Research-Based SSCs: A Pragmatic Approach to Advancing the Research-Teaching Nexus in UK Medical Schools

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The demands of clinical work and incentives for delivering research output can obscure from view the role of the research supervisor as an educator involved in optimizing the quality of student learning in medicine. In such contexts, pedagogical theories can be relegated to introspective reasoning within the field of education per se, while teaching is viewed as an obstacle in the race for career recognition. Through appeal to a series of published papers arising from an HEA-funded project on research-teaching linkages, this synoptic paper promotes a more synergistic view of research and teaching, whereby good supervisory practice is grounded on learning theory. The importance of research communities of practice and preparing students for managing supercomplexity are recognized, while use of Baxter Magolda’s Epistemological Reflection Model for identifying qualitative shifts in student learning receives a mention within the novel context of short-term student research. A key aim of this work is to inspire supervisors of short-term research and organizers of student research programmes, within the health sciences, both to engage more proactively with learning theory and to take practical steps in ensuring that undergraduate students aspire to higher forms of learning through short-term research. This will include presenting key findings from the above series to promote further reading on research as pedagogy.
Original languageEnglish
Pages (from-to)1-5
JournalHealth and Social Care Education
Publication statusPublished - 15 Dec 2015


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