Patient data underpins and leads to improvements in research and care.
The National Institute for Health Research (NIHR) has recently shared a resource surrounding the use of patient data in clinical research. The page contains a number of useful links to guidance such as the NHS pages on why patients’ data matters and also the Understanding Patient Dataresource, which outlines a set of key principles that should be followed in using patient data for research purposes.
It’s important that if a researcher uses patient data, that they acknowledge it by using the following citation –
“This work uses data provided by patients and collected by the NHS as part of their care and support”
The above has been developed by use MY data, a movement of patients, carers and relatives, in place to ensure that the patient data used is protected by the appropriate safeguards, and is treated with the respect and confidentiality it deserves.
National data opt-out programme
The page likewise signposts the above programme which allows patients and the public to opt-out of their confidential patient information being used for planning and research purposes.
All health and care organisation will uphold these choices by March 2020.
Sascha Dov Bachmann (Associate Professor in International Law (Bournemouth University and Director of BU’S CROLS) and extraordinary Associate Professor in War Studies (Swedish Defence University, SWE) spoke on Hybrid Warfare and Lawfare in Brussels this November.
He presented on Hybrid Warfare and Cyber – enhanced Lawfare at the Permanent Representation of the French Republic in Brussels at an event organised by IHEDN-CESD – the French Institute for National Defence Studies. La Représentation Permanente française à Bruxelles accueille les 53 participants du cours IHEDN-CESD dédié à “l‘Union européenne face au défi des menaces hybrides“.
Sascha Dov’s work is repeatedly referenced on the NATO legal virtual desktop, thereby demonstrating the high-impact and publicity which his research generates. His research on Hybrid Warfare and the role of Cyber and Lawfare has been identified as 3* plus impact in the last institutional stocktaking exercise at BU and is being developed further. He has been invited to join NATO SHAPE as visiting Research Fellow.
Are you currently in the process of designing, setting up or planning your research study, and would like to extend your project into the NHS?
Yes? Then you may want to take advantage of this training opportunity.
Oliver Hopper (Research & Development Coordinator, Royal Bournemouth and Christchurch Hospital) and Suzy Wignall (Clinical Governance Advisor, R&KEO) will be running a training session on how to use, and complete your own application within the IRAS system.
IRAS (Integrated Research Application System) is the system used to gain approvals from the NHS Research Ethics Committee and Health Research Authority, before rolling out your study to NHS Trusts. To support this, the session will include the background to research ethics and the approvals required for NHS research.
The session will also be interactive, and so as participants, you will have the opportunity to go through the form itself and complete the sections, with guidance on what the reviewers are expecting to see in your answers, and tips on how to best use the system.
The training will take place in Studland House – Lansdowne Campus, room 102 this Wednesday 5th December, at 09:30am – 12:30pm.
Get in touch with Research Ethics if you would like to register your interest and book a place.
The BASES conference 2018 took place on 27-28 November at Harrogate Convention Centre.
Figure 1. Presenting BU research on the effect of 8 weeks inspiratory muscle training on the balance of healthy older adults, during the first day of the BASES conference 2018
Thanks to my supervisors Professor McConnell, Dr Gavin and Professor Wainwright and with the support from Bournemouth University I had the possibility to present my research titled: The effects of 8 weeks of inspiratory muscle training on the balance of healthy older people: a randomised, double-blind, placebo controlled trial. Figure 1.
You can now read what happened and look at the media from the conference clicking the twitter button right below.
Personally, I found extremely interesting the talk of Professor Steven N Blair, Professor Ken Fox and Professor John Buckley (Figure 2).
They explained, thought direct experiences, how sports science has evolved and what we (including physiologists, kinesiologists, strength and conditioning coaches) should consider when developing research proposals. One of the many take-home points was that sports science is today considered science for/of health and that is crucial to seek collaboration between researchers and the community. Paraphrasing a famous quote from J.R.R. Tolkien, it is from the ordinary folks that research questions arise.
Professor Steven N Blair, Professor Ken Fox and Professor John Buckley discussing the past, the present and the future of sports science.
Concluding, it was a motivating experience, and I was pleased to receive many questions about my research. Definitely, a conference worth to consider also for the next year.
If you are interested in reading more about BASES, follow the link below
You are warmly invited to participate to the final dissemination event of our AHRC e-Voices: Redressing Marginality International Network, titled Creativity and Marginality. The event will take place on December 5 (4pm-8pm), Lawrence Lecture Theatre and The Lees Gallery.
In this symposium BU academics across faculties will present their own research which resonates with the theme: addressing creativity in practice, research method and outcome and with socially marginalised groups. The symposium will be followed by the opening of an exhibition featuring a small selection of pieces presented at the ShiftEye Gallery in Nairobi Kenya. It will also include some pieces from other projects. Finally the evening will conclude with a screening of the documentary Aji-Bi: Under the Clock Tower (2015) by Moroccan director Rajaa Saddiki. A film about a group of Senegalese migrant women working as hairdressers and stranded in Casablanca.
Wednesday 5 December | 13:00 – 16:00 | K103 Kimmeridge House | Talbot Campus
Come along on Wednesday to discover this unique display of research being undertaken by our postgraduate researchers. Interact with live displays, listen to recordings and explore a wealth of research posters and photographs.
Every BU academic has a Research Professional account which delivers weekly emails detailing funding opportunities in their broad subject area. To really make the most of your Research Professional account, you should tailor it further by establishing additional alerts based on your specific area of expertise. The Funding Development Team Officers can assist you with this, if required.
Research Professional have created several guides to help introduce users to ResearchProfessional. These can be downloaded here.
Quick Start Guide: Explains to users their first steps with the website, from creating an account to searching for content and setting up email alerts, all in the space of a single page.
User Guide: More detailed information covering all the key aspects of using ResearchProfessional.
In addition to the above, there are a set of 2-3 minute videos online, designed to take a user through all the key features of ResearchProfessional. To access the videos, please use the following link: http://www.youtube.com/researchprofessional
Research Professional are running a series of online training broadcasts aimed at introducing users to the basics of creating and configuring their accounts on ResearchProfessional. They are holding monthly sessions, covering everything you need to get started with ResearchProfessional. The broadcast sessions will run for no more than 60 minutes, with the opportunity to ask questions via text chat. Each session will cover:
Self registration and logging in
Setting personalised alerts
Saving and bookmarking items
Subscribing to news alerts
Configuring your personal profile
Each session will run between 10.00am and 11.00am (UK) on the fourth Tuesday of each month. You can register here for your preferred date:
These are free and comprehensive training sessions and so this is a good opportunity to get to grips with how Research Professional can work for you.
Have you noticed the pink box on the BU Research Blog homepage?
By clicking on this box, on the left of the Research Blog home page just under the text ‘Funding Opportunities‘, you access a Research Professional real-time search of the calls announced by the Major UK Funders. Use this feature to stay up to date with funding calls. Please note that you will have to be on campus or connecting to your desktop via our VPN to fully access this service.
This week we had this enviable record of two academic papers on health topics being rejected the day after submission. The first paper was submitted on Monday to Issues in Mental Health Nursing. Our paper reported the Content Analysis of a review of the nursing curricula on mental health and maternity care issues in Nepal. The journal editor emailed us the next day to inform us that the topic was interesting, but not relevant enough to the journal’s readers.
The second paper submitted by a different configuration of staff was submitted last Friday to the Journal of Youth & Adolescence. The second paper reported a qualitative study on students views on abortion in the south of England. This journal’s rapid reply came the next day (yesterday) stating that:
Unfortunately, the editors have completed an internal review of your study and have deemed your manuscript inappropriate for our journal. Although your manuscript has important strengths, the journal has moved away from supporting qualitative work (unless it would be part of a journal special issue). Please rest assured that our decision has nothing to do with the quality of your study or findings.
On both occasion we had discussed potential journals and we thought we had targeted appropriate journals for the respective manuscripts. Moreover, in both manuscripts we managed to cite at least one paper published in the journal to which we had submitted it. The general message to my colleagues is that it does not matter how many papers you have written and submitted, you will: (1) occasionally opt for the wrong journal; (2) continue to face regular rejection by journal editors; and (3) have an opportunity to submit to another journal.
Museums are often perceived as dusty cabinets full off dead and ancient things, especially those institutions you’ve never heard off. You know the ones, the neglected pride of county towns that could play a vital cultural and social role but struggle for funding.
For some, technology is the answer, virtually recreating museums and their contents online, or launching fancy augmented reality smartphone apps that overlay videos of the real world with interactive computer-generated content. We certainly see the potential for such apps to make museums more exciting, especially to young people, and have recently been using them to bring dinosaurs to life.
But sadly our experience suggests visitors just aren’t keen on downloading these apps. So is there another way technology can help revitalise musuems and similar attractions?
Using the phone’s camera to scan a code on a notice board or flyer brings forward a 2D computer-generated image superimposed on the phone’s live camera feed. Users can see a troop of mammoths walk over the horizon with the real landscape behind, or have their selfies taken with a mammoth. We’ve since created our own free app that recreates augmented reality dinosaurs and other extinct reptiles and mammals in 3D, without the need to scan a code.
We deployed the mammoth and a T. rex at various events in 2017 and 2018, allowing visitors to pose for selfies. The tech was embraced enthusiastically, not just by children but by older generations as well. We found the sense of technological wonder coupled with a chance to strike a silly pose with an extinct animal really appealed to the visitors.
But when we first deployed the app at a museum, in summer 2018 at the Etches Collection on Dorset’s Jurassic Coast, it challenged our thinking. In fact, it stopped us dead. When we had staff on site to show people what was possible with our own tablets and phones, the technology had an impact and people were excited to see it in action (although they did not always download the app). But no one engaged when we relied on posters and banners to encourage visitors to download and use the app.
We failed at the first step, not due to a lack of interest in the technology or in the 3D dinosaurs deployed, but due to the fundamental reluctance of visitors to download museum apps. We have since found this experience to be shared by others, such as Skybox Museum, who also struggle to get visitors to download their app deployed at their site in Manchester. In fact, the feedback we’ve received so far suggests that simply getting people to download a museum app, rather than a problem with the underlying technology, is the biggest obstacle to its success.
What makes people download apps?
To find out why, we immersed ourselves in a growing body of consumer-based research on smartphone apps. It turns out that the characteristics of an app are less important when it comes to getting people to download it than whether they trust the makers, and that brand loyalty and familiarity help build this trust. We also know that the potential for social interaction and pure enjoyment are more important than the usefulness or educational value of an app. People want to be entertained, engage with others and are wary of potential risks to their phones and personal data.
So when you’re asked to download an app at the doors of a museum, the default position is to decline. It’s a hard sell, especially if you have children in tow. Promoting the app in advance helps but, even if you overcome this reluctance, people still want a guarantee of fun.
What’s the answer? Games are an obvious possibility. Which regular museum visitor hasn’t seen a horde of children with clipboards on some form of quest or hunt? Promising a fun game is perhaps the key to getting children to try the augmented reality we know can change a museum experience.
The alternative is to make such resources available without an app, and we are exploring this. One solution might be to enable visitors to access it through their phone’s internet browser or via a standard QR code. Another idea we are trialling is to preload the technology onto a tablet hired like an audio guide at a museum’s entrance. As the software doesn’t need downloading it can be more complex, for example using locational technology such as GPS that can prompt the user to activate the device at a given spot and offer content tailored to their visit. But this would make social interaction and downloading those fun-filled selfies harder.
We believe that technology has much to offer the museums of the future. In fact, we would argue it’s essential to their survival. In particular, mixed reality, a form of enhanced augmented reality where real people and objects are displayed in virtual worlds, has some exciting potential to create immersive, engaging and educational content. But for once, the smartphone may not hold the key.
Supporting Health and Social Care Research
A range of resources and best practice success stories have been pulled together to make promoting research and its benefits to patient care more accessible to everyone.
The NIHR website now hosts a number of pages and resources, such as how the NIHR can help academic researchers to conduct and deliver research, and success stories from amongst the research community – access the following link to find out more.
The British Academy is currently inviting applications from UK-based early career scholars for the Japan Society for the Promotion of Science (JSPS) Postdoctoral Fellowships for Overseas Researchers. The Academy is an overseas nominating authority for this fellowship scheme.
Purpose of Fellowships
This scheme is for scholars in the UK who are at an early stage of their career and wish to conduct research in Japan for a period of 12-24 months.
The scheme, which is wholly funded by the Japan Society for the Promotion of Science (JSPS), provides the opportunity for highly qualified young researchers based in the UK to engage and collaborate with leading research groups in universities and other research institutions in Japan. In its capacity as an overseas nominating authority for this scheme, the British Academy is able to nominate a quota of candidates each year.
For applicants to be considered for nomination by the British Academy, the research undertaken must be on a subject within the social sciences or humanities. Applicants must have received their PhD within the last six years prior to their application and must be ordinarily resident in the United Kingdom. They must have a research proposal agreed with a host researcher employed at a university/research institution in Japan.
The scheme is not open to Japanese nationals, those who have permanent residency in Japan, or to applicants who have previously been awarded a fellowship under the JSPS Postdoctoral Fellowship Programme for Foreign Researchers.
The scheme provides subsistence funding as well as a settling-in allowance and a return air ticket. The Japanese host institution may also apply through the Japanese host researcher for a “Grant-in-Aid for Scientific Research” for cooperative research-related expenses.
Applications must be submitted online using the British Academy’s Grant Management System, Flexi-Grant®.
Application and referee/head of department statements deadline and current UK host institution approval deadline: Wednesday 12 December 2018 (17.00 UK time).
Earliest start date for research: 1 April 2019.
Prof. Julian McDougll, Head of CEMP was invited to Brussels to give a talk in the Network of Experts on the Social Dimension of Education and Training (NESET II) and the European Expert Network on Economics of Education (EENEE) on 22 November 2018. This is the 3rd annual conference organized by the European Commission, which is a major annual event aiming to encourage broader dialogue between policy makers at the EU and national levels and researchers, offering a fertile ground for information exchange.
The 2018 Conference focused on the topic of common European values, active citizenship and key competences. In particular, there is a need to further strengthen the promotion of common European values through education. This conference was oriented towards solutions and practices that demonstrated value and worked well for different levels of education.
As an established and pioneer researcher and educationist in media literacy, Prof. Julian McDougall and CEMP doctoral graduate Marketa Zezulkova were commissioned by the European Commission to produce a systematic review “Teaching media literacy in Europe: evidence of effective school practices in primary and secondary education”. This report detailed the latest research in the area of media literacy and media education and provided policty recommendations to the European Commission from four aspects:
Main competences to support media literacy in education: which should cover the competences of Access, Analysis and evaluation, Creation, Reflection and Action/agency. These competences work together to support students’ active participation in learning through the processes of consuming and creating media messages.
Media literacy education practices to address disinformation: The current media landscape has been marked by the spread of disinformation and ‘fake news’. Media literacy initiatives, including educational programmes involving journalists, have been shown to lessen the vulnerability of children to disinformation.
Effective teaching and learning media literacy practices at school level: which can involve various classroom-based methods (e.g. active inquiry, discussion-based learning, collaborative learning and educational leadership, game-based learning, etc.), most of which are based on active learning. Medium or genre specific pedagogical practices are commonly used in teaching and learning with media literacy (e.g. combined advertising and science literacies).
Key conditions for successful implementation of media literacy education practices in school: which is facilitated by approaches to pedagogy that combine and/or cross boundaries between spaces and roles — the classroom and the extended ‘third space’, teachers and students working in partnership to co-create learning, and professional development in hybrid combinations of physical and virtual networks.
The report ends with policy pointers for the European Commission. Based on the consolidated evidence on the ways in which media literacy can be taught, Professor Julian McDougall made suggestions to the European Commission on the best approaches to providing holisticsupport and resources to media education in the Europe.
This report has been accepted by EU and will be published online shortly:
McDougall, J., Zezulková, M., van Driel, B., Sternadel, D. (2018), ‘Teaching media literacy in Europe: evidence of effective school practices in primary and secondary education’, NESET II report. Luxembourg: Publications Office of the European Union.
The report also cites a mumber of other CEMP projects and publications on media literacy education, including research for the United Kingdom Literacy Association, Media Education Association, Samsumg and the US Embassy – for more information on these see https://www.cemp.ac.uk/projects/projects.php
*More information ABOUT NESET II NESET II is an advisory network of experts working on the social dimension of education and training. The European Commission’s Directorate-General for Education and Culture initiated the establishment of the network as the successor to NESSE (2007-2010) and NESET (2011-2014). The Public Policy and Management Institute (PPMI) is responsible for the administration of the NESET II network.
#TalkBU is a monthly lunchtime seminar on Talbot Campus, open to all students and staff at Bournemouth University and free to attend. Come along to learn, discuss and engage in a 20-30 minute presentation by an academic or guest speaker talking about their research and findings, with a Q&A to finish.
Being able to understand the characteristics and behaviours of different types of personality can help you understand the people you are interacting with, as well as yourself. Join us in the exploration of personality profiles, using Jelly Babies to help change the way you view people.
In this talk, Amanda Wilding, will be discussing her research, which centres around understanding different personalities and the benefit this can have to our social interactions