Adam Bancroft

Adam Bancroft

  • Lecturer In Paramedic Science
  • BGB
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Biography

I am currently a full time Programme Lead (PL) and a Lecturer (academic) in Paramedic Science at Bournemouth University (BU). I run several UG units and help with others within our busy programme, alongside guest lecturing in other healthcare disciplines and Academic Adviser duties.

The journey I took into Professional healthcare practice started in the London Ambulance Service (LAS) in 2002. I was posted to East London after my initial training, transferring to Central London, working out of Waterloo Ambulance station until 2011, transitioning from a Trainee Qualified Ambulance Technician to a Paramedic, through the vocational IHCD programme. I then continued my clinical practice transferring to South Central Ambulance Service (SCAS) predominantly across the SW Hampshire area of operations, moving into the area with a young family.

My Educational experience was founded in the LAS, working through their clinical mentorship programme, with vocational and academic students in clinical practice...

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Journal Articles

Conferences

  • Bancroft, A., Holley, D., Moran, J. and Rolfe, U., 2021. Exercise Martian Attack!: Using VR feedback as a reflective tool for paramedic science students. In: Moneypenny, M., Weldon, S., Hamilton, C., Buttery, A. and Aliner, G., eds. ASPiH 2021 Conference - Moving Upstream: Using simulation to improve systems 8-10 November 2021 Paper 61. International Journal of Healthcare Simulation, Volume 1 (Supplement 1), A66 online: Adi Health + Wellness.

Profile of Teaching UG

  • Service Improvement Project (L6) Unit Lead working with student led multidisciplinary teams (MDT’s). Tasked to help facilitate the unit launch to enthuse innovation and engagement in the student lead project teams. Throughout the unit I provide team guidance and mentorship as they collectively work towards their project objectives and goals. Ensuring a constructive distribution of individual workloads across the team with any academic intervention, if required. The nature of the unit framework challenges the MDTs’ professional relationships with compromise, conflict and negotiation all common place throughout the unit. All of which are great skills and experiences to develop and learn from across all healthcare disciplines. With the grand finale of watching and marking the final presentations, from the various project teams, I look to develop how the teams think about what they have to do to ensure that collectively produce interesting and innovative solutions and products.
  • Anatomy, Physiology and Pharmacology for Paramedics (L4) Shared Unit Leadership continues the development of this amalgamated unit to ensure that our new students have a sound introduction to our programme. The latest version is to be facilitated entirely online through the Virtual Learning Environment (VLE) to include further formative assessments at each stage to instil and promote independent self-learning skills to our latest cohort. The team that we lead to produce this is work is embracing new technology to promote a positive student experience, with the challenges and short comings of remote delivery. I am working to evolve the summative unit assessment to support the recognition of our students learning across the systems of this fundamental theoretical unit that is scaffolded to future units across our spiral curriculum.
  • Paramedic Practice Portfolio 1 (L4) Unit Lead runs throughout the year and represents preparation work to get the students into their first placement block with the confidence to learn from the time they have with their placement educators. The unit also incorporates the clinical skills sessions that complement the student’s ability to interact with their patients’ journey under mentorship. We have started to plan, write and produce instructional films to demonstrate all the skills and equipment that we use to become a valuable resource that all of our students can refer to throughout their time in our programme. This unit has also evolved key foundations of critical reflective writing to account for their time in placement, throughout the whole degree programme and into professional practice. These pro-forma journals culminate into their first written summative assessments, and recent remote delivery has provided opportunities in a reflective essay writing workshops and virtual journal clubs where peers review journals to develop their own critical evaluation skills.
  • Emergency Care Fundamentals (L4) Unit Lead is now completely structured around the principles of Team Based Learning (TBL) restructuring the unit to involve formative individual and team formative assessment, to support student learning. This unit is structured through the contributions of external expertise and input from professional practice. Pre-hospital consultants, Critical Care Paramedics and even our own Chancellor committed their time to compliment this unit delivery facilitating clinical skills, critical thinking and team communication techniques. The preparation and planning continues to explore the development of comprehensive exercise assurance framework to promote the student experience and meet ILO’s in managing acutely unwell and traumatically injured patients in our pre-hospital environments.
  • Practical Clinical Skills facilitation: Patient Assessment Fundamentals (L4) & Advanced Emergency Care (L5) working as part of our wider team to develop the practical skills foundations of our clinical practice linked into the further development advanced practice skills in our spiral curriculum of theory and practical education across our degree programme.

External Responsibilities

Public Engagement & Outreach Activities

  • I attended a Bournemouth schools careers evening and presented a talk to school students about a career in the modern Ambulance Service and our BSc (hons) Paramedic Science Degree at BU. This was done through a contact I had made outside of work with one of the teachers at the host school (Bournemouth School for Girls). The event has been run for some years and attracts >1000 attendees from various schools across the wider Bournemouth / West Dorset area and is designed to allow students to make informed choices for their GCSE, GCE 'A' level and BTEC studies to enable options into HE or future careers. This was facilitated in the evening through two separate talks in a classroom and well attended by school students and their guardians.
  • BUPECC is an inter-professional student-led event created for HSS students and registered professionals
  • BUPECC is an inter-professional student-led event created for HSS students and registered professionals
  • Introductoty lecture into the roles and responsibilities and duties of a UK NHS Ambulance Service at a major incident.
  • In partnership with NHS Dorset Clinical Commissioning Group (CCG) and the BU Primary Care Workforce Centre. Facilitating skills workshops after a generic introduction regarding study and career options as a Paramedic. The skills stations looked at numerous clinical skilss including elements of Advanced Life Support, IO infusion, Airway Managment. Rotating through small groups, enabling a brief introduction to various pieces of equipment and skills sets.

Conference Presentations

  • Visiting Lecture to Plymouth College of Arts (17.11.2021), The Digital Conundrum: digital health and/or wellbeing, 17 Nov 2021, Lecture @ Plymouth University of Arts
  • ASPiH: Moving Up Stream-Using Simulation to Improve Systems, Bancroft, A., Rolfe., U., Holley, D. and Moran, J. (2021) Exercise Martian Attack! Using VR feedback as a reflective tool for paramedic science students presented to the ASPiH 'Moving Upstream' Conf, 08 Nov 2021, Virtual Oral Presentation - Live Q&A
  • 4th International Medical Education and Informatics Conference, Bancroft, A (2021) case study 'Martian Attack!' presented as part of Holley, D. (2021) keynote ‘Tech v Trust: scaling simulation for the 21st Century, 13 Jul 2021, Online
  • Augmented Reality and Learning Innovation, Bancroft, A (2021) case study on 360 video simulation in paramedic sciences presented as part of Holley, D (2021) keynote Augmented Reality and Learning Innovation EdTech World Forum 2021 24.06.2021, 26 Jun 2021, Online
  • The role of simulation for authentic learning: blending theory and practice, Bancroft, A (2021) case study 'Martian Attack!' presented as part of Holley, D. (2021) keynote The role of simulation for authentic learning: blending theory and practice Edtech World Forum 2021, 25 Jun 2021, Online
  • The ‘Scale up challenge’: simulation for authentic learning workshop, Bancroft, A. (2021) case study 'Martian Attack!' presented as part of Holley, D and Singleton, H (2021) The ‘Scale up challenge’: simulation for authentic learning workshop for ALT –ELESIG (26.05.2021, 25 May 2021, Online
  • LD@3 national symposium, Bancroft, A. (2021) case study 360 video for student co-creation as part of Holley, D and Singleton, H Using Google cardboard to engage students LD@3 national symposium 02.03.2021, 02 Mar 2021, Online

Attended Training

  • International short course on Scientific Writing & Publishing: Organised by Geriatrics and Long Term Care Department, Rumailah Hospital, Qatar, 01 Sep 2020
  • Questionnaire Design Masterclass; Faculty of Health and Social Sciences, Bournemouth University, 23 Jan 2017, n/a

Qualifications

  • PGCE in Educational Practice (Bournemouth University, 2019)
  • MSc in Emergency Planning and Management (Coventry University, 2017)
  • Dip HEP in Diploma Health Emergency Planning (Loughborough University, 2014)

Memberships