Dr Gillian Janes RGN PhD MA BSc(Hons) PgCLTHE SFHEA
Associate Clinical Fellow (Leadership and Service Improvement)
My profile
Biography
I qualified as an Adult Nurse in 1984, obtained my MA in Advancing Practice in 2005 and PhD in 2016. I joined Teesside University in 2002 as a Senior Lecturer where I was awarded University Teaching Fellow/Reader in Learning and Teaching in 2009 for leadership excellence and impact; serving as a University Learning and Teaching Consultant (2009-2013) and Principal Lecturer/Reader (Leadership and Service Improvement) in Health and Social Care (2009-2018). I was awarded a Centre of Excellence in Teaching and Learning in the Health Professions (CETL4HealthNE) Fellowship (2007-2009), appointed to the National Reference Group for Service Improvement (2006-2009) and The Q Community Founding Cohort (2013-present). I served as Senior Research Fellow (Workforce Engagement and Wellbeing theme) in the Yorkshire and Humber Patient Safety Translational Research Centre (2018-2020), where for example, I contributed to a Research Excellence Framework (REF) impact case study based on our second victim website, before joining the Nursing Department at Manchester Metropolitan University as Associate Clinical Fellow (Leadership and Service Improvement). I am a Senior Fellow of the Higher Education Academy (Advance HE UK), Honorary Associate Professor at Macquarie University, Australia and Global Nursing Leadership Institute Scholar (International Council of Nurses) and Trustee of the Clinical Human Factors Group (www.chfg.org).
I am Associate Editor for the Journal of Patient Safety (2022-present), a member of the ECR Editorial Advisory Board for the Journal of Clinical Nursing (2021-present) and peer-reviewer for journals including: BMJ Open Quality, International Journal of Health Governance, Nurse Researcher, Studies in Higher Education. I have published scholarly papers on quality and safety improvement, healthcare leadership and workforce development; I have delivered invited presentations, conference papers and workshops to national and international audiences. My Knowledge Exchange/research interests include healthcare quality and safety improvement and workforce development, focusing on clinical leadership, clinical academic development, silences and applied research. I have held grants from National Health Service (NHS) England and Improvement, National Institute for Health Research (NIHR), Health Education England, Roya College of Surgeons in Ireland, International Council of Nurses, charitable and private healthcare organisations. I have also undertaken consultancy in workforce development and service improvement for NHS, charitable and private sector healthcare organisations, including the North East Leadership Academy.
I have substantial teaching and curriculum development expertise including as a Learning and Teaching Consultant at Teesside (2009-2013) where I provided cross-university research informed consultancy and policy development. I am an experienced project and research supervisor; having supervised many MSc research projects and five PhD students currently, including clinical academics and international students. I developed and led the first fully online module at Teesside University for distance-learning, international PG students (2002-2009); BSc Clinical Leadership (2002-2009), MSc Leadership (2003-2009), MSc Advancing Quality Safety and Governance and PgCert Human Factors in Health and Social Care (2013–2018); securing external validation from the General Dental Council, Chartered Institute of Ergonomics and Human Factors. I led the cross-school introduction of service improvement into pre-registration curricula for health professionals (2005-2009) and co-led the development, NMC validation and delivery of the leadership and Human Factors curriculum theme in BSc Nursing pre-registration programme across the four fields of nursing (2005–2018). I have also served as External Examiner and advisor for new programme validations (Universities of Coventry, Lincoln and Central Lancashire, 2006-2022), including Professional, Statutory and Regulatory Body (PSRB) approvals.
Words of wisdom
‘Be the change you want to see’ (Ghandi)
Academic and professional qualifications
PhD Thesis: SIlent slips, trips and broken hips: The recovery experiences of young adults following an isolated fracture of the proximal femur.
MA Advancing Practice in Health and Social Care
BSc(Hons) Professional Studies in Health Care
PgCert Learning and Teaching in Higher Education
Registered General Nurse
Specialist Practitioner (Practice Nursing)
Licensed Practitioner Myers Briggs Personality Type Indicator (Step II)
Accredited 360 degree feedback facilitator (Healthcare Leadership Model)
Other academic service (administration and management)
International:
Co-Convenor, International Council of Nurses, Global Nursing Leadership Institute Alumni Network (Euro)
National:
Q Community Connector - responsible for brokering internal/external collaborative relationships (2014-present)
Co-organiser, Quality Improvement Research Special Interest Group, The Health Foundation/NHS England (2017-2018)
University level Policy and Practice Development:
Professional Develoment Framework for Teaching and Supporting Learning based on UK Professional Standards Framework for Supporting Learning and Teaching Development in HE (UKPSF) and twice secured HEA accreditation of the scheme (Teesside University).
Peer Review of Teaching Scheme - reviewed and revised (Teesside University)
Assessment and Feedback Policy - reviewed and revised (Teesside University)
Academic Induction Scheme - designed and implemenated (Teesside University)
University Committee Memberships:
Research Ethics Committee (2010-2013)Teaching Fellowships Conferment Committee (2009 - 2017) (Working Officer 2009-2013) (Teesside University).
Lead member of University HEA Fellowships Recognition Panel (2009 – 2017) (Teesside University)
Founding member University Clinical Governance Committee (2013 - 2017) (Teesside University)
Education and Workbased-learning Research Group (2009 - 2014) (Teesside University)
Chair, Teaching Fellows Network (2009-2013) (Teesside University)
University Academic Strategy Development Group (2012) (Teesside University)
University Assessment and Feedback Learning Teaching and Assessment Working Group (2009-2012) (Teesside University)
University Annual Learning and Teaching Conference Organising Committee (2006 – 2017) (Teesside University)
School Learning & Teaching Committees (Health & Social Care: 2007 – 2017; School of Computing and School of Social Sciences and Law: 2009-3013) (Teesside University)
School/Faculty level:
Schwartz Rounds Steering Group (2020-2021)
Lead, School of Health and Social Care Quality Improvement Research Interest Group/Q group (2016-2018) (Teesside University)
Founder/Chair - Critical Friends Stakeholder Support Forum (Patients/public and healthcare employers) (2013-2018) (Teesside University)
External examiner roles
MSc Health Studies, Faculty of Health Sciences, Coventry University (2008- 2012)
External validation panel member: Lincoln University, University of Central Lancashire, Coventry University
Expert reviewer
RCN Foundation Grants
Higher Education Academy Teaching Development Grants and National Teaching Fellowship Applications
International Scientific Advisory Committee, RCN International Research Conference, (2018; 2019)
Academic Journal reviewer: BMJ Quality & Safety in Health, BMJ Open Quality, International Journal of Health Governance, Nurse Researcher, Studies in Higher Education,
Books/book proposals reviewer: Sage/Palgrave Macmillan
Consultancy and advisory roles
External advisor, new programme validation, MScNursing (International) (online), Coventry University (2017)
External adviser for programme modification/re-validation of BSc(Hons) Nursing, University of Lincoln (2013)
External adviser for revalidation and re-accreditation of BSc(Hons) Nursing, University of Lincoln (2011)
External adviser for periodic review of Nursing and Health Studies provision, University of Lincoln (2010)
NHS Institute for Innovation and Improvement consultancy and mentoring Phases 2 and 3 partner
Universities for national service improvement curriculum development project (2005-09)
Learning and Teaching consultancy - provided advice, guidance and support for individuals, teams and Schools on a range of pedagogic issues.
Practitioner roles
Zoned Academic (Nursing), Teesside University (2000-2018)
Honorary Staff Nurse, Butterwick Hospice, Teesside (up to 2010)
Community, charity and NGO links
Board of Trustees, Clinical Human Factors Group www.chfg.org (from March 2022)
Government and industry links
Global Nursing Leadership Institute (GNLI) Scholar, ICN(International Council of Nurses)
Senior Fellow, Higher Education Academy
Q Founding Cohort Member
NIHR Academy Member
Fellow, Centre for Excellence in Teaching and Learning in the Health Professions in the North East (CETL4HealthNE)
Other distinctions
Human Factors Steering Group Member, Health Education England North East
Executive Steering Group Member (Q/Patient Safety Collaborative), NE and North Cumbria AHSN
Member of the National Steering Group for Service Improvement, NHS Institute for Innovation and Improvement
Expert reviewer for external funding bodies
RCN Foundation Grants
Higher Education Academy Teaching Development Grants
Visiting and honorary positions
Honorary Associate Professor, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney Australia
Visiting Senior Research Fellow, Faculty of Medicine and Science, University of Leeds, UK
Editorial Board membership
Associate Editor, Journal of Patient Safety (2022-present)
ECR Editorial Advisory Board member, Journal of Clinical Nursing (2021-present)
Lead Editor (competitively commissioned): Janes G, Nutt D, Taylor P (Eds) (2016) Student behaviour in Higher Education: managing the behaviour of individuals or co-creation of positive learning cultures through partnership and engagement? SEDA Special 38 London SEDA
Rough Guides to Learning and Teaching and instigated and led Quick Guides to Learning and Teaching series (2009-2016). This included commissioning and supporting authors and personal authorship/co-authorship of titles in the series e.g. Using Group Assessment in HE, Engaging Students, Research Informed Teaching
EMERGE peer reviewed Learning and Teaching journal (2010 – 2013)
Membership of professional associations
Royal College of Nursing
Higher Education Academy
Chartered Institute of Ergonomics and Human Factors (past)
Impact
CQC Never Events in NHS Trusts Review (2019) – represented the Yorkshire and
Humber Patient Safety Translational Research Centre, providing a patient safety
research perspective and input.
Leadership of clinical and Higher Education policy development and implementation e.g.
Professional Development Framework for Learning and Teaching/Higher Education Academy
(HEA) accreditation (Teesside University, 2009; 2011), university-wide, shared
staff/student guidance: Developing and Mutually Respectful University Community
(Teesside University,2010), University Peer Review Scheme evaluation and
redesign(Teesside University, 2012); University Assessment and Feedback Policy
(2009-10); led the re-design and implementation of University academic induction programme (Teesside University).
Projects
(Sample)
PI (2022) Exploratory evaluation study of the perceived effectiveness and usability of a co-produced, prototype Long-Covid Shared Consultation Guide for Nurses. NHS England
PI (2022) Nursing and Midwifery contribution to Digital Health. Royal College of Surgeons in Ireland
PI (2022) What good looks like: Regional qualitative synthesis of midwifery students’ learning experience. Health Education England
PI (2021) An international exploration of blended learning use in pre-registration nursing and midwifery education. Health Education England
PI (2018) Enhancing workforce engagement, well-being and patient safety in ambulance services: A mixed-methods exploratory and interventional study. NIHR/YHPSTRC
CI (2018) Preparing healthcare professionals for involvement in stressful healthcare events: A mixed-methods evaluation of a resilience training intervention. NIHR/YHPSTRC
PI (2016) A multi-stakeholder evaluation of the MA Advancing Quality Safety and Governance in Health and Social Care and constituent programmes. Teesside University
PI (2013) Open Learning Units: Designing open learning resources for the HE sector across 5 workstreams - Distance Learning, UKPSF/HEA Professional Recognition, Employability, Digital Literacy, Internationalisation. Heath Education Academy/Joint Information Systems Committee
PI (2013) A process and impact evaluation of a student conference: My contribution to practice. Teesside University
CI (2013) Transforming Assessment. Higher Education Academy
PI (2005) Developing Skills for Integrated Service Improvement. (National Service Improvement curriculum development and implementation pilot). NHS Institute for Innovation & Improvement/DoH
Instigated and delivered clinical research development project with local NHS Trust, delivered patient safety research advice and coaching for clinical staff in collaboration with the Trust Chief Nurse’s team and Head of Nursing Research and Innovation.
Just Culture Network Steering Group - supporting healthcare organisations regionally in the strategic development of learning cultures to reduce the impact of patient safety events and their impact on
staff and patient/organisational outcomes (2019 - 2020)
Improvement Fellows/Q Advisory Board – contributing to the strategic development of quality improvement capacity and capability development and co-ordination across the region (2019 - 2020)
Recruited and worked with Lay Leaders in strategic and operational input to patient safety research NIHR Yorkshire and Humber Patient Safety Translational Research Centre (YH PSTRC)(2018 – 2020)
Instigated and leading development of Staff Citizen Participation Group for patient safety research (2019 – 2020)
Co-designed and led patient and staff engagement events to consider the appropriateness of Second Victim terminology and its use (2019)
Co-lead, Academic Improvement Fellows Network – co-ordinating the development of a peer support network for academic staff engaged in quality improvement across the region(2019 - 2020).
Led commissioned curriculum development project introducing service improvement to initial clinical training for Allied Health Professionals and Doctors in England NHS (2005-2009)
Led Patient and Public involvement in leadership and management programmes, School of Health and
Social Care (SoHSC), Teesside University (2005-2018) – included: student selection, programme design, validation, delivery, student assessment and evaluation
Developed and led Critical Friends Stakeholder Support Forum, SoHSC, Teesside University
(2013-2018)
Designed and delivered PPI induction, SoHSC, Teesside University (2013-2018)
Contributed to development of infrastructure for sustainable patient and public invovlement in the School of Health and Socal Care, Teesside University (2005-2018)
Set up and co-ordinated a Learning and Teaching ‘coffee and queries’ drop in for academic staff (Teesside University).
Instigated and led Action Learning sets to support PhD completions (Teesside University).
Teaching
Why do I teach?
To develop the healthcare workforce and improve the quality and safety of healthcare services and systems.
I believe in the intrinsic value of all human beings and their abilty to learn and take a ‘facilitator of learning’ approach to teaching.
Learning is a two-way process and I learn as much from my students as they do from me - teaching ‘keeps me on my toes’.
Why study…
Effective leadership and service improvement are inextricably linked. The effectiveness of the best improvement tools and theory is dependent on how they are implemented and that requires leadership expertise. Everyone working in health and social care services can be a leader and work with others to improve and sustain the quality of care delivery - in fact this is crucial if the challenges facing health and social care i.e. increasing demand and public expectations, changing demographics, technology and treatment development, complex systems, skills shortages and challenges recruiting and retaining enough staff, are to be addressed.
Leadership and service improvement are highly applied subjects and studying these topics offers you the knowledge, expertise and opportunity to be the best version of yourself to maximise your impact on service delivery.
The workforce are a crucial resource in the delivery of health and social care, therefore workforce development is crucial. The correlation between a well and well-prepared workforce of suffficient number and the quality of care delivered is clear.
Postgraduate teaching
Programme Leader:
- MA Advancing Quality, Safety and Governance in Health and Social Care
- PgCert Advancing Human Factors in Health and Social Care (CIEHF and General Dental Council accredited)
- PgCert Advancing Quality Improvement in Health and Social Care
Module Leader:
- Using a Human Factors Approach to Quality Improvement in Health and Social Care
- Leading Person-Centred Quality Improvement in Health and Social Care
- Using Evidence to Advance Quality, Safety and Governance in Health and Social Care
- Advanced Personal Effectiveness
Teaching/Supervision team member:
- PgCert Clinical Leadership
- The Principles and Practice of Safety and Governance in Health and Social Care
- Dissertation: Evaluating Impact
- Dissertation: Research for Quality Improvement
- Dissertation: Supervised Independent study project
Subject areas
Leadership, Service Improvement and Workforce Development
Supervision
PGR completion:
PhD (Primary Supervisor in part) The role of the embedded research in co-producing public health knowledge in non-clinical settings to bridge the gap between research evidence and its implementation in public health practice. Teesside University
Current PGR students:
PhD Exploring the role of socio-economic/cultural factors on the increase in the prevalence of vesicovaginal fistula in Northern Nigeria. (Veronica Towoju Faloke) Manchester Metropolitan University. Submitted 2022 full-time
PhD (Primary Supervisor) Senior nurse leadership perspectives and the role of personal congruence in system leadership (Vinice Thomas) Manchester Metropolitan University. Started Oct 2020 part-time
PhD Enhancing feedback for paramedics to promote workforce wellbeing and patient safety (NIHRYorkshire and Humber Patient Safety Translational Research Centre funded) (Caitlin Wilson) - Feb 2019-2023
PhD In the name of safety: Identifying and letting go of low value safety practices (The Healthcare Improvement Studies Institute (THIS.Institute) funded) (Daisy Halligan) - 2019-2023
PhD The effectiveness of mindfulness as a stroke rehabilitation intervention (Mohannad Mahmoud (Manchester Metropolitan University (started 2022, full-time)
Sample MSc/MA competions (primary supervisor)
- Diane Enderby (2021) Navigating Moral Distress: A Rapid Evidence Assessment of the Experiences of non-registered Health and Social Care Workers in Community Settings
- Rebecca Humphreys (2021) What are the psychosocial impacts on women post bilateral mastectomy in the UK? A literature review
- Nicola Cross (2020) Respiratory Rapid Access Team (RRAT) clinics: The establishment of RRAT clinics: a project to increase the number of urgent referral assessments completed per day by 5%
- Roy Westhead (2017) Understanding the perceptions of staff of the leadership skills they use whilst undertaking the senior manager on-call role in an NHS Trust: A phenomenological analysis.
- Jennifer Cribbes (2017) An audit to evaluate the effectiveness of the systems and processes implemented to support GMC medical revalidation in one acute NHS Trust.
- Lisa Milestone (2016) A qualitative study to explore Registered Nurses’ experiences of leading within a hospice environment.
- Joanna Yarker (2016) Forensic services nursing: Registered Nurses’ self-assessment of their clinical leadership skills within this setting.
- Lucy Tulloch (2015) Leadership for safety in the operating theatre: A systematic review of the leadership behaviours exhibited by operating theatre personnel and its impact on patient safety outcomes.
- Ben Murphy (2015) How do General Practitioner (GP) Clinical Commissioning Group (CCG) Governing Body (GB)members perceive their role and impact as clinical leaders on the commissioning decisions of their CCG?
- Jackie Shaw (2014) Understanding the Impact of One-to-One Developmental Coaching on the Leadership Development of Employees within an NHS Trust: An Interpretative Phenomenological Approach
- Jayne Pailor (2014) A phenomenological study to understand the perception of Advanced Practitioners in Radiology of their role as leaders.
- Michelle Parkes (2014) An exploration of nurses’ experiences of leading the management of situations of patient aggression in a secure in-patient setting.
- Janice McKenna (2014) Increasing consent rates for organ donation from 42% to the national average of 51%.
- Caroline Stockton (2013) Introducing a standardized theatre pack into the perioperative setting.
Research outputs
Quality Improvement and Patient Safety
The Silences Framework.
Qualitative methods e.g. IPA, in-depth interviewing
Critical Interpretivism
Action Research
Participatory research
Early translational research
Inter-agency/sector research
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Books (authored/edited/special issues)
Janes, G., Delves-Yates, C. (2022) Quality Improvement in Nursing (Transforming Nursing Practice Series). Sage.
Janes, G., Nutt, D., Taylor, P. (2016) Student behaviour in Higher Education: managing the behaviour of individuals or co-creation of positive learning cultures through partnership and engagement? (SEDA Special 38). Staff and Education Development Association.
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Chapters in books
Janes, G., Delves-Yates, C. (2022) 'Foundations Chapter.' Quality improvement in nursing. Sage,
Serrant, L., Janes, G., Opeyemi, O. (2020) 'Patient and Public Involvement in nurse education and learning.' Routledge International Handbook for Service User Involvement in Human Services Research and Education. Routledge,
Serrant, L., Janes, G., Odejimi, O. (2020) 'Service user involvement in nurse education.' The Routledge Handbook of Service User Involvement in Human Services Research and Education. pp. 260-273.
Janes, G., Taylor, P. (2016) 'Promoting a mutually respectful university community: an action research based approach..' Student behaviour in Higher Education: managing the behaviour of individuals or co-creation of positive learning cultures through partnership and engagement? SEDA Special 38 London SEDA.
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Journal articles
Wilson, C., Janes, G., Lawton, R., Benn, J. (2023) 'The types and effects of feedback for emergency ambulance staff: a systematic mixed studies review and meta-analysis.' BMJ Quality and Safety,
Wilson, C., Janes, G., Lawton, R., Benn, J. (2023) 'Feedback for Emergency Ambulance Staff: A National Review of Current Practice Informed by Realist Evaluation Methodology.' Healthcare (Switzerland), 11(16)
Harrison, R., Janes, G. (2022) 'Integrating the sciences of improvement, implementation and managing change in nursing practice.' Journal of Clinical Nursing, 32(11-12) pp. e19-e21.
Halligan, D., Janes, G., Conner, M., Albutt, A., Debono, D., Carland, J., Sheppard-Law, S., Taylor, N., Middleton, S., McInnes, E., Ferguson, C., Lawton, R. (2022) 'Identifying safety practices perceived as low-value: an exploratory survey of healthcare staff in the UK and Australia.' Journal of Patient Safety, 19(2) pp. 143-150.
Janes, G., Ekpenyong, M., Mbeah-Bankas, H., Serrant, L. (2022) 'An international exploration of blended learning use in pre-registration nursing and midwifery education.' Nurse Education in Practice, 66pp. 103514-103514.
Wilson, C., Janes, G., Williams, J. (2022) 'Identity, positionality and reflexivity: relevance and application to research paramedics.' British Paramedic Journal, 7(2) pp. 43-49.
Wilson, C., Howell, A.M., Janes, G., Benn, J. (2022) 'The role of feedback in emergency ambulance services: A qualitative interview study.' BMC Health Services Research, 22
Janes, G., Mills, T., Budworth, L., Johnson, J., Lawton, R. (2021) 'The association between healthcare staff engagement and patient safety outcomes: a systematic review and meta-analysis.' Journal of Patient Safety, 17(3) pp. 207-216.
Janes, G., Harrison, R., Johnso, J., Simms-Ellis, R., Thomas, M., Lawton, R. (2021) 'Multiple meanings of resilience: health professionals’ experiences of a dual element training intervention designed to help them prepare for coping with error.' Journal of Evaluation in Clinical Practice, 28(2) pp. 315-323.
Wilson, C., Janes, G., Lawton, R., Benn, J. (2021) 'The types and effects of feedback received by emergency ambulance staff: Protocol for a systematic mixed studies review with narrative synthesis.' International Journal of Emergency Services, 10(2) pp. 247-265.
Johnson, J., Simms-Ellis, R., Janes, G., Mills, T., Budworth, L., Atkinson, L., Harrison, R. (2020) 'Can we prepare healthcare professionals and students for involvement in stressful healthcare events? A mixed-methods evaluation of a resilience training intervention.' BMC Health Services Research, 20(1) pp. 1094-1094.
Janes, G., Serrant, L., Sque, M. (2019) 'Screaming silences: lessons from the application of a new research framework.' Nurse Researcher, 26(2) pp. 32-36.
Lawton, R., Johnson, J., Janes, G., Foy, R., Simms-Ellis, R. (2019) 'Supporting doctors who make mistakes.' The BMJ, 365
Janes, G., Serrant, L., Sque, M. (2018) 'Fragility hip fracture in the under 60s: a qualitative study of recovery experiences and the implications for nursing.' Journal of Trauma and Orthopaedic Nursing, 2(1)
Janes, G., Serrant, L., Sque, M. (2018) 'Silent slips, trips and broken hips in the under 60s: A review of the literature.' International Journal of Orthopaedic and Trauma Nursing, 30pp. 23-30.
Janes, G., Carling, J., Murray, D. (2017) 'Improving the accuracy of drug prescriptions.' The Ergonomist, (Jan-Feb)
Johnson, N., Penny, J., Dilys, R., Cooke, M.W., Fowler-Davis, S., Janes, G., Lister, S. (2010) 'Introducing service improvement to the initial training of clinical staff.' Quality and Safety in Health Care, 19(3) pp. 205-207.
Wilcock, P.M., Janes, G., Chambers, A. (2009) 'Health care improvement and continuing interprofessional education: Continuing interprofessional development to improve patient outcomes.' Journal of Continuing Education in the Health Professions, 29(2) pp. 84-90.
Janes, G., Mullan, A. (2007) 'Service improvement..' Nursing management (Harrow, London, England : 1994), 14(6) pp. 22-25.
Janes, G. (2006) 'Addressing the learning needs of multidisciplinary students at a distance using a virtual learning environment (VLE): A novice teacher reflects.' Nurse Education in Practice, 6(2) pp. 87-97.
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Conference papers
Janes, G., Ekpenyong, M., Serrant, L., Mbeah-Bankas, H. (2021) 'The role of blended learning in preparing students for initial professional registration: An international, Cross-sectional, Sequential Mixed Methods study..' In RCN Education Forum Conference. Online, 26/4/2022 - 27/4/2022.
Wilson, C., Janes, G., Lawton, R., Anne-Marie, H., Benn, J. (2020) 'The role of feedback and follow up in ambulance services: a qualitative interview study.' In Quality and risk in 999 healthcare: A balancing act?’ Conference 2020.. 37. Brighton, UK, 3/3/2020 - 4/3/2020. BMJ Publishing Group,