Dr Gillian Scanlan
Postgraduate Medicine, School of Medicine
+44 (0)1382 386315
Ninewells - Mailbox 17
I joined the University of Dundee in February 2019 as a lecturer in Postgraduate Medical Education in the Centre for Medical Education. The majority of my role involves the delivery of the Masters in Medical Education (both online and face to face). I am currently supervising two masters students. These projects focus on exploring curriculum development in postgraduate Emergency Medicine training in Chile and Exploring the factors that influence the development of self-assessment skills in undergraduate medical students in Canada.
My background is in psychology, undertaking a masters in Clinical Health Psychology between 2014-2015. This programme helped to increase my knowledge of psychological theory and how it is used in health care, as well as providing training in research methods. I gained experience of teaching undergraduate psychology students. I helped to deliver group teaching and helped to introduce undergraduate students to webinars and online group discussion forums. As part of my masters project I undertook a systematic review in the area of ‘screening for dementia'. Moreover, I also undertook a formal piece of health psychology consultancy work, where I worked in a multidisciplinary team that included: psychologists, home careers, nurses and doctors. My role was to evaluate home care workers and home care management services within North Lanarkshire Council. This role also involved interviewing home care workers and validating whether the training they have received was implemented in practice.
I recently completed my PhD in Medical Education in 2019. My PhD combined quantitative and qualitative methods to examine and explore the factors influencing trainee doctors career decision making and how these link with trainee experiences of the Foundation Programme (FP) (the two-year postgraduate compulsory training programme after completion of medical school in the UK). Via a mixed method programme of research which included one to one interviews with FP Year 2 doctors, two discrete choice experiment studies and one quantitative survey, I identified that several themes/factors were important in the career decision making of Foundation Year 2 doctors. Throughout my time as a PhD student I was involved in delivering teaching and training sessions to foundation programme trainees in NHS Grampian, NHS Greater Glasgow and Clyde and pharmacists in Glasgow. This included problem-based learning sessions and group work.
Moreover, I have recently completed a project in collaboration with the Centre for Healthcare Education Research and Innovation and the GMC. This involved examining survey responses and feedback from trainers and trainees about placements and/or organisation/specialities or departments, including enhanced monitoring and “red flag” data. The aim of the project was to identify if there are patterns in the data which may enable the GMC and individual departments to identify and address problems in a timely manner. The ultimate aim of the project was to develop guidance which can be used by departments to prevent them from going into enhanced monitoring.
I am currently Module Lead or Deputy on the following modules: Learning Transitions in Health Professionals, Learning and Teaching in Medical Education, Curriculum Planning and Evaluation, Clinical Teaching and Leadership in Healthcare and Healthcare Education.