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portrait of Gill Harrison

Gill Harrison

Associate Professor and Ultrasound Programme Director

School of Health Sciences, Division of Midwifery and Radiography

Contact Information

Contact

Visit Gill Harrison

M127, Myddelton Street Building

Postal Address

City, University of London
Northampton Square
London
EC1V 0HB
United Kingdom

About

Overview

Gill is a Radiographer specialising in medical ultrasound and joined City University London in 1999. She previously worked as a superintendent Sonographer in the NHS and private practice in Hertfordshire. She is currently the Programme Director for the Medical Ultrasound programmes at City University London and continues to practice within the NHS.

Gill started her career as a Radiographer in Lancashire, before moving to Hertfordshire and training in Medical Ultrasound. After moving into education she has continued working as a Sonographer in the NHS and private practice. She has taken an active role in professional accredition of ultrasound programmes, as a lead accreditor for CASE (The Consortium for the Accreditation of Sonographic Education) and developing clinical competency guidelines in addition to training accreditors. She has a keen interest in teaching ergonomics in ultrasound and breaking bad news to ultrasound and medical students and developing clinical teaching skills for ultrasound supervisors and mentors. She has also introduced a number of innovative teaching, learning and assessment methods to the ultrasound programme. Gill has been involved in ultrasound education in Uganda, on behalf of the British Medical Ultrasound Society.

Qualifications

- MSc Medical Imaging Science (Ultrasound)
- Diploma in Medical Ultrasound (DMU)
- Diploma of the College of Radiographers (DCR(R)
- Diploma in Clinical Hypnosis (Dip.CH.P)

Administrative Roles & Clinical Activity

- University periodic review panel member

School of Health Sciences committees / panels:
- Postgraduate Forum
- Board of Studies
- Academic misconduct panels
- Appeals panels
- Programme approval and review committee & periodic review
- Programmes committee (rotational chair for pg)

Ultrasound programme:
- Student staff liaison committee chair
- Clinical liaison committee chair
Professional activity - - Reviewer for Radiography journal
- Review book proposals for publishers
- Lead accreditor for CASE (Ultrasound accrediting body)
- External examiner for medical ultrasound programmes
- Ultrasound advisory group member (Society & College of Radiographers) - College of Radiographers assessor
Clinical Activity

- Sonographer at West Hertfordshire NHS Trust
- External competency assessments of Sonographers
- Clinical assessments of student sonographers

Professional Bodies

- Society of Radiographers (SoR)
- Health & Care Professions Council (HCPC)
- British Medical Ultrasound Society (BMUS)

Awards

- June 2015 Vice Chancellor's award for Excellence in Learning and Teaching - May 2015 Health's Got Talent, Gold award - June 2014 - • Award for the best paper presentation at the Learning and Teaching Conference, - June 2014 • Health’s Got Talent, bronze award for teaching and learning innovation - June 2012 - Alan Nicholson award from the College of Radiographers for best proffered paper by a radiographer at the UKRC conference
- Summer 2011 - Moodle Launch Award
- June 2011 - Student voice award for student support
- June 2008 - Learning and Teaching award for curriculum development by the Centre for Educational & Academic Practice, City University London.

Research

Research Overview

Gill has been involved in the development of web based teaching and learning resources, working within a multidisciplinary team to develop on-line training resources for providing feedback on clinical and communication skills
www.cetl.org.uk/learning/feedback_opportunities/player.html and communicating challenging information in obstetrics
www.cetl.org.uk/learning/ou_communication/player.html

As part of the development of innovative teaching, learning and assessment methods, Gill is keen to assess students' experiences using these interactive methods.

Grants

- 2009 - £15K CETL funded project to develop on-line resource to enhance feedback in clinical and communication skills. 

Publications

  1. Harris, A., Harrison, G. and Flinton, D. (2018). Can Teaching Ultrasound Ergonomics to Ultrasound Practitioners Reduce White Knuckles and Transducer Grip Force? Journal of Diagnostic Medical Sonography, 34(5), pp. 321–327. doi:10.1177/87564793187583.
  2. Harrison, G. and Harris, A. (2015). Work-related musculoskeletal disorders in ultrasound: Can you reduce risk? Ultrasound, 23(4), pp. 224–230. doi:10.1177/1742271X15593575.
  3. Harrison, G. (2015). Ultrasound clinical progress monitoring: Who, where and how? Ultrasound, 23(4), pp. 197–203. doi:10.1177/1742271X15600006.
  4. Parker, P.C. and Harrison, G. (2015). Educating the future sonographic workforce: membership survey report from the British Medical Ultrasound Society. Ultrasound, 23(4), pp. 231–241. doi:10.1177/1742271X15605344.
  5. Harrison, G. (2015). Summative clinical competency assessment: A survey of ultrasound practitioners’ views. Ultrasound, 23(1), pp. 11–17. doi:10.1177/1742271X14550238.
  6. Williams, C.J., Edie, J.C., Mulloy, B., Flinton, D.M. and Harrison, G. (2013). Transvaginal ultrasound simulation and its effect on trainee confidence levels: A replacement for initial clinical training? Ultrasound, 21(2), pp. 50–56. doi:10.1177/1742271X13481215.
  7. Harrison, G., Hayden, S., Cook, V. and Cushing, A. (2012). Improving health care professionals' feedback on communication skills: Development of an on-line resource. Patient Education and Counseling, 88(3), pp. 414–419. doi:10.1016/j.pec.2012.06.025.
  8. Harrison, G., Mulloy, B., Harris, A. and Flinton, D. (2012). On-line case discussion assessment in Ultrasound: The effect on student centred and inter-professional learning. Radiography, 18(3), pp. 160–165. doi:10.1016/j.radi.2012.03.003.

    [publisher’s website]

Conference papers and proceedings (2)

  1. Harris, A. and Harrison, G. (2018). How to be a good mentor and provide useful feedback. British Medical Ultrasound conference 4-6 December, Manchester.
  2. Harrison, G. (2018). Reporting Sonographers: Education for the future. NHS Benchmarking 20 September, London.

Internet publications (2)

  1. Harrison, G. (2016). Harrison G. Test: Image Interpretation - Obstetric Ultrasound: Introduction. Image Interpretation. HEE e-learning for Healthcare. 2016. Health Education England.
  2. Harrison, G. (2013). Image Interpretation - Obstetric Ultrasound: Nuchal Translucency. e-learning for healthcare / Health Education England.

Journal articles (11)

  1. Thomson, N., Harrison, G. and Beardmore, C. (2019). Response to the article by Mitchell, P., Nightingale, J., and Reeves, P. (2019). Competence to capability: An integrated career framework for sonographers. Radiography. Radiography. doi:10.1016/j.radi.2019.07.002.
  2. Harrison, G. (2018). Sonographer Workforce Developments. Synergy News pp. 12–13.

    [publisher’s website]

  3. Harrison, G., Harris, A. and Flinton, D. (2018). Can teaching ultrasound ergonomics to ultrasound practitioners reduce white knuckles and transducer grip force? Journal of Diagnostic Medical Sonography. doi:10.1177/8756479318758324.
  4. Hawkes, R.A., Patterson, A.J., Priest, A.N., Harrison, G., Hunter, S., Pinney, J. … Lomas, D.J. (2016). Uterine artery pulsatility and resistivity indices in pregnancy: Comparison of MRI and Doppler US. Placenta, 43, pp. 35–40. doi:10.1016/j.placenta.2016.04.002.
  5. Harrison, G. and Harris, A. (2014). Postgraduate Medical Ultrasound Programme: Have we Flipped? Learning at City Journal, 4(2), pp. 25–38.
  6. Harrison, G., Mulloy, B., Harris, A. and Flinton, D. (2012). On-line case discussion assessment in ultrasound: The effect on student centred and inter-professional learning. Radiography, 18(3), pp. 160–165. doi:10.1016/j.radi.2012.03.003.
  7. Stoyles, T. and Harrison, G. (2006). A National Survey of Sonographers and their reporting Practices in the General Medical Ultrasound Field. Ultrasound, 14(2), pp. 109–114. doi:10.1179/174313406X93595.

    [publisher’s website]

  8. Harrison, G. and Mitcalf, R. (2003). Trends in Litigation Activity against Sonographers. BMUS Bulletin, 11(1), pp. 33–36.
  9. Harrison, G. (2002). Knowledge of Clinical Governance. A Pilot study. . Journal of Diagnostic Radiography, 4(3), pp. 127–133.
  10. Easen, S. and Harrison, G. Communication skills training in ultrasound: Ultrasound practitioners’ views. Imaging Therapy and Practice pp. 30–35.
  11. Gibbs, V., Edwards, H. and Harrison, G. Independent reporting sonographers-could other countries follow the UK's lead 2017. Imaging & Therapy Practice, November, pp. 25–29.

Posters (9)

  1. Harrison, G. and Harris, A. Games with Aims. HEA Annual Conference 2017 Generation TEF: Teaching in the spotlight., 2017.
  2. Harrison, G. and Harris, A. Games with Aims. Achieving Excellence in Radiography Education and Research Conference, 2016.
  3. Neale, E., Chudleigh, T., Harrison, G., Nelder, J. and Baker, R. Cervical length assessment: How accurate are sonographers? 21st World Congress on Ultrasound in Obstetrics and Gynecology, Los Angeles. 18 – 22nd September 2011., 2011.
  4. Neale, E., Chudleigh, T., Harrison, G., Nelder, J. and Baker, R. What are the pitfalls of cervical length assessment? 21st World Congress on Ultrasound in Obstetrics and Gynecology, Los Angeles., 2011.
  5. Cook, V., Cushing, C., Goreham, C., Harrison, G., Hayden, S., Perovic, N. … Rogers, M. Learning to give feedback : using filmed vignettes to promote effective practice. 1st International Conference on Faculty Development in the Health Professions. Toronto, Canada, 2011.
  6. Cook, V., Cushing, A., Goreham, C., Harrison, G., Hayden, S., Perovic, N. … Rogers, M. Cook V, Cushing AM, Hayden S.M., Perovic N, Goreham C., Harrison G., Rogers M (2011)
    Learning to give feedback : using filmed vignettes to promote effective practice.
    Council of Clinical Communication Conference. Manchester, 2011.
  7. Cook, V., Cushing, A., Goreham, C., Harrison, G., Hayden, S., Perovic, N. … Rogers, M. Cook V, Cushing AM, Goreham C, Harrison G, Hayden SM, Perovic N, Rogers M. (2011) Learning to give feedback : using filmed vignettes to promote effective practice. Academy of Medical Educators 3rd Annual Academic Meeting, Grosvenor Square, London, 2011.
  8. Harrison, G. On-Line Case Discussions: Innovation? British Medical Ultrasound Society 42nd Annual Scientific Meeting, 2010.
  9. Cook, V., Cushing, A., Goreham, C., Harrison, G., Hayden, S., Perovic, N. … Rogers, M. Cook V, Cushing A, Goreham C, Harrison G, Hayden S, Perovic N and Rogers M (2010) Learning to give feedback : using filmed vignettes to promote effective practice. Poster Presentation. Association for Medical Education in Europe Conference. Glasgow, 2010.

Practitioners (3)

  1. (2017). Public Voluntary Register of Sonographers; What is it and how do you get on it? Synergy News, pp. 5–5
  2. (2006). Ultrasound in Uganda. Synergy News
  3. (2003). Clinical Risk Management Awareness in Ultrasound Departments,. Synergy, pp. 12–15

Education

Educational Leadership

Programme Director: MSc Medical Ultrasound
http://www.city.ac.uk/courses/postgraduate/medical-ultrasound

Postgraduate Modules

RCM021 - Developing Advanced Practice (module leader);
RDM004 - Fundamental Principles of Ultrasound Practice;
RDM030 - Gynaecology Ultrasound [15 credits, includes clinical competency];
RDM031 - Obstetric Ultrasound [30 credits, includes clinical competency] (module leader);
RDM032 - Abdominal Ultrasound [30 credits, includes clinical competency] (module leader);
RCM010 - Student Negotiated module (module leader for ultrasound cohort);
RCM012 - Dissertation module;
RCM120 - Work Based Learning in Practice (module leader for ultrasound cohort);
RCM121 - Accreditation of Prior Experiental Learning (module leader for ultrasound cohort);
RCM122 - Work Based Learning in Practice 2 (module leader for ultrasound cohort);
RCM126 - Student Negotiated module 2 (module leader for ultrasound cohort);
APM002 - MSc Dissertation module;
CMH003 - Comparative Imaging;
APM022 - Pathophysiological Principles of Advanced Practice

Undergraduate Modules:

RD2023 - Principles of Imaging Practice 2

Other teaching expertise:

Breaking Bad News,
Ergonomics,
Mentoring and clinical competency assessment,
Ultrasound report writing

Other Activities

Editorial activity (3)

  1. Edited 9 modules on the e-LfH image Interpretation programme (Obstetric Ultrasound) https://e-learningforhealthcare.org.uk
    E-learning for Healthcare - Image Interpretation, Obstetric Ultrasound modules
    http://www.e-lfh.org.uk/projects/image-interpretation/
    .
  2. Co-managed the obstetric module development for the DoH / SCoR e-learning for health (e-LfH) project..
  3. Associate Editor for the journal Ultrasound..

Events/conferences (45)

  1. Diagnostic Healthcare Study day. (Conference) Peterborough (2019). Invited speaker.
    Paper: Accreditation of ultrasound programmes
    Author: Gill Harrison
    Description: The role of CASE in accrediting ultrasound programmes
  2. Diagnostic Healthcare Study Day. (Conference) Peterborough (2019). Invited speaker.
    Paper: What makes a good ultrasound report
    Author: Gill Harrison
  3. CASE Accreditor training day. (Workshop) London (2019). Chair, Organising Committee and Panel Member.
    Paper: Introduction to accreditation and overview of career development changes
    Author: Gill Harrison
  4. Towards 2020: Sonography Education and Career Development. Birmingham (2019). Session/Day Chair, Organising Committee and Panel Member. Invited speaker.
    Paper: The role of CASE accreditation.
    Author: Gill Harrison
  5. British Medical Ultrasound Society 50th Annual Scientific Meeting. (Conference) Manchester (2018). Invited speaker.
    Paper: What makes a good ultrasound placement? Past, present & future.
    Author: Harrison, G.
    Description: Clinical placements are one of the most important aspects of good ultrasound education. Without a good placement, ultrasound practitioners will be unable to develop necessary skills and competence to become safe, effective sonographers. The development of a wide range of skills takes place in the clinical setting, with practice educators supporting students to link theory to practice, ‘drive’ the machine; undertake, interpret, analyse and report ultrasound scan findings within their scope of practice; communicate unexpected findings and reflect on their practice.
    This presentation will focus on the traditional ultrasound pathways (post graduate ultrasound education for health care professionals), to explore the past methods of educating sonographers in the clinical department, the current clinical training methods and consider some potential developments that might be needed to assist in the future.
    It will be an attempt to provide a nostalgic glimpse of the ‘good old days’, a critique of present day challenges and a hunt for the crystal ball to gaze into the future.
  6. British Medical Ultrasound Society 50th Annual Scientific Meeting. (Conference) Manchester (2018). Invited speaker.
    Paper: Training capacity: Challenges and solutions.
    Author: Harrison, G.
    Description: The demand for ultrasound, along with other imaging investigations is increasing year on year (NHS England 2014), requiring an increasing number of ultrasound practitioners to provide the service. This demand, coupled with sonographer shortages (CfWI 2017), is putting a strain on clinical departments. It is clear that change is needed to facilitate good quality clinical education for sonographers and other health care professionals who need to learn the art of ultrasound scanning as part of their clinical role. Health Education England (HEE) are working with key stakeholders, including clinical staff, educational institutions, the British Medical Ultrasound Society (BMUS), the Society and College of Radiographers (SCoR), the Royal College of Radiologists (RCR) and the Chartered Society of Physiotherapy (CSP) to review current clinical educational models and consider innovations to help resolve some of the current challenges.
    During the presentation some of the current challenges will be discussed, along with findings from the HEE sonographer training group (STG) survey of clinical managers and discussions with education providers. A number of innovative solutions will be introduced and an update on the latest STG developments will be shared.

    References:
    CfWI. “Securing the future workforce supply: sonographer workforce supply”. 2017. [Online]. Available https://www.gov.uk/government/publications/review-of-the-sonography-workforce-supply
    NHS England. “NHS Imaging and Radiodiagnostic activity”. 2014. [Online]. Available: https://www.england.nhs.uk/statistics/wp-content/uploads/sites/2/2013/04/KH12-release-2013-14.pdf
  7. Achieving Excellence in Radiography Education and Research. (Conference) Leeds (2018).
    Paper: Service needs, capacity and innovations to extend clinical capacity for sonographer education: An on-line survey
    Author: Harrison, G.
    Description: Title: Service needs, capacity and innovations to extend clinical capacity for sonographer education: An on-line survey

    Keywords: Ultrasound, sonographer, education, clinical capacity

    Introduction: Sonography is a shortage occupation1, with evidence suggesting vacancies rates of between 5 to 25% in England and an increasing demand for ultrasound examinations.2 Ultrasound education is changing to meet service needs3, however one challenge being faced by education providers and clinical staff is the lack of clinical placement capacity4.

    Method: An on-line survey was sent to ultrasound managers to investigate innovations being used to increase clinical capacity for educating sonographers. Higher education providers were also contacted via email and telephone for their views on innovations in ultrasound clinical education. Additional objectives of the study included determining current and future estimated sonographer shortages and placement capacity.

    Results: There were 72 responses to the questionnaire. The average shortfall in sonographers was 2.65, with 5% of departments reporting a deficit of 10 sonographers. The predicted number of additional sonographers required to provide the service in five years’ time was an average of 4.6 sonographers, with 10% of departments anticipating they will need an additional 10 sonographers. Most departments were involved in clinical ultrasound education, with 51% of students being sonographers, averaging two per department. Several departments had additional capacity for teaching students, with a combined total of 45 places. A number of challenges were raised by respondents, particularly relating to issues of funding for student sonographers, balancing clinical and teaching requirements, staff shortages and the need to teach others, e.g. radiologists because of radiology shortages.

    Discussion and conclusion: A number of different methods are being used to extend the capacity for clinical education of sonographers, these include extended working days and weekend teaching lists, simulation and peripatetic clinical educators. As ultrasound education is undergoing changes, to meet the increasing service needs, innovative solutions to increase placement capacity are needed. This study provides some ideas to assist education providers, clinical departments and stakeholders to meet these demands.

    Numerical References *Please insert your numerical references here
    1. Centre for Workforce Intelligence, “Securing the Future Workforce Supply – Sonography Workforce Review,” March 2017. [Online]. Available: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/597697/Sonography_workforce_review.pdf

    2. United Kingdom Shortage Occupation List [Online]. Available: https://www.gov.uk/guidance/immigration-rules/immigration-rules-appendix-k-shortage-occupation-list

    3. The Consortium for the Accreditation of Sonographic Education (CASE). ‘Assertions of the Standards to be met within through Sonographic Education,’ 2018. [Unpublished, in draft].

    4. Parker, P. and Harrison, G. (2015) Educating the future sonographic workforce: membership survey report from the British Medical Ultrasound Society, Ultrasound. 23 (4), pp. 231 – 241
  8. Achieving Excellence in Radiography Education and Research. (Conference) Leeds (2018).
    Paper: Empathy scores following an interactive service user session for sonography students: A pilot study
    Author: Harrison, G
    Co-authors: Harris, A
    Description: Empathy scores following an interactive service user session for sonography students: A pilot study
    G. Harrison and A. Harris
    Division of Midwifery and Radiography, City, University of London, London, UK
    Keywords: empathy, sonographer, service users and carer
    Background:
    Empathy and compassion are deemed to be important skills needed for working in the healthcare setting. Sonographers are expected to deliver difficult news to patients, often under challenging circumstances, without warning and in some cases when unsure of the actual diagnosis1. This study aims to assess medical ultrasound students’ opinions of a new interactive service user and carers session, which was introduced to the programme in June 2017. It also investigated whether empathy scores2 changed in response to the interaction with service users.
    Method:
    Students were invited to participate in the study by completing the Toronto Empathy Questionnaire2 before and after the service user session. Students and service users also completed a short questionnaire at the end of the session, for evaluation and to provide suggestions for future iterations. Students were asked to reflect on what they had learnt and how it might impact on their practice. Twenty three students (48%) participated in the study at a single institution across two cohorts.
    Results:
    Twenty empathy scores were valid. In the first cohort average empathy scores increased from 48.1 to 51.9 with 80% of students showing increased empathy score, whereas the second cohort average empathy scores remained the same pre and post session at 51.3, with 40% increasing, 40% reducing and 20% remaining the same after the session. The event met or exceeded students’ expectations, despite one student thinking they would not ‘get anything out of it’.
    Conclusion:
    Students valued the ‘candid and frank’ exchange with service users. Empathy levels increased or remained the same for three quarters of students, although the mean empathy scores for both male and female students was higher than published norms (44.5 – 47)2 before and after the session. Empathy can lead to improved trust between health care provider and patient, compliance with instructions and treatment, patient satisfaction and outcomes.3,4,5 Various ways to change practice in light of this session, which would impact on patient care and communication, were highlighted.

    References:
    1. Eason, S. and Harrison, G. (2017) Communication skills training in ultrasound: Ultrasound practitioners’ views. Imaging & Therapy Practice. January, pp. 25-30.
    2. Spreng, R. McKinnon, M. Mar, R. and Levine, B. (2009) The Toronto Empathy Questionnaire: Scale development and initial validation of a factor-analytic solution to multiple empathy measures. Journal of Personality Assessment, 91(1), pp. 62–71
    3. Kelm, Z. Womer, J. Walter, J. and Feudtner, C. (2014) ‘Interventions to cultivate physician empathy: a systematic review’, BMC Medical Education, 14 (1), pp. 219-219.
    4. Riess, H. (2017) ‘The science of empathy’ Journal of Patient Experience, 4 (2), pp. 74-77.
    5. Bell, H. 2018, "Creative Interventions for Teaching Empathy in the Counseling Classroom", Journal of Creativity in Mental Health, vol. 13, no. 1, pp. 106.
  9. European Congress of Radiology. (Conference) Vienna. (2017). Invited speaker.
    Paper: Can or should US services be provided by radiographers/sonographers? Educational needs
    Author: Harrison, G.
    Description: Insights Imaging (2017) 8(Suppl 1): 1. doi:10.1007/s13244-017-0546-5
  10. Medico-legal issues in ultrasound reporting. Bristol (2016).
    Description: Harrison, G. (2016) Medico-legal issues in ultrasound reporting. British Society of Gynaecological Imaging study day. 10th September 2016, Bristol (invited speaker)
  11. Audit in Action. City University London (2016).
    Description: Harrison, G. and Harris, A. (2016) Audit in Action. Health’s got Talent. City University London. 23rd June
  12. Games with Aims. London (2016).
    Description: Harrison, G. and Harris, A. (2016) Games with Aims. Learning at City: Promoting and Enhancing Teaching Excellence conference, 8th June 2016 (presentation and workshop)
  13. Postgraduate Ultrasound Programme: We’ve flipped, have you? Glasgow (2016).
    Description: Harrison, G. and Harris, A. (2016) Postgraduate Ultrasound Programme: We’ve flipped, have you? Higher Education Academy Inspire to succeed: Transforming teaching and learning in Health and Social Care Conference. 24th - 25th February 2016, Glasgow
  14. CASE accreditors’ experience of accrediting a new direct entry programme. London (2015).
    Description: CASE accreditor training day.
  15. Simulation in Medical Ultrasound. Brighton (2015).
    Description: Harrison, G. (2015) Simulation in Medical Ultrasound. Association of Simulated Practice in Healthcare (ASPiH) Conference. 4th November 2015, Brighton.(invited speaker)
  16. Simulation in Medical Ultrasound.
    Association of Simulated Practice in Healthcare (ASPiH) Conference. (invited speaker).
    Brighton (2015).
    Description: Harrison, G. (2015) Simulation in Medical Ultrasound. Association of Simulated Practice in Healthcare (ASPiH) Conference. 4th November 2015, Brighton. (invited speaker)
  17. Games with Aims. London (2015).
    Description: Harrison, G and Harris, A (2015) Games with Aims. Health has got talent, City University London. 21st May 2015 (Gold award)
  18. The Flipped Classroom. We’ve flipped. Have you? London (2015).
    Description: Harrison, G. (2015) The Flipped Classroom. We’ve flipped. Have you? CASS Teaching and Learning Showcase: Innovations in E-Learning Conference, CASS Business School, London. 6th May 2015 (invited speaker)
  19. Ergonomics hand-on Workshop. British Medical Ultrasound Society 46th Annual Scientific Meeting. (2014).
    Description: Ergonomics workshop organiser.

    This workshop will provide a chance to put into practice good ergonomic practice, with a facilitator to advise on how to reduce the risk of injury.

    The workshop is relevant for anyone undertaking ultrasound and wanting to reduce their risk of work related injury.

    Aims:
    • Improve ergonomic practice.

    Objectives:
    • Scan in a small group setting and gain advice about posture.
    • Review transducer grip and grip pressure
    • Look at ways to adapt scanning technique to reduce risks of work related disorders
  20. Ergonomics Workshop. BMUS, Manchester (2014).
  21. We’ve flipped. Have you? City University London (2014).
    Description: Health’s Got Talent, City University London (bronze award)
  22. The Flipped Classroom: New innovation or an old idea? UKRC Conference, Manchester (2014).
    Description: Invited Speaker

    Abstract:
    In recent years due to technological advances, innovative curriculum design has been central to the developments within many health care education programmes. The Medical Ultrasound programme at City University London has been no exception. To enhance the face to face learning time within the part-time postgraduate programme we developed a method of blended learning, which involves on-line lectures and guided self study, supported by interactive film viewing sessions, group discussions, simulation and games within the lectures. Additionally on-line case discussions are used to share clinical cases from the clinical workplace and develop collaborative learning and assessment in the clinical modules. The term “flipped classroom” has appeared frequently in recent educational literature, this presentation will consider whether it is a new idea and how it has been used within the Post-graduate ultrasound programme.
    The term “flipped classroom” has appeared frequently in recent educational literature. This presentation will consider whether the post-graduate medical ultrasound programme has fully flipped, review some of the student feedback and share ideas that could be used within other programmes.
  23. The use of the “flipped classroom” in a blended learning programme: Have we flipped? Learning at City Conference London (2014).
    Description: Learning at City Conference: Students as Partners in Learning?
    Prize for best paper
  24. How best to assess ultrasound clinical competency: The on-going dilemma. British Medical Ultrasound Society 45th Annual Scientific Meeting. Gateshead (2013).
    Description: Introduction:
    Clinical competency is an essential component of any ultrasound training programme, in order to ensure high standards of practice and patient care. The Consortium for the Accreditation of Sonographic Education (CASE) commissioned a project to devise guidelines for clinical competency assessment for CASE accredited courses, in the hope of providing a minimum standard. To inform the project work an online questionnaire was devised to ascertain the opinions of ultrasound practitioners, the results of which will be presented.

    Method:
    An online survey was sent to all UK ultrasound programme directors and CASE council members to disseminate to their academic and clinical contacts. Opinions were sought on a range of issue relating to clinical competency monitoring and assessment.

    Results:
    116 responses were received from a wide range of professionals, the majority being radiographers. Most respondents were involved in training, with the majority having roles as mentors and/ or assessors. Key findings suggested that regular formative assessment should be undertaken prior to final summative assessment in the workplace, with some element of external assessment or moderation of the final assessment.
    The majority of respondents were in favour of a national minimum standard for clinical competency assessment, with 75% strongly agreeing that a national standard for competency assessments is preferable.

    Conclusion:
    Generally the ultrasound community responding to this survey were in favour of standardised clinical competency assessments, with internal progress monitoring and some external moderation of final assessments to ensure independence and consistency.
  25. Transvaginal ultrasound simulation: can it replace initial patient training for doctors? British Medical Ultrasound Society 44th Annual Scientific Meeting, Telford. (2012).
    Description: Williams, C. Edie, J. Flinton, D. Harrison, G. Mulloy, B. (2012) Transvaginal ultrasound simulation: can it replace initial patient training for doctors? British Medical Ultrasound Society 44th Annual Scientific Meeting. 10th - 12th December. (prize winner for best proffered paper)
  26. Assessments: Do they assess learning outcomes. York (2012).
    Description: CASE Accreditor Training Day, (invited speaker).
  27. The accreditation event: roles and expectations. York (2012).
    Description: CASE Accreditor Training Day (invited speaker).
  28. Learning to give feedback: using filmed vignettes to promote effective practice. UKRC conference, Manchester (2012).
    Description: Harrison, G. Hayden, S. Cook, V. Cushing, A. Learning to give feedback: using filmed vignettes to promote effective practice. United Kingdom Radiological Congress (UKRC), Manchester.
    Winner of Alan Nicholson Prize for best proffered paper by a Radiographer at UKRC.
  29. Straight or spline cervical length measurement – which is most reproducible. Brighton (2011).
    Description: Neale E, Chudleigh T, Nelder J, Baker R, Harrison G
    British Medical Ultrasound Society, 43rd Annual Scientific Meeting.
  30. Cervical length assessment: How accurate are sonographers? Los Angeles (2011).
    Description: Neale E, Chudleigh T, Harrison G, Nelder J and Baker R, 21st World Congress on Ultrasound in Obstetrics and Gynecology, 18 - 22nd September 2011 (poster presentation).
  31. The difficulties in assessing trainees and trainer competence in ultrasound. London (2011).
    Description: Harrison, G. Mulhair, L., Royal College of Obstetricians & Gynaecologists (invited speaker).
  32. Learning to give feedback : using filmed vignettes to promote effective practice. Toronto, Canada (2011).
    Description: Cook V, Cushing A, Goreham C, Harrison G, Hayden S, Perovic N and Rogers M, 1st International Conference on Faculty Development in the Health Professions (poster presentation). Toronto, Canada.
  33. Learning to give feedback: using filmed vignettes to promote effective practice. Manchester (2011).
    Description: Cook V, Cushing A, Goreham C, Harrison G, Hayden S, Perovic N and Rogers M, UK Council of Clinical Communication Conference, poster presentation (prize winner).
  34. Learning to give feedback: using filmed vignettes to promote effective practice. Grosvenor Square, London (2011).
    Description: Cook V, Cushing AM, Goreham C, Harrison G, Hayden SM, Perovic N, Rogers M, Academy of Medical Educators 3rd Annual Academic Meeting, poster presentation, 26th & 27th January.
  35. CASE Accreditor Training: The event. University of Sheffield (2010).
    Description: Invited speaker, CASE accreditor training event
  36. On-Line Case Discussions: Innovation? Brighton (2010).
    Description: Poster Presentation. British Medical Ultrasound Society 42nd Annual Scientific Meeting, 28th - 30th September 2010.
  37. Learning to give feedback: using filmed vignettes to promote effective practice. Glasgow (2010).
    Description: Cook V, Cushing A, Goreham C, Harrison G, Hayden S, Perovic N and Rogers M, poster presentation, Association for Medical Education in Europe Conference, 4th - 8th September 2010.
  38. Developing and evaluating a CETL faculty-development resource to improve formative feedback on clinical and communication skills. Queen Mary’s University London (2010).
    Description: Harrison G, Cushings A, Cook V, Goreham C, Rogers M, Hayden S and Perovic N
    Institute of Health Sciences Education research afternoon.
  39. Patchwork Assessment in Ultrasound: Introduction of Another Patch. Help or Hindrance? London (2010).
    Description: Harrison, G., Mulloy, B., Harris, A
    Centre for Recording Achievement Conference
  40. Enhancing Feedback in Clinical and Communications Skills: An on-line resource. City University London. (2010).
    Description: Harrison G, Goreham C, Cook V, Cushings A, Rogers M, Hayden S and Perovic N
    Learning at City Conference,
  41. The skills for Accrediting. University of West of England (2010).
    Description: Invited speaker CASE Accreditor training seminar.
  42. Teaching the skills needed for breaking bad news in ultrasound. City University London. (2010).
    Description: Harrison G, Harris A and Mulloy B
    Teaching Clinical Skills Colloquium,
  43. The Role of the Accreditor in CASE Accreditations. Society & College of Radiographers, London (2009).
    Description: Invited speaker CASE Accreditor training seminar.
  44. Clinical Assessment Development and Delivery from the Educationalist’s Perspective. Society & College of Radiographers, London (2009).
    Description: The Consortium for Sonographic Education Open Forum Study Day. Invited speaker
  45. BMUS Ultrasound Training Programme in Uganda. Society & College of Radiographers, London (2006).
    Description: Harrison G and Drought A (2006). Current Approaches to Supporting Radiography in Developing Countries Study Day (invited speaker).

Keynote lectures/speeches (5)

  1. Can or should US services be provided by radiographers/sonographers? Educational needs. European Congress of Radiology, Vienna (2017). http://www.myesr.org/sites/default/files/ECR_Today_2017_Friday.pdf (page 10)
    http://www.auntminnie.com/index.aspx?sec=rca&sub=ecr_2017&pag=dis&ItemID=116733
  2. Medico-legal awareness: The Expert Witness Perspective. Liverpool (2016). Harrison, G. (2016) Medico-legal awareness: The Expert Witness Perspective. 15th UK Radiological Congress (UKRC). Liverpool, 6th June 2016 (invited speaker)
  3. Work related musculoskeletal disorders: Can you reduce your risk? British Medical Ultrasound Society 46th Annual Scientific Meeting. Manchester (2014). 9th - 11th December 2014, Manchester (invited speaker).

    During this presentation you will be given hints and tips on how you can reduce your risk of work related injury. You will gain an insight into some of the issues affecting ultrasound practitioners and look at what you can do to ensure a long and heathy career
  4. Standardised Clinical Competency Assessments for all: Can it Happen? Brighton (2011). Invited keynote speaker.
    British Medical Ultrasound Society, 43rd Annual Scientific Meeting,

    http://issuu.com/kosmos.co.uk/docs/scientific-programme-bmus-2011?mode=window&pageNumber=1
  5. The difficulties in assessing trainees and trainer competence in ultrasound,. London, RCOG (2011). Royal College of Obstetricians & Gynaecologists (RCOG) Train the Trainers Day.
    Harrison, G. Mulhair, L., Royal College of Obstetricians & Gynaecologists (invited speaker).

Online articles (3)

  1. An Update of the Sonographer Workforce Developments. Consortium for the Accreditation of Sonographic Education. (2018). Consortium for the Accreditation of Sonographic Education
  2. An unexpected presentation in Chile. (2018). Consortium for the Accreditation of Sonographic Education.
  3. Case study 3.1: Pilot/co-pilot method of learning ultrasound clinical skills. (2018). Never too busy to learn: How the modern team can learn together in the busy workplace Case study 3.1: Pilot/co-pilot method of learning ultrasound clinical skills within the document produced by the Royal College of Physicians

Other (6)

  1. Harrison, G. (2015) Accrediting non-traditional routes. CASE accreditor training day. November 2015 (Workshop facilitator) London
  2. Chair of the Ultrasound Advisory Group for the Society and College of Radiographers.
  3. A lead accreditor for the Consortium for the Accreditation of Sonographic Education (CASE):
    co-ordinate the accreditation or re-accreditation of ultrasound programmes in the UK.
  4. Lead a project on behalf of CASE (The Consortium for Accreditation of Sonographic Education), to develop national clinical competency guidelines.
  5. Key role in a multidisciplinary team developing on-line training resources for providing feedback on clinical and communication skills www.cetl.org.uk/learning/feedback_opportunities/player.html and communicating challenging information in obstetrics www.cetl.org.uk/learning/ou_communication/player.html
  6. e-LFH Ultrasound Module, Brain and Head