Merriman, H., Schichtel, M. (2011).A guide to preparation for appraisal and revalidation
for sessional GPs. Education for Primary Care; 22, 2: pp.113-11.
Schichtel, M. (2010). Core-competence skills in e-mentoring for medical educators: A conceptual exploration. Medical Teacher; 32: pp. 248 -262.
Schichtel, M. (2009).A conceptual description of e-mentoring scenarios in General Practice Specialist Training; Education for Primary Care; 20, pp. 1-5.
Schichtel, M. (2008).Core-competence skills in e-mentoring for GP educators. Cardiff: Department of Medical and Dental Education, Wales College of Medicine, Cardiff University.
Schichtel, M., Brown, T., Rajapaksa, S., and Isles, M. (2008). Application of e-learning in medical education: The e-cycle of reflective practice; Prague: AMEE conference proceedings. Abstr 4XPS, p. 132.
MBBS MRCGP MSc MMEd FHEA DPhil
My clinical background is General Practice and Palliative Medicine. I worked as a GP Partner, Trainer and Tutor in London before coming to Oxford. At Oxford, I gained clinical experience in palliative medicine at Sir Michael Sobell House Hospice. During that time, I was awarded a clinical fellowship in End of Life Care from the NHS Leadership programme. This fellowship developed into a DPhil project with the Nuffield Department of Primary Care Health Sciences, University of Oxford. The thesis focuses on optimising the implementation of advance care planning (ACP) in heart failure. The DPhil study has made very good progress: I have passed my viva and am in the process of completing corrections. I was able to iteratively develop and refine a complex behavioural intervention targeting clinicians to deliver ACP in a timely and sensitive way that is acceptable to patients and carers.
I used mixed methods including three systematic literature reviews, two meta-analyses, two taxonomies, clinician interview series and focus groups with patients and carers to synthesise four distinct intervention components. The Medical Research Council's (MRC) Framework for the development and evaluation of complex interventions, the Theoretical Domains Framework (TDF), Behaviour Change Techniques (BCTs) and Michie's Behaviour Change Wheel (BCW) provided the theoretical and analytical approaches. Future plans are to test the intervention in the context of a feasibility cluster randomised controlled trial (cRCT).
I was awarded the DPhil degree. Currently I collaborate with the Department of Primary Care, University of Cambridge on securing funding for the cluster RCT.
Past research projects focussed on:
- determining the evidence base for the effectiveness of educational interventions in the early diagnosis of cancer, funded by Cancer Research UK.
- psychometric measurement designs and the evaluation of health service campaigns in end of life care, funded by NHS England.
- developing, testing and implementing a reliable quality assurance tool for appraisal and revalidation, funded by NHS England. The tool has been now been adopted across NHS South Central.
Besides that, I have published a few papers in peer-reviewed journals, enjoy teaching medical students, appraising GPs and supervising Masters Students from the Centre for Evidence-Based Medicine.
In terms of my experience in quality assurance, revalidation and training healthcare professionals, I also worked for over nine years for the Thames Valley Appraisal and Revalidation Team. My roles included organizing and running the new appraiser training course and leading a team of as GP Appraisers. I also had the opportunity to deputise for the Assistant Director for Revalidation for Thames Valley which included chairing the Revalidation Advisory Group and working together with the PLDP and Performance Advisory Group.
Educational interventions for primary healthcare professionals to promote the early diagnosis of cancer: a systematic review.
Schichtel M. et al, (2013), Educ Prim Care, 24, 274 - 290
Schichtel M., (2010), Med Teach, 32, e248 - e262
A conceptual description of potential scenarios of e-mentoring in GP specialist training.
Schichtel M., (2009), Educ Prim Care, 20, 360 - 364