Silvia Cori

My research interests centre on enhancing learning, assessment, and professional identity formation within diagnostic radiography education. I am particularly interested in qualitative inquiry exploring the experiences of students, practice educators, and multidisciplinary teams across clinical placement settings. Areas of focus include:

• Practice learning quality, equity, and placement capacity
• Transitions between university and clinical environments
• Professional expectations and the impact of HCPC Standards of Proficiency
• Simulation-based education and innovative pedagogies for preparing learners for practice
• Patient-centred care, communication, and safety within imaging pathways
• Workforce development and interprofessional collaboration

I am also developing work in mixed-method approaches to understand learner progression and to strengthen support structures within clinical education.

I welcome supervision of undergraduate and postgraduate students with interests in applied radiography research, particularly those exploring:

• Paediatric Radiography
• Approach and adaptive communication with different types of patients (e.g. paediatric, neurodivergent)
• Educational experiences in radiography and the development of clinical competence
• Practice educator support, expectations, and assessment
• Simulation, reflective practice, or student support mechanisms
• Quality and safety in imaging, including justification and radiation protection principles
• Workforce, placement capacity, and service improvement within imaging departments

I am happy to support projects using qualitative, quantitative, or mixed-method approaches, and especially those that aim to inform practice learning, curriculum development, or patient-centred radiography services.

My teaching philosophy is grounded in creating inclusive, supportive, and practice-focused learning environments where students feel confident to participate, reflect, and grow. I draw on active learning strategies, simulation, clinical scenarios, and evidence-based pedagogies to help learners bridge theory and practice.
I place strong emphasis on developing critical thinking, professional behaviours, and safe, compassionate care, aligned with the HCPC Standards of Proficiency.
My approach is collaborative and student-centred: I strive to foster a sense of belonging, encourage reflective dialogue, and integrate real clinical challenges so students are well prepared for placement and future autonomous practice. As Placement Lead, I work closely with clinical partners to ensure students experience high-quality, supported learning across diverse settings.