do put in other answers. Um, there's one there from Joshua. Thanks. That's really helpful. Um, Megan, other, other thoughts. I mean, you've been very comprehensive there. H I think what I would say is that the, when you're getting started, when you're, when you're starting out, look for those small funds, those kind of discrete pots of up to usually a couple of 1000 lbs. And that can be a really nice way to build, um, a bit of a, a bit of a track record of having had some funding and being able to manage um and kind of put that into a small project. So for example, as me, as you said, institutions will often have those small parts. As me has a small grant spot, which is very popular for medical education, um clinical education research, but it is a nice way to, to build up your experience. And that's very much how a lot of II started out. And a lot of the people I know would have started with those smaller, smaller parts for smaller projects and build from there towards the, the bigger kind of NIH R pot of money, for example. Yeah, absolutely. Um Yeah, and do, do, do put up other suggestions on the chat box as we're talking. Um the other question that there is is just about some considering doing their certificate in medical education. Um and just a asking for um advice. Um I gi guess about which, which one? Um now I'll not gonna promote my own local institution because um it is fantastic, but that would obviously be very biased, I guess. Um It, it really depends, there isn't a hierarchy, particularly of institutions and if you get a certificate from this place, then, you know, you're gonna get more brownie points or more likely to get a fellowship than anywhere else. Um So this is very, very much a personal view. Um So my own personal view would be um I would definitely encourage people if you can to do a local one that includes some face to face um work. Um Maybe it's just me, um just blame, blame it on me being a GP. Um But I just think even though you're going to have to do the assignments, et cetera yourself and you might do some um some webinars, et cetera like this. Um Actually just some, some face to face discussions, um face to face, teaching some face to face input people, actually even observing you teach. Um I II definitely think you can't really replace. Um, otherwise, um I would, I would look at the content. Um And so there are some, what can I say? Lighter certificates, maybe post graduate certificates that than others. Um, which you could think. Oh, well, that's easier because I'm a, I'm a busy clinician or, or working and that, that's understandable. On the other hand, I think if you're gonna pay or get some funding to pay and spend quite a lot of time looking at this, I would be very much looking at the content and make sure that you get lots out of it would be my recommendations. Um Any other thoughts at all? Megan I've just popped in the chat there here, there's a, there's a list on the incubator website of available courses. So if you're looking for somewhere, just one place to search for which institutions offer post graduate courses in clinical education, that's a good place to start having a think about some of the things that you've mentioned. Yeah, fantastic. Um Otherwise I think that that was the only, um that was the only questions we saw. Um, but yeah, very much looking forward to, to seeing you again if you'd like to come next month, um do sign up for the other other sessions from the incubator. Um And I mean, Megan and I will hold on for another five minutes. So if folk have other questions, um then please use the chat box. Um Otherwise, thanks very much for your time and enjoy the rest of your days. Thanks everybody. There is um There is another question there just about seeking help and collaboration with medical education, writing and publishing. That's a really good question. Um And not surprisingly, we will, we will be running a whole session on that. Um Unfortunately, towards the end of the academic year, um I think my first thought was was, was looking for a local or even a national um collaborator or colleague that you could work with or be mentored by. Um So I think I'd probably highlight the map that Megan um put up before and that the link within the incubator to people would be happy to help and advise. Um We'll discuss that in a lot more detail. The other thing you could actually do is um the slides and the talks from the previous sessions last year um are still available on the on the website so you could look at that as well just for a start. Ok, Megan. I think I might close us and see you in a second.