Research at LIME

Leeds Institute of Medical Education (LIME) research has influenced medical education research, policy and practice locally, nationally and internationally.  LIME works with a wide range of academic and non-academic stakeholders; these include different academic communities, the health professions, the public, regulators and policy makers.  Members of LIME have particular research interests and strengths in assessment of competence, learning and practice in clinical settings and the use of technology to enhance student learning and teaching.

In 2011/12 LIME research awards exceeded £1million with 98% derived from EU and Research Council awards. There are 14 members of LIME staff involved in research projects with a further 15 associated clinicians and 9 doctoral students involved in training and research activity. 

Doctoral students are very much part of the unit’s research community, working on specific projects and involved in a number of events organised by the New and Early Career Research Group.

Assessment of competence

Our assessment philosophy is one of continuous, quality improvement.  This emanates from a desire to understand the multiple causes and effects of observed error in assessments leading to further improvements in our own programme of assessment.  The Leeds Assessment Research Group undertakes a highly successful programme of research, scholarship and knowledge transfer in key areas of Assessment and Measurement which continues to influence policy, practice and innovation at international levels.

Read more here.

Learning and practice in clinical settings 

The central focus of this work is on learning and practice in clinical settings.

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Learning Layers: Scaling up Technologies for Informal Learning

Learning Layers is a large-scale research project co-funded by the European Commission’s 7th Framework Programme as part of the ICT-2011.8.1 Technology-Enhanced Learning call.

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Changing forms of professional responsibility: Exploring workplace pedagogies in transitions

The seminar series explored how we can best understand what happens in such transitions and how we can better support processes of professional learning as professionals navigate these transitions.

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The research team from Leeds have undertaken a series of ‘Developmental Workshops’ in three local hospitals to explore research evidence on transitions, current examples of good practice in final year placements and understandings of how these may be developed within the context of the whole organisation.

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The purpose, use and efficacy of simulation : a case study

This is a collaborative project between Leeds Institute of Medical Education and Bradford Teaching Hospitals Foundation Trust. We will conduct a detailed case study to investigate what actually happens in a simulation centre.

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User involvement and co-production: implications for service delivery and the professional development of providers

This six-month scoping study, funded by NHS Airedale, Bradford, and Leeds aimed to explore workers’ experiences of co-production in health and social care.

Read more here.

Use of Technology to Enhance Learning and Teaching

The central focus of this work is on enhancing student learning in undergraduate and postgraduate medical education.

Read more here.

Completed research projects

Further details of recently completed research projects are available to read here

Critical Perspectives on Professional Learning Conference 2015

Further details regarding the Critical Perspectives on Professional Learning Conference 2015 are available here.

Papers from previous conferences

Previous papers from Professional Lifelong Learning (PLL), Critical Perspectives on Professional Learning (CPPL) and Medical Education Research Development (MERD) Conferences are available to read here