Professor Elizabeth Liz Anderson

Elizabeth trained as a graduate nurse at St Bartholomew’s Hospital London and went on to train and work as a Midwife and Health Visitor in Leicester. Her early research on Sudden Infant Death Syndrome, contributed to outcomes for the 'back to sleep' campaign for babies. Elizabeth moved into healthcare research to explore services for marginalised groups and her research supported the opening of Prince Philip House as multi-disciplinary health centre in Leicester City. She moved into an academic career at Leicester Medical School developing innovations in teaching for which she was awarded the title National Teaching Fellow, by the Higher Education Academy, in 2007. She strives to ensure learning is underpinned with theoretical insights. She served on the Board for the Disability Partnership: The Prince of Wales Advisory Group on Disability and on the Board of the UK Centre for the Advancement of Interprofessional Education (CAIPE). From 2001 she led a regional interprofessional education (IPE) strategy for three midlands universities. Elizabeth was appointed a CAIPE Fellow in 2016 and in July 2021 became Joint Chair of CAIPE. She continues to develop interprofessional learning and is currently Patient Safety Lead for the Medical School. She is leads  the Patient and Carer Group and continues to research into patient involvement in professional teaching.

Elizabeth has held educational research grants from the Regional Health Authority working with a researcher for three years to explore the impact and meaning of interprofessional education (IPE). This led to a plethora of published work on IPE. Elizabeth supported this funding with grants from the The Higher Education Academy which helped to involve patients in the deign and delivery of IPE. A joint bid with the Higher Education Academy and JISC led to the development of Open Educational Resources. She received a grant from the National Patient Safety Agency to deign innovation in teaching resulting in a training You Tube film. More recently she has received an innovation award with the Wellcome Trust to explore new approaches for students to learn about patient safety.

Patel K , Gay S, Holland R, Anderson ES. (2023). Tensions and Possibilities: A qualitative study of the views of nurse faculty training medical students to be Health Care Assistants. International Journal of Practice-based Learning in Health and Social Care 11(1). 33-48 https://publications.coventry.ac.uk/index.php/pblh/article/view/792

Bennett-Weston A, Gay, S. Anderson ES .(2023).A theoretical systematic review of patient involvement in health and social care education.  Advances in Health Sciences Education (AHSE)  28:279–304 https://doi.org/10.1007/s10459-022-10137-3

Anderson ES, Griffiths LTR, Forey T, Wobi F, Norman RI, Martin G. Developing Healthcare Team Observations for Patient Safety (HTOPS): Senior medical students capture everyday clinical moments. Pilot and Feasibility Studies 2021; 7:164

Crowther LL, Robertson N, Anderson ES. Mindfulness for undergraduate health and social care professional students: Findings from a qualitative scoping review using the 3P model. Medical Education 2020; 54(9): 796-810.

Anderson ES, Bleazard L, Malcherczyk, Ford, J. Learning through working with Homeless People. Medical Education. 2020; 54(5):470-471.

Anderson ES. Bennett S. Taking a closer look at undergraduate acute care interprofessional simulations: Lessons Learnt. Journal of Interprofessional Care. 2020; 34(6):772-783.

Batchelor A. Anderson ES. Defining Patient Safety: A student perspective. Medical Science Educator. 2019;29:399-408.

Anderson ES, Ford J. Thorpe LN. Perspectives on patients and carers in leading teaching roles in interprofessional education. Journal of Interprofessional Care. 2019; 33(2): 216-225.

Hean S, Green C, Anderson ES, Halloran C, Pitt R, John C, Morris D. BEME Guide No. 49. The contribution of theory to the design, delivery and evaluation of interprofessional curricula. Medical Teacher. 2018;40(6):542-558.

Anderson ES, Gray R, Kim P. Patient safety and interprofessional education: a report of key issues from two interprofessional workshops. Journal of Interprofessional Care, 2016;31(2):154-163.

Rogers GD, Thistlethwaite J, Anderson E, Abrandt Dahlgren M, Grymonpre R, Moran M. Samarasekara DD. International consensus statement on the assessment of interprofessional learning outcomes. Medical Teacher. 2017;39(4):347-359.

Anderson ES, Kinnair D, Ford J. Interprofessional Education and Practice Guide No.6: Developing Practice-Based interprofessional learning using a short placement model. Journal of Interprofessional Care, 2016;30(4):433-440.

Elizabeth supervisors PhD and Masters students completing pedagogical work and or clinical work on interprofessional practice and patient safety. Her current PhD students are looking at mindfulness within medical education and patient involvement in healthcare education.

Elizabeth teaches throughout the undergraduate MBChB programme on patient involvement, interprofessional practice and patient safety. She teaches on the Master in Leadership for nursing and midwifery students mainly on patient involvement and research. She teaches on the Masters in Clinical Education on research methods and Interprofessional Education. She leads Special Study Modules on patient safety and working with homeless people in the MBChB course. She has recently led on the integration of the Health Care Certificate into the first year of the medical school programme. She also teaches on post-graduate courses concerning interprofessional practice.

Recent media publications have involved students work with homeless people.

Joint Chair of the UK Centre for the Advancement of Interprofessional Education. CAIPE is a leading authority on interprofessional education (IPE). CAIPE is a UK-based charity with a wide membership of individuals service users students and corporate organisations with international members. CAIPE works to promote and develop the health and wellbeing of individuals families and communities through interprofessional education collaborative practice and related research.

2021: Appointed Joint Chair UK Centre for the Advancement of Interprofessional Education.

2017: Voted Life Time Achievement Award Health Education England NHS Excellence in Education.

2016: CAIPE Fellow: UK Centre for the Advancement of Interprofessional Education.

2015: Voted Inspirational Woman at the University of Leicester.

2015: Voted Super Star Award by Leicester student union: Spring 2015.

2013 Senior Fellow of the Higher Education Academy (PR056947).

2007 National Teaching Fellow: The Higher Education Academy.

2005 Teaching Fellow: University of Leicester.

18th December 2018:  The University of Hong Kong LI KA Shing Faculty of Medicine. 21 Sasson Road Hong Kong.

• Key Note: Interprofessional Education and Practice: Evidence and Impact

8th April 2019:  Birmingham Medical School. Health Services Research and Pharmacy Practice Conference (HSRPP)

• Key Note: Working Together in the era of complexity: How can interprofessional communication help?

25th-28th September 2019: Annual Meeting of Medical Educators in Germany; Title of this conference Interprofessional Education

• Key Note “Interprofessional Education: Working together in the era of complexity”.

7th - 9th September 2020: AMEE

• Virtual Oral Presentation The value of Healthcare Team Observations for Patient Safety (HTOPS): results of a three year study with final year medical students. Anderson ES, Griffiths L, Foyer T, Wombi F, Norman B. Martin G.

13th - 14th October 2020: 13th JAIPE Academic Meeting. Chiba Japan.

• Key Note on the The History of Interprofessional Education in the UK; the theory and Interprofessional education

7th February 2020: University of Limerick Ireland. Interprofessional Education Conference.

• Key Note ‘Learning Together in practice to address the Challenges for Complex Patients’.

PhD

PGCert in HE

State Registered Nurse (SRN)

State Registered Midwife (SM)

Health Visitor (HV)