Research Group

Health professions education (HPE) and workforce development

Regional, national and global provision of health and social care struggle to keep pace with the increasingly complex needs of the populations they serve.

Preparing the current and future workforce to rise to these challenges requires a robust evidence base and critical analyses of educational and workforce policy. Working collaboratively with service users, the public, commissioners and colleagues in partner organisations – locally and globally – our research is informed by, and impacts upon, both policy and practice.

Our researchers are drawn from a wide range of practical, professional and academic disciplines and are engaged in diverse health professions educational research and workforce development activities. The School leads a consortium International Collaborating Centre as part of the BEME Collaboration.

Projects & Publications


A systematic review of the contribution of theory to the development and delivery of effective interprofessional curricula 

In collaboration with Sarah Hean (Stavanger University), Chris Green (University of Essex), Elizabeth Anderson (Leicester Medical School), Cath O’Halloran (University of Huddersfield), Richard Pitt (University of Nottingham), Carol John (Bournemouth University).

Embedding literacy support in pre-registration nursing curriculum: an action research project

Action research project exploring the impact of embedded literacy resources and tutorial support conducted by Iain Keenan, Chris Green and Karen Hudson (all University of Essex).

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).



Brooke J.M, Stiell M, Cronin C, and Ojo O (in review) The intersection of culture in the provision of dementia care: A systematic review. Journal of Clinical Nursing

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


Barratt C (2016) Exploring the potential of contemplative pedagogy in health professional education. Focus on Health Professional Education, 17, 2: 20-31

Bungay H, Jackson J, Lord S (2016) Exploring assistant practitioners’ views of their role and training. Nursing Standard 30, 30: 46-52.

Cannell P (2016) Skill mix – a paradigm shift? British Dental Journal 220, 6:307 – 308.

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 9, 3: 329-344.

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: 613-620.

Mallows A & Francis-Wright M (2016) Perceptions of the usefulness of peer coaching to facilitate clinical reasoning – a survey of physiotherapy students. AMEE MedEd Publish.

Willumsen E, Ødegård & Green C (2016) Editorial: Special issue on ‘Collaborative Work and Social Innovation’ Journal of Comparative Social Work, 11, 2.


Cannell P and Pacey E (2015) Getting the mix right. British Dental Journal 219, 4: 148-149.

Hean S, Doucet S, Bainbridge L, Ball V, Anderson L, Baldwin C, Green C, Pitt R, Snyman S, Schmitt M, Clark P, Gilbert J & Oandasan I (2015) Moving from Atheoretical to Theoretical Approaches to Interprofessional Client-Centered Collaborative Practice. In Orchard C and Bainbridge L (eds.) Interprofessional Client-Centred Collaborative Practice: What Does it Look Like? How Can it be Achieved? New York: Nova Science Publishers.

Green C, Anderson L, Joseph S, McFadyen A and Reeves S (2015) Expanding interprofessional research in the United Kingdom: A new national research group. Journal of Interprofessional Care; 29, 5: 407-408

Jackson J Bungay H Smyth T Lord S (2015) The status of assistant practitioners in the NHS. British Journal of Healthcare Management 21, 4: 183-189

Shaugnessy E & Jackson J (2015) Introduction of a new Ward Round approach on a Cardiothoracic Critical Care Unit. Nursing in Critical Care 20, 4: 210-218


Cannell P (2014) A successful practice depends on its people. British Dental Journal 216, 10: 552-553.

Cronin C (2014) Workplace learning – a healthcare perspective. Education & Training, 56, 4: 329-342.

Green, C. (2014) The making of the interprofessional arena in the United Kingdom: a social and political history. Journal of Interprofessional Care, 28, 2: 116-122.

Turnbull P, Francis-Wright M, Wetherall C and Corrin A (2014) Exploration of the influences on developing and maintaining a successful mentorship process: An investigation of mentorship from multiple perspectives. Report commissioned and funded by Health Education East of England.


Bungay H, Jackson J, Lord S & Smyth T (2013) What are the key factors in the successful implementation of assistant practitioner roles in a health care setting? A service evaluation Commissioned by NHS Midlands and East

Green, C. (2013) Relative distancing: a grounded theory of how learners negotiate the interprofessional. Journal of Interprofessional Care; 27, 1: 34-42.

Thistlethwaite, J., Khalili, H., Grymonpre, R., Atack, L., Gilbert, J., Espin, S., Donnelly, C., Iglarsh, A., Green, C., Riva, J. and Namavarian, A. (2013) Introducing the Global Research Interprofessional Network (GRIN). Journal of Interprofessional Care; 27, 2: 107-109