Susie Schofield

+44 (0)1382 386802
Reader / e-learning Lead


Susie Schofield started work life programming then project managing in the financial sector in London. This led to an interest in training and education, and she completed a PGCE at Cambridge University in 1991. Moving to Dundee in 1999, she studied for a masters in applied computing, which she combined with a 3-year research assistant post on a European-funded eLearning project. This was followed by a PhD in the School of Education at Dundee: The medically interrupted learner: Communication channels for sustaining educational and socio-emotional progress where she analysed the experiences and attitudes of health and education students and professionals as well as hospitalized children and their guardians.

She joined the Centre for Medical Education (CME) in 2006 as Staff Development Officer, supporting NHS doctors involved in the undergraduate medical curriculum in their educational role. Appointed lecturer and eLearning academic lead in 2009 on the Masters in Medical Education programme, she led the move of the paper-based course to online. In 2013 she became senior lecturer and CME’s internationalisation lead, and works with students and staff both locally and internationally. She is a member of senate and the University subcommittees for Equality and Diversity, the PGCAPHE and the Consumer Protection Act. She represents the University on the SHED (Scottish Higher Education Developers) group and continues to work closely with NES (NHS Education Scotland) Tayside.


Current Research Interests
  • Staff development including the development and impact of training and educational qualifications, the use of frameworks, and career choice
  • Technology-enhanced learning, including digital and assessment literacy
  • Supporting the LGBT health professional student
Current Research Supervision

PhD/professional doctorate:

  • The impact of postgraduate qualifications in medical education
  • Retention and success in healthcare education: Exploring the influence of gendered identities in male and female dominated environments
  • Women in Surgery: Exploring stakeholders’ experiences and perceptions of male and female surgeons in different healthcare settings
  • The push and pull of teacher Professional Development

Current and previous Masters topics including:

  • A case study to explore and identify emergent tools and processes for leading change and innovation through converged curriculum development of a pre-registration nursing programme
  • Development of Reflective Learning in Fourth Year Medical Students During Eight-Week Family Medicine Posting
  • Assessing the performance of GP Trainees in Tajikistan Evaluation of a pilot to introduce undergraduate medical student teaching in Ambulatory Care settings in the UK approaches for work-place used assessment in postgraduate training in psychiatry in the West Midlands
  • Student assessment of clinical skills. The impact of video recording and demonstration of benchmark performances on student ability to accurately self-assess
  • Determining the educational climate in the applied health sciences using the Dundee Ready Educational Environment Measure (DREEM) Questionnaire. Use the DREEM results as a component for enhancement of teaching / learning in the applied health sciences
  • A Participatory Action Research Investigation of Methods Employed to Improve Tutorials in General Practice
  • Evaluation of existing methods of assessment in the undergraduate medical education
  • Student perceptions of the benefits of Problem-Based Learning
  • Developing a structured curriculum for the resident as educator program
  • Factors influencing student response to illness and disability in themselves and their colleagues
  • A one-day clinical teaching skills workshop as a tool for Maharaj Staff
  • Evaluating the use of the e-portfolio in clinical placement for the Medial Radiation Sciences Program
  • Development of a task-based, integrated curriculum in undergraduate surgery
  • Supporting a face-to-face PBL programme with online discussion boards in Saudi Arabia
  • Following Charcot: case-based learning in neuroscience grand rounds
  • Struggling students
  • Role of the Internet in teaching communication skills to medical students
  • Students' perceptions of the learning environment: A study into some differences and similarities across the academic years at a private medical college, Bangladesh

Lectures and conferences

Conferences/invited talks
  • Schofield, S. (2017) Planning CPD programmes and associated challenges at international level National Forum on Continuing Professional Development (CPD) in Higher Education (NFCPD), Faculty of Medicine, University of Kelaniya, Ragama, Sri Lanka 2nd – 3rd March 2017
  • ?Schofield, S. (2017) Improving digital and assessment literacy through online feedback dialogue: The interACT case study Digital Assessment Forum, Stirling University, UK. 20th February 2017
  • Schofield, S.Translating evidence-based guidelines to improve feedback practices: The interACT case study 17th National Blackboard Users Conference. Durham University, UK. 5th – 6th January 2017
  • Schofield, S. (2016) Transforming medical education through collaborative research: Laying down good foundations LUHMS: Jamshoro, Pakistan. 17 – 18th December, 2016
  • Schofield, S., Ajjawi, R. (2016) Increasing assessment literacy through feedback dialogue ELESIG1: Inverness, UK. 21st November 2016
  • Schofield, S. (2016) Digitally enhanced feedback dialogue SHED: Inverness, UK, 14-15th November 2015
  • Schofield, S., Ajjawi, R. (2016) Improving assessment literacy through feedback dialogue EARLI SIG1: Munich, Germany. 24 – 26th August 2016
  • Sethi, A., Schofield, S., Ajjawi, R., McAleer, S. (2016) ‘I’m a medical education, get me out of here’: Exploring the tensions ASME: Belfast, UK 6th – 8th July 2016
  • Duffy, S., Hudson, A., Moran, T., Taylor, N., Schofield, S. (2015) Working in partnership to explore the use of ICT and Digital Media to Support the Development of Learning to Learn Competencies and Transition into Higher Education: a Local and European Perspective. TEPE conference 2015: From widening horizons to a world view: Dundee, UK
  • Schofield, S. (2015 interACT: supporting feedback dialogue through technology. QAA: Edinburgh, UK
  • Schofield, S., Barton, K., Ajjawi, R. (2015) Getting the most from feedback. Newcastle University, UK
  • Schofield, S., Barton, K., Ajjawi, R. (2014) Using a wiki to support adult learners and their engagement with feedback from tutors, 10-11th October 2014, eLene2learn conference: Barcelona, Spain
  • Schofield, S. (2014) “Online discussions: lessons learnt from a non-cohort module” eLearning symposium, Dundee 30 May 2014
  • Schofield, S., Barton, K., Ajjawi, R. (2014) Interact: Getting the most out of feedback Learning through technology: Edinburgh, UK. 29-30 April 2014
  • Schofield, S. (2014), eLearning – hopes and scope Postgraduate Institute of Medicine symposium: Colombo, Sri Lanka. 23 Jan 2014
  • Schofield, S. (2014), Enhancing interactivity of large group teaching, University of Kelaniya, symposium, Ragama, Sri Lanka. 24th Jan 2014
  • Schofield, S. & Macrae, C. (2013) Developing the leaders of faculty development 2nd International Conference on Faculty Development in the Health Professions: Prague, Czech Republic. 23rd – 25th August 2013
  • Schofield, S., Barton, K., Ajjawi, R. (2013) Technology-enhanced dialogic feedback in curriculum design Post-conference publication: Enhancement and Innovation in Higher Education Conference , Glasgow 11-13th June 2013: 390-398
  • Ajjawi, R., Schofield. S. (2012) Developing and implementing principles for promoting dialogic feedback in eAssessment eAssessment Scotland Annual Conference: Dundee, UK. 31st August 2012
  • Haq, R., Schofield, S. (2012) What training is needed in the undergraduate syllabus to prepare foundation doctors for their educational role? AMEE Annual Conference: Lyon, France. 25th – 29th August 2012
  • Schofield, S.J. (2011) The social and educational impact of hospitalisation on children – attitudes and experiences of medical, nursing and education students, teachers and doctors ASME Annual Scientific Meeting: Edinburgh, UK. 13th – 15th July 2011
  • Schofield, S.J. (2010) Associate specialists: Needs analysis for educational role ASME Annual Conference: Cambridge, UK. 21st – 23rd July 2010
  • Dent, J., Schofield, S., Davis, M. (2009) Can a structured logbook help students to maximise their learning in an outcomes-based curriculum?” AMEE Annual Conference: Málaga, Spain 29th August – 2nd September 2009


Post-graduate: Design and delivery face to face and distance of various courses on the Masters in Medical Education programme including: application of educational theories, teaching methods, reflection and reflective practice, learning styles, instructional design, technology-enhanced learning, blended learning, curriculum development, educational environment, equality and diversity, curriculum evaluation, quantitative research methods, principles of assessment, self-assessment, feedback, management and leadership in the health professions; mentoring new markers; reviewing and revising course materials; ensuring University QA procedures adhered to. Development of new curriculum for masters in medical education from inception to implementation and review

Undergraduate: Peer-tutoring academic support, supervisor for 4th year projects, SSC in medical education. Numerous workshops for university teachers, hospital clinicians, dental trainers and GP trainers locally, nationally and internationally to support their educational role.


  • Cameron, B. & Schofield, S. (in press) E-Learning in Global Surgery chapter for Global Surgery: The Essentials, edited by Dr. Adrian Park and Dr. Raymond Price
  • Schofield, S.J., Chandratilake, M., Nishigroi, H. (2016) Chapter 11: The use of technology in the supervision and teaching of medical education in Teaching, Coaching and Mentoring Adult Learners edited by Heather Fehring and Susan Rodrigues. Taylor & Francis/Routledge of Abingdon, UK
  • Janczukowicz J, SJ Schofield (2014) Rozwój profesjonalny i uczenie si? przez ca?e ?ycie. In Profesjonalizm lekarski Pages 50 – 62 Medical Tribune: Warsaw, Poland
  • Janczukowicz J, SJ Schofield (2104) Mentoring ? przewodnik dla pocz?tkuj?cych.. In Profesjonalizm lekarski Pages 63-75 Medical Tribune: Warsaw, Poland
  • Janczukowicz J, E Zielonka, SJ Schofield (2014) Podstawy efektywnej i profesjonalnej komunikacji. In Profesjonalizm lekarski Pages 103-114 Medical Tribune: Warsaw, Poland
  • SJ Schofield (2014) Evolution of Medical Curriculum: historical perspectives in "Health and Disease: curriculum for the 21st century medical students" in Paul Ganguly (Ed) Health and Disease: Curriculum for the 21st Century Medical Students. Nova Science Publications p 1-25 25p.
  • C Macrae, S Schofield, & R Ajjawi (2013) Professional Development for Medical Educators. In: S Loftus, T Gerzina, J Higgs, M Smith and E Duffy Educating Health Professionals: Becoming a University Teacher. Sense Publishers, The Netherlands
  • S Schofield & R Ajjawi (2012) Avoiding plagiarism in Communicating in the Health Sciences (2nd Ed) Jiggs J, Ajjawi, R McAllister L, Trede F, Loftus S Sydney: Oxford University Press
  • Arzuman, H., Al-Mahmood, A. K., Islam, S., Afrin, S. F., Khan, S. A. & Schofield, S. J. (2016) Students’ perception of learning environment: A base line study for identifying areas of concern at a private medical college, Bangladesh. Bangladesh Journal of Medical Science. 15(2): 234-242
  • Patterson, A., Sharek, D., Hennessy, M., Phillips, M., & Schofield, S. (2016). Medical humanities: a closer look at learning. Medical Humanities, medhum-2015.
  • Barton, K.L., Schofield, S.J., McAleer, S., Ajjawi, R. (2016) Translating evidence-based guidelines to improve feedback practices: the interACT case study. BMC Medical Education MEED-D-15-00025 16(1) 53
  • Price, S., & Schofield, S. (2015). How do junior doctors in the UK learn to provide end of life care: a qualitative evaluation of postgraduate education.BMC palliative care, 14(1), 45.
  • Donohoe, C. L., Conneely, J. B., Zilbert, N., Hennessy, M., Schofield, S., & Reynolds, J. V. (2015). Docemur Docemus: Peer-Assisted Learning Improves the Knowledge Gain of Tutors in the Highest Quartile of Achievement but Not Those in the Lowest Quartile. Journal of surgical education, 72(6), 1139-1144.
  • Sethi, A., Schofield, S., Ajjawi, R., & Mcaleer, S. (2015). How do postgraduate qualifications in medical education impact on health professionals? Medical Teacher, (0), 1-6.
  • Bradley, R., & Schofield, S. (2014). The Undergraduate Medical Radiation Science Students' Perception of Using the e-Portfolio in Their Clinical Practicum. Journal of Medical Imaging and Radiation Sciences, 45(3), 230-243.
  • Mowat A, Schofield S (2014) SAS Career Development Funding: is it any good? Anaesthesia News, 320:19-21
  • Mowat A, Schofield SJ (2014) Study leave usage by SAS grade staff. RCOA bulletin 83:e9-10
  • Schellenberg, K. L., Schofield, S. J., Fang, S., & Johnston, W. S. (2013). Breaking bad news in amyotrophic lateral sclerosis: The need for medical education. Amyotrophic Lateral Sclerosis and Frontotemporal Degeneration, (0), 1-8.
  • Janczukowicz J, Zielonka E, Schofield SJ. (2013) Altruizm to za ma?o Cz???: Podstawy efektywnej i profesjonalnej komunikacji Medycyna po Dyplomie 22(9)
  • Janczukowicz J, Schofield SJ. (2013) Altruizm to za ma?o Cz???: Profesjonalizm a refleksyjna praktyka: Medycyna po Dyplomie (2013) Medycyna po Dyplomie 23(7-8)
  • Schofield SJ, Janczukowicz J. (2013) Altruizm to za ma?o Cz??? 6 Mentoring ? przewodnik dla pocz?tkuj?cych” Medycyna po Dyplomie (2013) 22(6):34-48
  • Ajjawi,R., Schofield, S., McAleer, S., Walker, D. (2013) Assessment and feedback dialogue in online distance learningMedical Education 47(5): 527-528
  • H Rigby, S Schofield, K Mann, T Benstead (2012) An exploration of case-based learning in neuroscience grand rounds using the Delphi technique Neurology 79(3):e19-26.
  • A Alamro, S Schofield (2012) Blended problem based learning in the Qatar medical programme Medical Teacher 34: S20-S24
  • S Hawkins, A Osborne, S Schofield, P Dimitrios, J Chester. (2012). Student self-assessment of clinical skills. The impact of video recording and demonstration of benchmark performances on students’ ability to self-assess. Medical Teacher 34(4): 279-284
  • R Lumsden & S Schofield, (2011). Perceptions of educational climate in a Canadian medical radiation science programme Medical Teacher 33(9):774
  • R Lumsden & S Schofield (2011) Perceptions of Educational Climate in a Canadian Medical Radiation Science Programme Journal of Medical Imaging and Radiation Science 42: 124-129
  • S Schofield, (2011) How do you tell a student they smell? Clinical Teacher 8(2): 131–132
  • S Schofield, S Bradley, C MacRae, D Nathwani, J Dent. (2010) How we encourage faculty development Medical Teacher 32(11): 883 – 886
  • S Schofield, D Nathwani, F Anderson, R Monie, M Watson, M Davis. (2009) Consultants in Scotland: survey of educational qualifications, experience and needs of Scottish consultants. Scottish Medical Journal 54(3): 25-29
  • S Schofield, D Nathwani, F Anderson, R Monie, M Watson, M Davis (2009) Developing a staff development session for medical teachers. HEA MeDev 1.2