Clare Kell

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;
• Learning and Teaching Consultant (Wales) for the HEA Health Sciences and Practice Subject Centre;
• Learning and Teaching Consultant (Supporting New Academic Staff) for the HEA Health Sciences and Practice Subject Centre.
• I undertake peer review activity for BERJ, TATE, 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 is exploring the pedagogic discourse of UK physiotherapy in the early twenty-first century.

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.

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.

Papers in refereed journals:

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 (2010) Pencil and paper tools to make visible the practice of physiotherapy placement education, 8th Qualitative Research Conference, Bournemouth University, 6-8 September.

John DN, Coulman SA, Kell C, Lo T, Deslandes RE, Hughes ML. (2010) Is there alignment between the views of lecturers and MPharm students on the positive attributes of a pharmacy lecturer? An exploratory study,  Int J Pharm Pract  18 (S2) 64-65.

Hughes ML, Lo T, Coulman SA,  Deslandes RE, Kell C, John DN. (2010) What makes a good lecturer? MPharm students’ views. Int J Pharm Pract., 18 (S1):29-30.

Kell C and Owen G (2008) Using role pictures and living scenarios to explore work placement educators’ epistemologies-in-action. BERA Annual Conference, September 2008.

Kell C, Fahnert B, James V and Williamson K (2008) Peer review of learning and teaching: the grass roots translating policy into innovative and vibrant practice, HEA Annual Conference, July 2008; Interactive workshop.

Kell C and Owen G (2007) CPD: Challenging Professional Development, Creativity or Conformity Conference, January 2007.

Kell C and Worthington H     (2007) PGTs: extra hands or the academics of the future? Developing an interactive teaching development and support package for postgraduate tutors. HEA Annual Conference, July 2007; Interactive workshop.

Kell C and Owen G (2006) Placement education as a stage: puppets, mimics or ‘real’ characters? HEA Annual Conference, July 2006.

Jones U and Kell C (2006)  Policy writing: quick fix or cultural change, HEA Annual Conference, July 2006; Interactive workshop.

Kell C  (2006) Peer-assisted scholarly reflective practice: an approach to continuing professional development in teaching and learning support, Scholarship of Teaching and Learning Conference: May 2006.

Kell C and Jones L (2005) Teaching approaches: academic v work-placement. Do they need to match? BERA Annual Conference, September 2005.

Kell C  (2005) Embedding peer review of teaching into departmental practice, BERA Annual Conference; September 2005.

Brigley S and Kell C (2005) Distance tutors and academic departments: learner support needs in remote environments. Association of Medical Education in Europe (AMEE) Annual Conference; Amsterdam, August 2005.

Kell C  (2005) Peer *** of Teaching: what is the missing word? Embedding PRT into Departmental practice, HEA Annual Conference: June 2005; Interactive workshop.

Current Project:

To look and behave like a professional: what does this mean for physiotherapy in the twenty-first century?  EdD thesis under the supervision of Professor Tom Horlick-Jones and Dr Jayne Salisbury Sept 2008-Dec 2012.

Other Current interests and areas of enquiry:

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

2)     The possible implications of Devolution on Healthcare Education;

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

Recent All-Wales project:

Chief Investigator: MREC approved All Wales study May 2004 – April 2007.

An investigation into the effect of the placement learning environment on undergraduate learning development. Education and Professional Practice Research group project, funded by Department of Physiotherapy.

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

2006: Commenced an EdD programme Cardiff University January

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 research and teaching 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;
Learning and Teaching Consultant (Wales) for the HEA Health Sciences and Practice Subject Centre;
Learning and Teaching Consultant (Supporting New Academic Staff) for the HEA Health Sciences and Practice Subject Centre.
I currently undertake peer review activity for BERJ, TATE, HEA and the National Teaching Fellowship Scheme.