Biography

I am a clinical academic with expertise in faculty development and medical education research. I have particular interests in selection and widening access, assessment, and leadership development.

I completed my undergraduate medical training, Master's in Medical Education, and academic foundation programme at Keele University before moving to London to undertake a PhD in Medical Education at University College London (UCL). I have also recently completed a PgDip in Leadership For The Health Professions at Swansea University.

I was appointed as a teaching fellow in Medical Education in 2018, and lecturer in 2019. My role predominantly involves postgraduate teaching on the MSc Clinical Education, and conducting and supporting medical education research.

In addition to my role at Keele, I work clinically at the Royal Free London NHS Foundation Trust and am an honorary lecturer at the Institute of Epidemiology & Health Care at UCL.

Outside of work I am a keen long-distance runner.  I train with London Frontrunners and am (very) slowly trying to run all the Abbot World Marathon Majors.

Research and scholarship

I have broad experience researching diverse topics and utilising various methods within medical education. I have particular expertise in qualitative methods and evidence synthesis.

My doctoral research explored how medical school applicants from diverse social backgrounds choose which schools to apply to. I undertook a national qualitative interview study of applicants, a systematic review of higher education institution choice, and a national review of contextual admissions.

Other areas of special interest include:

  • Selection to undergraduate medicine
  • Peer-teaching
  • Education in general practice
  • Workplace learning
  • Leadership development

I am passionate about supporting and developing novice medical education researchers. I regularly run research methods workshops at national conferences and chair a national webinar series on research methods for new researchers (ASME Research Methods Series). I have been very fortunate to benefit from great mentorship in my early career, and am keen to pay this forward in supporting interested students to develop and contribute to projects.

Teaching

I predominantly teach on the MSc in Clinical Education, where I have overall leadership for four modules:

  • PAR-40001: Introduction to Medical Education
  • PAR-40007: Independent Study in Medical Education
  • PAR-40021: The Reflective Clinical Teacher
  • PAR-40031: Selection and Recruitment in Healthcare

Additionally, I contribute to teaching of research design, qualitative methods, realist research, and communicating research, on two modules:

  • PAR-40011: Introduction to Research in Medical Education
  • PAR-40029: Introduction to Research in Medical Education (distance learning)

I regularly supervise master's dissertation students and am happy to be approached by prospective students with research or methodological interests aligned to mine.

Finally, on the MBChB I teach regarding evidence-based medicine and scholarship.

Outwith Keele, I teach on selection and curriculum design for the Royal College of Physicians (London), and convene the Association for the Study of Medical Education (ASME)’s webinar series on research methods.

Further information

I am a member of the University’s standing validation panel for scrutiny and approval of proposed new degree programmes. Within the School of Medicine, I serve on the Student Project Ethics Committee (S-SPEC).

I am associate editor of Medical Education Online and serve on the editorial board of Education for Primary Care. I have completed an editorial internship with Medical Education (2020-21). I regularly act as a peer reviewer for several medical education and general medical journals and the Best Evidence Medical Education (BEME) collaboration.

I am deputy chair of the Association for the Study of Medical Education (ASME)’s Education Research Committee and an advisory board member for the NIHR Clinical Education Research Incubator (serving on the undergraduate work-stream).
I am the immediate past chair of Trainees in the Association for the Study of Medical Education (TASME).

I serve as external examiner at University of Cambridge and Edge Hill University.

Selected Publications

  • Gordon M, Patricio M, Horne L, Muston A, Alston SR, Pammi M, Thammasitboon S, Park S, Pawlikowska T, Rees EL, Doyle AJ, Daniel M. 2020. Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63. Medical Teacher, 1202-1215, vol. 42(11). doi> full text>
  • Rees E and Woolf K. 2020. Selection in context: The importance of clarity, transparency and evidence in achieving widening participation goals. Med Educ, 8-10, vol. 54(1). link> doi> full text>
  • Rees EL, Sinha Y, Davies B, J Quinn P. 2016. WATCH Scrubs: a video observational study of workplace-based learning at Sacred Heart Hospital. Med Educ, 1195-1199, vol. 50(12). link> doi> full text>
  • Rees EL, Gay SP, McKinley RK. 2016. The epidemiology of teaching and training General Practices in England. Educ Prim Care, 462-470, vol. 27(6). link> doi> full text>
  • Rees EL, Hawarden AW, Dent G, Hays R, Bates J, Hassell AB. 2016. Evidence regarding the utility of multiple mini-interview (MMI) for selection to undergraduate health programs: A BEME systematic review: BEME Guide No. 37. Med Teach, 443-455, vol. 38(5). link> doi> full text>

Full Publications Listshow

Journal Articles

  • Rees EL, Burton O, Asif A, Eva KW. 2022. A method for the madness: An international survey of health professions education authors’ journal choice. Perspectives on Medical Education, 165-172, vol. 11(3). doi> full text>
  • Eastwood MJ, Davies BGJ, Rees EL. 2021. Students' Experiences of Peer Observed Teaching: A Qualitative Interview Study. Teach Learn Med, 1-9. link> doi> full text>
  • Guckian J and Rees EL. 2022. When I say … Social. Med Educ, 25-26, vol. 56(1). link> doi> full text>
  • Grafton-Clarke C, Uraiby H, Gordon M, Clarke N, Rees E, Park S, Pammi M, Alston S, Khamees D, Peterson W, Stojan J, Pawlik C, Hider A, Daniel M. 2022. Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the COVID-19 pandemic: A BEME systematic review: BEME Guide No. 70. Med Teach, 227-243, vol. 44(3). link> doi> full text>
  • Guckian J, Utukuri M, Asif A, Burton O, Adeyoju J, Oumeziane A, Chu T, Rees EL. 2021. Social media in undergraduate medical education: A systematic review. Med Educ, 1227-1241, vol. 55(11). link> doi> full text>
  • Daniel M, Gordon M, Patricio M, Hider A, Pawlik C, Bhagdev R, Ahmad S, Alston S, Park S, Pawlikowska T, Rees E, Doyle AJ, Pammi M, Thammasitboon S, Haas M, Peterson W, Lew M, Khamees D, Spadafore M, Clarke N, Stojan J. 2021. An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64. Medical Teacher, 253-271, vol. 43(3). doi> full text>
  • Rees EL. 2021. Trainees are human too. Scott Med J, 98, vol. 66(2). link> doi> full text>
  • Gondhalekar AR, Rees EL, Ntuiabane D, Janjua O, Choa G, Eboreime O, Sturrock A. 2020. Levelling the playing field: students' motivations to contribute to an amnesty of assessment materials. BMC Med Educ, 450, vol. 20(1). link> doi> full text>
  • Rees E, Guckian J, Fleming S. 2021. Fostering excellence in medical education career pathways. Educ Prim Care, 66-69, vol. 32(2). link> doi> full text>
  • Gordon M, Patricio M, Horne L, Muston A, Alston SR, Pammi M, Thammasitboon S, Park S, Pawlikowska T, Rees EL, Doyle AJ, Daniel M. 2020. Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63. Medical Teacher, 1202-1215, vol. 42(11). doi> full text>
  • Rees E and Woolf K. 2020. Selection in context: The importance of clarity, transparency and evidence in achieving widening participation goals. Med Educ, 8-10, vol. 54(1). link> doi> full text>
  • Bartlett M, Rees EL, McKinley RK. 2018. 'Knowledge leech' to 'part of the team': students' learning in rural communities of practice. Educ Prim Care, 5-10, vol. 29(1). link> doi> full text>
  • Rees EL, Sinha Y, Davies B, J Quinn P. 2016. WATCH Scrubs: a video observational study of workplace-based learning at Sacred Heart Hospital. Med Educ, 1195-1199, vol. 50(12). link> doi> full text>
  • Rees EL and Davies B. 2016. The feedback game: missed opportunities in workplace-based learning. Med Educ, 1087-1088, vol. 50(11). link> doi> full text>
  • Rees EL, Gay SP, McKinley RK. 2016. The epidemiology of teaching and training General Practices in England. Educ Prim Care, 462-470, vol. 27(6). link> doi> full text>
  • Cullum R and Rees E. 2016. How to revise for your clinical exams. BMJ, i2285, vol. 353. link> doi>
  • Rees EL, Hawarden AW, Dent G, Hays R, Bates J, Hassell AB. 2016. Evidence regarding the utility of multiple mini-interview (MMI) for selection to undergraduate health programs: A BEME systematic review: BEME Guide No. 37. Med Teach, 443-455, vol. 38(5). link> doi> full text>
  • Katali HM, Parry-Smith WR, Eliot RL, O'Mahony F. 2016. A dedicated undergraduate gynaecology teaching clinic: The Keele experience. J Obstet Gynaecol, 227-229, vol. 36(2). link> doi> full text>
  • Rees EL, Quinn PJ, Davies B, Fotheringham V. 2016. How does peer teaching compare to faculty teaching? A systematic review and meta-analysis (.). Med Teach, 829-837, vol. 38(8). link> doi> full text>
  • Eastwood M, Rees E, Davies B, Blanchard D. 2015. How do students use feedback on their teaching?. Journal of Academic Development and Education, 106-107.
  • Rees EL, Davies B, Eastwood M. 2015. Developing students' teaching through peer observation and feedback. Perspect Med Educ, 268-271, vol. 4(5). link> doi> full text>
  • Yardley S, Cottrell E, Rees E, Protheroe J. 2015. Modelling successful primary care for multimorbidity: a realist synthesis of successes and failures in concurrent learning and healthcare delivery. BMC FAMILY PRACTICE, Article ARTN 23, vol. 16. link> doi> full text>
  • Rees E, Sinha Y, Chitnis A, Archer J, Fotheringham V, Renwick S. 2014. Peer-teaching of evidence-based medicine. The clinical teacher, 259-263, vol. 11(4). doi> full text>
  • Derbyshire H, Rees E, Gay SP, McKinley RK. 2014. Undergraduate teaching in UK general practice: a geographical snapshot. Br J Gen Pract, e336-e345, vol. 64(623). link> doi> full text>
  • Rees EL, Thomas E, Hill JC. 2014. 64. Practitioner Empathy and Musculoskeletal Patient Outcomes in Primary Care. Rheumatology, i79-i80, vol. 53(suppl_1). doi>

Chapters

  • Harrison D, Medisauskaite A, Rees E. Mixing Methods and Data: Exploring Health and Wellbeing on a Social Scale. In Mixed Methods Research in Wellbeing and Health. Locke R and Lees A (Eds.). Routledge. doi>

Other

  • Rees E, Harrison D, Mattick K, Woolf K. Social background and medical school choice in the UK: a national qualitative interview study. Canadian Medical Education Journal. doi>
  • Rees E, Harrison D, Mattick K, Woolf K. 2019. Does applicant speciality ambition influence medical school choice?. British Journal of General Practice (p. bjgp19X703685, vol. 69). Royal College of General Practitioners. link> doi>
  • Rees EL, Thomas E, Hill JC. 2014. PRACTITIONER EMPATHY AND MUSCULOSKELETAL PATIENT OUTCOMES IN PRIMARY CARE. RHEUMATOLOGY (pp. 79-80, vol. 53). link>

School of Medicine
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