Sean McAleer

+44 (0)1382 381950
Course Director / Senior Lecturer


Sean’s background is in Psychology and he has worked in the Centre for Medical Education since 1988. He initially was involved in a 3 year project looking at the validity and reliability of the Membership exam of the Royal College of General Practitioners. He followed this by co-writing a book on Medical Audit which was funded by NHS Scotland. In the early 1990s he became part of the teaching team responsible for the both the face-to-face and distance learning courses run by the Centre. Since then he has been active in the educational training of health care professions in the UK and worldwide and he is currently the Course Director for the Postgraduate Certificate, Diploma and Masters in Medical Education.


Along with Sue Roff he has developed and validated the Dundee Ready Educational Environment Measure (DREEM). This Inventory has been used internationally by various medical schools and has resulted in several published research papers.

He has supervised well over 120 Master’s dissertations, in addition to PhD and MD theses. Currently his research interests are in the areas of assessment and professionalism.

Lectures and conferences

  • Poblete P, Cadden S, McAleer S, Mason A and Forgie A (2014). Three Dimensional Virtual Learning Resources: Comparing Perceived Needs in Two Countries. A paper presented at the IADR/PER Congress, Sept. Dubrovnik, Croatia. Sept.10-13
  • Poblete P, Cadden S, McAleer S, Mason A and Forgie A (2014). Identifying areas of need for 3-dimnesional virtual learning resources in dental education. A poster presented at the Association for Dental Education in Europe conference. Riga, Latvia. 27-29 August.
  • Sethi A, McAleer S, Ajjawi R, Schofield S (2014). The impact of postgraduate qualifications in medical education on graduates' professional identity and career pathways. A poster presented at the ASME conference Brighton, UK. 16-18 July.
  • Kapur K, McAleer S, Persson F and Bjerre-Christensen U (2013). A training course for multi- disciplinary health care professionals – assessing the impact and the role of action plans. A paper presented at the International Diabetes Federation World Congress in Melbourne, Australia
  • Ajjawi R, McAleer J, Mammen T (2012). Improving feedback dialogue in an online medical education programme: challenges and rewards. ASME Conference: Delivering a High Quality Learning Experience in Changing Times, 18-20 July, The Brighton Centre, Brighton UK.


He is responsible for the running of the taught Masters programme, both the distance learning and face-to-face strands. He has been Educational Advisor to the Faculty of Family Planning (Royal College of Obstetricians and Gynaecologists) and has worked at length with the Irish College of General Practitioners, the Royal College of Surgeons and the English and Welsh Police Examination Board among others. He is currently External Examiner for the Masters programme in Veterinary Education at the RVC, University of London.

He teaches on the Discovery courses and on the Postgraduate Certificate/Diploma in Medical Education. He also contributes regularly to the overseas courses/workshops undertaken by the Centre.


Halman S, Dudek N, Wood T, Pugh D, Touchie C, McAleer S & Humphrey-Murto S. (2016): Direct Observation of Clinical Skills Feedback Scale: Development and Validity Evidence, Teaching and Learning in Medicine, DOI: 10.1080/10401334.2016.1186552

Barton KL, Schofield SJ, McAleer S & Ajjawi R. (2016) Translating evidence-based guidelines to improve feedback practices: the interACT case study BMC Medical Education. 16:1, 53 DOI.

Elledge R, McAleer S, Thakar M, Begum F, Singhota S, & Grew N. (2016) Use of a virtual learning environment for training in maxillofacial emergencies: Impact on the knowledge and attitudes of staff in accident and emergency departments. British Journal of Oral and Maxillofacial Surgery. 54:2,166-169 doi


Kapur K, McAleer S, Persson F, Bjerre-Christensen U (2015) Improving the effectiveness of short term courses for multidisciplinary health care professionals. Practical Diabetes, 32(5):180-185.

Sethi A, Schofield S, Ajjawi R & McAleer, S (2015) How do postgraduate qualifications in medical education impact on health professionals? Medical Teacher, 1-6, 10.3109/0142159X.2015.1009025

Hickey C, McAleer J. & Khalili D. (2015) E-learning and traditional approaches in psychotherapy education: comparison. Archives of Psychiatry and Psychotherapy. 2015, 4:48-52.

Hickey C and McAleer S (2015) Designing and Developing an Online Module: A 10-Step Approach. Academic Psychiatry: 10.1007/s40596-015-0457-z. Published online 18 December DOI.

Hickey C and McAleer S (2015) Competence in Psychotherapy: The Role of E-Learning. Academic Psychiatry. 2015 Nov 25. PMID:26608063 DOI

Hickey C, McAleer S (2015) A Needs Analysis for a Resident Psychotherapy Curriculum. Journal of Psychology and Psychotherapy, 5:3 188. doi: 10.4172/2161-0487.1000188


AlFaris EA, Naeem N, McAleer S, Qureshi R, Van der Vleuten C, Irfan F, Jamal A. (2014) Why a teacher centred medical school curriculum may result in a poor educational environment? Journal of Contemporary Medical Education, 2(2), 85-90. doi:10.5455/jcme.20140620013233

Elledge R, McAleer S (2014). Content planning for a brief educational intervention in maxillofacial emergencies for Emergency Department staff: a Modified Delphi study. The British Journal of Oral and Maxillofacial Surgery Nov 4. pii: S0266-4356(14)00620-2. doi: 10.1016/j.bjoms.2014.10.005 [Epub ahead of print].

Roff S, McAleer (2014). Robust DREEM factor analysis. Letter to the Editor. Medical Teacher, 36(11).

Woods RA, Trinder K, D'Eon M, McAleer J (2014). Teaching the RAPID Approach at the Start of Emergency Medicine Clerkship - An Evaluation. Canadian Journal of Emergency Medicine, 16(4):273-280.


Ajjawi, R, Schofield S, McAleer S, Walker D (2013). Assessment and feedback dialogue in online distance learning. Medical Education, 47(5), 527-528.

McAleer S, Chandratilake M (2013), Choosing Instruments for Assessment (Ch.37) in The Oxford textbook of Medical Education. Ed. Kieran Walsh. Oxford University Press.

McAleer S, Roff S (2013). Educational Environment (Ch. 48) in A Practical Guide for Medical Teachers (4th Edition). Eds Dent JA and Harden RM. Churchill Livingston, Elsevier.

Woods RA, Trinder K, D'Eon M, McAleer J (2013). Teaching the RAPID Approach at the Start of Emergency Medicine Clerkship - An Evaluation. Canadian Journal of Emergency Medicine 15:1-8.


Chandratilake MN, McAleer S, Gibson J (2012). Professionalism: the indicator of a civilised and exemplary medical profession. The Ceylon Medical Journal, 57(2): 57-60.

Chandratilake M, McAleer S, Gibson J (2012). Cultural similarities and differences in medical professionalism: a multi-region study. Medical Education, 46: 257-266.

Parikh R, Wardle K, Westwood R, Lawrie I, McAleer J (2012). Why and How should we teach Geriatric Medicine? CME Geriatric Medicine, 14(1): 16-24.

Roff S, Chandratilake M, 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, 57(2):76-79.


Roff S, Chandratilake M, McAleer S and Gibson J (2011). Preliminary benchmarking of appropriate sanctions for lapses in undergraduate professionalism in the health professions. Medical Teacher, 33(3):234-238.

Rahayu G R, and McAleer S (2011). Clinical Reasoning Inventory: An alternative method to measure clinical reasoning skills. Focus on Health Professional Education, 12(3):17-29.


Veerapen K and McAleer S (2010). Students’ perception of the learning environment in a distributed medical programme. Medical Education Online, 15:5158-DOI: 10.3402/meov15i0.5168.

Chandratilake M, McAleer S, Gibson J and Roff S (2010). Medical Professionalism: what does the public think? Clinical Medicine, 10(4):364-369.

Edgren G, Haffling A-C, Jakobsson U, McAleer S and Danielsen N (2010) Comparing the educational climate (as measured by DREEM) at two different stages of curriculum reform. Medical Teacher 32, 6 e533-538.

Roff S, Chandratilake M, McAleer S, Derwani K ad Gibson J (2010). Dundee polyprofessionalism inventories for academic integrity and protoclinical learning. Learning and Teaching in Medicine, Dentistry and Veterinary Science, 01.21.14.


Led Sorensen J, Lokkegaard E, Johansen M, Ringsted C, Kreiner S and McAleer S (2009). The implementation and evaluation of a mandatory multi-professional obstetric skills training programme. Acta Obstetricia et Gynecologica Scandinavica, 10: 1-11.

McAleer S, Soemantri D and Roff S (2009). Educational Environment (Ch. 9) in A Practical Guide for Medical Teachers (3rd Edition), 64-70. Eds Dent JA and Harden RM. Churchill Livingston, Edinburgh.

McAleer S (2009). Choosing assessment instruments (Ch42) in A Practical Guide for Medical Teachers (3rd Edition), 318-324. Eds Dent JA and Harden RM. Churchill Livingston, Edinburgh.

Ponnamperuma GG, Karunathilake IM, McAleer S and Davis MH (2009). The Long Case and its modifications: a literature review. Medical Education, 43: 936-941.


Wangsaturaka D and McAleer S (2008). Development of the clinical learning climate measure for undergraduate medical education. South East Asian Journal of Medical Education, 2(2): 41-51.

Murphy M, Seneviratne R De A, McAleer S, Remers OJ and Davis MH (2008) Student selected components: do students learn what students think they teach? Medical Teacher, 30:9, e175-e179.

Retno Rehayu G and McAleer S (2008) Clinical reasoning of Indonesian medical students as measured by diagnostic thinking inventory. South East Asian Journal of Medical Education, 2(1): 42-47.

Davis MH, Ponnamperuma G, McAleer S and Galloway D (2008) Intercollegiate specialty board oral examinations in surgery:purpose, content and marking criteria. South East Asian Journal of Medical Education, 2(1): 7-13.