Dr Clare Kell

Position
Programme Leader PCUTL/Senior Lecturer

Email
KellC@cardiff.ac.uk

Telephone
+44 (0)2920 870008 (Extension:70008)

Location
Training and Development, Human Resources, 11th Floor, 30-36 Newport Road, Cardiff CF24 0DE

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Overview

I lead the Cardiff University Postgraduate Certificate in University Teaching and Learning (PCUTL) programme and support colleagues across the University in their teaching development and innovation activities. I complement these activities with national roles that help me keep aware of and contribute to developments in the UK HE sector.

My current national roles include:

  • Accreditor for the HEA York;
  • UKPSF Consultant;
  • 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, HEA and the National Teaching Fellowship Scheme.

Research and key publications:

My educational-based research has evolved over many years to be framed currently about the notions of profession and professional education. My EdD thesis explored the practical accomplishment of physiotherapy placement education.

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 (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

Everett T and Kell C Eds (2010) Human Movement (6th Ed), Edinburgh; Elsevier.

Kell C and Owen G (2009) Approaches to learning on placement: the students’ perspective, Physiotherapy Research International, 14 (2): 105-115.

Kell C and Owen G (2008) Physiotherapy as a profession: where are we now? International Journal of Therapy and Rehabilitation 15 (4): 158-165.

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.


Publications

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
http://www.health.heacademy.ac.uk/news-events/newsbox/news-2010/ipewalescasestudies2010/view

Book Chapter:

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

Invited seminars:

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

Papers in refereed journals:

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 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.

Recent Conference proceedings:

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.


Research

Current interests and areas of enquiry:

1)     Professionalism and the Healthcare disciplines at the start of the twenty-first century;

2)     Supporting student learning development in academic and placement-based contexts.

3)     Academic Development of academics ‘teacher’ identity.


Biography

Qualifications:

1988: Membership of Chartered Society of Physiotherapy

1996: MSc Medical Education (UWCM)

2000: Postgrad Cert: Learning and Teaching in Higher Education (OU)

2001: Member Institute of Learning and Teaching

2001: Accreditation as a Teacher in Higher Education

2004: Fellow Higher Education Academy

2013: EdD School of Social Sciences Cardiff University

2013: Senior Fellow Higher Education Academy

I started teaching Physiotherapy in 1994 after 6 years working as a clinical physiotherapist 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 have 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 now lead Cardiff University’s Postgraduate Certificate in University Teaching and Learning (PCUTL) supporting new and experienced colleagues develop as professional teachers in HE.  I still retain close  links with the Department of Physiotherapy.

For many years I have engaged actively with the UK HE agenda and am committed to the work of the Higher Education Academy (HEA) both through its  generic activities in York and the powerful resources in its Subject Centres. Currently I support this commitment in my roles as:

Accreditor for the HEA York;
Associate HEA Health Related Sciences Network
I currently undertake peer review activity for BERJ, TATE, HEA and the National Teaching Fellowship Scheme.

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