Madawa Chandratilake

+44 (0)1382 381952
Part Time Tutor

Biography

Madawa Chandratilake joined the Centre for Medical Education in September 2008 to carry out research activities and to contribute to the programme of courses in medical education. He graduated with his Masters degree in medical education from the University of Dundee in July 2008 gaining distinction. Madawa graduated MBBS from the University of Colombo and is a lecturer in medical education at the University of Kelaniya, Sri Lanka.

Madawa successfully completed his doctoral studies in December. Madawa’s PhD was entitled "Development and Validation of an Inventory to Measure the Professionalism Culture of Medical Schools in the UK". Professor Val Wass, Head of the School of Medicine at Keele University was the External and Madawa was supervised by Sean McAleer from the Centre and Professor John Gibson from Dundee Dental School. Madawa was a member of the academic staff in the Centre for six years and returned to his home in Sri Lanka to take up a senior appointment at the University of Kelaniya. He will, however remain, as external tutor so the links with Dundee remain.

His main areas of teaching include curriculum development, professionalism, assessment and clinical teaching. He has conducted medical education workshops both locally and internationally. He has been supervising masters projects carried out under a wide range of topics. He has several publications in leading medical education and clinical journals, and he has co-authored book chapters.

Research

  • Professionalism in Medicince
  • Assessment of Clinical Practicitioners

Teaching

  • Portfolio Building
  • Portfolio Assessment
  • Curriculum Planning
  • Work Place Based Assessment
  • Study Guides
  • Standard Setting
  • Reflective Practice
  • Lifelong Learning

Publications

2013

  • Delfino AE, Chandratilake M, Altermatt FR & Echevarria G (2013). Validation and piloting of Direct Observation of Practical Skills (DOPS) tool to assess intubation in the Chilean context. Medical Teacher, 35(3): 231-236.
  • Gordon MA, Baker P & Chandratilake M (2013). Low fidelity, high quality: A model for e-learning. Clinical Teacher, 10(4): 258-263.
  • Palmgren PJ, Chandratilake M, Laksov KB & Nilsson G (in press). Is there a chilly climate? An educational environmental mixed method study in a chiropractic training institution. Journal of Chiropractic Education, 27(1): 11-20.

2012

  • Al-Eraky MM & Chandratilake M (2012). How medical professionalism is conceptualised in Arabian context: A validation study. Medical Teacher, 34: S90–S95.
  • Chandratilake M, McAleer S, Gibson J (2012). Professionalism: the indicator of a civilized and exemplary medical profession. Ceylon Medical Journal, 57: 57-60.
  • Chandratilake M (2012). The Journey of Imparting the Morality of Medicine, Journal of Medical Research and Education, 01: 08-10.
  • Chandratilake M, McAleer S & Gibson J (2012). Cultural similarities and differences in medical professionalism: a multi-region study. Medical Education, 46: 257–266.
  • McGregor CA, Paton C, Thomson C, Chandratilake M & Scott H (2012). Preparing medical students for clinical decision making: A pilot study exploring how students make decisions and the perceived impact of a clinical decision making teaching intervention. Medical Teacher, 34: e508–e517.
  • Roff S, Chandratilake MN, McAleer S, Gibson J (2012). Medical student rankings of proposed sanction for unprofessional behaviours relating to academic integrity: results from a Scottish medical school. Scottish Medical Journal. Scottish Medical Journal, 57: 76–79
  • Schoeman S & Chandratilake M (2012). The weak relationship between anatomy competence and clinical skills in junior medical students. Anatomical Sciences Education, 5: 217–224.
  • Schoeman S & Chandratilake M (2012). The anatomy competence score – a new marker for anatomical ability. Anatomical Sciences Education, 5(1): 33–40.
  • Yeganeh-Arani E, Chandratilake M & Muula A (2012). Factors affecting career preferences of medical students at the College of Medicine in Malawi. South African Medical Journa, 102(4): 249-251.

2011

  • Chandratilake M, Davis M & Ponnamperuma G (2011). Assessment of medical knowledge: The pros and cons of using true/false multiple choice questions. National Medical Journal of India, 24 (4): 225-228.
  • Davis M & Chandratilake MN (2011). Recent developments in undergraduate education, How students learn? in Brown T and Eagles J (eds); Undergraduate Teaching of Psychiatry. London: Royal College of Psychiatrists.
  • Gordon M, Chandratilake M & Baker P (2011). Improved junior paediatric prescribing skills after a short e-learning intervention: a randomised controlled trial. Archive of Disease in Childhood, 96(12):1191-4.
  • Palmgren PJ & Chandratilake M (2011). Perception of educational environment among undergraduate students in a chiropractic training institution. Journal of Chiropractic Education, 25(2):151–163.
  • Roff S, Chandratilake M, McAleer J and Gibson J (2011). Preliminary benchmarking of appropriate sanctions for lapses in undergraduate professionalism in the health professions. Medical Teacher; 33: 234–238.

2010

  • Chandratilake MN, Ponnamperuma G, Davis M (2010). Evaluating and designing assessments for medical education: the utility formula. Internet Journal of Medical Education, 1: 1.

2009

  • Chandratilake MN, de Silva NR (2009). Identifying poor concordance between the ‘planned’ and the ‘hidden’ curricula at a time of curriculum change in a Sri Lankan medical school using the Dundee Ready Education Environment Measure (DREEM). South East Asian Journal of Medical Education, 3: 2.

2007

  • Chandratilake MN, Soemantri D (2007). Strategies for sustaining curricular changes in medical schools: a proctological view. South East Asian Journal of Medical Education, 2(1): 8-14.