Helen Anne Nolan
Biographic Data
| ID | 9556116 |
|---|---|
| NAME | Helen Anne Nolan |
| GIVEN NAMES | Helen Anne |
| FAMILY NAME | Nolan |
| SIGNATURE | NOLAN H A |
| AFFILIATIONS | Warwick Medical School University of Warwick Coventry UK |
| ORCID | 0000-0001-9796-0646 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A qualitative exploration of medical educators’ familiarity and perspectives regarding trauma-informed approaches in medical education
INTRODUCTION: Evidence demonstrates profound impacts of trauma, on both physical and mental health across the lifespan, making trauma a significant public health issue. Current understanding of traumatic events acknowledges origins from social, structural, as well as interpersonal sources. Trauma-informed approaches (TIAs) provide a framework for interactions with those affected, and advocate for accommodation of trauma impacts throughout individ…
Lessons on applying a trauma‐informed research approach in health professions education scholarship
Trigger warnings as tools for learning—theorising an evolving cultural concept
Twelve tips for implementing trigger or content warnings in healthcare professions education
Trigger warnings are statements offering prior notification of sensitive content, allowing recipients to prepare for and avoid ensuing distress. Students are increasingly reporting expectations for warnings in classrooms and learning contexts. Discussions regarding use of warnings have clear relevance to healthcare education, which regularly explores sensitive content. Their use has been positioned as a measure for inclusive education and as a me…
Response to
Do medical students with a disability experience adverse educational outcomes on UK medical courses
BACKGROUND: International data demonstrate that medical students with disabilities experience differential awarding. One cross-sectional study finds lower graduation rates and scores in written exams, with no impact on clinical exams. Disabled students graduated with lower decile scores. This quantitative, retrospective, longitudinal study explored the impact of disability on exam performance, course performance and course discontinuation. METHOD…
Twelve tips to foster healthcare student recognition and reporting of unprofessional behaviour or concerns
Medical trainees and students are required to report concerns where they identify concerning practice or behaviours. While leadership attributes and skills are increasingly expected curricular outcomes, students still struggle to report concerns due to a variety of factors. Changing societal awareness and expectations continue to shine light on poor professionalism and unethical behaviours whose reach extends to medical training and education and…
Medical students' views on the value of trigger warnings in education
Medical educators’ views and experiences of trigger warnings in teaching sensitive content
No prominent works on this page.
Medical educators’ views and experiences of trigger warnings in teaching sensitive content
Medical students' views on the value of trigger warnings in education
Response to
Do medical students with a disability experience adverse educational outcomes on UK medical courses
BACKGROUND: International data demonstrate that medical students with disabilities experience differential awarding. One cross-sectional study finds lower graduation rates and scores in written exams, with no impact on clinical exams. Disabled students graduated with lower decile scores. This quantitative, retrospective, longitudinal study explored the impact of disability on exam performance, course performance and course discontinuation. METHOD…
Twelve tips to foster healthcare student recognition and reporting of unprofessional behaviour or concerns
Medical trainees and students are required to report concerns where they identify concerning practice or behaviours. While leadership attributes and skills are increasingly expected curricular outcomes, students still struggle to report concerns due to a variety of factors. Changing societal awareness and expectations continue to shine light on poor professionalism and unethical behaviours whose reach extends to medical training and education and…
Trigger warnings as tools for learning—theorising an evolving cultural concept
Twelve tips for implementing trigger or content warnings in healthcare professions education
Trigger warnings are statements offering prior notification of sensitive content, allowing recipients to prepare for and avoid ensuing distress. Students are increasingly reporting expectations for warnings in classrooms and learning contexts. Discussions regarding use of warnings have clear relevance to healthcare education, which regularly explores sensitive content. Their use has been positioned as a measure for inclusive education and as a me…
Lessons on applying a trauma‐informed research approach in health professions education scholarship
A qualitative exploration of medical educators’ familiarity and perspectives regarding trauma-informed approaches in medical education
INTRODUCTION: Evidence demonstrates profound impacts of trauma, on both physical and mental health across the lifespan, making trauma a significant public health issue. Current understanding of traumatic events acknowledges origins from social, structural, as well as interpersonal sources. Trauma-informed approaches (TIAs) provide a framework for interactions with those affected, and advocate for accommodation of trauma impacts throughout individ…
Medicine (7 works) · Medical education (6 works) · Psychology (6 works) · Educational Philosophies and Pedagogies (5 works) · Innovations in Medical Education (5 works) · Health care (4 works) · Political science (4 works) · Computer Science (3 works) · Distress (3 works) · Education, Leadership, and Health Research (3 works)