Dr Clare Kell known as Clare
MSc Medical Education
I am passionate about inclusion in education. I am committed to enabling colleagues to think critically about our individual and collective impact on our students’ learning experiences and to creating an environment where we can learn with and from each other through a shared vision and a value-based, scholarship- and evidence-informed concern for learning.
I started teaching Physiotherapy in 1994 after 6 years working as a clinical physiotherapist in South Wales with a special interest in neurological rehabilitation. While I loved my clinical roles, my passion has always been helping others learn – whether patients, colleagues, students etc.
Since 1994 I have pursued an academic career with a research focus on physiotherapy education. Working with colleagues within the former University of Wales College of Medicine I gained a breadth of experience supporting the learning of colleagues, clinical staff and students across the disciplines.
In 2004 I undertook a secondment within Cardiff University to scope and negotiate a new approach to the Peer Review of Learning and Teaching (PRLT). This project challenged my ability to work with colleagues across the spectrum of academic disciplines and resulted in an innovative and widely accepted and adopted approach to PRLT. I then spent 10 years leading Cardiff University’s Postgraduate Certificate in University Teaching and Learning (PgCUTL) supporting new and experienced colleagues develop as professional teachers in HE. I moved to my current role with USW in August 2016.
For many years I have engaged actively with the UK HE agenda and am committed to the work of the Higher Education Academy (HEA) . Currently I support this commitment in my roles as an HEA Accreditor (since 2007) and as a UKPSF Consultant (since 2015).
Papers in refereed journals:
Kell C and Sweet J (2017) Widening possibilities of interpretation when observing learning and teaching through the use of a dynamic visual notation, Innovations in Education and Teaching International 54 (2):162-169.
Kell C (2014) Making practice education visible: challenging assumptions about the place of the patient in placement environments International Journal of Therapy and Rehabilitation, 21 (8): 359-366.
Kell C (2014) Placement education pedagogy as social participation: what are students really learning? Physiotherapy Research International, 19 (1): 44-54.
Clare Kell and Tom Horlick-Jones (2012) ‘Disciplining witnesses’ in the teaching of physiotherapy: some insights into the practical accomplishment of a science-based healthcare profession. Communication and Medicine, 9(3): 252-268.
Kell C and Owen G (2009) Approaches to learning on placement: the students’ perspective, Physiotherapy Research International, 14 (2): 105-115.
Kell C and Annetts S (2009) Peer Review of Teaching: Embedded practice or policy-holding complacency? Innovations in Education and Teaching International. 46 (1): 61-70.
Kell C and Owen G (2008) Physiotherapy as a profession: where are we now? International Journal of Therapy and Rehabilitation 15 (4): 158-165.
Brigley S and Kell C (2007), Distance tutors and academic departments: learning support needs in remote environments, Open Learning, 22 (3): 251-262.
Kell C and Jones L (2007), Mapping Placement Educators’ conceptions of teaching, Physiotherapy, 93: 273-282.
Kell C (2007), The Influence of an undergraduate curriculum on development of students’ academic belief systems, Learning in Health and Social Care 6 (2): 83-93.
Kell C (2006), An analysis of entry-level postgraduate students’ readiness for student-centred, Masters level learning, Learning in Health and Social Care 5 (3): 133-141.
Kell C (2006), Undergraduate’s learning profile development: what is happening to the men? Medical Teacher 28 (1) pp. e16-e24.
Kell C and van Deursen R (2003), Does a problem-solving based curriculum develop life-long learning skills in undergraduate students? Physiotherapy 89 (9): 523-530.
Kell C and van Deursen R (2002), Curricular influences on academic belief systems, Learning in Health and Social Care 1 (2): 86-93.
Kell C and van Deursen R (2002), Student Learning Preferences Reflect Curricular Change, Medical Teacher 24 (1): 32-40.
Kell C and van Deursen R (2000), The fight against professional obsolescence should begin in the undergraduate curriculum, Medical Teacher 22 (2): 160-162.
Articles in professional journals:
Kell C and Camps C (2015) Exploring e-journaling as a tool for academic identity work: pilot study reflections, Educational Developments 16 (1): 18-22.
Kell C and Lloyd A (2006), Developing a new policy for the peer review of teaching: a cross-institutional approach, Educational Developments 7 (4): 13-16.
MacDonald J and Kell C (2006), How to develop your teaching through peer review, Education for Primary Care 17 (4): 404-407.
Edited books and collections
Everett T and Kell C Eds (2010) Human Movement (6th Ed), Edinburgh; Elsevier.
Kell C and Helme M Eds (2010) Interprofessional Education in Wales: case studies in health and social care, HEA Health Science and Practice Subject Centre
Kell C and van Deursen R (2005), Chapter 13: Posture and Balance (pp231 – 254), In: Trew M and Everett T (Eds) Human Movement (5th ed), Edinburgh: Elsevier.
Published Working paper:
Kell C (2011) A method for capturing movement and touch-based interactions during ethnographic fieldwork. Cardiff School of Social Sciences Working Paper 148, Cardiff University http://www.cardiff.ac.uk/socsi/research/publications/workingpapers/paper-148.html
Kell C (2014) Forget the ILOs, what are students really learning on placement? Centre for Academic and Professional Development Research Seminar, Queen Mary University of London https://ess.q-review.qmul.ac.uk/ess/echo/presentation/596c81e9-761f-48cf-b878-f6c4d7508c31
Recent Conference proceedings:
Kell C and Sweet J (2015) Exploring non-verbal communication in learning interactions: from research method to students’ and
teachers’ everyday practices SEDA Conference, Cardiff November 2015.
Kell C (2015) Focussing on learning interactions in Higher Education: a pencil and paper method to capture real
time nonverbal communication. BERA symposium ‘Researching into Higher Education: innovative research methods’ IOE May 2015.
Kell C and Camps C (2014) Supporting the development of an ‘educator’ identity within a research-intensive university 4th Academic Identities Conference, Durham University, 8-9th July 2014.
Kell C (2014) Before we can change we need to see: Francis as values in practice versus more boxes to tick? National Association of Educators in Practice Conference, Coventry University, 11th April.
Kell C (2013) Under the water: students’ bodywork in the hydrotherapy pool. Physiotherapy UK, Birmingham 11-12th October.
KellC (2013) A new method to make visible the minutiae of educator: learner interactions, British Sociological Association: Education conference, University of Surrey 25th Sept.
Kell C (2013) Relationships in practice-based education: the place of the patient, National Association of Educators in Practice Conference, University of Brighton, 2nd March.
Kell C (November 2012) Interactions in placement education: some ‘hows’ and ‘whats’, Wales Seminar, Cardiff University School of Medicine: Research in medical and healthcare education in Wales.
Kell C and Horlick-Jones T (May 2012) Seeing the unnoticed: a new notation system making visible the practices of ‘hot’ placement education, UK Seminar, Cardiff University School of Medicine: Developing a UK network for interactional research in clinical workplace learning.
Kell C and Horlick-Jones T (2011) ‘Disciplining witnesses’ in the teaching of physiotherapy: some insights into the practical accomplishment of a science-based healthcare profession, COMET Conference, University of Nottingham June 30-July 2nd.
Kell C (2010) Pencil and paper tools to make visible the practice of physiotherapy placement education, 8th Qualitative Research Conference, Bournemouth University, 6-8 September.
Kell C and Owen G Using role pictures and living scenarios to explore work placement educators’ epistemologies-in-action. BERA Annual Conference, Heriot-Watt University: September 2008.
My current national roles include:
Accreditor for the HEA York;
Associate HEA Health-related Sciences Network;
External examiner for a number of PgCert Programmes & UKPSF CPD Frameworks;
I undertake peer review activity for BERJ, TATE, Canadian Journal of HE, Biomed Central Medical Education, Innovation in Education and Teaching International, Advanced in Health Sciences Education, International Journal of Therapy and Rehabilitation, HEA funding bids and the National Teaching Fellowship Scheme.
Current interests and areas of enquiry:
1) Exploring the role of nonverbal communication in learning interactions;
2) Tussling with ideas around ‘Inspiring Teachers’;
3) Academic Development of academics ‘teacher’ identity;
4) Professionalism and the Healthcare disciplines at the start of the twenty-first century;
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