People in the Health Professions Education Unit

Our health professions research experts

The Health Professions Education Unit brings together a team of high-profile world-class researchers, who have an international reputation for developing and disseminating innovative approaches to medical education.

Our scholars, researchers and educators represent a wide range of health professions such as medicine, nursing, dentistry and allied health, as well as having backgrounds in disciplines such as psychology, psychometrics, sociology, biomedical sciences and more.

In addition to our senior academic team we have a vibrant postgraduate student community who are engaged in research projects at both masters and doctoral level. We welcome students to study with us - please see our postgraduate study information for further details.

Interim Director of the Health Professions Education Unit

Dr Paul Crampton

Paul is Lecturer in Medical Education. His role includes leadership of the Unit’s five main areas of activity: research, scholarship, educational programmes, consultancy and outreach. Paul's research is in both quantitative and qualitative paradigms with interests in workplace learning, professionalism, professional identity, fitness to practise, continuing professional development, workplace bullying and dignity, curriculum development, and regulation in the health professions.

Paul is Deputy Editor at the Journal of Medical Education and Associate Editor for BMC Medical Education.

More about Paul and his work


Academic and research staff

People in the Health Professions Education Unit
Professor Lucy Ambrose MB BS Programme Director
Professor Peter Bazira Director of the Centre for Anatomical and Human Sciences, Chair Board of Studies
Dr Jason Boland Director of Gateway to Medicine Year, Senior Clinical Lecturer and Honorary Consultant in Palliative Medicine
Dr Lauren Clunie Lecturer in Clinical Anatomy
Dr Alison Graham Senior Lecturer in Biomedical Science and Medical Education
Dr Amelia Kehoe Lecturer
Professor Matt Morgan Deputy Dean and Professor of Renal Medicine and Medical Education
Dr Lewis Paton Lecturer, Health Sciences, University of York
Dr Joanne Reeve Professor of Primary Care Research
Dr Kat Sanders  Senior Lecturer in Clinical Anatomy, Programme Director for the MSc Clinical Anatomy (and Education)
Professor Paul Tiffin  Reader in Psychometric Epidemiology
Dr Paul Whybrow Lecturer in Health and Society

Programme tutors

Programme tutors in Health Professions Education Unit
Dr Andy Brown Academic Lead for Assessments
Dr Marie Cohen Director of Problem Based Learning
Dr Amaya Ellawala Lecturer in Medical Education
Dr Anna Hammond Director of Communication Teaching and Academic Lead for Clinical Skills & Reasoning
Dr Trevor Johnson Module Lead and Programme Tutor
Dr Dilmini Karunaratne Lecturer in Medical Education
Dr Bill Laughey PGCME Clinical Director
Dr Laura Mongan Senior Lecturer in Biomedical Sciences and Medical Education
Dr Laura Sadofsky Senior Lecturer in Respiratory Medicine

Honorary staff

Postgraduate research students

Lauren Aylott

Title: Defining and measuring professionalism in Mental Health Staff: A mixed methods approach
Award: PhD
Timeframe: 2016-2019
Funder: Hull York Medical School scholarship
Supervisors: Professor Gabrielle Finn and Dr Paul Tiffin
Contact for further details: Lauren Aylott

Lauren’s PhD aims to develop a situational judgement test that will assess practitioners’ knowledge of professionalism within a mental health service context. This will support a values-based recruitment approach; recruiting staff with the right values, as well as knowledge and skills for the role.

Situational Judgement tests have been used for many years to support the recruitment of staff. A situational judgement test in this context, will present test-takers with job-related hypothetical scenarios, to which individuals will need to select the most appropriate behaviour out of a list of potential response options.


Aylott, L.M., Tiffin, P.A., Saad, M., Llewellyn, A.R. and Finn, G.M., 2018. Defining professionalism for mental health services: a rapid systematic review. Journal of Mental Health, pp.1-18.

Dr Megan Brown

Title: Navigating the ‘social jungle’: An exploration of medical professional identity
Award: PhD
Timeframe: 3 years
Funder: Hull York Medical School
Supervisor: Dr Paul Whybrow
Contact for further details: Dr Megan Brown

The purpose of this research is to investigate undergraduate medical student professional identity formation and influences upon this. There will be investigation into the impact of longitudinality upon identity formation, with a focus upon the impact of longitudinal integrated clerkships.

Possessing a medical professional identity enables an individual to think, feel and act like a doctor. There are many associated benefits to acquiring a strong sense of identity throughout medical school. Yet, it remains unclear the exact process through which this happens and what key influencing factors upon this process are. A relatively new type of medical student placement is being developed within Hull York Medical School - a longitudinal integrated clerkship. This work will investigate whether participation in these type of clerkships impacts upon medical student identity through both national and international collaborative research. 

Angelique Dueñas

Title: An assessment of Gateway Year programmes in the UK
Award: PhD
Start date: October 2018
Funder: Hull York Medical School
Supervisors: Professor Gabrielle Finn and Dr Paul Tiffin
Contact for further details: Angelique Dueñas


This study aims to provide an assessment of the current state of Gateway programmes across the nation to help understand best practices for success of Gateway Year programmes.


In the past few years there has been a rapid increase in the number of Gateway to Medicine programmes across the UK, rising from only 7 recognized programmes in 2017 to a total of 17 planned to launch in 2019. However, there is currently very limited research about academic progression of Gateway Year students through their medical education. This study aims to provide an assessment of the current state of Gateway Year programmes across the nation to help understand best practices for success of Gateway Year programmes.

Dr Bill Laughey

Title: Empathy
Award: Bill has already studied the MSc in Health Professions in Education and is now working towards a PhD by publication
Start date: January 2018
Supervisor: Professor Gabrielle Finn
Contact for further details: Dr Bill Laughey

Empathy is valued in clinical care but remains under-researched, especially in qualitative terms. This research aims at gaining a clearer understanding of what clinical empathy is and how it should (and should not) be taught.

Doctors for many years thought empathy should be cognitive – if it came from the head there was little chance it could cloud logical decision making. More recently, researchers have questioned whether empathy without feeling is any kind of empathy at all. We need to better understand what students and educators think that empathy is, and how it can best be expressed in clinical care. Our qualitative research at Hull York Medical School is exploring these very questions. 

Dr Alexandra Macnamara

Title: Non-integrated prescribing teaching hinders acquisition of prescribing knowledge and skills in medical students
Award: MD
Start date: October 2018
Supervisors: Professor Thozhukat Sathyapalan and Dr David Hepburn
Contact for further details: Dr Alexandra Macnamara

This project aims to evaluate the way in which prescribing teaching is taught in UK medical schools by looking at whether students feel ready to prescribe medications in practice and compare different ways of teaching different aspects of prescribing. 

The aims of this project are:

  • To evaluate student attitudes of how well prepared they feel for prescribing in practice and towards their current pharmacology curriculum.
  • To compare different teaching methodologies in the teaching of clinical pharmacology in terms of acquisition and retention of clinical pharmacology knowledge.
  • Rebecca Archer - PhD
  • Dr Katie Bird - MD
  • Karen Kirkness - PhD
  • Usmaan Omer - PhD
  • Rebecca Quinn - PhD
  • Dr Kishan Rees - MD
  • Dr Dane Vishnubala