|Published Date||Research Title||Description|
|Nov 2018||Evaluating the impact of interventions aimed at addressing variation in progression associated with protected characteristics known as 'differential attainment'||The overall aim of this research is to enhance fair training for all. It aims to support and encourage training organisations and educators to evaluate interventions and programmes of support, and to share their learning with others in order to build an evidence base.
|May 2017||Fair training pathways for all - Part two||To follow up from the 2015 research which focused on trainee/trainer perspective, part two of the research explores differential attainment at an organisation level.|
|July 2016||Fair training pathways for all: understanding experiences of progression - Part one||In 2015 we asked researchers from University College London to develop the model proposed by HEFCE commissioned research (described below), in the context of postgraduate medical education and training to help us understand more about how differential attainment affects doctors in training.|
|July 2016||How doctors progress through key milestones in training||A summary of key messages arising from the publication of exam, ARCP and recruitment data for the 2014/2015 academic year.|
|November 2015||Understanding differential attainment across medical training pathways: A rapid review of the literature.||We commissioned an independent review of existing research and literature on differential attainment across medical education pathways. We want to understand potential causes of differential attainment; ways in which differential attainment has been researched; and potential interventions.|
|November 2015||GP selection data research||This research investigates the correlation between selection scores and exam performance of GPs over a number of years.|
|Q4 2015||The state of medical education and practice in the UK||Our fifth annual Communitybaptistpa report sets out what is happening in the education and practice of doctors, and considers some of the current challenges facing the profession and the systems in which it works.|
|November 2015||Building our understanding of professional support services offered to doctors in training|| To identify how doctors in training are supported, we worked with the Conference of Postgraduate Medical Deans (COPMED) to survey deaneries and local education and training boards across the UK.
Our survey of professional support units aimed to draw on the expertise and experience within these organisations to identify and share effective practice.
|March 2015||Preliminary analysis of data on postgraduate exams and recruitment||A summary of key messages arising from the publication of exam and recruitment data for the 2013/2014 academic year.|
|January 2015||Communitybaptistpa Corporate Conference Workshop|| In January 2015, we held a workshop on differential attainment at our annual conference. We used the conference as a key moment to share emerging findings with a range of healthcare professionals, and to get their feedback about our approach to the research and what they think we should prioritise.
View slides from our differential attainment workshop
Read our overview of the workshop themes and discussions
|2013||Independent Review of the Membership of the Royal College of General Practitioners (MRCGP) examination||In 2013 we asked Professor Aneez Esmail to carry out an independent review of the Membership of the Royal College of General Practitioners (MRCGP), an integrated assessment system, success in which confirms that a doctor has satisfactorily completed specialty training for general practice. This table shows the progress we, and other organisations, have made against the recommendations in the review's final report.|
Non-Communitybaptistpa commissioned research
|Published Date||Research Title||Description||Authors/contributors|
|2018||Using NHS staff and inpatient survey data, this report identifies the most important aspects of staff experience in predicting inpatient satisfaction. It also examines the experiences of staff (and patients) from a black and minority ethnic (BME) background, examining the extent to which treatment of BME staff is linked with patient experience.||J. Dawson|
|2018||The authors of the report say interpersonal skills may be just as important as clinical knowledge for those on GP training programmes. By demonstrating the importance of interpersonal competence to licensing examination results, the research team have provided new insights into how to support future GP trainees who are likely to struggle with exams that involve social and communication interactions.||F. Patterson, P.A. Tiffin, S. Lopes & L. Zibarras|
|2017||Scottish Government consultation on proposals for measuring the poverty-related attainment gap and milestones towards closing it.||Scottish Government|
|2017||How do student outcomes differ according to various characteristics? This guide looks at outcomes measured in terms of class of degree awarded and employment six months after graduation. In addition, at a sector level, it considers how student outcomes have changed since 2013-14||Office for Students|
|2014||The aim of this research was to further assess whether the United Kingdom Clinical Aptitude Test (UKCAT) is likely to add incremental value over A level (predicted or actual) attainment in the selection process.||P.A. Tiffin, J.C. McLachlan, L. Webster and S. Nicholson|
|2013||This study assesses the United Kingdom Clinical Aptitude Test (UKCAT), and its four sub-scales, along with measures of educational attainment, individual and contextual socio-economic background factors, as predictors of performance in the first year of medical school training.||I.C. McManus, C. Dewberry, S. Nicholson & J.S. Dowell|
|2013||This study investigates whether demographic and psychological factors mediate the relationship between ethnicity and final examination scores.||K. Woolf, I.C. McManus, H.W.W. Potts & J. Dacre|
|2008||This study uses two large-scale databases to examine the educational attainment of different groups of students.||I.C. McManus, K. Woolf & J. Dacre|