Dr Rachel Locke is a Deputy Head of School, Sport, Health and Community, Faculty of Health and Wellbeing. She is Programme Lead for Msc Global Health and BA International Development: Global Health. Rachel is convenor of the University's Centre for Global Health.
Rachel has been teaching at the University since 2012 (including on the MA Medical Education) and supervises MA dissertation and doctoral students to completion. The excellence of Rachel’s teaching has been recognised by the award of ‘Fellowship of the Higher Education Academy’ (FHEA).
She is currently leading research with international collaborators in Tanzania and Ghana examining the impact of large-scale in-country innovations in terms of sustainability in health and wellbeing (i.e. SDG 3) and global health partnerships (i.e. SDG 17). This transformative research working in global partnerships intends to realise sustainable change and impacts that benefit local communities, including those in receipt of ODA.
This research is based on a long-standing commitment to and leadership of other health-related research and partnerships. She leads a programme of collaborative research with health and education-related partners (e.g. Health Education England) concerning health profession education, development, and practice underpinned by substantial funding.
Rachel’s work employs distinctive qualitative research mixed methods that enable her to be highly responsive, listen attentively, explore the experiences of professionals and broker their narratives to wider audiences. Her commitment is to collaborative insider research that engages with diverse practice communities as well as academics. Her educational research expertise enables her to identify and (re)frame issues and explore innovative, local solutions to the challenges associated with contemporary work, professional learning/practices.
She works in collaboration with the Hampshire Hospitals NHS Foundation Trust, as an original member of the Hampshire Collaboration for Health Research and Education, and more recently, as an instigator of a new Global Health Hub.
Areas of expertise
- Workplace learning of health professionals with a particular focus on what works well;
- Vulnerabilities of health professionals including support and wellbeing;
- Qualitative research design including the development of mixed methods sensitive to participant / practitioner ‘voice’;
- Collaborative practitioner research to uncover what may otherwise be taken for granted about professional practice.
Agyekum, M. Odopey, S. Asiamah, S. Wallis, L. Williams, J. Locke, R. (accepted March 2023) Improved access, delayed accreditation, low recognition: Perspectives of mental health educators, preceptors and students on the Kintampo Project in Ghana. Mental Health Training, Education and Practice.
Wallis, L. Faulkner, J. Locke, R. Harden, B. & Cowley, E. (Accepted May 2022) Motivations, sources of influence and barriers to being a podiatrist: A national questionnaire of student views. Journal of Foot and Ankle Research.
Locke, R. Wilkinson, E. Wallis, L. Kibble, S. & Harden, B. (Accepted May 2022) The experiences of physiotherapists and occupational therapists working as rehabilitation ward leaders - role reinvention. International Journal of Rehabilitation and Therapy.
Petley, R. Husted, M. Lees, A. Locke, R. (2022) The effectiveness of interventions and behaviour change techniques to reduce stress in student nurses: a systematic review. Nurse Education Today. https://doi.org/10.1016/j.nedt.2021.105212
Wallis, L. Locke, R. Ryall, S. Harden, B. (accepted July 2021) Motivations for choosing an allied health profession career: findings from a scoping review article. International Journal of Practice-based Learning in Health and Social Care.
Wallis, L. Locke, R. Sutherland, C. Harden, B. (accepted September 2021) Assessment of Advanced Clinical Practitioners: A short report. Journal of Interprofessional Care.
Thistlethwaite, J. Locke, R. Buckley, S. et al (2020) Global Perspectives on COVID-19 from the Editorial Board. The Clinical Teacher. 17(3) pp. 234-237.
Locke, R. Coles, C. Grout, G. Lusznat, R. Overton, J. Roberts, M. (2020) Co development and innovation in global health: a case study of educational change. Health Professions Education. Co-Development and Innovation in Global Health: A Case Study of Educational Change - ScienceDirect
Locke, R. Mason, A. Coles, C. Lusznat, R. Masding, M. G. (2020) The Development of Clinical Thinking in Trainee Physicians: The Educator Perspective. BMC Medical Education. 20, 226 (2020). https://doi.org/10.1186/s12909-020-02138-w
Mason, A. Locke, R. Lusznat, R. Coles, C. Masding, M. G. (2020) How do contexts affect physicians' clinical reasoning? A narrative review. MedEdPublish, 9(1): 32.
Locke, R. Wilkinson E. Collier, R. Harden, B. (2019) Musculoskeletal (MSK) practitioners in primary care: an evaluation of a MSK core capabilities framework and review process. Education for Primary Care. Published online: 3 December. DOI: 10.1080/14739879.2019.1687016
Locke, R. (2019) Showcasing insider research. The Clinical Teacher. 16, 3 p. 175-6.
Locke, R. & Lees, A., (2019) A literature review of interventions to manage the harmful stress of doctors. Perspectives in Public Health. DOI: 10.1177/1757913919833088
Locke, R., Bell, J., Scallan, S., Ozguler, B. & Caesar, S., (2018) The experience and professional development of medical appraisers. Education for Primary Care. 29, 6, p. 351-356.
Price, S., Lusznat, R., Mann, R. & Locke, R., (2017) Doctors with Asperger’s: The Impact of a Diagnosis. The Clinical Teacher. 14, p. 1-4
Locke, R., Alexander, G., Mann, R., Kibble, S. & Scallan, S., (2017) Doctors with dyslexia: strategies and support. The Clinical Teacher. 14, 5, p. 355-359.
Locke, R. & Lees, A., (2017) Maintaining the wellbeing of clinicians. The Clinical Teacher. 14, 2, p. 147-148.
Scallan, S., Locke, R., Eksteen, D. & Caesar, S., (2016) The benefits of appraisal: a critical (re)view of the literature. Education for primary care. 27, 2, p. 94-97.
Lyon-Maris, J., Edwards, L., Scallan, S. & Locke, R., (2015) GP workload: time for a rethink of the generalist model of care to promote retention. British Journal of General Practice. 62, 639, p. e711-e713.
Locke, R., Scallan, S., Mann, R. & Alexander, G., (2015) Clinicians with dyslexia: a systematic review of effects and strategies. The Clinical Teacher. 12, 6, p. 394-398.
Locke, R., Scallan, S., Leach, C. & Rickenbach, M., (2013) Identifying poor performance among doctors in NHS organizations.. Journal of Evaluation in Clinical Practice. 19, 5, p. 882-888.
Caesar, S., Locke, R. & Scallan, S., (2013) Medical appraisal and revalidation: Can it improve patient care? Education for Primary Care. 24, 6, p. 398-400.
Scallan S, and Locke R, (2012) The benefits of appraisal (Letter). Education for Primary Care 23(5) pp. 369-70.
Payler J, and Locke R, (2013) Disrupting Communities of Practice? How ‘reluctant’ practitioners view early years workforce reform in England. European Early Childhood Education Research Journal, 21(1) pp. 125-137 DOI:10.1080/1350293X.2012.760340.
Sunley R, and Locke R, (2012) Educational Professionals’ Values: Voices from Secondary Schools in England. Educational Research 54(3) pp. 285-307.
Locke R, and Jones G, (2012) Tackling Underage Drinking: one local authority’s response. Education and Health 30(1) pp. 6-10.
Locke, R. Leach, C. Kitsell. F. and Griffith, J. (2011) The impact on the workload of the Ward Manager with the introduction of administrative assistants. Journal of Nursing Management, 19. 177-185.
Sunley R. and Locke, R. (2011) Exploring secondary teachers’ professional values: an overview of the literature since 2000. Educational Research, 52. (4). 409-425.
Weiss M; Locke, R. and Graham A (2007) Users’ views of new providers of emergency contraception: A qualitative study. Primary Health Care Primary Health Care Research & Development, 8.
Drennan V et al (2007) Entrepreneurial nurses and midwives in the United Kingdom: an integrative review. Journal of Advanced Nursing, 60. (5). 459-469.
Bayliss V; Cherry M; Locke, R. and Salter L (2001) Pathways for continence care: the validation process. British Journal of Nursing, 10. (2). 87-90.
Bayliss V; Cherry M; Locke, R. and Salter L (2000) Pathways for continence care: background and audit. British Journal of Nursing, 9. (9). 590-2.
Bayliss V; Cherry M; Locke, R. and Salter L (2000) Pathways for continence care: development of the pathways. British Journal of Nursing, 9. (17). 1165-8.
Wallis, L, Locke, R. and Ryall, S. (2020) Exploring the importance of different factors associated with career choice for students in allied health professions: a pilot study to develop a questionnaire for national dissemination.
Wallis, L. and Locke, R. (2020) An Exploration of the Assessment of Advanced Clinical Practitioner Trainees in Derbyshire.
Wilkinson, E., Locke, R. and Kibble, S. (2019) An Explorative Review: Allied Health Professionals' experiences of working as ward managers. Health Education England.
Wilkinson, E. and Locke, R. (2019) An Evaluation of MSK Core Competencies Framework. Health Education England.
Locke, R. and Kibble, S., (2016) Health Coaching Training (‘The Wessex Coaching Initiative’) Evaluation, NHS Thames Valley and Wessex Leadership Academy.
Locke, R. Lyon-Maris, J., Edwards, L and Scallan, S. (2015) Local workforce issues in general practice: the way ahead. GP Education Unit, Southampton.
Ball, K. Locke, R. and Scallan, S. (2015) Evaluating remediation in UK dentistry. General Dental Council.
GP School, Health Education Wessex (2014) Evaluation of a GP Mentoring Network.
Parry, B. and Locke, R. (2014) Towards Collaborative Health Research: A collaborative mapping report. Hampshire Collaboration for Health Research and Education.
Payler J and Locke, R. (2009) Early Years Professional Status Consultation for Dorset County Council. University of Winchester.
Humphrey, C. and Locke, R. (2008) NHS National Clinical Assessment Service (NCAS) looking at assessment and remediation for physicians. King's College, London.
Hughes J, Locke R, and Humphrey C (2007) External Audit for GMC about Decision-Making Procedures in Handling Complaints about Doctors. King's College, London.
Drennan V et al (2006) The Contribution of Nurse, Midwife and HV Entrepreneurs to Patient Choice. A scoping exercise. NHS Service and Development Organisation R&D.
Locke, R. and Lees, A. (2021) Mixed Methods Research in Wellbeing and Health. Routledge.
Bayliss, V. Locke R. and Salter, E. (2008) Continence Care Pathways. Wiley-Blackwell.
Locke, R. Bell, J. and Scallan, S. Using a Mix of Qualitative Methods to Investigate Vulnerability in the Medical Profession. In: Locke, R. and Lees, A. (2021) Mixed Methods Research in Wellbeing and Health. Routledge.
Sausman, C. (2007) The changing role of the British Senior Civil Service: Challenge and Reform. In Page EC; Wright V (eds) From the active to the Enabling State: the changing role of top officials in European Nations. Basingstoke: Palgrave Macmillan; 189-207.
2019 Developing Excellence in Medical Education (DEMEC) The assessment and credentialling of Advanced Clinical Practice trainees. [Manchester]
2019 The Association for the Study of Medical Education in Europe (AMEE). The Development of Clinical Thinking in Junior Doctors. [Vienna]
2018 British Journal of General Practice conference. Doctors with dyslexia: researching experiences and support strategies. Abstract 68 (suppl 1): bjgp18X697169. DOI: https://doi.org/10.3399/bjgp18X697169 [London]
2018 British Journal of General Practice conference. Learning and the development of professional practice of GP appraisers. Abstract 68 (suppl 1): bjgp18X697409. DOI: https://doi.org/10.3399/bjgp18X697409. [London]
2017 British Education Reserach Association (BERA) conference. Educational Interventions to Prevent Harmful Stress Amongst Doctors. Oral presentation. [University of Sussex]
2017 Association for Medical Education in Europe (AMEE). Prevention of harmful stress amongst doctors. Oral presentation. Oral presentation [Helsinki]
2016 Poster presented at RCGP conference, Prevention of harmful stress amongst doctors [Harrogate]. Won first place poster prize.
2016 BERA conference. The Learning Trajectory of Medical Appraisers: Community of practice and professional identity in medical appraisal. Oral presentation. [University of Leeds]
2015 NACT UK Foundation Programme Sharing Good Practice event. Tasters in general practice: GP ST3 trainees mentoring FY1s. [London]
2014 Centre of Hampshire Collaboration for Health Research and Education launch event. Doctors with dyslexia: a systematic review of effective workarounds. [University of Winchester]
2014 RCGP National Conference. Doctors with dyslexia: a systematic review of effective workarounds. [Liverpool]
2014 Centre for Hampshire Collaboration for Health Research and Education launch event. Recognising and reducing stress in the transition from medical student to foundation trainee. [University of Winchester]
2013 Conference Paper: RCGP National Conference. The role of mentorship for struggling doctors. [Harrogate]
2012 Annual Wessex Deanery Conference. Evaluation of the use of MBTI with StRs and Educational Supervisors. [Otterbourne, Hampshire]
2012 RCGP National conference. The Impact of the Introduction of Primary Care Appraisal in Jersey: a study over time. [Glasgow]
2011 Association for Medical Education in Europe (AMEE). A qualitative review of how poor performance is identified in NHS organisations. [Vienna]
2011 RCGP National Conference. Identification of poor performance in NHS organisations. [Liverpool]