Establishing Priorities for Clinical Education Research: Exploring the Views of UK Professional and Public Stakeholders
The study identifies broad priorities for clinical education research, but recognises that simple prioritisation is insufficient, and develops understanding of how priorities arise, including differences between stakeholder groups, and changes over time. Recognising an integrated 'system of impact' may maximise opportunities for stakeholders-researchers, policy actors, knowledge users and funders-to effectively communicate and optimise research impact in the short and longer term.
Authors
- Thomas Gale (ORCID: https://orcid.org/0000-0003-4551-5860)
- T. J. O’Brien (ORCID: https://orcid.org/0000-0001-7687-3543)
- Gillian Vance (ORCID: https://orcid.org/0000-0003-0895-4960)
- Sophie Park (ORCID: https://orcid.org/0000-0002-1521-2052)
- Richard Conn (ORCID: https://orcid.org/0000-0002-2564-254X)
- Janice Ellis (ORCID: https://orcid.org/0000-0002-4602-6674)
- Peter Yeates (ORCID: https://orcid.org/0000-0001-6316-4051)
- Bryan Burford (ORCID: https://orcid.org/0000-0003-4687-7556)
- John Sandars (ORCID: https://orcid.org/0000-0003-3930-387X)
- Rikki Goddard‐Fuller
- Cecily Henry (ORCID: https://orcid.org/0009-0004-0922-5545)
- Clare Corness‐Parr
Institutions
- University of Ulster (GB)
- Edge Hill University (GB)
- Christie's (GB)
- University of Oxford (GB)
- University College London (GB)
- Keele University (GB)
- Newcastle University (GB)
- University of Plymouth (GB)
Publication Details
- Journal
- The Clinical Teacher
- Published
- 2025-01-01
- DOI
- https://doi.org/10.1111/tct.70144
- Citations
- 1
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 1.88
Funders
- National Institute for Health and Care Research