Dr Rachel Locke is a Senior Lecturer in International Development: Global Health in the Department of Interprofessional Studies, Faculty of Health and Wellbeing. She is leading the development of a new BA International Development: Global Health and MA Global Health: Practice and Principles. Rachel is convenor of the University's Centre for Global Health.
Rachel is an educator on the MA Medical Education and Postgraduate Certificate courses (for medical appraisers, hospital educators and GP trainers). She has been teaching at the University of Winchester on the MA Education course since 2012 and leads the MA dissertation module. She supervises MA dissertation and doctoral students to completion. The excellence of Rachel’s teaching has been recognised by the award of ‘Fellowship of the Higher Education Academy’ (FHEA).
She has led a programme of collaborative research concerning health professional education, development and practice underpinned by substantial funding. Rachel’s work employs distinctive qualitative research methods that enable her to listen attentively, explore the experiences of professionals and broker their narratives to wider audiences. Her commitment is to collaborative insider research that involves professionals and academic researchers. Her educational research expertise enables her to identify and (re)frame issues and explore solutions to the challenges associated with contemporary work, professional learning/practices.
Areas of expertise
- Workplace learning of health professionals with a particular focus on what works well;
- Vulnerabilities of health professionals including support and wellbeing;
- Qualitative research design including the development of methods sensitive to participant / practitioner ‘voice’;
- Collaborative practitioner research to uncover what may otherwise be taken for granted about professional practice.
Co development and innovation in global health: a case study of educational change. Locke, R. Coles, C. Grout, G. Lusznat, R. Overton, J. Roberts, M. (2020 submitted) Health Professions Education.
Mason, A. Locke, R. Lusznat, R. Coles, C. Masding, M. G. (2020) How do contexts affect phsysicians' clinical reasoning? A narrative review. MedEdPublish, 9(1): 32.
Musculoskeletal (MSK) practitioners in primary care: an evaluation of a MSK core capabilities framework and review process. Locke, R. Wilkinson E. Collier, R. Harden, B. (2019), Education for Primary Care. Published online: 3 December. DOI: 10.1080/14739879.2019.1687016
Showcasing insider research. Locke, R. (editorial) 22 May 2019. The Clinical Teacher. 16, 3 p. 175-6.
A literature review of interventions to manage the harmful stress of doctors. Locke, R. & Lees, A., (2019), Perspectives in Public Health. DOI: 10.1177/1757913919833088
The experience and professional development of medical appraisers. Locke, R., Bell, J., Scallan, S., Ozguler, B. & Caesar, S., 2 Nov 2018, Education for Primary Care. 29, 6, p. 351-356.
Doctors with Asperger’s: The Impact of a Diagnosis. Price, S., Lusznat, R., Mann, R. & Locke, R., 21 Dec 2017, The Clinical Teacher. 14, p. 1-4
Doctors with dyslexia: strategies and support. Locke, R., Alexander, G., Mann, R., Kibble, S. & Scallan, S., 1 Oct 2017, The Clinical Teacher. 14, 5, p. 355-359.
Maintaining the wellbeing of clinicians. Locke, R. & Lees, A., 14 Mar 2017, In : The Clinical Teacher. 14, 2, p. 147-148.
The benefits of appraisal: a critical (re)view of the literature. Scallan, S., Locke, R., Eksteen, D. & Caesar, S., 25 Feb 2016, In : Education for primary care. 27, 2, p. 94-97.
GP workload: time for a rethink of the generalist model of care to promote retention. Lyon-Maris, J., Edwards, L., Scallan, S. & Locke, R., 27 Sep 2015, British Journal of General Practice. 62, 639, p. e711-e713.
Clinicians with dyslexia: a systematic review of effects and strategies Locke, R., Scallan, S., Mann, R. & Alexander, G., 15 May 2015, The Clinical Teacher. 12, 6, p. 394-398.
Identifying poor performance among doctors in NHS organizations. Locke, R., Scallan, S., Leach, C. & Rickenbach, M., 1 Oct 2013, Journal of Evaluation in Clinical Practice. 19, 5, p. 882-888.
.Medical appraisal and revalidation: Can it improve patient care? Caesar, S., Locke, R. & Scallan, S., 1 Jan 2013, Education for Primary Care. 24, 6, p. 398-400.
The benefits of appraisal (Letter). Scallan S, and Locke R, (2012) In: Education for Primary Care 23(5) pp. 369-70.
Disrupting Communities of Practice? How ‘reluctant’ practitioners view early years workforce reform in England. Payler J, and Locke R, In: European Early Childhood Education Research Journal, (2013) 21(1) pp. 125-137 DOI:10.1080/1350293X.2012.760340.
Educational Professionals’ Values: Voices from Secondary Schools in England. Sunley R, and Locke R, (2012) In: Educational Research 54(3) pp. 285-307.
Tackling Underage Drinking: one local authority’s response. Locke R, and Jones G, (2012) In: Education and Health 30(1) pp. 6-10.
The impact on the workload of the Ward Manager with the introduction of administrative assistants. Locke, R. Leach, C. Kitsell. F. and Griffith, J. (2011) In: Journal of Nursing Management, 19. 177-185.
Exploring secondary teachers’ professional values: an overview of the literature since 2000. Sunley R. and Locke, R. (2011) In: Educational Research, 52. (4). 409-425.
Users’ views of new providers of emergency contraception: A qualitative study. Weiss M; Locke, R. and Graham A (2007) In: Primary Health Care Primary Health Care Research & Development, 8.
Entrepreneurial nurses and midwives in the United Kingdom: an integrative review. Drennan V et al (2007) In: Journal of Advanced Nursing, 60. (5). 459-469.
Pathways for continence care: the validation process. Bayliss V; Cherry M; Locke, R. and Salter L (2001) In: British Journal of Nursing, 10. (2). 87-90.
Pathways for continence care: background and audit. Bayliss V; Cherry M; Locke, R. and Salter L (2000) In: British Journal of Nursing, 9. (9). 590-2.
Pathways for continence care: development of the pathways. Bayliss V; Cherry M; Locke, R. and Salter L (2000) In: British Journal of Nursing, 9. (17). 1165-8.
Wallis, L. and Locke, R. (2020) An exploration of the Assessment of Advanced Clinical Practitioner Trainees in Derbyshire
Wilkinson, E. and Locke, R. (2019) An Evaluation of MSK Core Competencies Framework.
Locke, R. & Kibble, S., (2016) Health Coaching Training (‘The Wessex Coaching Initiative’) Evaluation, NHS Thames Valley and Wessex Leadership Academy.
Locke, R. Lyon-Maris, J., Edwards, L and Scallan, S. (2015) Local workforce issues in general practice: the way ahead.
Ball, K. Locke, R. and Scallan, S. (2015) Evaluating remediation in UK dentistry. General Dental Council.
GP School, Health Education Wessex 2014. Evaluation of a GP Mentoring Network.
Payler J and Locke, R. (2009) Early Years Professional Status Consultation for Dorset County Council. University of Winchester.
Humphrey, C. and Locke, R. (2008) NHS National Clinical Assessment Service (NCAS) looking at assessment and remediation for physicians. King's College, London.
Hughes J, Locke R, and Humphrey C (2007) External audit for GMC about decision-making procedures in handling complaints about doctors. King's College, London.
Drennan V et al (2006) The Contribution of Nurse, Midwife and HV entrepreneurs to patient choice. A Scoping Exercise. NHS SDO R&D.
Bayliss, V. Locke R. and Salter, E. (2008) Continence Care Pathways. Wiley-Blackwell.
Sausman, C. (2007) The changing role of the British Senior Civil Service: Challenge and Reform. In Page EC; Wright V (eds) From the active to the Enabling State: the changing role of top officials in European Nations. Basingstoke: Palgrave Macmillan; 189-207.
2019 Developing Excellence in Medical Education (DEMEC) The assessment of ACP trainees. [Manchester]
2019 Association for Medical Education in Europe (AMEE). The Development of Clinical Thinking in Junior Doctors. [Vienna]
2018 British Journal of General Practice conference. Doctors with dyslexia: researching experiences and support strategies. Abstract 68 (suppl 1): bjgp18X697169. DOI: https://doi.org/10.3399/bjgp18X697169 [London]
2018 British Journal of General Practice conference. Learning and the development of professional practice of GP appraisers. Abstract 68 (suppl 1): bjgp18X697409. DOI: https://doi.org/10.3399/bjgp18X697409. [London]
2017 British Education Reserach Association (BERA) conference. Educational Interventions to Prevent Harmful Stress Amongst Doctors. Oral presentation. [University of Sussex]
2017 Association for Medical Education in Europe (AMEE). Prevention of harmful stress amongst doctors. Oral presentation. Oral presentation [Helsinki]
2016 Poster presented at RCGP conference, Prevention of harmful stress amongst doctors [Harrogate]. Won first place poster prize.
2016 BERA conference. The Learning Trajectory of Medical Appraisers: Community of practice and professional identity in medical appraisal. Oral presentation. [University of Leeds]
2015 NACT UK Foundation Programme Sharing Good Practice event. Tasters in general practice: GP ST3 trainees mentoring FY1s. [London]
2014 Centre of Hampshire Collaboration for Health Research and Education launch event. Doctors with dyslexia: a systematic review of effective workarounds. [University of Winchester]
2014 RCGP National Conference. Doctors with dyslexia: a systematic review of effective workarounds. [Liverpool]
2014 Centre for Hampshire Collaboration for Health Research and Education launch event. Recognising and reducing stress in the transition from medical student to foundation trainee. [University of Winchester]
2013 Conference Paper: RCGP National Conference. The role of mentorship for struggling doctors. [Harrogate]
2012 Annual Wessex Deanery Conference. Evaluation of the use of MBTI with StRs and Educational Supervisors. [Otterbourne, Hampshire]
2012 RCGP National conference. The Impact of the Introduction of Primary Care Appraisal in Jersey: a study over time. [Glasgow]
2011 Association for Medical Education in Europe (AMEE). A qualitative review of how poor performance is identified in NHS organisations. [Vienna]
2011 RCGP National Conference. Identification of poor performance in NHS organisations. [Liverpool]