I have been part of the eLearning Unit at St George's since 2008, having previously worked as a database developer, onsite engineer and as an IT security audit consultant.
Since joining St George's and working the higher education sector I have worked on many grant funded projects, particularly related to the use of virtual patients for delivering medical and healthcare education in blended settings, and the use of data standards in education. These include the JISC-funded PREVIEW project, which explored the use of virtual patients in the virtual world Second Life, and the eViP project to develop a shared referatory of virtual patient resources from multiple institutions across Europe. More recently, I chaired the Technical Reference Group of the EC Erasmus+ funded Widening Access to Virtual Educational Scenarios (WAVES) project and was responsible for the evaluation strategies of the EC Erasmus+ funded Training Against Medical Error (TAME) and the EC Tempus funded ePBLNet projects.
I was also a member of the project team for the EC Erasmus+ funded MEDCIN project which used data standards to describe and compare outcome-based medical curricula. I have also been a core project team member of the NIHR funded EFFIP project which was developed in the Institute of Population Health and is trialling a resource for carers of those with Psychosis called COPe-Support.
Since 2015 I have supported and worked on the delivery of St George's FutureLearn courses since 2015, delivering 12 courses on the platform to date. These courses cover a range of subjects including Genomic medicine, organ donation, virtual scenarios and clinical empathy, and are also used as part of taught programmes within St George's. I was also involved in the initial implementation of the MyProgress ePortfolio system at St George's.
I have been an invited member of the Technical Steering Committee at the data standards organisation MedBiquitous since 2014, and was a member of the working group that developed the ANSI/MEDBIQ VP.10.1-2010 MedBiquitous Virtual Patient standard. I have also participated in the Curriculum Inventory and Learning experience working groups at MedBiquitous.
I have been fortunate to have had the opportunity to develop my research profile through participation in both local and international projects, and through the development of my doctoral thesis, which I intend to defend in 2020.
My research interests are in technology-enhanced learning, and specifically the use of virtual scenarios as educational tools in blended settings. I have also explored the use of data standards in medical education, and the development of MOOCs in medicine and healthcare.
My key publications are:
Sin J, Woodham LA, Henderson , Claire, Williams E, Sesé Hernández A, Gillard S. (2019) Usability evaluation of an eHealth intervention for family carers of individuals affected by psychosis: A mixed-method study. Digital Health. 5:205520761987114.
Sin J, Henderson C, Woodham LA, Sesé Hernández A, Gillard S. (2019) A Multicomponent eHealth Intervention for Family Carers for People Affected by Psychosis: A Coproduced Design and Build Study. Journal of Medical Internet Research. 21(8):e14374.
Woodham LA, Round J, Stenfors T, Bujacz A, Karlgren K, Jivram T, et al. (2019) Virtual patients designed for training against medical error: Exploring the impact of decision-making on learner motivation. PLoS One. 14(4):1–21.
Kononowicz AA, Woodham LA, Edelbring S, Stathakarou N, Davies D, Saxena N, et al. (2019) Virtual Patient Simulations in Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration. Journal of Medical Internet Research. 21(7):e14676.
Kononowicz AA, Woodham L, Kavia S. (2017) The different dimensions of widening access to virtual scenarios in the WAVES project. e-mentor. 3:47–54.
Vaitsis C, Spachos D, Karolyi M, Woodham L, Zary N, Bamidis P, et al. (2017) Standardization in medical education: review, collection and selection of standards to address technical and educational aspects in outcome-based medical education. MEFANET Journal. 5(1):28–39.
Kononowicz AA, Woodham L, Georg C, Edelbring S, Stathakarou N, Davies D, et al. (2016) Virtual patient simulations for health professional education. Cochrane Database of Systematic Reviews.
Woodham LA, Poulton E, Jivram T, Kavia S, Sese Hernandez A, Sahakian CS, et al. (2017) Evaluation of student and tutor response to the simultaneous implementation of a new PBL curriculum in Georgia, Kazakhstan and Ukraine, based on the medical curriculum of St George’s, University of London. MEFANET Journal. 5(1):19-27.
Woodham LA, Ellaway RH, Round J, Vaughan S, Poulton T, & Zary N. (2015). Medical Student and Tutor Perceptions of Video Versus Text in an Interactive Online Virtual Patient for Problem-Based Learning: A Pilot Study. Journal of Medical Internet Research, 17(6):e151.
Rampling J, O’Brien A, Hindhaugh K, Woodham L, Kavia S. (2012). Use of an online virtual environment in psychiatric problem-based learning. The Psychiatrist, 36:391-396
Kononowicz AA, Zary N, Davies D, Heid J, Woodham L, & Hege I. (2011). Push and pull models to manage patient consent and licensing of multimedia resources in digital repositories for case-based reasoning. Studies in health technology and informatics, 169:203-7.
Conradi E, Kavia S, Burden D, Rice A, Woodham L, Beaumont C, Savin-Baden M, Poulton T. (2009). Virtual patients in a virtual world : Training paramedic students for practice. Medical Teacher, 31(8): 713-720.
Kononowicz AA, Heid J, Donkers J, Hege I, Woodham L, Zary N. (2009). Development and Validation of Strategies to Test for Interoperability of Virtual Patients. Studies in health technology and informatics, 150:185-189.
Zary N, Hege I, Heid J, Woodham L, Donkers J. (2009). Enabling Interoperability, Accessibility and Reusability of Virtual Patients across Europe – Design and Implementation. Studies in health technology and informatics, 150:826-830.