Imperial College London

ProfessorSoniaKumar

Faculty of MedicineSchool of Public Health

Visiting Professor
 
 
 
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Contact

 

+44 (0)20 7594 0813sonia.kumar

 
 
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Location

 

330Reynolds BuildingCharing Cross Campus

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Summary

 

Publications

Publication Type
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38 results found

Coster S, Dutta N, Forrest D, Fini R, Fyfe M, Golding B, Kumar Set al., 2023, Community action projects: community-engaged quality improvement for medical students, Education for Primary Care, Vol: 34, Pages: 184-191, ISSN: 1367-8523

BACKGROUND: Healthcare Quality Improvement (QI) is an essential skill for medical students to acquire, although there is insufficient empirical research which suggests the best educational methods to do this. This study explored the experiences of medical students participating in two versions of a Community Action Project (CAP) which gave medical students the opportunity to learn QI skills in a community setting. The first version (GPCAP) was pre-pandemic where students identified and delivered QI projects on placement in general practice to improve local population health. The second version (Digi-CAP) ran remotely where students worked on QI projects identified by local voluntary sector organisations focused on local community priorities during COVID-19. METHODS: Semi-structured interviews were conducted with volunteers from the two cohorts of students who had taken part in quality improvement initiatives. Transcriptions were independently coded by two researchers and analysed through thematic analysis. RESULTS: Sixteen students were interviewed. Whilst students had mixed experiences of completing their CAP, engagement and successful learning was associated with the following themes from the two versions of QI CAP projects: finding a sense of purpose and meaning in QI projects; preparedness for responsibility and service-driven learning; the importance of having supportive partnerships throughout the project duration and making a sustainable difference. CONCLUSIONS AND IMPLICATIONS: The study provides valuable insights into the design and implementation of these community-based QI projects, which enabled students to learn new and often hard to teach skills, whilst working on projects which have a sustainable impact on local community outcomes.

Journal article

Sivam V, Brown M, Ahuja N, Shah R, Parekh R, Kumar S, Asunramu M-H, Gupta Met al., 2023, The future integrated care workforce, The Clinical Teacher, Vol: 20, ISSN: 1743-4971

Journal article

Brown ME, Collin V, Parekh R, Kumar Set al., 2023, A contextual definition of longitudinal integrated clerkships within the UK and Ireland: a bi-national modified Delphi study, Education for Primary Care, Vol: 34, Pages: 138-151, ISSN: 1367-8523

Disagreement exists within the UK and Ireland regarding how Longitudinal Integrated Clerkships should be defined, and the relevance of international definitions. In this modified, online Delphi study, we presented the UK and Ireland experts in Longitudinal Integrated Clerkships with statements drawn from international definitions, published LIC literature, and the research team's experience in this area and asked them to rate their level of agreement with these statements for inclusion in a bi-national consensus definition. We undertook three rounds of the study to try and elicit consensus, making adaptations to statement wording following rounds 1 and 2 to capture participants' qualitative free text-comments, following the third and final round, nine statements were accepted by our panel, and constitute our proposed definition of Longitudinal Integrated Clerkships within the UK and Ireland. This definitional statement corresponds with some international literature but offers important distinctions, which account for the unique context of healthcare (particularly primary care) within the UK and Ireland (for example, the lack of time-based criteria within the definition). This definition should allow UK and Irish researchers to communicate more clearly with one another regarding the benefits of LICs and longitudinal learning and offers cross-national collaborative opportunities in LIC design, delivery and evaluation.

Journal article

Parekh R, Maini A, Golding B, Kumar Set al., 2022, Community-engaged medical education: helping to address child health and social inequality, Archives of Disease in Childhood: Education and Practice Edition, Vol: 107, Pages: 397-401, ISSN: 1743-0585

Medical education has a key role in helping to address child health and social inequality. In this paper we describe the rationale for developing a community-engaged approach to education, whereby medical schools partner with local communities. This symbiotic relationship enables medical students to experience authentic learning through working with communities to address local health and social priorities. Case studies of how such approaches have been implemented are described, with key takeaway points for paediatric healthcare professionals wanting to develop community-engaged educational initiatives.

Journal article

Bharmal S, Dutta N, Engineer N, Kumar Set al., 2022, Supporting medical students who experience discrimination: perspectives of General Practice tutors in primary care, EDUCATION FOR PRIMARY CARE, Vol: 33, Pages: 371-371, ISSN: 1473-9879

Journal article

Coster S, Parekh R, Moula Z, Kumar Set al., 2022, Responsibility driven learning in primary care: a qualitative evaluation of a medical student COVID-19 volunteering programme, BMC Medical Education, Vol: 22, Pages: 1-8, ISSN: 1472-6920

Background: During the first wave of the pandemic when clinical placements were suspended, a UK medical student volunteering programme was developed to support local GP practices. This study aimed to explore the impact that volunteering in primary care had on students’ learning and professional development to inform the design of future service-learning curricula innovations.Methods: Seventy medical students across all years volunteered across forty-five GP practices in north-west London. Ten volunteer students and six GPs who had hosted students volunteered to participate in remotely conducted, semi-structured interviews with a researcher. Transcriptions were independently coded by two researchers and analysed by thematic analysis using service learning and communities of practice as sensitising concepts.Results: Analysis showed a strong alignment between the views of students and GPs in terms of perceived learning. Our analysis of both sets of interviews resulted in five themes describing student outcomes from the volunteering scheme: developing as a doctor, understanding the complexity of medicine, responsibility driven learning, a meaningful role in a community of practice, and seeing behind the scenes in primary care. Discussion and conclusions: Results from this study highlighted how a meaningful service-led role and responsibility in primary care can empower and motivate students to learn beyond the traditional medical curriculum and assessments. Adopting these new ‘pro-active’ roles within general practices led volunteers, particularly those in the early years of study, to develop a better understanding of primary care and medical complexity. It also enhanced their professional skills, attitudes and behaviours, while having a beneficial impact on patient care during the pandemic.

Journal article

Brown MEL, Lim JH, Horsburgh J, Pistoll C, Thakerar V, Maini A, Johnson C, Beaton L, Mahoney C, Kumar Set al., 2022, Identity development in disorientating times: the experiences of medical students during COVID-19, Medical Science Educator, Vol: 32, Pages: 995-1004, ISSN: 2156-8650

IntroductionProfessional identity development is a central aim of medical education, which has been disrupted during COVID-19. Yet, no research has qualitatively explored COVID-19’s impact across institutions or countries on medical students’ identities. Kegan proposes a cognitive model of identity development, where ‘disorientating dilemmas’ prompt student development. Given the potential of COVID-related disruption to generate disorientating dilemmas, the authors investigated the ways in which COVID-19 influenced students’ identity development.MethodsThe authors conducted an international qualitative study with second year medical students from Imperial College London, and third year students from Melbourne Medical School. Six focus groups occurred 2020–2021, with three to six students per group. Authors analysed data using reflexive thematic analysis, applying Kegan’s model as a sensitising theoretical lens.ResultsCOVID-19 has resulted in a loss of clinical exposure, loss of professional relationships, and a shift in public perception of physicians. Loss of exposure to clinical practice removed the external validation from patients and seniors many students depended on for identity development. Students’ experiences encouraged them to assume the responsibilities of the profession and the communities they served, in the face of conflicting demands and risk. Acknowledging and actioning this responsibility facilitated identity development as a socially responsible advocate.ConclusionsEducators should consider adapting medical education to support students through Kegan’s stages of development. Measures to foster relationships between students, patients, and staff are likely necessary. Formal curricula provisions, such as spaces for reflection and opportunities for social responsibility, may aid students in resolving the conflict many have recently experienced.

Journal article

Moula Z, Horsburgh J, Scott K, Durley T, Kumar Set al., 2022, The impact of Covid-19 on Professional Identity Formation: An international qualitative study of medical students’ reflective entries in a Global Creative Competition, BMC Medical Education, Vol: 22, Pages: 1-9, ISSN: 1472-6920

Introduction: The Covid-19 pandemic, which affected medical students globally, could be viewed as a disorientating dilemma with the potential to offer opportunities for transformative learning. In 2021 the Medical Education Innovation and Research Centre at Imperial College London launched a Global Creative Competition as a platform for medical students to reflect on their experiences during the pandemic. Methods: 648 creative pieces with written reflections were submitted by medical students from 52 countries. 155 students from 28 countries consented for their entries to be included in this study. The reflections were analysed thematically and independently by three reviewers to explore how the pandemic impacted students’ professional identity formation (PIF).Results: The pandemic increased students’ awareness of the social and global role of doctors in addressing health inequities. Students felt part of a wider healthcare community and showed greater appreciation towards person-centred care. Students also became more aware of their personal needs, priorities, and the importance of self-care.Discussion: In agreement with Mezirow’s theory of transformative learning (2003), the pandemic led students to re-examine pre-existing epistemic and sociocultural assumptions concerning the role of doctors and explore new perspectives of what it means to be a doctor. In accordance with Cheng’s theory of coping flexibility (2021), students developed both emotion-focused coping strategies (e.g., arts engagement) and problem-solving strategies (e.g., volunteering), suggesting they were able to adjust psychologically and develop agency. However, students experienced tension between their sense of duty and sense of wellbeing, highlighting the need for medical educators to design into programmes formal support systems where medical students have the space and time they need to reflect on their emergent identities as a doctor.Conclusion: Medical educators shoul

Journal article

Forrest D, George S, Stewart V, Dutta N, McConville K, Pope L, Kumar Set al., 2022, Cultural diversity and inclusion in UK medical schools, CLINICAL TEACHER, Vol: 19, Pages: 213-220, ISSN: 1743-4971

Journal article

Gajria C, Gunning E, Horsburgh J, Kumar Set al., 2022, Using vlogging to facilitate medical student reflection, Education for Primary Care, Vol: 33, Pages: 244-247, ISSN: 1367-8523

Reflection is a critical skill for medical professionals, however medical students often find it difficult to grasp and engage with. During a special choice module on yoga and mindfulness, students practised mindfulness at home and posted their reflections on the activities in text and vlogs in a closed WhatsApp group. Semi-structured focus groups investigated student perspectives on the acceptability and impact of v-logging on their reflective practice. We thematically analysed transcripts of the WhatsApp conversations and two focus groups.Students felt v-logging was more engaging and convenient than written reflections. V-logging was found to enhance emotional content that is commonly lacking in written reflection, which is has importance as emotional recognition promotes a higher quality of reflection. Although some students were concerned about their appearance in videos, they appeared to overcome this, finding v-logging facilitated deeper reflection compared with traditional written reflections due to accessibility and ease of expression. Furthermore, there was additional learning through watching other students’ emotive vlogs which fits with the phenomenon of reflective vicarious learning.Sharing vlogs within a WhatsApp group appeared to be an accessible way for facilitating greater engagement with affective and expressive aspects of reflection.

Journal article

Dutta N, Scott K, Horsburgh J, Jamil F, Chandauka R, Meiring SJ, Kumar Set al., 2022, WATCCH: a multiprofessional approach to widening participation in healthcare careers., Educ Prim Care, Vol: 33, Pages: 102-108

BACKGROUND: Students from lower socioeconomic backgrounds are underrepresented in higher education and healthcare careers. Whilst most healthcare-related widening participation schemes focus on one healthcare profession, the Widening Access to Careers in Community Healthcare (WATCCH) programme at Imperial College London supports participation in a range of community healthcare careers. We aim to evaluate the impact of WATCCH on students' perceptions and aspirations towards community healthcare careers. METHOD: WATCCH provides educational and application support to 16-18 year-old students interested in a variety of community healthcare careers via work experience, educational workshops and mentoring. The programme was evaluated by focus groups using semi-structured questions to explore the impact of WATCCH on students' healthcare career perceptions and aspirations. RESULTS: Five themes were identified from the focus groups: increased awareness and understanding of a range of community healthcare careers; improved insight into the realities of healthcare careers enabling reflection on career aspirations; altered perceptions of healthcare professionals and acquisition of new role models; increased confidence in achieving a career in healthcare; and valued access to previously inaccessible work experience. DISCUSSION: WATCCH is a multi-professional widening participation programme that has supported students from lower socioeconomic backgrounds interested in entering healthcare careers by increasing insights into varied healthcare careers, provision of role models, and increasing students' confidence of ability to enter healthcare careers. Similar programmes in other institutions could support large numbers of aspiring students to enter varied community healthcare careers in the future.

Journal article

Fyfe M, Horsburgh J, Blitz J, Chiavaroli N, Kumar S, Cleland Jet al., 2022, The do's, don'ts and don't knows of redressing differential attainment related to race/ethnicity in medical schools, PERSPECTIVES ON MEDICAL EDUCATION, Vol: 11, Pages: 1-14, ISSN: 2212-2761

Journal article

Dutta N, Scott K, Horsburgh J, Jamil F, Chandauka R, Meiring SJ, Kumar Set al., 2021, WATCCH: a multiprofessional approach to widening participation in healthcare careers, Education for Primary Care, ISSN: 1367-8523

BackgroundStudents from lower socioeconomic backgrounds are underrepresented in higher education and healthcare careers. Whilst most healthcare-related widening participation schemes focus on one healthcare profession, the Widening Access to Careers in Community Healthcare (WATCCH) programme at Imperial College London supports participation in a range of community healthcare careers. We aim to evaluate the impact of WATCCH on students’ perceptions and aspirations towards community healthcare careers.MethodWATCCH provides educational and application support to 16–18 year-old students interested in a variety of community healthcare careers via work experience, educational workshops and mentoring. The programme was evaluated by focus groups using semi-structured questions to explore the impact of WATCCH on students’ healthcare career perceptions and aspirations.ResultsFive themes were identified from the focus groups: increased awareness and understanding of a range of community healthcare careers; improved insight into the realities of healthcare careers enabling reflection on career aspirations; altered perceptions of healthcare professionals and acquisition of new role models; increased confidence in achieving a career in healthcare; and valued access to previously inaccessible work experience.DiscussionWATCCH is a multi-professional widening participation programme that has supported students from lower socioeconomic backgrounds interested in entering healthcare careers by increasing insights into varied healthcare careers, provision of role models, and increasing students’ confidence of ability to enter healthcare careers. Similar programmes in other institutions could support large numbers of aspiring students to enter varied community healthcare careers in the future.

Journal article

Kaur M, Golding B, Maini A, Kumar Set al., 2021, Community-academic partnerships addressing local health inequalities during COVID-19: a qualitative evaluation, Annual National Conference on Public Health Science dedicated to New Research in UK Public Health, Publisher: ELSEVIER SCIENCE INC, Pages: 48-48, ISSN: 0140-6736

Conference paper

Parekh R, Jones MM, Singh S, Yuan JSJ, Chan SCC, Mediratta S, Smith R, Gunning E, Gajria C, Kumar S, Park Set al., 2021, Medical students’ experience of the hidden curriculum around primary care careers: a qualitative exploration of reflective diaries, BMJ Open, ISSN: 2044-6055

Journal article

Lalloo F, Hawkins N, Lindley R, Kumar Set al., 2021, Medical students as service learners: opportunities, risks and recommendations, EDUCATION FOR PRIMARY CARE, Vol: 32, Pages: 135-139, ISSN: 1473-9879

Journal article

Alboksmaty A, Kumar S, Parekh R, Aylin Pet al., 2021, Management and patient safety of complex elderly patients in primary care during the COVID-19 pandemic in the UK—Qualitative assessment, PLoS One, Vol: 16, Pages: 1-17, ISSN: 1932-6203

ObjectivesThe study aims to investigate GPs’ experiences of how UK COVID-19 policies have affected the management and safety of complex elderly patients, who suffer from multimorbidity, at the primary care level in North West London (NWL).DesignThis is a service evaluation adopting a qualitative approach.SettingIndividual semi-structured interviews were conducted between 6 and 22 May 2020, 2 months after the introduction of the UK COVID-19 Action Plan, allowing GPs to adapt to the new changes and reflect on their impact.ParticipantsFourteen GPs working in NWL were interviewed, until data saturation was reached.Outcome measuresThe impact of COVID-19 policies on the management and safety of complex elderly patients in primary care from the GPs’ perspective.ResultsParticipants’ average experience was fourteen years working in primary care for the NHS. They stated that COVID-19 policies have affected primary care at three levels, patients’ behaviour, work conditions, and clinical practice. GPs reflected on the impact through five major themes; four of which have been adapted from the Safety Attitudes Questionnaire (SAQ) framework, changes in primary care (at the three levels mentioned above), involvement of GPs in policy making, communication and coordination (with patients and in between medical teams), stressors and worries; in addition to a fifth theme to conclude the GPs’ suggestions for improvement (either proposed mitigation strategies, or existing actions that showed relative success). A participant used an expression of “infodemic” to describe the GPs’ everyday pressure of receiving new policy updates with their subsequent changes in practice.ConclusionThe COVID-19 pandemic has affected all levels of the health system in the UK, particularly primary care. Based on the GPs’ perspective in NWL, changes to practice have offered opportunities to maintain safe healthcare as well as possible drawbacks that should b

Journal article

Neve G, Fyfe M, Hayhoe B, Kumar Set al., 2020, Digital health in primary care: risks and recommendations., British Journal of General Practice, Vol: 70, Pages: 609-610, ISSN: 0960-1643

Growing demand for access to NHS primary care means services are under increasing pressure. Many GP providers are using digital technologies (video/email/other online consultations) to try to improve access and efficiency. Alongside this is rapid growth in health technologies, which collect, measure, or interpret health data, and provide health information or advice. Many technologies have positive potential; however, the speed with which they are becoming available, increasingly blurred boundaries between health and lifestyle technologies and traditional healthcare provision, and the confidence and skills GPs have in using digital health technologies, bring new complexities and concerns.

Journal article

Neve G, Dutta N, Kumar S, 2020, 103 Exploring the teaching and training needs of students and clinicians in digital health, Leaders in Healthcare Conference, 17–20 November 2020, Publisher: BMJ Publishing Group Ltd

Conference paper

Maini A, Pistoll C, Dutta N, Thacker N, Bhamjee R, Mahoney C, Thakerar V, Kumar Set al., 2020, Digitally converting undergraduate primary care, The ClinicalTeacher

Journal article

Maini A, Fyfe M, Kumar S, 2020, Medical students as health coaches: adding value for patients and students, BMC Medical Education, Vol: 20, Pages: 1-8, ISSN: 1472-6920

BackgroundUnderlying the global burden of chronic disease are common and modifiable risk factors such as unhealthy diet, physical inactivity and tobacco use. Health coaching is being introduced into healthcare as an effective tool in facilitating behaviour change and addressing lifestyle risk factors in patients. Although some medical schools are training students in health coaching, there is little research on this emerging practice. This qualitative study explores the experience and application of health coaching approaches by third year medical students that have been trained in health coaching.MethodsSix focus groups were conducted with medical students (n = 39) who had participated in an experiential health coaching training module and practiced their health coaching skills in primary care settings. Interactive facilitated discussions between students aimed to explore experiences of health coaching, how this related to their ongoing practice, and their perceived impacts of engagement with patients. Data was thematically analysed.ResultsThemes emerged around ‘mindset’, ‘skills’, ‘application of skills’, ‘perceived value’ and ‘context’. Training in health coaching prompted a shift towards a non-judgemental, solution-oriented mindset in which students increasingly accepted the ability of each person to define their needs and identify individually appropriate solutions. Mindset change supported skill development in person-centred communication, active listening, and self-refection. Mindset and skills related to changes in how students conducted patient consultations, their practice of self-refection, and their personal relationships. Perceived value of coaching approaches reinforced mindset. Students described facilitators to their coaching practice, and also tensions due to misalignment between their coaching mindset and ongoing practices in medical education and service delivery.Conclusions

Journal article

Maini A, Neusy A-J, Palsdottir B, Kumar Set al., 2020, Developing socially accountable UK medical schools, CLINICAL TEACHER, Vol: 17, Pages: 320-322, ISSN: 1743-4971

Journal article

Tanna S, Fyfe M, Kumar S, 2020, Learning through service: a qualitative study of a community-based placement in general practice., Education for Primary Care, Pages: 1-6, ISSN: 1367-8523

Undergraduate students often lack opportunities for active, authentic roles with subsequent transitions to post-graduate training presenting abrupt changes in responsibilities. Service learning, where students contribute in their workplace, can facilitate assumption of active roles earlier in training. We aimed to identify features supporting service learning on primary care clinical placements. We undertook focus groups with third-year medical students participating in primary care placements designed around the concept of service learning. Participants discussed experiences; team roles; responsibilities, and resultant learning impacts of these. Data was thematically analysed. Four themes emerged as features related to effective service learning: (1) responsibility; (2) supervision; (3) working with uncertainty; (4) service learning barriers. Supervised student led clinics were effective in providing opportunities for service and learning simultaneously. Students felt they contributed to patient care through authentic interactions, and this sense of responsibility drove learning. Barriers included setting unrealistic student expectations, inadequate supervision and practice logistics such as constrained room space. This study concludes that authentic clinical experience integrated with responsibility are key features when designing service-led clinical placements, with resultant impacts on motivation, building resilience, managing uncertainty, and developing communication skills. Service learning in general practice settings may help support effective transitions to postgraduate training.

Journal article

Lawson E, Kumar S, 2020, The Wass report: moving forward 3 years on., Br J Gen Pract, Vol: 70, Pages: 164-165

Journal article

Houbby N, Abdelwahed A, Kumar S, 2020, A reflection on Imperial College London’s Community Action Project, Education for Primary Care, Pages: 1-2, ISSN: 1473-9879

The diverse and versatile roles that doctors today hold highlight the importance of encouraging personal and professional development within medical students enabling them to become confident leaders and innovators. The introduction of core curriculum projects such as the Community Action Project (CAP) endorses the development of skills required to prepare all students for their future role as doctors. The aim of this report is to reflect on our experiences having taken part in the CAP during our third year at medical school. The CAP at Imperial College London provides all medical undergraduates in their third year of medical school with an opportunity to undertake a quality improvement project. The CAP required students to engage with the local community and members of staff at the general practice to identify a need and deliver an appropriate intervention which was then evaluated. The CAP enabled us to deliver an intervention in the form of a creative stop-motion video created with patients at the practice. The project encouraged students to find creative ways to tackle prominent health-care issues within local communities and also acted as a stepping-stone for students to consider how to tackle larger healthcare issues on a national scale.

Journal article

Fyfe MV, Maini A, Horsburgh J, Golding Bet al., 2020, Racism in medical school Widening participation: moving from diversity to inclusion, BMJ: British Medical Journal, Vol: 368, Pages: 1-1, ISSN: 0959-535X

Journal article

Kumar S, Lawson E, 2019, The Wass report: moving forward three years on, British Journal of General Practice, ISSN: 0960-1643

Journal article

Craddock P, Maini A, Horsburgh J, Kumar Set al., 2019, Lifetimes of the clinical consultation: the current situation of healthcare consultations, BRITISH JOURNAL OF GENERAL PRACTICE, Vol: 69, Pages: 506-507, ISSN: 0960-1643

Journal article

McKeown A, Mollaney J, Ahuja N, Parekh R, Kumar Set al., 2019, UK longitudinal integrated clerkships: where are we now?, Education for Primary Care, Pages: 1-5, ISSN: 1473-9879

In this article, we discuss whether it is possible for UK institutions to influence the international longitudinal integrated clerkship (LIC) narrative, in the context of supplying future clinicians to a fragmented health service that is battling a General Practice recruitment crisis. Perhaps more importantly, we will discuss whether the ‘LIC model’ fits the UK undergraduate framework. We intend to present some emerging evidence of LICs in the UK, informed by a UK-wide survey and observations from a 2019 UK LIC think tank and then discuss whether the global CLIC definition applies to the UK context with possible ways forward.

Journal article

Paramasivam G, Kumar S, Sanna E, Tay J, Lees Cet al., 2019, Selective reduction in complex triplet pregnancy by radiofrequency ablation: single-centre experience, RCOG world congress 2019, Publisher: WILEY, Pages: 52-53, ISSN: 1470-0328

Conference paper

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