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00-Hays-Pre-ccp 23/7/07 16:18 Page 1

Research Degrees for

Health Professionals
00-Hays-Pre-ccp 23/7/07 16:18 Page 2
00-Hays-Pre-ccp 23/7/07 16:18 Page 3

Research Degrees for

Health Professionals

Richard Hays MBBS PhD MD FRACGP FACRRM

Professor of Medical Education
School of Medicine
Keele University
United Kingdom

Boca Raton London New York

CRC Press is an imprint of the

Taylor & Francis Group, an informa business
00-Hays-Pre-ccp 23/7/07 16:18 Page 4

First published 2007 by Radcliffe Publishing

Published 2016 by CRC Press

Taylor & Francis Group
6000 Broken Sound Parkway NW, Suite 300
Boca Raton, FL 33487-2742

© 2007 Richard Hays

CRC Press is an imprint of Taylor & Francis Group, an Informa business

No claim to original U.S. Government works

ISBN-13: 978-1-84619-127-5 (pbk)

Richard Hays has asserted his right under the Copyright, Designs and Patents
Act 1998 to be identified as the author of this work.

This book contains information obtained from authentic and highly regarded sources. While all reasonable
efforts have been made to publish reliable data and information, neither the author[s] nor the publisher can
accept any legal responsibility or liability for any errors or omissions that may be made. The publishers wish
to make clear that any views or opinions expressed in this book by individual editors, authors or contributors
are personal to them and do not necessarily reflect the views/opinions of the publishers. The information or
guidance contained in this book is intended for use by medical, scientific or health-care professionals and is
provided strictly as a supplement to the medical or other professional’s own judgement, their knowledge of
the patient’s medical history, relevant manufacturer’s instructions and the appropriate best practice
guidelines. Because of the rapid advances in medical science, any information or advice on dosages,
procedures or diagnoses should be independently verified. The reader is strongly urged to consult the
relevant national drug formulary and the drug companies’ and device or material manufacturers’ printed
instructions, and their websites, before administering or utilizing any of the drugs, devices or materials
mentioned in this book. This book does not indicate whether a particular treatment is appropriate or suitable
for a particular individual. Ultimately it is the sole responsibility of the medical professional to make his or
her own professional judgements, so as to advise and treat patients appropriately. The authors and publishers
have also attempted to trace the copyright holders of all mate-rial reproduced in this publication and
apologize to copyright holders if permission to publish in this form has not been obtained. If any copyright
material has not been acknowledged please write and let us know so we may rectify in any future reprint.

Except as permitted under U.S. Copyright Law, no part of this book may be reprinted, reproduced,
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British Library Cataloguing in Publication Data

A catalogue
British record
Libraryfor this book isinavailable
Cataloguing fromData
Publication the British Library.

A catalogue
Typeset by Phoenixrecord for this Chatham,
Photosetting, book is available
Kent from the British Library.

ISBN-13: 978 1 84619 127 5

00-Hays-Pre-ccp 23/7/07 16:18 Page 5

Contents

Preface 7
About the author 9
Case studies 11

1 The relevance of research training 13

Why even consider research training? 15
Pathways to research training 17

2 Choosing from the variety of research training programmes 23

The spectrum of postgraduate research training opportunities 25

3 An overview of how to approach research tasks 35

From an idea to a plan 37
The structure of research degrees 41

4 Refining research themes and topics 47

Research triggers 49

5 Successful supervision 57
An important relationship 59
Supervision panels 62
The ideal research student 65

6 Surviving common pitfalls 69

An interesting life 71

7 Assessment of research performance 85

Introduction 87
Within training assessment 87
End of training assessment 91

8 Communicating research outcomes 105

Spreading the word 107

9 What next? 117

The end or the beginning? 119

Index 123

5
00-Hays-Pre-ccp 23/7/07 16:18 Page 2
00-Hays-Pre-ccp 23/7/07 16:18 Page 7

Preface

A great part, I believe, of the Art is to be able to observe.

Hippocrates 460–357 BC

This book is for all those poor souls who feel an inclination to undertake further
education and is written in a way that answers questions relevant to their work.
By definition, this target audience is those with at least an undergraduate
coursework degree and with at least some work experience in their chosen
profession. While any postgraduate education can enhance career development,
the kind of education with the most potential to lead practitioners to the leading
edge of their professions is research training.
Research training does not need to be seen as daunting. There is a wide range
of research training available, from lower level coursework modules through to
higher level, research project-based programmes, many of them designed for
full-time study. Few practising health professionals have the time or the incli-
nation to suspend professional work and study full-time, and so embark on
complex pathways that combine research and professional practice. The choice
of pathways is potentially confusing and there are numerous challenges to
reaching a satisfactory outcome and maintaining sanity.
Unlike research student handbooks, most of which are written for full-time
students straight out of Bachelor level degrees, this book adopts the perspective
of busy professionals who balance part-time research within busy lives. It there-
fore assumes that research is not the only focus and describes how to survive,
perhaps even thrive, in a complex situation. The information provided is no less
relevant to full-time research students, particularly more mature students, who
also balance work and personal pressures.
With careful planning, prediction of potential pressure points, and early detec-
tion of challenges and intervention, research training even amidst complex lives,
can be very rewarding and even life-changing.

Richard Hays
July 2007

7
00-Hays-Pre-ccp 23/7/07 16:18 Page 2
00-Hays-Pre-ccp 23/7/07 16:18 Page 9

About the author

Richard Hays began his medical career as a rural general practitioner in

Australia. After 10 years of full-time practice, he almost accidentally entered
academic life, spurred on by questions arising from his part-time teaching post
to which he could not easily find answers. Much to his surprise he gained a
research degree in education while running a general practice. He then contin-
ued to ask and answer questions as he followed opportunities in teaching and
education research at both postgraduate and undergraduate levels.
From 1999 to 2005 he guided the development of a new Australian School
of Medicine (James Cook University), where there is a focus on regional and
rural healthcare issues. He is now Head of the School of Medicine at Keele
University, with responsibility for guiding the development of a new curricu-
lum. He has a strong record of achievement in research and publishing, author-
ing about 100 research papers, and several books, covering his major interests
in faculty development, assessment methodology and quality of clinical and
education service delivery. One of his most enjoyable tasks is supervising others
choosing to conduct research in applied healthcare settings.

9
00-Hays-Pre-ccp 23/7/07 16:18 Page 2
00-Hays-Pre-ccp 23/7/07 16:18 Page 11

Case studies

Throughout this book references will be made to progress on three evolving

case studies that demonstrate how health professionals with a varied range of
experience and interests approach research that is relevant to their professional
roles.

Case A
Jamie is a GP who completed postgraduate vocational training about five years
ago and is now established in a group practice that hosts both medical students
and GP registrars. When the partner with primary responsibility for teaching
wants to cut down hours, Jamie is asked to take over. He has always had some
interest in teaching and says yes. He attends ‘train the trainer’ sessions and
enrols in a ‘teacher training’ module at the local medical school, although this
is about an hour away by road and attendance is difficult. Jamie is soon manag-
ing both one-to-one teaching in the practice and a group of six medical students
in his ‘teaching hub’ practice. This is enjoyable, but Jamie is puzzled because
sometimes sessions work out really well, while others do not seem to work well
at all. Feedback from the students is collected regularly, but while generally
positive, this is rather non-specific. Jamie begins to wonder: ‘Why are these
sessions so variable in their quality? What can I do to improve things?’

Case B
Ahmed is a registered nurse who recently completed a postgraduate certificate
in emergency care nursing and now works only in a busy emergency depart-
ment. After a few months working there, Ahmed notices that managing patient
flows is often a major challenge to efficiency and quality of care provided.
Particularly over weekends, when the department accepts a lot of medium-level
urgency sporting injuries, mostly orthopaedic, but this impairs the capacity to
manage the injuries from frequent road accidents on the nearby motorway.
Ahmed begins to ask: ‘Can we develop a better system for managing these sport-
ing injuries in a timely way without affecting the capacity for managing serious
trauma?’

Case C
Susan is a speech language therapist with 15 years experience in general profes-
sional practice, who has deepening interest and expertise in language and learn-
ing disorders in children and teenagers. Susan has completed a coursework
masters level qualification in special education needs in childhood, and this
provided extensive knowledge of a broad range of approaches and assessment
tools. As a result, Susan is referred an increasing number of clients who pose

11
00-Hays-Pre-ccp 23/7/07 16:18 Page 12

12 Research degrees for health professionals

challenges, such as adolescents with less well defined language and learning
problems (e.g. dyslexia) and rather vague academic performance problems.
Susan finds that most available assessment tools are not appropriate for these
clients, as the tools were developed and standardised for younger, less academ-
ically able and less culturally diverse populations. Susan begins to ask: ‘How can
I provide a better, more culturally sensitive, evidence-based and more accurate
service?’
01-Hays-Text-ccp 27/7/07 06:27 Page 13

Chapter 1

The relevance of research training

All the world is a laboratory to the inquiring mind.

Martin H Fischer 1944

13
00-Hays-Pre-ccp 23/7/07 16:18 Page 2
01-Hays-Text-ccp 27/7/07 06:27 Page 15

Why even consider research training?

Professional careers usually commence with an undergraduate coursework
degree. The increasing trend towards graduate entry professional degree
programmes means that many will have more than one undergraduate course-
work degree. These degrees are usually targeted at producing graduates who are
fit to commence professional practice, often under some form of supervision,
which may be formal and structured, leading to professional recognition and/or
registration. As a rule, undergraduate degrees are designed to produce gradu-
ates with certain core competencies that span both academic and professional
aspects. That is, there are generic academic skills that bachelor level degrees are
required to provide, and there are certain core competencies that professions
require. The former are more concerned with thinking and basic knowledge,
and the latter with application of knowledge and professional skills as a novice
professional. Neither sets of learning outcomes imply a post-basic level of
mastery.
Being a professional means a lifetime of continuing professional development.
Requirements for postgraduate education vary between professions, but at a
minimum all professionals are required to maintain currency of practice.
Currency of practice is a rather complex concept that combines maintenance of
previously acquired knowledge and skills, acquisition of necessary new know-
ledge and skills, and the judgement about how and when to apply both new
and old in a way that achieves high quality practice.
At this level, academic and professional education diverges, offering opportun-
ities and pathways that have strong differences, and yet often overlap.
Traditional continuing professional development either adds depth, as in
narrowing the scope to a specialty, or provides continuous updates for current
scope of practice. Some include research components, but the main focus is on
application of knowledge and skills within the professional context.
Postgraduate academic training really means further development of thinking
skills and builds towards research training. Masters level programmes used to
always include some research component, and doctoral level degrees always
meant a substantially or entirely research-based experience. This traditional
approach has changed, such that some higher level degrees no longer involve
research, and some university degrees include more professional, rather than
just academic, content. There are now many variations on what is offered, each
designed to meet a particular need or market (see Chapter 2). Most postgradu-
ate degrees are provided on a user pays basis, some with high fees.
15
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