I am the Y2 Director for Graduate Entry Medicine, and I lead on Medicine, Health and Society. In 2016 I was BMA Cymru Swansea GEM Teacher of the Year.

From a research perspective and as a social scientist I have an enduring concern with maximising diversity, equity and equality in health, education and employment. My primary health research interests lie at the interface between work and illness, centring on mental health and work capacity / incapacity. My educational research focuses on career choice, and recruitment and retention to rural medicine.

Areas of Expertise

  • medical education
  • mental health
  • qualitative methods

Publications

  1. & Programme to increase equity of access to high quality mental health services in primary care Care (AMP). Journal of Affective Disorders 122, S18-S19.
  2. & Evaluating a complex model designed to increase access to high quality primary mental health care for under-served groups: a multi-method study. BMC Health Services Research 16(1)
  3. et. al. Debt Counselling for Depression in Primary Care: an adaptive randomised controlled pilot trial (DeCoDer study). Health Technology Assessment 21(35), 1-164.
  4. & Women and Leadership in Medicine and Medical Education: International Perspectives. In Maria Tsouroufli (Ed.), Gender, Careers and Inequalities in Medicine and Medical Education: International Perspectives. (pp. 69-98). Chennai: MPS.
  5. Dowrick, C., Gask, L., Edwards, S., Aseem, S., Bower, P., Burroughs, H., Catlin, A., Chew-Graham, C., Clarke, P., Gabbay, M., Gowers, S., Hibbert, D., Kovandzic, M., Lamb, J., Lovell, K., Rogers, A., Lloyd-Williams, M., Waheed, W. Researching the mental health needs of hard-to-reach groups: managing multiple sources of evidence.. 9

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Teaching

  • PM-239F Doctor as Scholar and Scientist 1

    This module provides medical students with the foundation of scientific knowledge, which is required for the practice of medicine. Focusing on the principle of the Doctor as Scientist and Scholar (Tomorrow's Doctors, GMC 2009), this module enables students to develop their scientific knowledge within a clinical context.

  • PM-349D Doctor as Scholar and Scientist 2

    This module further develops the student's scientific knowledge, building on the foundations laid in Year 1. Focusing on the principle of the Doctor as Scientist and Scholar (Tomorrow's Doctors, GMC 2009), this module enables students to enhance their scientific knowledge and understanding of its importance to clinical practice within a clinical context.

  • PM-351D Doctor as a Professional 2

    This module provides medical students further opportunities to consider professionalism - an approach that is essential for good medical practice. Focusing on the principle of the Doctor as a Professional (Tomorrow's Doctors, GMC 2009), and in particular, professional values with respect to team working, professional boundaries, doctors as teachers and reflection on/in practice, this module enables students further to develop and manifest their professionalism within both an academic and a clinical context.

  • PM-358I Doctor as Scholar and Scientist 3

    This module enables medical students to integrate their scientific knowledge and clinical skills in order to apply it within the context of clinical practice, thus enhancing their ability to practice medicine. This module builds on the knowledge learned in the previous years, focusing on the notion of the Doctor as a Scientist and Scholar (Tomorrow's Doctors, GMC 2009).

  • PM-360I Doctor as a Professional 3

    This module provides medical students withfurther insight into professionalism - an approach that is essential for good medical practice. Focusing on the principle of the Doctor as a Professional (Tomorrow's Doctors, GMC 2009), and in particular, professional values, reconciling ethics, law and moral beliefs, the responsibilities of doctors to engage in management of health systems, including leadership, and promoting self awareness and a consideration of how personal health can influence the care of patients, this module enables students to develop and manifest their professionalism within both an academic and a clinical context.

  • PM-367C Doctor as Scholar and Scientist 4

    This module enables medical students to consolidate their scientific knowledge within the context of clinical practice, and prepares them for the Foundation Year training programme. This module builds on the knowledge learned in the previous years, focusing on the notion of the Doctor as Scientist and Scholar (Tomorrow's Doctors, GMC 2009).

  • PM-369C Doctor as a Professional 4

    This module provides medical students with further insight into professionalism - an approach that is essential for good medical practice. Focusing on the principle of the Doctor as a Professional (Tomorrow's Doctors, GMC 2009), and in particular, professional values recognising and practising in uncertainty, improving quality of care, patients as partners, preparation for practice, this module prepares students to manifest professionalism as they start their career as a medical practitioner.

Supervision

  • Untitled (current)

    Student name:
    DProf
    Other supervisor: Prof Andrew Grant
    Other supervisor: Dr Suzanne Edwards
  • ‘Enquiry into how Qualitative Methods Influence Trials and their Yields’ (EQUITY): Exploring registered trials including a reported qualitative component (current)

    Student name:
    PhD
    Other supervisor: Dr Suzanne Edwards
    Other supervisor: Prof Hayley Hutchings
  • Rights and Responsibilities: Are the safeguards contained in PACE (the Police and Criminal Evidence Act 1984, 2006) adequate to protect the rights of individuals with autism entering the criminal justice system? (current)

    Student name:
    PhD
    Other supervisor: Dr Gareth Noble
    Other supervisor: Dr Suzanne Edwards
    Other supervisor: Ms Jane Williams
    Other supervisor: Dr Anthony Charles