Dr Rachel Locke is a Senior Lecturer in International Development: Global Health in the Department of Interprofessional Studies, Faculty of Health and Wellbeing. She is convenor of the University's Centre for Global Health.
She is a social scientist with first, Master’s and Doctorate degrees from Sheffield Hallam, York and Newcastle Universities. Prior to working at Winchester, over the last twenty years Rachel has held academic positions in UK Universities, including at King’s College London. She has led a programme of collaborative research concerning health professional education, development and practice underpinned by substantial funding. Rachel’s work employs distinctive qualitative research methods that enable her to listen attentively, explore the experiences of professionals and broker their narratives to wider audiences. Her commitment is to collaborative insider research that involves professionals and academic researchers and evidences those aspects of professional practice that may otherwise be taken for granted. Her educational research expertise enables her to identify and (re)frame issues and explore solutions to the challenges associated with contemporary work, professional learning/practices.
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 methods sensitive to participant / practitioner ‘voice’;
- Collaborative practitioner research to uncover what may otherwise be taken for granted about professional practice.
Musculoskeletal (MSK) practitioners in primary care: an evaluation of a MSK core capabilities framework and review process. Locke, R. Wilkinson E. Collier, R. Harden, B. (2019), Education for Primary Care. Published online: 3 December. DOI: 10.1080/14739879.2019.1687016
Showcasing insider research. Locke, R. 22 May 2019. The Clinical Teacher. 16, 3 p. 175-6.
A literature review of interventions to manage the harmful stress of doctors. Locke, R. & Lees, A., (2019), Perspectives in Public Health. DOI: 10.1177/1757913919833088
The experience and professional development of medical appraisers. Locke, R., Bell, J., Scallan, S., Ozguler, B. & Caesar, S., 2 Nov 2018, Education for Primary Care. 29, 6, p. 351-356.
Doctors with Asperger’s: The Impact of a Diagnosis. Price, S., Lusznat, R., Mann, R. & Locke, R., 21 Dec 2017, The Clinical Teacher. 14, p. 1-4
Doctors with dyslexia: strategies and support. Locke, R., Alexander, G., Mann, R., Kibble, S. & Scallan, S., 1 Oct 2017, The Clinical Teacher. 14, 5, p. 355-359.
Maintaining the wellbeing of clinicians. Locke, R. & Lees, A., 14 Mar 2017, In : The Clinical Teacher. 14, 2, p. 147-148.
Health Coaching Training (‘The Wessex Coaching Initiative’) Evaluation Locke, R. & Kibble, S., 1 Mar 2016, NHS Thames Valley and Wessex Leadership Academy.
The benefits of appraisal: a critical (re)view of the literature. Scallan, S., Locke, R., Eksteen, D. & Caesar, S., 25 Feb 2016, In : Education for primary care. 27, 2, p. 94-97.
GP workload: time for a rethink of the generalist model of care to promote retention. Lyon-Maris, J., Edwards, L., Scallan, S. & Locke, R., 27 Sep 2015, British Journal of General Practice. 62, 639, p. e711-e713.
Clinicians with dyslexia: a systematic review of effects and strategies Locke, R., Scallan, S., Mann, R. & Alexander, G., 15 May 2015, The Clinical Teacher. 12, 6, p. 394-398.
Evaluation of Remediation Support in UK Dentistry. Locke, R., Ball, K. & Scallan, S., May 2015, General Dental Council.
Identifying poor performance among doctors in NHS organizations. Locke, R., Scallan, S., Leach, C. & Rickenbach, M., 1 Oct 2013, Journal of Evaluation in Clinical Practice. 19, 5, p. 882-888.
Medical appraisal and revalidation: Can it improve patient care? Caesar, S., Locke, R. & Scallan, S., 1 Jan 2013, Education for Primary Care. 24, 6, p. 398-400.Staff Directory