Schofield Susie

Biography

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.  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. 

Research Interest

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