Dr Anna Hammond

Director of Communication Teaching and Academic Lead for Clinical Skills & Reasoning

Biography

Anna is Director of Communication Teaching and Academic Lead for Clinical Skills & Reasoning at Hull York Medical School. She has worked at Hull York since 2003, initially as a Problem Based Learning (PBL) and Clinical Skills Tutor. She was awarded a University of York Vice Chancellor’s Teaching Award in July 2010 and a University of Hull Teaching Fellowship Individual Award in July 2012. 

Anna is a General Practitioner and works three sessions a week at a GP surgery in York. In 2014 Anna was elected to Fellowship of the Royal College of General Practitioners. Anna is a Senior Fellow of the Higher Education Academy.

Anna has a particular interest in Doctor Patient Communication and Clinical Reasoning.

Anna is a co-founder of the Clinical Reasoning in Medical Education Group (CReME) and is Secretary of the group.

Teaching

As Director of Communication Skills Teaching, Anna designs and delivers staff development in Communication Skills and Clinical Reasoning for tutors in University, Primary and Secondary Care settings.

Anna is responsible for the HYMS Communication Masterclasses which all Phase II and Phase III students attend on hospital sites. She has been engaging more Communications Masterclass tutors from across the region and equipping them with the skills to successfully deliver HYMS Communication Masterclasses.

Anna co-developed and delivers classroom based Clinical Reasoning workshops to all Year 3 and 4 students across the HYMS patch. She delivers staff development sessions for primary and secondary care clinicians on clinical reasoning to help them support students developing their clinical reasoning skills.

Publications

Hammond, A, Collins S, Booth J and Kalia S (2009). Learning from Evaluation: a descriptive, student-informed approach. The Clinical Teacher, 6(2):73-78.

Booth J, Collins S, Hammond A (2009). Considered evaluation of clinical placements in a new medical school. Assessment& Evaluation in Higher Education. 34(1):17-29