Dr. Lynch is based in the Centre for Medical Education. Her background in experimental psychology, along with more than two decades of work in experimental and applied training, evaluation, and assessment inform and enhance her current work. Notable contributions to the University’s medical education programmes include co-development of the Multiple Mini-Interview, an innovative method for selecting medical school candidates; research related to the predictive validity of the UK Clinical Aptitude Test (UKCAT); and curriculum development, teaching and leadership in the areas of undergraduate and postgraduate assessment.
Her research interests include best practices in assessment, enhancement of higher education professionals’ literacy in statistics and assessment, and building capacity for critical engagement with the research literature.
Jarvis, R., Harrison, N., & Lynch, B. (2019). Still ticking boxes? How and why to switch from simple checklists to domain-based marking of OSCEs. Workshop accepted for the International Clinical Skills Conference, Prato, Italy.
Dowell, J., Lynch, B., Till, H., Kumwenda, B., & Husbands, A. (2012). The multiple mini-interview in the UK context: 3 years of experience at Dundee. Medical Teacher, 34(4), 297–304.
Einspruch, E.L., Lembach, J., Lynch, B., Lee, W., Harper, R., & Fleischman, R.J. (2011). Basic life support instructor training: Comparison of instructor-led and self-guided training. Journal for Nurses in Professional Development, 27(3), E4-E9.
Potts, J. & Lynch, B. (2010). Stepping forward or shrinking back: Psychological factors in bystanders’ decisions to act (or not). Resuscitation, 81(2): S47.
Lynch, B., MacKenzie, R., Dowell, J., Cleland, J. and Prescott, G. (2009), Does the UKCAT predict Year 1 performance in medical school? Medical Education, 43: 1203–1209. doi: 10.1111/j.1365-2923.2009.03535.x
Lynch, B., Einspruch, E.L., Nichol, G., & Aufderheide, T.P. (2008). Assessment of BLS skills: optimizing use of instructor and manikin measures. Resuscitation, 76(2): 233-243. doi: 10.1016/j.resuscitation.2007.07.018
Einspruch, E.L., Lynch, B., Aufderheide, T.P., Nichol, G., Becker, L. (2007). Retention of CPR skills learned in a traditional AHA Heartsaver course versus 30-min video self-training: A controlled randomized study. Resuscitation, 74: 476–486. doi: http://dx.doi.org/10.1016/j.resuscitation.2007.01.030
Potts, J. & Lynch, B. (2006). The American Heart Association CPR Anytime™ Program: the potential impact of highly accessible training in cardiopulmonary resuscitation. Journal of Cardiopulmonary Rehabilitation, 26: 346-354.
Lynch, B.C. & Einspruch, E.L. (2006). ‘Aye’ of the beholder: Patterns of error in instructors’ assessments of CPR skill. Paper presented at the 2006 Emergency Cardiovascular Care Update International Education Conference, Coronado Springs, FL.
Braslow, A. & Lynch, B.C. (2006). The Science Behind Self-Directed Learning: Improving the Application of a Tried-and-True Approach. Paper presented at the 2006 Emergency Cardiovascular Care Update International Education Conference, Coronado Springs, FL.
Lynch, B.C., Einspruch, E.L. (2005, November). The efficacy of a handheld compression-aid device under conditions of variable chest compliance. Paper presented at the 2005 Resuscitation Science Symposium, Dallas, TX.
Lynch, B.C., Einspruch, E.L., Stapleton, E., & Idris, A. (2004, September). The effectiveness of CPR self-instruction to train lay rescuers in the community. Paper presented at the 2004 Emergency Cardiovascular Care Update International Education Conference, New Orleans, LA.
Lynch, B.C., Einspruch, E.L., Nichol, G., Becker, L.B., Aufderheide, T., & Idris, A. (2005). Effectiveness of a 30-minute CPR self-instruction program for lay responders: A controlled randomized study. Resuscitation, 67: 31–43.
Lynch, B.C. & Einspruch, E.L. (2004). Brief, self-directed CPR training for lay responders is as effective as traditional instruction. Paper presented at the 2004 Scientific Sessions Conference; Circulation, 110(Suppl. 17): 414.
Lynch, B.C. (2003, July). Using logic models to keep your program on track. Workshop presented at the Yale School of the 21st Century annual conference Partners for Success, New Haven, CT.
Chehardy, P., Doherty, A., Dracup, K., Handley, A.J., Hawkins, H., Juarbe, T.C., Kloeck, W.G.J., Lynch, B.C., ... & Wilson, E. (2001). Proceedings of the Guidelines 2000 Conference for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care: An International Consensus on Science. Annals of Emergency Medicine, 37(4): S49–S59.
Note. Prior to 1999 Bonnie C. Lynch published under the name Bonnie C. Potts.
Potts, B.C., Melara, R.D., & Marks, L.E. (1998). Circle size and diameter tilt: A new look at integrality and separability. Perception & Psychophysics, 60(1): 101–112.
Cain, W.S., & Potts, B.C. (1996). Switch and bait: Probing the discriminative basis of odor identification via recognition memory. Chemical Senses, 21: 35–44.
Melara, R.D., Marks, L.E., & Potts, B.C. (1993). Early-holistic processing or dimensional similarity? Journal of Experimental Psychology: Human Perception and Performance, 19: 1114–1120.
Melara, R.D., Marks, L.E., & Potts, B.C. (1993). Primacy of dimensions in color perception. Journal of Experimental Psychology: Human Perception and Performance, 19: 1082–1104.
Potts, B.C. (1993). Improving the quality of student notes. (ERIC Document Reproduction Service No. ED 366645)
Potts, B.C. (1993). Strategies for teaching critical thinking. (ERIC Document Reproduction Service No. ED 385606)
Dr. Lynch is responsible for teaching on the following PG Medical Education modules:
- Assessing Knowledge, Skills, and Attitudes (module lead)
- Principles of Assessment (deputy lead)
- Does Trauma Team Training Improve Teamwork in the Trauma Bay and Outcomes for Major Trauma Patients? M. Noonan, 2018
- How Do Foundation Year Doctors Perceive the Effect of Feedback on Their Future Learning? L. Horgan, 2018
- Developing an Objective Structured Assessment of Technical Skills (OSATS) for Adult Microlaryngoscopy. F. Ramazani, 2018
- Reliability and Validity of a Peer Assessment Tool and Its Impact on Students’ Behaviour and Achievement in Problem-Based Learning. W. Alotaibi, 2018
- Development of an Integrity-focussed Situational Judgement Test for Medical School Candidates. A. Husbands, 2018