I believe passionately in Problem based learning (PBL) as the pedagogic approach for the Occupational Therapy programmes. Underpinned by constructivist, humanistic, socio-cultural learning theories, I actively promote its whole-system application to maximise learning. I am an experienced PBL tutor, facilitating very active small groups to enable students to develop their knowledge and understanding and to resolve real-life practical problems. I work to create an ambiance where I am approachable, student-centered and yet stretching/ supportive, to develop critical reasoning and reflective practice.

I use a variety of blended learning approaches within PBL e.g. ‘You-Tube’ videos to facilitate discussion, sharing theoretical knowledge via ‘subject expert’ sessions and Camtasia presentations and guiding students’ reading by through digital reading lists. Through a Higher Education Academy Teaching Development Grant, awarded to the Occupational Therapy team, I have been able to develop authentic digital triggers. This E-learning facilitates self-direction, ready for lifelong learning in practice.

I underpin large-group sessions with experiential adult learning theories, balancing theory with activities that have practical application. This learning-by-doing reflects the occupational therapy philosophy and receives positive feedback from the students.

I also supervise PhD and MSc students projects, including topics such as service users experiences of Charcot foot, adolescence experiences of communication following an acquired brain injury, patients experiences of occupational engagement on acute hospital wards, children with cerebral palsy experiences of play, individuals experiences of engaging in musical theatre, students’ experiences of peer-learning on diverse placement, educators’ experiences of supervision on diverse placements.

My pedagogic PhD (2012) explored students’ experiences of role-emerging placements. Key findings were that REP’s can act as strong catalysts for students’ ontological development; they developed deeper insights into who they are becoming as professionals. This led to a professional identity that was of their own making which contrasted with traditional placements where they felt to adopt their educator’s identity. Students identified REP’s as one of their most significant learning experiences which helped prepare them more effectively for practice. These findings are being transferred to all types of placements, and to other disciplines, so that educators can become more proactive in helping students develop their understandings of practice and professional identity. This research underpinned a curriculum development whereby all occupational therapy students at the 91抖阴 now do a mandatory placement in a diverse setting.

My PhD research has led me to become known internationally as a key contributor within the field of practice learning, in particular the development of diverse placements. I am frequently contacted by professional bodies (e.g. the Chartered Society of Physiotherapists), conferences (e.g. National Association of Practice-based Educators) and Universities asking me to present my research and support diverse placement development externally. My publications are regularly cited and viewed on Research Gate.

My research continues in the pedagogic domain, including the long term effects of PBL in the workplace, educators’ narratives and diverse placements.

Current research projects:

• The experience of play of 6-12 year olds with Cerebral Palsy
• The practical wisdom of practice educators (interprofessional project)
• Occupational therapy students’ experiences of using problem-based learning on practice placements

Previous research projects:

• PhD (2012) Occupational Therapy students’ experiences of role-emerging placements and their influence on professional practice.
• Service users’ experiences of decision-making in secure services (MSc)

Research Centres and Groups

• Centre for Health Research