Gareth Hughes
Biographic Data
| ID | 8902796 |
|---|---|
| NAME | Gareth Hughes |
| GIVEN NAMES | Gareth |
| FAMILY NAME | Hughes |
| SIGNATURE | HUGHES G |
| AFFILIATIONS | University of Derby |
| ORCID | 0000-0001-8190-0809 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
QT prolongation risk factors and a monitoring strategy in rifampicin-resistant tuberculosis
Treatment of rifampicin-resistant tuberculosis (RR-TB) involves drugs that can prolong the QT interval. There is limited data on risk factors and the level of cardiac monitoring required. We analysed STREAM Stage 2 data to address these issues. A post-hoc analysis was undertaken of data from participants allocated to 3 regimens: 9-month control (n = 202), 9-month oral (n = 211) and 6-month (n = 143). Risk factors for development of a QT or QTcF (…
‘Dans l’air, par contre, il se passe beaucoup de choses’
Stretched at Both Ends
The role and responsibility of universities in supporting student mental health has been the subject of high-profile legal debate. Drawing on a thematic analysis of twelve semi-structured focus groups conducted during the Student Minds UK University Mental Health Charter consultations, this paper elucidates the experiences, perceptions, and practices of 75 staff working within student services to support student mental health, with the aim of cla…
Inclusion or Isolation? Differential Student Experiences of Independent Learning and Wellbeing in Higher Education
Independent learning is frequently identified as instrumental to student success within higher education. Although there is a significant body of literature demonstrating the importance of independent learning for retention and progression, to date, the relationship between independent learning and student wellbeing within higher education has been under-explored. This article addresses the gap in the literature by interrogating this relationship…
Understanding how the university curriculum impacts student wellbeing
There is increasing pressure within universities to address student mental health. From a whole university or settings-based perspective, this could include curriculum-embedded approaches. There is little research about how this should work or what approaches might be most effective. Semi -structured interviews were conducted with fifty-seven undergraduate students from five disciplines (Psychology, English studies, Nursing, International Politic…
A Non-Randomised Controlled Study of Interventions Embedded in the Curriculum to Improve Student Wellbeing at University
Universal and preventative interventions are advocated via the curriculum and pedagogy to help overcome the increasing prevalence of poor mental health among university students. To date, the literature in this field is overall of poor quality and cannot be synthesised for meta-analysis, due to poor reporting of methodology and results, lack of control conditions, and mixed outcomes across studies. This study examines the effectiveness of curricu…
Student wellbeing and assessment in higher education
This paper draws on staff and student consultations conducted during the development of Student Minds’ University Mental Health Charter to identify five key tensions which can arise in assessment design and strategy when seeking to balance the wellbeing of students with pedagogical, practical and policy considerations. It highlights the need to acknowledge the pressures of assessment on staff wellbeing as well as students. The particular tensions…
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Student wellbeing and assessment in higher education
This paper draws on staff and student consultations conducted during the development of Student Minds’ University Mental Health Charter to identify five key tensions which can arise in assessment design and strategy when seeking to balance the wellbeing of students with pedagogical, practical and policy considerations. It highlights the need to acknowledge the pressures of assessment on staff wellbeing as well as students. The particular tensions…
A Non-Randomised Controlled Study of Interventions Embedded in the Curriculum to Improve Student Wellbeing at University
Universal and preventative interventions are advocated via the curriculum and pedagogy to help overcome the increasing prevalence of poor mental health among university students. To date, the literature in this field is overall of poor quality and cannot be synthesised for meta-analysis, due to poor reporting of methodology and results, lack of control conditions, and mixed outcomes across studies. This study examines the effectiveness of curricu…
Understanding how the university curriculum impacts student wellbeing
There is increasing pressure within universities to address student mental health. From a whole university or settings-based perspective, this could include curriculum-embedded approaches. There is little research about how this should work or what approaches might be most effective. Semi -structured interviews were conducted with fifty-seven undergraduate students from five disciplines (Psychology, English studies, Nursing, International Politic…
Stretched at Both Ends
The role and responsibility of universities in supporting student mental health has been the subject of high-profile legal debate. Drawing on a thematic analysis of twelve semi-structured focus groups conducted during the Student Minds UK University Mental Health Charter consultations, this paper elucidates the experiences, perceptions, and practices of 75 staff working within student services to support student mental health, with the aim of cla…
Inclusion or Isolation? Differential Student Experiences of Independent Learning and Wellbeing in Higher Education
Independent learning is frequently identified as instrumental to student success within higher education. Although there is a significant body of literature demonstrating the importance of independent learning for retention and progression, to date, the relationship between independent learning and student wellbeing within higher education has been under-explored. This article addresses the gap in the literature by interrogating this relationship…
‘Dans l’air, par contre, il se passe beaucoup de choses’
QT prolongation risk factors and a monitoring strategy in rifampicin-resistant tuberculosis
Treatment of rifampicin-resistant tuberculosis (RR-TB) involves drugs that can prolong the QT interval. There is limited data on risk factors and the level of cardiac monitoring required. We analysed STREAM Stage 2 data to address these issues. A post-hoc analysis was undertaken of data from participants allocated to 3 regimens: 9-month control (n = 202), 9-month oral (n = 211) and 6-month (n = 143). Risk factors for development of a QT or QTcF (…
Pedagogy (5 works) · Psychology (5 works) · Higher education (4 works) · Medical education (4 works) · Medicine (4 works) · COVID-19 and Mental Health (3 works) · Healthcare professionals’ stress and burnout (3 works) · Mathematics education (3 works) · Political science (3 works) · Curriculum (2 works)