17390 research outputs found
Sort by
AI for early cancer detection: From classification to biomarker discovery
No full textPoster presented at the Tackling Cancer Together: Kent & Medway Cancer Collaboration event. This poster summarised the current challenge in the healthcare management of cancer in terms of workforce shortfall which negatively impacts the early detection of this disease particularly within the UK.
We further highlight our previous research, focusing on the use of AI for cancer classification, and introduced our current/ongoing study which looks into leveraging AI for precision medicine by harnessing omics data for biomarker discovery
Using duoethnography to explore pathfinding as ECRs in education
No full textIn this presentation we shall explore how we, two Early Career Researchers working at the same university, dialogically examined our experiences of professional pathfinding. Faced with the uncertainty engendered by universities across the country enacting restructures (Jack, 2025), we will consider how duoethnography might help us to make sense of our ECR experiences.
There is no correct way to develop one’s practice when transitioning from doctoral study to life as a professional academic. Similarly, the transition from school-based teaching to university-based teacher education and research can take many forms. Therefore, it is useful to adopt a dialogic approach when considering such periods of our careers. Duoethnography is a dialogic approach to research that is characterised by four ‘basic tenets’ (Norris, 2008, p. 235): (1) It is dialogic, and therefore not prescriptive; (2) ‘each individual voice is made explicit’(ibid.), meaning that the resultant text often comes to resemble a play script; (3) shifts in perspective are of central importance, as the research aims to explore how dialogue can transform our understandings; and (4) it embraces difference, seeking not only to unearth similarities but also highlighting points of contrast.
By participating in two hour-long dialogic writing sessions, we will generate a text that will help us to explore our experiences as ECRs. In our presentation, we will share excerpts from this text, exploring what our experience with duoethnography has unearthed, and how it has changed us. Our presentation will offer insights into the practice of duoethnography and the ways that it can be used to make sense of ECR experiences.
The researchers are both lecturers in Initial Teacher Education at a Higher Education Institution in the Southeast of England, and they have both studied for PhDs at London universities. ES joined the university in 2005, and SH joined in 2024. However, as Breault observes, in the context of duoethnography, it is important for the ‘the researchers to bring some distinctive differences into the exploration of a shared experience’ (Breault, 2016, p. 788). Importantly, therefore, the two researchers involved in this project have taken different routes towards becoming ECRs.
ES taught music in secondary schools in Kent before beginning to teach part time on ITE routes including PGCE, School Based, Teach First and SCITT. After a decade of educational experience, she began her PhD in 2017, exploring cognitive aspects of North Indian classical music learning amongst children in 6 urban field sites in North India.
SH taught English at a university in France for one year, before qualifying as a teacher of English and working at an inner-city secondary school for 8 years. In this time, he completed an MA in creative writing and education and began his PhD, exploring the possibilities for Interactive Fiction in the secondary school English classroom.
Teacher educators play many roles. For instance, according to Lofthouse, teacher educators “increasingly combine the characteristics of architects, agitators and activists” (2024, p.145). As two ECRs working in teacher education, we will collaboratively explore what this might mean for us
Aligning learning theories with Widening Access Mature Students’ perceptions: Insights from a mixed methods study in London, UK
No full textThis study explores the relevance of learning theories in understanding how Widening Access Mature Students (WAMS) in a UK Higher Education institution perceive learning. Using an explanatory mixed-methods approach, the research examines adult learners’ preferences for teaching methods. These preferences can be explained by constructivist, humanistic and social learning theories, which emphasise experiential learning and the social aspects of education. Growing importance of digital learning theories in the modern educational landscape and as digital tools and platforms become integral to the learning process, understanding how these technologies can enhance learning for WAMS is crucial. The findings reveal significant correlations between students’ demographic characteristics and their teaching method preferences, demonstrating the need for educational strategies that are both inclusive and adaptable to diverse needs. The study recommends that educators combine traditional learning theories with digital approaches to create an educational framework that addresses the cognitive, emotional, and social dimensions of learning for WAMS. This wide approach is essential in building a more effective and inclusive learning environment. Future research could focus on the long-term impact of these educational strategies on WAMS’ outcomes, as well as the potential of emerging technologies to support personalised and experiential learning pathways
Spotlight on lung cancer disparities in India
No full textIn 2020, lung cancer (LC) was the second most frequently diagnosed cancer (11.4% or 2.2 million cases) and the leading cause of cancer-related deaths (18% or 1.8 million).1 Although the incidence and mortality in high-income countries (HICs) are three to four times higher than those in low- and middle-income countries (LMIC), a trend reversal in future is likely, courtesy the evolving tobacco epidemic. In 2016, 80% of individuals age 15 years or older smoking tobacco originated in LMICs, which is projected to increase.2
India is the world's second largest tobacco consumer and the third largest tobacco producer. The Global Adult Tobacco Survey in 2016/2017 noted 267 million tobacco users in India, comprising 42.4% men and 14.2% women.3 Secondhand smoke (SHS) exposure is another major concern, with high prevalence in both workplace and home, among 38.7% and 30.2% of adults, respectively.4 Despite banning public smoking in 2003, SHS exposure is still common among public areas with varying law enforcement, including bus stops and cinema halls, compared with educational or health care settings with stricter compliance.5 LC is a leading cancer among Indian men, with a steady rise among both smokers and nonsmokers. Another concerning trend is the rising incidence among women, with domestic SHS exposure possibly contributing6 (Table 1). This article aims to explore the disparities and challenges in LC care in India and propose potential solutions
Teachers and the practice of leadership: Enabling change for transformation and social justice
No full textDriven by the pursuit of social justice and quality in education, this inspirational book offers an alternative vision of leadership in education. It argues that teachers, regardless of status or position, should be empowered to exercise leadership in the pursuit of educational change and improvement.
Drawing from over three decades of practical experience and research in initiating and supporting non-positional teacher leadership in more than 20 countries, the authors make a persuasive case for the value of empowering teachers as agents of change. Chapters demonstrate the practical benefits that come from empowerment such as the development of innovative practice in classrooms and schools, the transformation of professional cultures in schools, an enhanced sense of agency and self-efficacy for teachers, and vibrant knowledge building in educational systems. As well as implications for policy and practice, the book includes a guide to practical strategies for improvements in educational provision and the quality of learning in schools. Downloadable guidance material and workshop tools, applicable to a wide variety of international contexts, are available online, free of charge.
Essential reading for teachers, school leaders and policymakers with responsibility for educational leadership, the book will also be of use for scholars and students of educational reform, as well as administrators working in school improvement and educational policy
Momentum: Celebrating student research: Issue 1, volume 1
No full textWelcome to the first edition of Momentum: Celebrating Student Research, the student Research Journal, a proud showcase of the diverse and ground-breaking research being conducted by postgraduate students at Canterbury Christ Church University. Alongside the student research articles, this journal aims to highlight the student community by showcasing some of the opportunities available for students to join a club, whether that’s a sports club or a society. This journal serves as a platform to highlight the innovative ideas and scholarly endeavours of our students, celebrating their commitment to advancing knowledge across a wide range of disciplines.
In this inaugural issue, we present a collection of research articles that reflect the unique perspectives and methodologies employed by our postgraduate community. From the exploration of contemporary social problems to pioneering advancements in technology and the sciences, the work featured herein exemplifies the intellectual curiosity and passion that drive our students.
As part of Canterbury Christ Church University, we strive to create an environment that fosters critical thinking, collaboration, and creativity. This journal not only promotes the sharing of knowledge but also aims to inspire future researchers and advocates within and beyond our campus. Each article has undergone peer review by a fellow student, offering the author valuable feedback while simultaneously providing an opportunity for others in our community to enhance their real-world employability skills. This experience will serve them well as they move into their professional careers.
We invite you to delve into the rich tapestry of research presented in these pages, and we hope that this journal will become a cherished tradition that highlights the extraordinary contributions of our postgraduate students and
enriches the academic landscape of our university. Thank you for joining us on this exciting journey of discovery and scholarship
The role of ventricular arrhythmias inducibility in arrhythmic risk stratification in arrhythmogenic right ventricular cardiomyopathy: A meta‐analysis of observational studies
No full textBackground: The identification of arrhythmogenic right ventricular cardiomyopathy (ARVC) patients at risk for fatal arrhythmic events is of great importance in clinical practice. Conflicting data exist regarding the role of electrophysiological study (EPS) in this setting. We aimed to examine the association of EPS inducibility with future fatal arrhythmic events in ARVC patients and its role as a risk stratification tool in the setting of primary prevention of sudden cardiac death (SCD). Methods: This meta‐analysis was prepared in adherence to the Preferred Reporting Items for Systematic Review and Meta‐Analyses (PRISMA) guidelines. Results: Eleven studies provided data on the association between EPS inducibility and fatal arrhythmic events and were therefore included in the quantitative analysis. EPS inducibility was significantly associated with arrhythmic events (RR: 2.15, 95% CI [1.63–2.85], p < 0.001) in the analysis that included patients with or without prior arrhythmic events. By including only patients without prior arrhythmic events, EPS inducibility was also significantly associated with arrhythmic events (RR: 1.93, 95% CI [1.20–3.10], p = 0.007). Conclusions: EPS inducibility can be a valuable tool for arrhythmic risk stratification purposes in ARVC patients, especially as a component of multiparametric risk scores. More studies are needed to examine the role of multiparametric risk scores, including EPS inducibility, in identifying ARVC patients at risk for fatal arrhythmic events
Managing kidney disease in the trans community
No full textBackground
Transgender and non-binary people experience inequity in terms of treatment and outcomes when interacting with healthcare services. Clinicians should treat Trans people with sensitivity in a context of cultural safety to minimise repeat trauma and ensure the delivery of quality, person-centred care.
Objectives
The aim of this paper is to explore the general and specific needs of Transgender and non-binary people when interacting with renal services and identify practice recommendations and further research needs.
Design
This paper reviews a selection of literature relating to the care of Trans people both generally within healthcare and with respect to specific issues that arise within renal care.
Renal Specific Findings
Estimation of renal function relies on eGFR formulae that include a sex-signifier so there are issues as to which are the appropriate versions of the formulae to use in Trans people. Research indicates that for trans men (assigned female at birth) six months or more into transition related hormonal therapy, equations used should be based on gender identity rather than sex assigned at birth. For trans women and people who identify as non-binary the research is less clear and alternative means of assessing GFR may be needed. Complications of urogenital gender-affirming surgery can also have implications for acute and chronic kidney disease progression and for the management of such patients in the clinical environment.
Conclusions
Trans people within the renal setting should be treated with sensitivity. Specific considerations are required in terms of assessing kidney function and considering the potential implications of urogenital surgery
Immersion or overwhelm? VR-enhanced scuba diving for neurodivergent tourists
No full textTourism research and practice continue to prioritise neurotypical experiences, often excluding the needs of neurodivergent individuals despite growing awareness of neurodiversity. This study explores how virtual reality-enhanced (VR-enhanced) scuba diving can serve as a restorative and inclusive tourism approach that supports cognitive restoration and emotional well-being for neurodivergent users, drawing on Attention Restoration Theory and the constructs of presence and embodiment. While traditional scuba diving tourism research has emphasised risk, motivation, and skill, this study reframes scuba diving through the lens of sensory inclusivity and neurodiverse user experience. Our research demonstrates how customisable sensory features in VR support restorative engagement for neurodivergent users and contribute to inclusive tourism by positioning VR-enhanced scuba diving as a transformative and accessible alternative to conventional nature-based experiences