PREVIOUS PROJECTS
Education and training
Faculty development
Clare and Tim have decades of experience of designing and delivering bespoke faculty development for medical, dental and healthcare educators and leaders. This includes local, regional, national and international activity, delivered online and face- to-face, and including accredited and award-bearing programmes to master’s level.
Over the last five years Swanwick Morris has delivered many bespoke, online, ‘training the trainers’ sessions for experienced supervisors across the country including at University Hospitals of Leicester NHS Trust, Nottingham University Hospitals Trust, United Lincolnshire Hospitals, Barking Havering and Redbridge University Hospitals NHS Trust and Lancashire and South Cumbria NHS Foundation Trust.
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In 2024 Clare and Tim produced a series of podcasts - Work-based Learning for Healthcare Professionals. Available, open access, on all the usual podcast platforms, this entertaining and informative series was designed to support an innovative 'flipped classroom' approach to multiprofessional faculty development for Cambridgeshire and Peterborough NHS Foundation Trust.
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Work-based learning and assessment
Clare and Tim have taught, developed resources - physical and online - and published extensively on work based approaches to learning and assessment both in the UK and overseas. As part of a UNESCO funded project, Clare and Tim worked in a collaboration with the UK Royal College of Paediatrics and Child Health and the Myanmar Paediatric Society. Myanmar has one of the highest infant mortality rates in the world. In an effort to help address this, Clare and Tim worked with senior paediatricians in country, and subject matter experts from the UK, to design, deliver and support an ongoing programme of work to improve work-based learning and assessment practices in the training programmes of Myanmar doctors in paediatric training.
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Organisational approaches to learning and development
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Generalism
​Throughout 2021/22 Swanwick Morris worked with Health Education England on embedding generalism in the education, training and continuing professional development of all healthcare professionals. Outputs included the development of a curriculum for generalism and programme handbook, resources to support faculty development, apporaches to evaluation, and consultancy to national and regional teams.
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Early Years Dental Training
​In 2023/24 Clare and Tim worked with NHS England to produce a new curriculum, portfolio and a suite of supporting assessments for the first two years of postgraduate dental training. The new Early Years programme is being pilotted across England from September 2024 with an anticipated national roll out in 2025.
Capacity Building
​In 2023/24 Clare and Tim produced a detailed report for Hull York Medical School based on stakeholder interviews, a focussed literature review and an in depth analysis of supporting grey literature. The aim of the report was to provide insights for the HYMS senior team to inform decisions made about the School's response to the NHS Longterm Workforce Plan.
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Leadership development in education and training
While at the NHS Leadership Academy, Tim led parallel UK-wide initiatives to embed leadership and management within medical undergraduate and postgraduate medical training programmes in partnership with the Faculty of Medical Leadership and Management, Medical Schools Council and Health Education England. Project outputs included a national indicative undergraduate leadership curriculum, a development strategy for postgraduate training, a programme of faculty and trainer development and a range of supporting materials for both universities and healthcare providers.
Addressing bullying and undermining
Learning environments in obstetrics and gynaecology in the UK have been identified as problematic, with learners reporting more undermining behaviour than any other specialty (RCOG 2020). Historically, uniprofessional interventions - focussing on the workplace behaviours of individuals - have been adopted with limited success. This project adopted a different starting point, with undermining understood as systemic issue i.e. arising from processes and practices that potentially lessen the effectiveness and abilities of teams to work well together. Clare worked with midwives, doctors, nurses and support staff in two London NHS Trusts, helping them analyse current practice and co-create and test out new ways of working. Using Change Laboratory methodology, it was possible to introduce and embed a range of practices that fostered improved communication and respectful inter- and intra- professional practices.
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Research and evaluation
Scholarship in pharmacy education
​Swanwick Morris were commissioned by the Royal Pharmaceutical Society in 2022 to develop a strategy for research and evaluation in pharmacy education. The output was a report and a series of recommendations on how the RPS might scholarship in across the pharmacy professions.​
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Pre-registration pharmacy selection
Tim designed and led the implementation of an evaluation strategy in support of the successful implementation of a national selection process into pre-registration pharmacy training. Key stakeholders were engaged in developing a comprehensive theory of change, important research questions identified and several evaluation methodologies, both quantitative and qualitative, deployed through partnership working with a number of academic providers. Project outputs, providing confidence to students and the profession in the new processes, included a national report and publications in international journals.​
Evaluating dental nurse apprenticeships
Clare was commissioned to undertake an evaluation of dental nurse apprenticeship programmes being piloted as a new route to qualified status and one that seeks to address issues around preparing dental nurses to work in general dental practice settings. The evaluation drew on qualitative methods, using in-depth interviews with apprentices, dental school faculty and general dental practitioners hosting placements in primary care. The evaluation offered insights into the characteristic features of placements in primary and secondary care settings and how these shaped career intentions and aspirations of the apprentices.