Summary
Current Work
Teaching
I co-lead the development and delivery of Lifestyle Medicine and Prevention (LMAP). LMAP encourages students to think about the wider determinants of health, understanding behaviour change, and supporting health and wellbeing throughout the lifespan. Lifestyle Medicine is a new and growing discipline that aims to reduce the global burden of non-communicable disease. Opposing a paternalistic approach to medicine, lifestyle medicine encourages a shared-decision-making approach that empowers patients to change their health behaviours in ways that work for them. I also support psychology-focussed projects on the Remote Medicine BSc.
Leadership
I lead the Academic Tutoring programme for Phase 1 (years 1-3) of the medical school. This programme takes an innovative approach to supporting students through their studies. Conversations are focussed on the methods students use to work and study. Applying coaching methods, students meet with their tutors to work towards an optimal learning strategy.
Pedagogy and Training
In my teaching I adopt a flipped-classroom and blended approach. Through small group teaching I encourage students to explore the quality of the evidence base for their learning but also to bring their own context and experiences to discussions.
I am currently working towards my Masters in Medical Education. Being part of an educational institution is often formative of a persons sense of identity. I am interested in how feeling represented in those institutions impacts sense of identity and belonging. More broadly, how this then impacts mental-health outcomes.
Previous Work and Qualifications
My first degree is in Psychology and my Ph.D. is in Psychological Medicine, both from the University of Glasgow. From my Ugrad dissertation through to now my research has focussed on sleep and its relationship to the physiology and psychology of stress. Most recently I have been interested in developing education packages to change sleep-related behaviours in young people (Teensleep project). Given that sleep is strongly predictive of first-onset depression and anxiety disorders, protecting sleep may decrease the incidence of these mental health outcomes.
I think it is important that we communicate our work, but also that we listen to the thoughts and values of the end users of our research. I have worked with schools, politicians, various media outlets, museums, funding bodies, independent artists and musicians to create educational materials, installations, conversations addressing the importance of sleep for peoples lives and health outcomes.
Example outreach projects
Night Club - Collab with the Co-op and Liminal Space
Teaching Music and Science - The Orchestra of the Age of Enlightenment
Publications
Journals
Prendergast M, Cardoso Pinto A, Harvey CJ, et al., 2024, Burnout in early year medical students: experiences, drivers and the perceived value of a reflection-based intervention, Bmc Medical Education, Vol:24, ISSN:1472-6920
Harvey C, Maile E, Baptista A, et al., 2022, Teaching and learning lifestyle medicine during COVID-19: how has living during a pandemic influenced students’ understanding and attitudes to self-care and population health? A qualitative analysis, Bmc Medical Education, Vol:22, ISSN:1472-6920
Au CH, Harvey C-J, 2020, Systematic review: the relationship between sleep spindle activity with cognitive functions, positive and negative symptoms in psychosis., Sleep Med X, Vol:2
Illingworth G, Sharman R, Harvey C-J, et al., 2020, The Teensleep study: the effectiveness of a school-based sleep education programme at improving early adolescent sleep., Sleep Med X, Vol:2