University College Cork, School of Medicine

University College Cork, UCC:

University College Cork is situated in south-west Ireland and has 18,820 full-time students (2010-2011). University College Cork (UCC) is a world-class research-led University that plays a key role in the development of Ireland’s knowledge-based economy. UCC consists of four colleges covering areas ranging from science, engineering, and medicine to business, law and humanities. The research strategy of UCC is focused on creating major centres of excellence for world-class research and is closely aligned with key Government policies including the Strategy for Science Technology and Innovation (SSTI), Building Ireland’s Smart Economy and the Report of the Innovation Taskforce. UCC also continued its commitment to the Innovation Agenda through 2010. The School of Medicine at UCC has developed a substantial expertise in professional learning and behaviour in the form of a research-active academic unit Medical Education Unit (> 20 academic staff) with special interests in professionalism, inter-professional learning and simulation-based training. They also run a medical simulation centre where they apply explorative and role-game based learning experiences to their medical students:

UCC will share its expertise across several aspects of the project, in particular the assessment of the medical skills and research needs to be targeted by PATIENT, as well as the development of specific learning outcomes associated with the planned module and the practical implementation of the module in their University. This work will build and elaborate upon work completed in an internal handover project called CLAS [see Section C.2] that developed a mobile application for medical students, interns and hospital doctors to improve the quality of handover communication, in particular, hospital discharge letters.


Dr. Pat Henn:  Lecturer in Medical Education at the School of Medicine University College Cork
Summary of relevant skills and experience: Dr. Pat Henn graduated from University College Cork in 1982 and has worked in paediatrics and child health in Ireland, the UK and Australia. In 2007 he took up the post of Lecturer in Medical Education at the School of Medicine University College Cork. His interests lie in simulation in medical education, patient safety and avoidable medical error, and innovative forms of teaching and learning in medical education.
Related publications to the project:
  1. S Smith, P Henn, R Gaffney, H Hynes, J McAdoo. A study of Innovative patient safety education Accepted for Publication May 2011 Clinical Teacher
  2. Rossana Salerno-Kennedy, Pat Henn, Siun O’ Flynn. Implementing peer tutoring in s graduate medical education programme. Clinical Teacher 2010;7:83-89
  3. Salerno-Kennedy R, Henn P, O’Flynn S. Patients with chronic diseases as partners in medical education. Clinical Teacher 2009;6:150-159
  4. O’Flynn, S., Henn, P., O’Sullivan, C., Lee, A., & Pettigrew, C.M. (2008). Learning to work together: Interprofessional education of medical, occupational therapy and speech and language therapy students. National Academy of Integrating Research Teaching and Learning (NAIRTL) Annual Report 2007, 68-69.
  5. Pettigrew, C.M., Lee, A., O’Sullivan, C., Henn, P., & O’Flynn, S. (2008). Strategies for interprofessional education in health and social care – a teaching and learning model. Physical Therapy Reviews, 13(3), 222
Dr. Bridget Maher: Lecturer in Clinical Science and Practice and medical writer/editor.
Summary of relevant skills and experience:
Dr. Maher has written extensively for the lay and medical press and was medical editor of Modern Medicine Ireland. She wrote a weekly column for the Irish Medical Times and worked with Edelman Healthcare (Biosciences consultant and scientific writer). In 2010, Dr Maher took up the post of Lecturer in Clinical Science and Practice at the School of Medicine, University College Cork. Dr Maher is currently completing a Masters Degree in Medical Nutrition at the University of Surrey, Guilford, UK. Her interests include communication, improving the writing skills of medical students, the importance of nutrition in the medical curriculum, creative writing for medical students, avoiding medical error, and developing novel medical educational materials, tools, scenarios, smartphone applications and publications.
Dr. Maher is editor of MRN (Medical Research Newsletter), a monthly medical research e-journal from the School of Medicine at UCC.
Related publications to the project:
  1. Maher B. Virtual community — Connecting doctors on the Internet. European Journal of General Practice. 2002;8 (No. 3):114-115.
  2. Editor of ‘Learning Clinical Skills: Pearls, Pitfalls and Tips for the OSCE’ (NOVA Publications, New York (in production: for publication March 2012).

Dr. Helen Hynes:  Lecturer in Clinical Science and Practice in the School of Medicine in University College Cork.
Summary of relevant skills and experience:
Dr Helen Hynes is a medical graduate of University College Cork (1992). She has a clinical background in General Practice and Emergency Medicine and has a Masters Degree in Medical Education from Queen’s University Belfast (2009). Her teaching interests include Emergency Medicine, the use of simulation to prepare medical students for real life practice, and Technology Enhanced Learning in healthcare education.

Related publications to the project:

  1. Helen Hynes, Simon D Smith, Pat Henn, John McAdoo. ‘Fit for Practice: Are we there yet?’. Medical Teacher 2012; 34 (3):253-252.
  2. Pat Henn, Simon Smith, Robert Gaffney, Helen Hynes, John McAdoo, Colin Bradley.  ‘A study of innovative patient safety education’. The Clinical Teacher 2012; 9 (1): 37-40
  3. Simon Smith, Patrick Henn, Robert Gaffney, Helen Hynes, John McAdoo and Colin Bradley. ‘Patient safety: using end objectives to drive learning’. Medical Education 2011; 45 (7):757-757.
  4. Patrick Henn, David Power, Simon D Smith, Theresa Power, Helen Hynes, Robert Gaffney, John D McAdoo. A metric-based analysis of structure and content of telephone consultations of final-year medical students in a high-fidelity emergency medicine simulation. BMJ Open 2012 : 2