Hello, my name is Tamzin Batteson and I have lived in 6 different countries throughout my life (United Kingdom, New Zealand, Australia, France, Ireland and now the United States). These life experiences have made me the person that I am, which is inquisitive, sometimes bold, and fearless, thoughtful and open minded. I am also a working artist, and I use all of these perspectives in my research. I became interested in the impact that social determinants of health and disparities have on a person’s life and life outcomes as a research assistant at the National Health Service in St. Anne’s Hospital in London. The project assessed the barriers that heavy end dual diagnosis drug users and sex workers experience in trying to get housed. This led to a long term interest in health and social disparities and how to overcome such barriers in vulnerable populations.
I realized that many barriers existed because of the way the problems were systematically approached by government and societal structures. In order to understand how people approach and solve problems, I became interested in metacognition - how people think.
Metacognition is the skill and process to be aware of one’s own thinking and connect the dots to concepts and patterns. This is especially helpful when training students as students learn how to learn effectively and can take their metacognitive skills to a higher level in whatever profession they choose.
I joined the Department of Education at the University of Limerick (Ireland) as a post-doctoral fellow to assess metacognitive processes, learning styles and the ‘big five’ personality traits of extraversion, agreeableness, openness, conscientiousness, and neuroticism. Specifically, I was interested in learning how to teach teachers how to teach more effectively and developed and taught a course on “How Students Learn” to student teachers.
Personal circumstances led me to jump over the Big Pond and I joined RFUMS and Baldwin Interprofessional Institute in 2013 as I recognized that IPE is a new, metacognitive, way of thinking about healthcare and social disparities. The study of metacognition is very theory driven. Yet IPE did not yet have a theoretical basis or understanding. It was a big missing piece. By combining IPE and metacognitive theory, I developed a research program to conduct robust and validated research in IPE, with a grounded, testable theory. By framing the problems of patient care and social disparities using metacognitive theory to underpin IPE, I hope to bring information and understanding of new perspectives to the field.
My current research focuses on implementing metacognitive theory into aspects of interprofessional healthcare education through simulation and diagnostic reasoning and error. I approach the journey of an individual to being part of a team by using metacognition to assess communication and how communication works within the structure of an IP team.
Learn more about the DeWitt C. Baldwin Institute for Interprofessional Education at Rosalind Franklin University of Medicine and Science: https://www.rosalindfranklin.edu/academics/interprofessional-institute/
Contact information: tamzin.batteson@rosalindfranklin.edu
References:
- Krishnan, G., Chu J., Guo, J., Sandu, S., Yohay, S., Zhang, J., Mihajlovic, A., Batteson, T., & Loduca, A. (2023) Beyond Cultural Humility - South Asian Cultural Specificity Training Garners Reform in Medical Curricula: A Workshop for Medical Students of Free Community Clinics. World Social Psychiatry.
- Collins, K., Garber, S., Batteson, TJ., Salih, R. (2023 Interprofessional Healthcare Themes derived through Critical Discourse Analysis. Journal of Educational Studies and Multidisciplinary Approaches
- Batteson, T. J., Chirica, M. G., Fox, K. S., Froehlich, J., Garber, S. S., … Thuente, L. (2023). Utilizing video simulation in interprofessional education to teach IPEC competencies and social determinants of health: A universal IPE teaching tool, Journal of Interprofessional Education & Practice, Volume 31
- Bunting, S. R., Calabrese, S. K., Spigner, S. T., Goetz, T. G., Morrison, S. D., Zucker, S. M., ... & Batteson, T. J. (2022). Evaluating Medical Students' Views of the Complexity of Sexual Minority Patients and Implications for Care. LGBT health.
- Chirica, M. G., & Batteson, T. J. (2022). Metacognition, Macro cognition and Moral Reasoning in Collaborative Team Decision-Making: Implications for Healthcare Education. Journal of Educational Studies and Multidisciplinary Approaches, 2(1).
- Bunting, S. R., Chirica, M. G., Ritchie, T. D., Garber, S. S., & Batteson, T. J. (2021). A National Study of Medical Students' Attitudes Toward Sexual and Gender Minority Populations: Evaluating the Effects of Demographics and Training. LGBT health, 8(1), 79-87.
- Bunting SR, Garber SS, Goldstein RH, et al. (2021). Health Profession Students' Awareness, Knowledge, and Confidence Regarding Preexposure Prophylaxis: Results of a National, Multidisciplinary Survey. Sexually Transmitted Diseases. Jan;48(1):25-31.
- Bunting, S. R., Calabrese, S. K., Garber, S. S., Ritchie, T. D., & Batteson, T. J. (2021). Where Do Health Professions Students Learn About Pre-exposure Prophylaxis (PrEP) for HIV Prevention?. Medical Science Educator, 1-5.
- Olivier, M. M., Polachek, C. A., Park, C., Batteson, T., & LoDuca, A. L. (2020). Ocular risk factors for eye disease and associated sociodemographic factors in underserved communities within greater Chicagoland. Investigative Ophthalmology & Visual Science, 61(7), 1579-1579.
- Bunting, S. R., Garber, S. S., Goldstein, R. H., Ritchie, T. D., Batteson, T. J., & Keyes, T. J. (2020). Student Education About Pre-exposure Prophylaxis (PrEP) Varies Between Regions of the United States. Journal of general internal medicine, 1-9.
- Bunting, S.R., Saqueton, R. & Batteson, T.J. (2019). A Guide for designing student-led, interprofessional community education initiatives about HIV risk and pre-exposure prophylaxis. MedEdPORTAL
- Fewster-Thuente L, Batteson T. (2018). Teaching Collaboration Competencies to healthcare provider students through simulation. J of Allied Health. 47(1): 3-8.
- Fewster-Thuente L, Batteson T. (2018). Kolb’s Experiential Learning Theory as an underpinning for interprofessional education. J of Allied Health. 47(1): 3-8.
- Batteson T, Garber S. (2018). Assessing constructs underlying Interprofessional Competencies through the design of a new measure of Interprofessional Education. J of Interprofessional Education and Practice.
- Comerford, J., Batteson, T., & Tormey, R. (2015). Academic buoyancy in second level schools: Insights From Ireland. Procedia-Social and Behavioral Sciences, 197, 98-103.
- Batteson, T., Tormey, R., Ritchie, T, D. (2013) Strategic approaches to learning, metacognition and personality in higher education learners; an exploratory and confirmatory factor analysis of three instruments. Procedia - Social and Behavioral Sciences, 116, 2561-2567.
- Rothi, D., Batteson, T. Leavey, G. (2005) Drug user consultation: Assessing housing and social care needs. Report Commissioned by the 'Drug and Alcohol Action Team' Haringey
