Mrs Menna Brown

Research Highlights

1. Brown, M., Hooper, N., James, P., Scott, D., Bodger, O., & John, A. (2020). A Web-Delivered Acceptance and Commitment Therapy Intervention With Email Reminders to Enhance Subjective Well-Being and Encourage Engagement With Lifestyle Behavior Change in Health Care Staff: Randomized Cluster Feasibility Stud. JMIR Formative Research, 4(8), e18586

   https://doi.org/10.2196/18586, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa55043
2. Brown, M., O'Neill, N., Woerden, H., Eslambolchilar, P., Jones, M., & John, A. (2016). Gamification and Adherence to Web-Based Mental Health Interventions: A Systematic Review. JMIR Mental Health, 3(3), e39

   https://doi.org/10.2196/mental.5710, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54114
3. Marchant, A., Brown, M., Scourfield, J., Hawton, K., Cleobury, L., Dennis, M., Lloyd, K., McGregor, J., John, A., & Cleobury, E. (2020). A Content Analysis and Comparison of Two Peaks of Newspaper Reporting During a Suicide Cluster to Examine Implications for Imitation, Suggestion, and Prevention. Crisis, 1-9.

   https://doi.org/10.1027/0227-5910/a000655, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa53915
4. Henning, M., Hawken, S., MacDonald, J., McKimm, J., Brown, M., Moriarty, H., Gasquoine, S., Chan, K., Hilder, J., & Wilkinson, T. (n.d.) Exploring educational interventions to facilitate health professional students’ professionally safe online presence. Medical Teacher, 1-8.

   https://doi.org/10.1080/0142159x.2017.1332363, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa52821

   http://dx.doi.org/10.1080/0142159x.2017.1332363
5. Brown, M., Hoon, A., Glendenning, A., John, A., & Glendenning, A. (2016). Effectiveness of Web-Delivered Acceptance and Commitment Therapy in Relation to Mental Health and Well-Being: A Systematic Review and Meta-Analysis. Journal of Medical Internet Research, 18(8), e21

   https://doi.org/10.2196/jmir.6200, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa29653

   http://www.jmir.org/2016/8/e221
6. Brown, M., O'Neill, N., van Woerden, H., Eslambolchilar, P., Jones, M., & John, A. (2016). Gamification and Adherence to Web-Based Mental Health Interventions: A Systematic Review. JMIR Mental Health, 3(3), e39

   https://doi.org/10.2196/mental.5710, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa29650

   http://mental.jmir.org/2016/3/e39/
7. Brown, M., Barnes, J., Silver, K., Williams, N., Newton, P., & Newton, P. (2015). The Educational Impact of Exposure to Clinical Psychiatry Early in an Undergraduate Medical Curriculum. Academic Psychiatry

   https://doi.org/10.1007/s40596-015-0358-1, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa22114
8. Brown, M. (2014). Evaluating PLATO: postgraduate teaching and learning online.. The Clinical Teacher, 11(1), 10-14.

   SU Repository: https://cronfa.swan.ac.uk/Record/cronfa17353
9. Sanderson, M., Allen, P., Peckham, S., Hughes, D., Brown, M., Kelly, G., Baldie, D., Mays, N., Linyard, A., & Duguid, A. (2013). Divergence of NHS choice policy in the UK: what difference has patient choice policy in England made?. Journal of Health Services Research & Policy, 18(4), 202-208.

   https://doi.org/10.1177/1355819613492716, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa17354
10. Brown, M., Tucker, P., Rapport, F., Hutchings, H., Dahlgren, A., Davies, G., Ebden, P., Tucker, P., Hutchings, H., Rapport, F., Davies, G., & Brown, M. (2010). The impact of shift patterns on junior doctors' perceptions of fatigue, training, work/life balance and the role of social support. BMJ Quality & Safety, 19(6), e36-e36.

    https://doi.org/10.1136/qshc.2008.030734, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa10406
11. Brown, M. (2006). Cinderella’s story: the psychosocial impact of pituitary conditions. In 197th Meeting of the Society for Endocrinology

    SU Repository: https://cronfa.swan.ac.uk/Record/cronfa26139

All Research

• PM-006 Foundation to data handling and analysis

  The module aims to provide a student with a deep understanding of data and information. It will examine what information is, how it is collected, manipulated, presented and interpreted and why data driven decision making is a much more subjective process than it might appear. The primary aim is to provide a strong foundation of ideas and that will properly prepare students for further study in quantitative analysis. The secondary aim is provide some of the skills necessary to manipulate and manage data.

• PM-137 Introduction to Medical Psychology

  The module aims to provide an introduction to the way in which psychologists study human behaviour. Students will be introduced to the dominant theoretical approaches within Psychology in order to understand how each approach studies and explains behaviour differently. Students will then apply this knowledge to consider different explanations and treatment of various mental health conditions such as depression, anxiety disorders, schizophrenia, eating disorders and addictive behaviours. Students will learn some of the key principles of behaviour analysis and how they can be applied to behavioural medicine and health behaviours. Students will attend two seminars that will provide an introduction to the difficulties and controversies surrounding the mental health conditions covered in the lectures, and the ethical challenges surrounding the facilitation of behaviour change. Seminar one will involve discussion of the advantages and disadvantages of how we diagnose mental health conditions. Seminar two will involve the ethical considerations of utilising punishment to facilitate behaviour change.

• PM-146 Digital Health

  This module introduces students to some of the basic concepts and theories of information technology within a population health context. It builds upon and develops the students' knowledge of the growing role of ICT in Health Systems, and Health and Social Care service provision. Topics will adopt both technological and sociological perspectives.

• PM-148 Foundations of Community Medicine

  Communities now play a key role in improving and sustaining good health and the delivery of care. This has led to the development of a new field within medical education and practice called Community Medicine. Community Medicine is often considered synonymous with Preventative and Social Medicine (PSM), Public Health, and Community Health because of a shared concern with the prevention of disease and promotion of health and wellbeing. This module introduces students to the wide range of approaches encompassed within Community Medicine. These include preventative, promotive, curative and rehabilitative approaches aimed at improving population health through community-based health and care.

• PM-258 Intermediate Medical Psychology

  This module will build upon knowledge acquired in PM137 Introduction to Medical Psychology with regard to mental health by exploring and applying contemporary research into the treatment of these conditions. Students will learn about third wave psychological interventions (such as Acceptance and Commitment Therapy,Mindfulness Based Stress Reduction, Compassion Focussed Therapy) as a way of treating mental health problems. Students will then apply this treatment knowledge to a fictitious case study as part of the written coursework assessment. In this module students will be introduced to the field of Health Psychology including some key models of health behaviour, psychological aspects of illness (for example the doctor-patient relationship, non-compliance with treatment), psychological aspects of pain, and psychological aspects of stress.

• PM-269 Population Health & The Art of Research 1

  This module introduces students to the philosophical underpinnings, and practical applications of population health research. It has been designed to enable students to develop a real-world understanding of a range of epidemiological and qualitative research methodologies used to investigate population health problems, and an appreciation of the importance of ethics when conducting population health research in practice.

• PMEM0130 Research project in Medical Education 1

  This module provides further opportunities for those who are familiar with some research methods and techniques but may benefit from supervision to advance their knowledge and skills educational research and evaluation. The current module aims to enhance the research skills and education and writing for publication by supporting learners to undertake a small-scale research or evaluation project in healthcare education.

• PMEM0201 Research Methods in Education

  This module will help students to develop the skills necessary for conducting educational research. Both qualitative and quantitative and `mixed¿ methods of data collection are studied and analysed, and the `pragmatic¿ orientation of relating research methodology to the problem being researched is outlined in depth. The practical techniques of data collection are studied in detail. Analysis of varying data types is also explained and issues to do with the design of research also explored. The ethical foundations of research are also explored.

• PMEM0230 Research project in Medical Education 2

  The current module aims to enhance the research skills and education and writing for publication by supporting learners to undertake a small-scale research or evaluation project in healthcare education. Alongside, PMEM0130, this module provides further opportunities for those who are familiar with some research methods and techniques but may benefit from supervision to advance their knowledge and skills in: (i) a particular educational research or evaluation area (ii) conduct small research/evaluation project related to their educational practice (iii) enhance their writing for publication skills within the educational field (iv) gain experience in peer-reviewing of educational proposals/manuscripts.

• PMEM025 Mentoring and Supervision

  This module aims to develop participants¿ awareness of the key issues, principles and practice of mentoring and educational and clinical supervision both from an individual and organisational perspectives. Through engagement in theoretical and practical activities and reflection, participants will enhance their skills and practice in supporting others professional development.

• PMEM0301 Qualitative Data Analysis for Health and Medical Education

  This is module aims to enable the students to conduct high-quality qualitative research in education. The module will focus on the common qualitative research designs and explore the theoretical perspectives, ethical issues, epistemological standpoints and practice considerations underpinning those designs. Practical techniques of data collection, analysis, interpretation and data presentation will be explored.

• PMRM02 Data Analysis for Health and Medical Sciences

  This module explores the concepts, principles and applications of various approaches to data analysis and interpretation for both qualitative (including thematic content analysis) and quantitative methods (including analysis of difference, variance and relationship).

Menna has engaged with the public to share her research interest as part of the following events; Oriel science, super science Swansea 2020, the After Dark Science Festival, Swansea University, 2019 and the Year 9 conference, Swansea University 2019.

• Champions for Health: Adaptation and pilot evaluation of a web-based health and wellbeing resource for Graduate Entry Medical (GEM) students 2019 - 2020

  , SDMF funded the project £6000

• Research Assistant , Swansea University

  2007 - 2013

• Crisis- Invited presentation ‘Champions for Health’

  2018

  The Wellbeing centre, Swansea

• Peoples Development Conference, Swansea Bay University Health Board Head – Invited presentation ‘Champions for Health’

  2019

  Swansea Bay University Health Board Head Quarters

• Collaborate conference – Invited presentation ‘ACTivate your wellbeing’

  2018

  Swansea University

• Peoples Development conference, Abertawe Bro Morgannwg University Health Board – Invited presentation ‘Champions for Health’

  2016

  Abertawe Bro Morgannwg University Health Board, Baglan