Professor Susie Schofield
Professor (Teaching and Scholarship)
Postgraduate Medicine, School of Medicine
+44 (0)1382 386802
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 of 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.
As Associate Dean for Quality and Academic Standards within the School of Medicine, I work closely with the Associate Dean (Learning & Teaching) to ensure that local practices and policies support an excellent student experience and that the School’s approach to quality and the setting and maintaining of academic standards is aligned with University policies and strategies. I co-chair the School’s Quality in Learning and Teaching (QiLT) Committee with the ADL&T, and am an active member of the University team responsible for the institutional oversight of quality and academic standards, informing policy, and ensuring School personnel and process are updated accordingly.
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
- 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
Post-graduate: Design and delivery face to face and distance of various courses on the Masters of 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 of 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.
Sonic screwdrivers, social purpose and ‘stuckness’ are just some of the topics to be explored at the University of Dundee next month.
We would like to extend our warmest congratulations to our School of Medicine colleagues who have been promoted recently.