100, 000 Genomes Project: Consent Evaluation

By studying the function and the structure of the human genome (genomics) scientists can begin to establish the precise causes of disease. The 100 000 Genomes Project was launched in 2013 to sequence 100, 000 whole human genomes, from NHS patients, by 2017 (https://www.genomicsengland.co.uk/the-100000-genomes-project/). By focusing on sequencing genomes from NHS patients with rare inherited diseases or cancer, the aim of this project is to use the information within the genomes to understand the causes of disease and tailor medical treatments to patients. Through a greater understanding of the human genome:

  • Patients will benefit immediately. For instance, a conclusive diagnosis of a patient’s inherited disease may be possible, or a specific cancer treatment could be chosen based on the individual’s cancer
  • Patients will benefit in the future. Through studying the genomes within this project, the findings will help inform diagnoses and treatment for future patients.

For patients to participate in trials such as this, they need to be fully informed in order to agree to participate (consent). UCLan staff member Dr Caroline Benjamin and colleagues from the College of Health and Wellbeing, as well as NHS Genomics Medicine Centres, were asked to evaluate the consent process and participant materials used in the 100, 000 Genomes Project. As part of their assessment they were asked to provide suggestions for improvement, in order to further improve the quality of the process and materials.  Their Results of the National Consent Evaluation are available here, both as a summary and a full background document: https://www.genomicsengland.co.uk/consent-evaluation/

This evaluation has been a collaborative effort, led by the North West Coast Genomic Medicine Centre, (hosted Liverpool Women’s Hospital NHS Trust with sites including the Royal Preston Hospital). The team included members the 13 National Genomic Medicine Centres, Universities, NHS England and Genomics England. Their evidence will be used to further inform the development of consent materials and processes within the 100, 000 Genomes Project.


Project team. L-R: Caroline Benjamin, Markella Boudioni, Antje Lindenmeyer and Eliot Marsden


The Innovation Clinic’s ERDF Project

By Laurence Smith

We are here to help small and medium enterprises (SMEs) to bring products to market.  

The Innovation Clinic supports Lancashire Businesses to innovate and grow through the development of new-to-firm and new-to-market products. The Clinic team brings together extensive industry & academic expertise, state-of-the-art facilities and technology to provide fully funded and tailored support at any stage of the product development process from initial concept and market research through to launch.  The project is part-funded by UCLan and the European Regional Development Fund (ERDF) and over the next 2 years, aims to assist SMEs through tailored advice and support enabling them to gain an insight into their products’ potential and help boost the manufacturing sector in the region.

The Clinic team is looking to support SMEs in the Lancashire region by allowing them free access to a wide range of services that we offer.  As part of the Innovation Clinic, the Bio-mechanics team provide support to Lancashire businesses to help them bring new products that interact with the human body to market.  The ability to back-up product performance claims can have a huge positive impact on future sales and differentiate you from the competition and the team can offer a range of product testing and data-capture to enable you to do this.  The support offered can be tailored to the specific needs of the company.  The Clinic is able to offer support in other areas as well, including:

  • Independent Idea evaluation & feasibility
  • Market research, demand and competitor analysis
  • Advice on IP and freedom to operate
  • Innovation strategy
  • Product design support
  • Prototype development
  • Product testing
  • Brand development
  • Materials, supply chain and manufacturing advice
  • Commercialisation


Throughout the life of the project the Clinic will be also hosting various free workshops.  These workshops will cover a variety of areas from the design and development of products to the bio-mechanical testing of products.  In each of these workshops, the companies will get to know the different processes that products must go through to get to market and the various types of testing that the innovation clinic can offer.  The companies will have an opportunity to discuss their products with members of the team and use the events to network with other companies.

The next event the Innovation Clinic will be hosting will be a half day bio-mechanics workshop on the 22nd and 23rd of November. This half day workshop will be held at the Allied Health Research Unit’s state-of-the-art movement laboratory based in Brook Building at the UCLan campus in Preston.

The purpose of the workshop is to allow companies to see the different methods that the Innovation Clinic uses to collect data.   Through the course of the event we will explain the different types of data we can collect and what this could mean to companies and to their products.  The event will also consist of talks by Professor Jim Richards on different aspects of bio-mechanics as well as practical demonstrations of the equipment in the movement laboratory.  During the workshop we will look at a range of bio-mechanical techniques that are used to collect data for companies and through the use of case studies we will explain how these relate to a person using a product.  Throughout the workshop there will be the opportunity to speak to our team and ask questions.

For further details about the Bio-mechanics workshop and to book on to the event visit our Eventbrite page at:


The Early Career Researcher Forum

By Julie Cook Lucas and Hayley Tyrer

 What is the early career researcher forum?

The Early Career Researcher Forum in the College of Health and Wellbeing, was set up at the beginning of 2016 as a College initiative to support early career researchers (ECRs). The ECR Forum is designed to allow research assistants, research associates and post-doctoral level members of staff a space to share information between ECRs and acknowledge the contributions of ECRs to UCLan while feeding ideas in to the College Executive.

What has been achieved to date?

To date, the ECR Forum has met 5 times (1 meeting every 2 months) and the meetings have covered a number of different topics:

Session 1: Brainstorming by ECRs on the issues they thought the forum should address

Session 2: Q&A with Professor Caroline Watkins (College Director of Research & Innovation): clarification on some issues raised during session 1, followed by a forum discussion to identify which themes/tasks to pursue through the colloquium in an informed and structured way.

Session 3: Group discussion to articulate the way forward for the forum in terms of skills/interests to offer and share, areas members wanted to be covered, and contract status.

Session 4: Presentations by Gill Bruce and Emma Hesketh-Sandon (UCLan Human Resources and Research Office respectively) and Mike Eslea (UCU branch representative) regarding contracts and career progression and recent developments regarding roles and grading issues.

Session 5: Group discussions around mentoring, probation and appraisal, and training/skills development

Interested in getting involved?

We are actively encouraging all early career researchers within the College of Health and Wellbeing to participate in the ECR Forum; your experience and opinions really matter when finding ways to improve the ECR experience at UCLan! (Please remember that this is a College initiative to support ECRs and you are entitled to time to attend).

If you want to attend the ECR Forum then please email rhoran@uclan.ac.uk for further details.


Make the most of your library resources…

Calling all College of Health and Wellbeing students!

Did you know that the library team has tailor-made e-resources for your subject, at your fingertips?

Not only do you have access to all of our books, e-books, journals, and e-databases, you can also access our other, audio-visual, resources online for FREE. All you need is your UCLan login details.

Here are just a few of the less conventional learning tools you could use to help with your studies;

Acland’s Anatomy: ‘A Video Atlas of Human Anatomy’ with unique features including a three-dimensional look at anatomy; fresh human specimens in their natural colours; real movement; dissections and more.
This is great for students in nursing, physical and occupational therapy, kinesiology, and massage therapy. For students who don’t have access to dissection facilities, the Video Atlas provides an appreciation of the real human body and a direct understanding of the mechanics of body movement. Watch some sample videos here

Anatomy TV: Anatomy TV features 3D computer graphic models of human anatomy, dissection and radiology slides, animations and movie clips of biomechanics and surgical procedures. You can pinpoint exactly which area of the body you’re interested in, watch animations showing where the stresses of particular exercises take effect, and add or strip away layers to see every detail. Another bonus is that you can also take quizzes and do activities to test your knowledge (better than the standard eye-parching revision cram session, I’m sure you’ll agree!) Get Anatomy TV-literate here

BoB: BoB (Box of Broadcasts) National is a shared online off-air TV and radio recording service for UK higher and further education institutions. You can watch or listen to anything (yes, anything!) that has been on ‘terrestrial’ radio or TV in the past 10 years, and it doesn’t disappear after 28 days like some on-demand services. You can also create clips and playlists, which you can share.

Here are just a few examples of playlists which have been created for your subject;

Adult Nursing
Mental Health
Sport and Exercise

Lynda.com: Lynda.com provides over 5000 bite-sized video tutorials covering the latest software, creative, and business skills. Taught by accomplished teachers and recognised industry experts, Lynda.com is a high-quality resource for students, faculty, and staff looking to develop skills in Microsoft Office, Adobe Creative Suite, project management, social media, and a wide range of other topics. Any course you complete can be added to your LinkedIn profile and is one more thing to add to your CV when you’ve graduated. Here‘s a good all-rounder playlist to get you started.

For a look at ALL the resources you have access to go and check out our A-Z page.

You can also book a one-to-one or group appointment with a librarian who can help you with all aspects of researching for your subject here.

For any more information on the ways we can help you contact your college librarians Mike Hargreaves (mhargreaves@uclan.ac.uk) or Megan Benson (mbenson4@uclan.ac.uk)

World Mental Health Day 2016

On Monday the 10th of October it was World Mental Health Day 2016

The University of Central Lancashire celebrated World Mental Health Day as the start of the #1in4film festival that we hold each year.

The whole event was free and everyone was welcome.

There were various sessions people could attend, activties and information stalls to visit on campus and in the pop up shop, in the city. Exercise classes were free all day for staff and students at the Sir Tom Finney Sports Centre.




We held an exciting free event new this year. With various speakers discussing mental health and wellbeing. The full video will be accessible soon.


Zoom Creations

Some of our amazing students participated in building a Stop Motion amination film about mental health that was screened at the closing of the 1 in 4 film festival. This will be accessible very soon here.


UCLan 1 in 4 Film Festival

The One in Four Film Festival is a week-long free event featuring films which explore the effects of mental ill health upon individuals, communities and families. The aim of the Festival is to raise awareness of and stamp out the stigma associated with mental ill health. We showed some amazing films which provoked some fantastic discussions.



Information on the various services involved



Community Restart is a community mental health team which focusses on supporting people with mental health challenges engage meaningfully with their community. The team supports people in a variety of different ways dependent on the needs of the individual. Through it’s strong links with community groups, education providers, welfare and debt advice centres, art, vocation and sports organisations Restart helps making the first steps of changing your life a less daunting experience. The team works alongside the clinical teams and works across all levels of need.



Self-Motivation in Lasting Endorphins- We’re a friendly and welcoming self-help group for chronic pain sufferers, run by pain sufferers. We meet every Wednesday 9.30am-12noon at St Martin’s Church Hall, Fulwood.



Somatic Movement

Rest & Listen to your body….live well. This is a taster into a practice which develops a persons capacity to sense and move with internal awareness and a sensitive engagement with the body.  No dance experience necessary….everyone welcome, come as you are.

Penny Sybil Collinson



Razorrawks began spiritually long before it was obvious to himself there was anything to get spiritual about. Blamed and often berated for the confines of his introvert nature at an early age – music became a function to help translate the dysfunction of the homespun backdrop in which he found himself. Broken family values demand any emptiness be filled with whatever distraction’s necessary to plaster the cracks – life became lyrics became life – this is still the writing on the wall.

Hailing from Preston, he’s unmistakably identified through his original delivery, regional dialect and Northern pride, he combines inspired lyrics over well produced beats drawing influence from all that surrounds him. Due to his eclectic approach comparisons have been made with the likes of John Cooper Clarke, Jamie T, Guy Garvey, The Prodigy and more.






Conference Report Social Media in Higher Education 2015

Social Media for Learning in Higher Education Conference 2015     #SocMedHe15



I late last year  attended the above conference and this Blog was at that time part of the assessment for PGCert L&T HE . It is a little dated now, but hope the information and links are of interest at this time.

As a fairly recent convert to the use of social media for learning; since mid 2015 I have curated my course’s twitter feed @uclanodp and have limited experience, but lots of enthusiasm.

The 2015 intake also have their Facebook page; a closed group which the College SoMed intern co- opted me into moderating.

The conference was hosted by Sheffield Hallam University, ideally situated a short walk from the city’s rail and metro stations, past a sweeping steel sculpture which borders the thoroughfare paying homage to the city’s industrial heritage.

With a keynote address, 15 workshops and 32 short presentations this was a very busy and buzzing event across two floors of the campus. The need to cherry pick sessions from the programme beforehand was a must despite the extensive programme being hung festival style from our lanyards.   Apologies then to UCLan’s Peter Lumsden and colleagues and Amanda Taylor @AMLTaylor66 who delivered workshops and presented respectively, other sessions were attended.

Eric Stoller @EricStoller gave a humorous keynote with topical content and references to Star Wars. See https://www.youtube.com/watch?v=556cQh8tQGo And his slides at https://speakerdeck.com/ericstoller/social-media-for-teaching-learning-and-literacy

This educational consultant and digital media expert described his day as no longer being in the 9-5 and asked us to be mindful that our on line activity and our digital identity matters and  our digital presence blurs social and professional boundaries.  There were words too of caution and the need to be resilient in a Social Media world where sometimes there is content which not always appropriate or kind.

Personally I’m finding this blurring challenging and prefer the professionalism of our course Twitter to be separate from my personal Twitter account. Having had one student send me a query to my personal Facebook messages, I prefer some privacy, though on the day having some conversations around this issue I do seem to be in a minority.     Peter L argues a holistic “this is me” presence is his preference. Do any readers have a view on this?

Eric continued by reiterating that what you say and post on line matters, but other themes included that of Listen and Learn ~don’t be anxious about SocMed, the take home perhaps that

“There is no such thing as a digital native; there are a lot of people with varying degrees of digital fluency”

Though Eric later spoke of student needing to graduate with digital competence; or fluency and future job descriptions may well require digital fluency amongst their attributes.

These few lines don’t do justice to the tour-de-force that Eric is and we left the lecture hall enthused for the day ahead.

Heidi Larson and colleagues delivered on their programme for the Educational Development Centre in the USA. Their work in developing a Social Technology Enabled Professional (the STEP programme)   @SocialTechPro  http://socialtechprof.blogspot.co.uk/ was outlined.


They have developed a framework of competencies at levels from novice to expert (echoes of Benner’s (1984) competencies for nursing here). Their rationale being that all, whether skills based or HEI undergrad should complete courses with an appropriate level of proficiency in Social Media. They demonstrated examples from business; do you follow your plumber on SocMed? And their examples may have utility (no pun intended) for business UG teaching. My colleagues in our College SocMed group #UCLanSoMe are making tentative plans to offer a module in SocMed and EDC/STEP competencies may well assist in providing framework for this module.

It is interesting to reflect the Charted Institute for IT continues to offer many qualifications the ECDL being the most well-known but other than e-safety for teachers and plenty of nervous blogs about SocMed content, testing competency in SocMed is lacking, perhaps they have some catch up to do.     http://www.bcs.org/category/14422 . The Step programme offers on line lessons and some YouTube content at https://www.youtube.com/channel/UCIniu8fjhciZH6BOLClGXeA

The above work also points to firstly an employability agenda, HEI undergraduates graduating with SocMed skills, at present we have only a premise that students are competent and anecdotally perhaps only with some platforms. Achieving a national qualification in SocMed also adds fuel to the “what is a university for” argument rehearsed in the press and literature earlier, it would seem natural to me that a HEI education should give as rich as possible student experience and exposure to the large variety of SocMEd platforms should be part of that experience.


Gardner, L (2012) From Novice to Expert: Benner’s legacy for nurse education

Nurse Education Today, 32, (4) 339 – 340


The Role of SocMed in undergraduate Pharmacy education was presented by Aly Brown @alyjbrown    and Brian Addison @BrianAddison75   from Robert Gordon University, Aberdeen.

This as I recall is one of three only HEI in Scotland offering Pharmacy so the team use a rich mix of podcast and blog to underpin face to face teaching; which was sometimes problematic for students travelling from a wide geographical area, exemplars of a Meds Safety lecture by podcast and a Patient Consultation Package by blog were outlined. Alison and Brian had scoped the student’s present use of SocMed and so the potential for their use of SoMed. SoMed workshops had been delivered for both staff and students.   Cain’s (2009) paper on eprofessionalism was cited as work around conduct on SocMed

Cain J (2009) E-professionalism: a new paradigm for a digital age. Currents in Pharmacy Teaching and Learning 1 (2009) 66–70

Lunch beckoned; such was the community feel of the conference that Eric Stoller joined our sofa table; whilst Brian Addison sorted UCLan’s ipad for me Eric shared his gift from conference Star Wars Stickers! I fell into a conversation with a Prestonian John Couperthwaite @johncoup Implementation Consultant for Pebblepad. @pebblepad I was aware that some courses in my college use pebblepad for student portfolios.

The issue of signing of competencies by a placement student mentor was overcome in the conversation. The tech used when we sign a device at our doorsteps as a parcel is delivered can be part of PebblePad on the student’s smart phone. Clearly the issue of a paper competency doc getting lost by a student, as happened recently, may soon be a thing of the past.

http://www.pebblepad.co.uk/l/casestudies.aspx  has several examples of other HEI achieving just that and a previous seminar on their website has further examples. The cynical would say perhaps lots of Schools at UCLan; yes even courses in my own college use pebblepad. But in such a large HEI perhaps it takes a chance meeting at a conference two hours away from campus to wake me up to this technologies possibility. Are any readers using pebblepad already?


After lunch we were enthused by Deborah Millar @DebMillar24 from Blackburn College who describes her work; Collaborative learning wheels; pedagogical development using SocMed crowd sourcing. A learning Wheel is a simple visual tool the many spokes of which are made up of a learning resource which can be used to enhance Student Learning ,we delegates attempted to complete a wheel via Google docs on the theme of resources for teaching research methods. Deborah remarked that emerging technologies for learning appear to be never ending and help to break down barriers and the “sacred cow “attitude which can abound.

Additionally “If your role is to appraise staff a Learning Wheel is an ideal discussion board for further development”  Break down barriers the session certainly did as ipad declined to play and Neil Withnell from Salford Uni Nursing and I collaborated on a spoke on his device. Deborah tells us Learning Wheels only started rolling; geddit, in 2013, as yet there is no learning wheel for healthcare subjects. Neil, I and others will work on this in the coming months. UCLan’s   Amanda Taylor appears well on the way with a similar for social work.

@LearningWheel                                                       http://lfuturesnews.co.uk/blackburn-college/  

Lastly to see and hear what seemed like familiar people after following them on Twitter. Wendy Sinclair @wlasinclair and Moira McLoughlin @levylass described that they are nurses both on and offline and had both learned to be digital professionals, again they referred to professionalism, and guidance from NMC and HCPC codes of conduct a theme which had re occurred through the day , with what seemed to be a large number of health HE delegates. We were encouraged by Wendy and Moira to see that our own HE has guidance for students and staff. Wendy’s gentle intro into the Twittersphere was much the same as mine; teenage children, but hers has grown such that her course and its Twitter feed are curated regularly by students.

Wendy and Moira see their use of SocMed as role modelling and mentoring for staff and enable students to develop their SocMed skills and additionally raise the student awareness about what’s acceptable practice on SocMed.

Students are encouraged regularly Blog on their experience of curation and there is a great response in request from their tutors to Tweet their responses to their student experiences, both in theory and placement. This and the speaker’s experiences with the Twitter feed @WeNurses have been published. Sinclair (2015)

In response to my question of whether students taking part is mandated, I was assured it wasn’t but such is their enthusiasm and so the enthusiasm of their students, laggards have followed the early innovators. My own courses twitter feed whilst going well has a small number of student tweeters, plans for in lesson use and tweeting from student placements will follow after being enthused by these speakers.

Sinclair, W., et al., To Twitter to Woo: Harnessing the power of social media (SoMe) in nurse education to enhance the student’s experience, Nurse Education in Practice (2015), http://dx.doi.org/10.1016/j.nepr.2015.06.002





Whilst Moira and Wendy were presenting the session was captured by the talented Sarah Smizz @smizz who has a rare talent of being able to produce a visual representation, infographic is perhaps the pedagogically appropriate word for it, of the session in real time, a group gathered to admire so here is my pic of it taken quickly


I’m hoping giving a shout to Sarah’s talents is my only repetition from Peters Facebook post. Having come from an entirely clinical NHS background where on attending a conference the expectation is that what you experienced will be fed back to your colleagues, this post is lengthy but will be shared with colleagues in my immediate team and the Colleges SocMed group. #UCLanSoMe

You might gather I had a great time amongst people who wanted to share their success and enthusiasm for all Social Media, that success not being big science as some conferences can be, but sometimes small science but big art and yes the socialisation that Social media is and can offer to enhance the Student and yes, teaching staffs’ experience.   Mike Huntington. School of Health Sciences @UCLanODP



Increasing breastfeeding rates would improve maternal and child health, but multiple barriers to breastfeeding persist. Breast pump provision has been used as an incentive for breastfeeding, although effectiveness is unclear. Women’s use of breast pumps is increasing and a high proportion of mothers express breastmilk. No research has yet reported women’s and health professionals’ perspectives on breast pumps as an incentive for breastfeeding. In the Benefits of Incentives for Breastfeeding and Smoking cessation in pregnancy (BIBS) study, mixed methods research explored women’s and professionals’ views of breast pumps as an incentive for breastfeeding. A survey of health professionals across Scotland and North West England measured agreement with ‘a breast pump costing around £40 provided for free on the NHS’ as an incentive strategy. Qualitative interviews and focus groups were conducted in two UK regions with a total of 68 participants (pregnant women, new mothers, and their significant others and health professionals) and thematic analysis undertaken. The survey of 497 health professionals found net agreement of 67.8%(337/497) with the breast pump incentive strategy, with no predictors of agreement shown by a multiple ordered logistic regression model. Qualitative research found interrelated themes of the ‘appeal and value of breast pumps’, ‘sharing the load’, ‘perceived benefits’, ‘perceived risks’ and issues related to ‘timing’. Qualitative participants expressed mixed views on the acceptability of breast pumps as an incentive for breastfeeding. Understanding the mechanisms of action for pump type, timing and additional support required for effectiveness is required to underpin trials of breast pump provision as an incentive for improving breastfeeding outcomes.

Continue Reading




Have a look at our BSc Nutrition & Exercise Science student blog!

“SCRAN came about as a result of some of those questions and comments I mentioned in my first post. Something that came up a lot were people – mostly, but not exclusively, fellow students – who were bemoaning their lack of cooking skills and confusion about what good nutrition meant.

Recognising how frustrating I used to find my own inability to prepare meals was, and comparing that to how much I now enjoy cooking – and not to mention how much more nutritious and balanced my diet has become as a result, I began seeking out others who may share my concerns and be willing to help out.

I have found many. Most, unsurprisingly, were fellow nutrition students, but not all. Some just love to cook and to help people. Within the university hierarchy too, there has been enthusiasm and support.

The summer break has interrupted us as we scatter to all corners, but over the coming months we will be working to bring together some resources, which we hope will include peer-to-peer cooking classes, demonstrations on campus, subject specific workshops, and of course, the online HQ for students to come for information and guidance.”

If anybody would like to get involved pleas get in touch: scranhq@hotmail.com



The Lancashire Science Festival #lancscifest #uclanhealth #skillzone

The College of Health and Wellbeing again showcased the #skillzone as part of the Lancashire Science Festival on Thursday the 30th of June and Friday the 1st of July 2016 where schools attended and then for the public on Saturday the 2nd of July.

It has been the largest UCLan event with approximately 13,000 people attending over the three days this year, with over 8000 on Saturday alone! The Festival as a whole won the Heist award for best community engagement project last year. The College of Health and Wellbeing have been involved for the last four years, increasing its input each year. This year we again organised and ran the #skillzone in Greenbank building which received fantastic feedback. We ran a variety of workshops and drop in sessions including ‘operation!’, ‘become a paramedic’, ‘how healthy are you?’ and ‘become mummified’. ‘Fun with serotonin’ and the ‘dress up station’ were in the sports hall for the show floor. The research team and Comensus also had stalls. Local Ambulance, Fire and Police services organised a crash scene again, which everyone loved.

Over 100 staff and students were involved in the colleges input and did an amazing job of showcasing what the college can do. One video on our Facebook sitereached 8000 people and had nearly 2000 views! On twitter we had 1400 profile views and over 30000 impressions in just TWO days! One tweet alone made nearly 3000 impression.



CTU HeRMI seminar

The Health and wellbeing Research Methodology and Implementation (HeRMI) hub draws together personnel into groups with expertise in 8 key methodological areas (e.g. qualitative approaches, biostatistics and clinical trials, evidence synthesis). Each group aims to improve the College of Health and Wellbeing’s capacity and capability for research.  The groups have discussed and produced strategies and plans to take account of types and levels of expertise, identify training needs and internal and external opportunities for development, and groups work together to host a monthly seminar series reflecting each methodological area.

This month, the Lancashire Clinical Trials Unit (CTU) hosted a successful HeRMI seminar on 12th July 2016 titled Trial Site selection: Engaging clinical staff in complex interventions. The seminar was hosted by Denise Forshaw, Principal Clinical Trials Manager of the Lancashire CTU. Thirty six people were in attendance, of whom twenty were external NHS staff based around the UK. The seminar opened with an introductory presentation by Denise Forshaw, who explained the Lancashire CTU’s involvement in the Acute Stroke Nursing study HeadPoST and how clinical sites are selected by Lancashire CTU Trial Management Team not only for this study, but for research studies in general. This introduction was then followed by short presentations from a number of representatives (including doctors and research nurses) from clinical sites around the UK. These staff discussed the highlights and difficulties they had faced running not only this particular research study, but how their experiences could shape future research studies in their sites.

Hayley Tyrer