Clinical education research

About the CER team

The CER team includes four professors of CER (including a professor of Primary Care Education); and colleagues from multi-disciplinary backgrounds. There is an excellent track record of research supervision from BSc to PhDs and beyond. The team attracts PhD candidates and collaborators from across the faculty and internationally; offering an inclusive and interdisciplinary work environment.

Areas of expertise include digital education (including virtual reality), development and validation of research tools, assessment, professionalism and curriculum development. Trainees have access to key methodological expertise (eg realist evaluations, educational randomised controlled trial), PGCert (MedEd) training, and bespoke staff development programme or flagship institutes within the University.  

Selected publications

2025  |  2024  |  2023  |  2022  |  2021

2025

Church, H.R., Brown, M.E.L., Govender, L., Clark, D. Beyond the bedside: A scoping review of the experiences of non-practicing healthcare professionals in  Health Professions Education. Medical Education March 2025 Vol 59 Issue 3 p272-291 First published: 12 September 2024

Emery, L. J., Jackson, B., & Mitchell, C. (2025). ‘I feel many of my reflections are forced’: international medical graduates’ perspectives on reflection in UK general practice training: a mixed methods qualitative study. BJGP Open, 8(4).

^£Lim JJ. Longitudinal Integrated Clerkships: The Good, the Bad, and the Fixable. The British Student Doctor Journal. 2025.  

Brooks W, Maybrook-Walker I (2025). Crash Course Medical Ethics and Medical Law. 1st. Ed., Elsevier 01 Mar 2025.  Print ISBN-13:9780443246036. Vivekananda-Schmidt P, Cooper, R. (Eds.) 

^$Tokidis E, Perin G, Vivekananda-Schmidt P, Balasubramanian SP. Evidence-Based Medicine Within Surgical Practice and Training: A Scoping Review. World J Surg. 2025 Feb 4. doi: 10.1002/wjs.12479. Online ahead of print.

^$Tokidis E, Vivekananda-Schmidt P, Balasubramanian SP.  A Focus Group Discussion Study Exploring General Surgery Trainees' Views on Evidence-Based MedicineWithin Their Training Program in the United Kingdom.  J Surg Educ. 2025 Jan;82(1):103348. 

2024

Ariss SMB, Taylor P, Fitzsimmons D, et alMobile technology and delegated work in specialist community services: the EnComPaSS Integration project. BMJ Supportive & Palliative Care 2024;14:e1144-e1151.

Birks, S., Gray, J., Darling-Pomranz, C. Using artificial intelligence to provide a ‘flipped assessment’ approach to medical education learning opportunities. Medical Teacher 2024

Bloomfield J, van Diggele C, Frotjold A, Schneider C, Howard R, Roberts C, Lane S. Achieving the unachievable: the development of a large-scale interprofessional education workshop for first-year health professional students. Medical Research Archives. 2024 Mar 26;12(3).

Hook, Z., Jackson, B., Alberti, H., Capper, C., Hay, F., Hire, C., . . . Protheroe, J. (2024). The impact of the COVID-19 pandemic on students' views of a career in general practice. BJGP Open.

Jackson, B., Mitchell, C., Coster, J., Lawy, T., Burton, C., Reynolds, J., . . . Ariss, S. (2024). FAIRSTEPS study - Framework Addressing Inequities in pRimary care using STakEholder PerspectiveS: Integrative evidence review and Delphi consensus. Public Health, 237, 307-315.

Joddrell P, Manson J, Kyeremateng S, Gerlinde Pilkington, Steven Ariss, Kinga Lowrie, Laura McTague, and Taylor, P.M. Six years of Project ECHO: Implementation and evaluation of a hospice-led multiprofessional education programme. Health Informatics Journal. 2024;30(4).

^£Lim JJ,  Birks S,  Roberts C.  How to … navigate specialised programmes for early-career doctors in medical education. Clin Teach.  2024; 21(6):e13832. 

^£Lim JJ, Wellington J, Morrow K, Mackay S. Inclusive pregnancy status checks in medical imaging: a vital measure for enhancing patient safety and equity in healthcare Postgraduate medical journal. 2024 Oct 29:qgae150.

^£Lim JJ, Roberts C, Singh R, Wellington J. Bridging accelerated medical programmes and workforce demands: a critical evaluation of the four-year direct entry medical degree. Journal of the Royal Society of Medicine. 2024;117(11):361-365.

^£Lim JJ, Roberts C, Jauhar Ali SN et al. Exploring students’ and examiners’ perceptions of the sequential OSCE: A qualitative study]. MedEdPublish 2024, 14:113 (slides)

Manson J, Gardiner C, Taylor P, et al. Palliative care education in nursing homes: a qualitative evaluation of telementoring. BMJ Supportive & Palliative Care 2024;14:e2147-e2153.

Mitchell, C., Fryer, K., Guess, N., Aminu, H., Jackson, B., Gordon, A., . . . Brown, J. (2023). Underserved ‘Deep End’ populations: a critical analysis addressing the power imbalance in research. British Journal of General Practice, 73(732), 326-329. 

Reeve, S., Gray, J., Watkins, J., Donaldson-Perrott, A., Straughton, K. A survey of the current UK Physician Associate educator workforce and recommendations for training programs and provider organisations. J PA Ed 2024

Roberts C, Jorm C, Nisbet G, Gordon CJ, Chen T, Held F, Haq I. Video-based peer assessment of collaborative teamwork in a large-scale interprofessional learning activity. BMC Medical Education. 2024 Nov 14;24(1):1307.

Sandars J, Vivekananda-Schmidt P, Husain L, Leadbetter P.  A response to Simpson and Hope's 'From policy to practice: Measuring success in widening participation'.   Med Educ. 2024 Aug;58(8):1012. doi: 10.1111/medu.15465. Epub 2024 Jun 15.

van Diggele C, Roberts C, Bloomfield J, Lane S. Interprofessional education: Building social capital among faculty. Are we there yet?. Focus on Health Professional Education: A Multi-Professional Journal. 2024 Mar;25(1):92-109.

Vivekananda-Schmidt P, Sandars J, Husain L, Leadbetter P, Marshall M. Effectively supporting widening participation learners in medical education through a capability approach lens.  Int J Med Educ. 2024 Sep 20;15:110-112. doi: 10.5116/ijme.66d8.1a0f.

Wellington J, Chin Ning ML, De-Alker E, Lim JJ. Preference informed allocation for the Specialised Foundation Programme. Postgrad Med J. 2024 Nov 22;100(1190):954-955. 

2023

Khanna P, Roberts C, Burgess A, Lane S, Bleasel J. Unpacking the impacts of programmatic approach to assessment system in a medical programme using critical realist perspectives. Journal of Critical Realism. 2023 Oct 20;22(5):840-58.

Lee GC, Kyeremateng S, Taylor P, et al. Palliative care teaching in the new internal medicine curriculum: Project ECHO–an innovative approach to postgraduate education. BMJ Supportive & Palliative Care 2023;13:247-254.

Vivekananda-Schmidt P, Oldale F, Russell J, Sandars J. Peer assessment of professionalism attributes.   Clin Teach. 2023 Jun;20(3):e13570. doi: 10.1111/tct.13570. Epub 2023 Mar 9.

2022

Emery, L. J., Jackson, B., Oliver, P., & Mitchell, C. (2022). International graduates’ experiences of reflection in postgraduate training : a cross-sectional survey. BJGP Open, 6(2).

*Goble M, Whitfield A, Ogden-Newton J, Vivekananda-Schmidt P.  Curricular changes and interim posts during Covid-19: graduates' perspectives.  BMC Med Educ. 2022 May 31;22(1):413. doi: 10.1186/s12909-022-03477-6.

Hodge, Andrew; Manson, Jane; McTague, Laura; Kyeremateng, Sam; Taylor, Paul.  Creating virtual communities of practice for ambulance paramedics: a qualitative evaluation of the use of Project ECHO in end-of-life care. British Paramedic Journal, Volume 7, Number 3, 1 December 2022, pp. 51-58(8). 

 Richards, E., Elliot, L., Jackson, B., & Panesar, A. (2022). Longitudinal integrated clerkship evaluations in UK medical schools: a narrative literature review. Education for Primary Care, 33(3), 148-155. 

Roberts C, Khanna P, Bleasel J, Lane S, Burgess A, Charles K, Howard R, O'Mara D, Haq I, Rutzou T. Student perspectives on programmatic assessment in a large medical programme: A critical realist analysis. Medical Education. 2022 Apr 7.

Vivekananda-Schmidt P, Bolton C, Knox R.  Developing good practice by understanding how UK medical schools address low level concerns: a survey study. Educ Prim Care. 2022 Jan;33(1):6-12. 

Wong WY, Moni K, Roberts C, Thistlethwaite J. Engaging clinical examiners with structured feedback to enhance assessment practices. Medical teacher. 2022 Mar 25:1-8.

Wong WY, Thistlethwaite J, Moni K, Roberts C. Using cultural historical activity theory to reflect on the sociocultural complexities in OSCE examiners’ judgements. Advances in Health Sciences Education. 2022 Aug 9:1-20.

2021

Emery, L., Jackson, B., & Herrick, T. (2021). Trainee engagement with reflection in online portfolios: A qualitative study highlighting the impact of the Bawa-Garba case on professional development. Medical Teacher, 43(6), 656-662

Gray, J., Darling-Pomranz, C., & Jackson, B. (2021). Developing clinical reasoning in a physician assistant curriculum: the University of Sheffield approach. Journal of Physician Assistant Education, 32(3), 159-163.

*Thomas, J., Bligh, E., Baggus, E.m and Thompson, J. The Value of a core medical research module in the medical curriculum.  The Journal of Medical Education Research 2021 Vol 1 pp 5-19

Gray, J., Darling-Pomranz, C., and Jackson, J. Developing Clinical Reasoning in a Physician Assistant curriculum. The University of Sheffield approach. J PA Ed 2021, 32(3), 159-163

Roberts C, Khanna P, Lane A, Reimann P, Schuwirth L. Exploring complexities in the reform of assessment practice: a critical realist perspective. Advances in Health Science Education. 2021.