Kamila Hawthorne

Professor Kamila Hawthorne MBE

Associate Dean Medicine, Director of Medical Education
+44 (0)1483 682752
19 DK 03
Elise Frost-Bridges
+44 (0)1483 688510


My qualifications

Fellow of the Academy of Medical Educators
Fellow of the Higher Education Academy
Postgraduate Certificate in Medical Education
MD. Overcoming cross-cultural difficulties in diabetes management - making diabetes health education relevant to a British South Asian community.


Research interests



M Attridge, J Creamer, M Ramsden, R Cannings-John, K Hawthorne (2014)Culturally appropriate health education for people in ethnic minority groups with type 2 diabetes mellitus, In: COCHRANE DATABASE OF SYSTEMATIC REVIEWS(9)ARTN CD006 WILEY-BLACKWELL
K Hawthorne, H Prout, P Kinnersley, H Houston (2009)Evaluation of different delivery modes of an interactive e-learning programme for teaching cultural diversity, In: PATIENT EDUCATION AND COUNSELING74(1)pp. 5-11 ELSEVIER IRELAND LTD
L Lowes, MR Robling, K Bennert, C Crawley, H Hambly, K Hawthorne, JW Gregory (2011)Involving lay and professional stakeholders in the development of a research intervention for the DEPICTED Study, In: HEALTH EXPECTATIONS14(3)pp. 250-260 WILEY-BLACKWELL
K Marrin, F Wood, J Firth, K Kinsey, A Edwards, KE Brain, RG Newcombe, A Nye, T Pickles, K Hawthorne, G Elwyn (2014)Option Grids to facilitate shared decision making for patients with Osteoarthritis of the knee: protocol for a single site, efficacy trial, In: BMC HEALTH SERVICES RESEARCH14ARTN 160 BIOMED CENTRAL LTD
S Atkins, C Roberts, K Hawthorne, T Greenhalgh (2016)Simulated consultations: a sociolinguistic perspective, In: BMC MEDICAL EDUCATION16ARTN 16 BIOMED CENTRAL LTD
K Hawthorne, F Wood, K Hood, R Cannings-John, H Houston (2006)Learning to mark: a qualitative study of the experiences and concerns of medical markers., In: BMC Med Educ6pp. 25-?

BACKGROUND: Although there is published research on the methods markers use in marking various types of assessment, there is relatively little information on the processes markers use in approaching a marking exercise. This qualitative paper describes the preparation and experiences of general practice (GP) teachers who undertake marking a written assessment in an undergraduate medical course. METHODS: Semi-structured interviews were conducted with seven of the 16 GP tutors on an undergraduate course. The purposive sample comprised two new markers, two who had marked for a couple of years and three experienced markers. Each respondent was interviewed twice, once following a formative assessment of a written case study, and again after a summative assessment. All interviews were audio-taped and analysed for emerging themes. A respondent validation exercise was conducted with all 16 GP tutors. RESULTS: Markers had internal concerns about their ability to mark fairly and made considerable efforts to calibrate their marking. They needed guidance and coaching when marking for the first time and adopted a variety of marking styles, reaching a decision through a number of routes. Dealing with pass/fail borderline scripts and the consequences of the mark on the student were particular concerns. Even experienced markers felt the need to calibrate their marks both internally and externally CONCLUSION: Previous experience of marking appears to improve markers' confidence and is a factor in determining the role which markers adopt. Confidence can be improved by giving clear instructions, along with examples of marking. The authors propose that one method of providing this support and coaching could be by a process of peer review of a selection of papers prior to the main marking. New markers in particular would benefit from further guidance, however they are influenced by others early on in their marking career and course organisers should be mindful of this when arranging double marking.

A Grant, H Prout, K Hawthorne, L Tapper Jones, H Houston (2010)Some effects of teaching undergraduate medical students on general practitioner thinking and learning., In: Educ Prim Care21(2)pp. 97-104

BACKGROUND: This study examined the processes of thinking and learning undertaken by general practitioners (GPs, family physicians) brought about by the presence of undergraduate medical students. METHOD: A qualitative study was undertaken using critical incident templates (a novel approach in this context) and focus groups. Data were analysed thematically, with iterative discussion between members of the study team after independent analysis. RESULTS: Thirty-eight critical incident templates were returned (40%), of which 27 (28%) were completed. Three themes were identified: challenges to the GP's thinking or learning behaviour (these included having to justify actions and answer questions); changes to the dynamic between doctor and patient (listening to discussion of their condition between doctor and student was reported to change the patient's experience); and additions to the GP's workload. Teaching made GPs' day longer and sometimes caused friction with colleagues. CONCLUSIONS: Our data elucidate a range of thinking and learning activities that are brought about by the presence of a student in a GP's consulting room. They show that there are a number of challenges that stimulate these activities. We recommend that undergraduate teaching in general practice be given greater recognition for the stimulus it provides for continuing professional development.

JW Gregory, M Robling, K Bennert, S Channon, D Cohen, E Crowne, H Hambly, K Hawthorne, K Hood, M Longo, L Lowes, R McNamara, T Pickles, R Playle, S Rollnick, E Thomas-Jones (2011)Development and evaluation by a cluster randomised trial of a psychosocial intervention in children and teenagers experiencing diabetes: the DEPICTED study, In: HEALTH TECHNOLOGY ASSESSMENT15(29)pp. 1-+ NATL COORDINATING CENTRE HEALTH TECHNOLOGY ASSESSMENT
K Hawthorne, Y Robles, R Cannings-John, AGK Edwards (2008)Culturally appropriate health education for type 2 diabetes mellitus in ethnic minority groups, In: COCHRANE DATABASE OF SYSTEMATIC REVIEWS(3)ARTN CD006 JOHN WILEY & SONS LTD
M Robling, R McNamara, K Bennert, CC Butler, S Channon, D Cohen, E Crowne, H Hambly, K Hawthorne, K Hood, M Longo, L Lowes, T Pickles, R Playle, S Rollnick, E Thomas-Jones, JW Gregory (2012)The effect of the Talking Diabetes consulting skills intervention on glycaemic control and quality of life in children with type 1 diabetes: cluster randomised controlled trial (DEPICTED study), In: BRITISH MEDICAL JOURNAL344ARTN e2359 B M J PUBLISHING GROUP
K Hawthorne (2006)Discovering the research priorities of people with diabetes in a multicultural community, In: BRITISH JOURNAL OF GENERAL PRACTICE56(526)pp. 378-379 ROYAL COLL GENERAL PRACTITIONERS
K Pottie, A Hadi, J Chen, V Welch, K Hawthorne (2013)Realist review to understand the efficacy of culturally appropriate diabetes education programmes, In: DIABETIC MEDICINE30(9)pp. 1017-1025 WILEY-BLACKWELL
J Creamer, M Attridge, M Ramsden, R Cannings-John, K Hawthorne (2016)Culturally appropriate health education for Type 2 diabetes in ethnic minority groups: an updated Cochrane Review of randomized controlled trials, In: DIABETIC MEDICINE33(2)pp. 169-183 WILEY-BLACKWELL