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Dr Duncan Shrewsbury

Lecturer in Clinical Education & Primary Care, and Course Director for the MRes in Clinical Education

Institute of Health & Society

Contact Details


tel: 01905 542833

Follow Duncan on Twitter: @DuncanShrew

Duncan was appointed as Worcester’s first academic GP trainee in August 2014, and is the second medical doctor to be employed by the University. He is a GP trainee with a background in teaching and research. Before starting work as a doctor, Duncan worked as an associate lecturer in A level biology in a FE college, and has since taught at higher education (medical schools) and has been involved in postgraduate teaching and professional development.

Duncan’s passion, in teaching and clinical practice, is to help and support people. He adopts a holistic and flexible approach to his work, and firmly believes in breaking down barriers and recognising value and embracing diversity. This is reflected in his teaching and research interests.       


MSc in Medical Education
DRCOG (diploma in obstetrics & gynaecology from the RCOG)
DCH (diploma in child health from the RCPCH)
MBChB (primary medical qualification)
PGCert (Professional Studies in Education)
BMedSc (Hons) (Neuroscience)
MAcadMEd (membership of the Academy of Medical Educators)
FHEA (fellowship of the Higher Education Academy)
AMBDA FE/HE (associate membership of the British Dyslexia Association)

Teaching & Research

Teaching & Research

Teaching Interests

Duncan is the programme lead for the exciting, new MRes in Clinical Education, which is the institute’s first Masters by Research, and the University’s first fully online (distance) programme. He also teaches on the MSc Physicians Associate programme, and is also leading the development of a portfolio of masters level courses in primary care, clinical education and research (MRes Clinical Education). These are being developed as online, distance learning courses, and details of these will appear when they are launched.

Programme Lead for the new, online, MRes in Clinical Education.
For more information, or if you are interested in applying, get in touch, by email.

He has previously taught on the MSc Physician Associate Studies programme, and was module lead for:

  • MSPA4005: Maternal and Child Health

Other teaching interests, often run for external bodies, include:

  • Learning Difficulties (SpLD) in Clinical Education
  • Clinical Education
  • Research Methods
  • Mentoring
  • Evidence based practice in healthcare 

Research Interests

Duncan’s main area of research activity focuses on wellbeing, and learning difficulties in clinical education.

Wider interests include:

  • Dyslexia and Specific Learning Difficulties in clinical education
  • Widening participation in ‘The Professions’
  • Physician health and wellbeing, especially mental health
  • Mentoring in the healthcare profession
  • Leadership and change management
  • LGBTQ identities and medical professionalism
  • Mindfulness and resilience in clinical education and practice           
Professional Bodies

Professional Bodies

  • British Medical Association
  • Association for the Study of Medical Education
  • Associate in Training Membership to the Royal College of General Practitioners
  • Academy of Medical Educators (Early Careers Working Group)
  • Associate Member of the British Dyslexia Association (AMBDA FE/HE)


Shrewsbury D. (2016) Dyslexia in general practice education: considerations for recognition and support. DOI: 10.1080/14739879.2016.1194170. Published online: 16th June 2016.

Shrewsbury D. (2014) Acne vulgaris. InnovAiT, 8(11): 645-672.

Newlands F, Shrewsbury D, and Robson J. (2015) Foundation doctors and dyslexia: a qualitative study of their experiences and coping strategies. Postgraduate Medical Journal, 91: 121-126.

Shrewsbury D. (2015) Disability and participation in the professions: examples from higher, and medical education. Disability & Society, 30(1): 87-100. DOI: 10.1080/09687599.2014.982785.

McLachlan JC, Illing J, Rothwell C, Margetts JK, Archer J, and Shrewsbury D. (2014) Developing an evidence base for the Professional Linguistic Assessments Board (PLAB) test. London: GMC.

Shrewsbury D and Wiskin C. (2013) Medical student preference in teaching methods and educational support. Health and Social Care Education. 2(2):11-15.

Shrewsbury D. (2013) Dyslexia in the medical profession: valuing diversity and embracing difference. Dyslexia Review, 24(1): 12-14.

Shrewsbury D. (2012) Trainee doctors with learning difficulties: recognizing need and providing support. British Journal of Hospital Medicine, 73: 100-104.

Shrewsbury D. (2012) Rapid Response: Equality or elitism? BMJ Careers. April 2012.

Shrewsbury D. (2012) State of play: support available to medical students with specific learning difficulties. HEA MeDeV Newsletter, 01:23. Spring 2012. 

Shrewsbury D. (2011) contributions in: Brann L, Owens J and Williamson A (eds):  A Handbook of Contemporary Hypnosis. Oxford: Wiley Blackwell.

Shrewsbury D. (2011) State of play: support available to medical students with specific learning difficulties. Medical Teacher; 33: 254-257.

Shrewsbury D and Mohanna K. (2010) Influencing Medical Professionalism: Innate, Taught or Caught? Education for Primary Care; 21: 199-202.

Shrewsbury D and Crombie K. (2011) ‘Birmingham Medical School’ in Sanders S, Metcalfe D and Dev H (eds): So You Want To Be A Doctor? Oxford:  Oxford University Press.

Conference Presentations and workshops:        

Shrewsbury D. (2013) Medical students, prescribing and dyslexia: exploring constructs and challenges. Oral presentation: ASME Annual Scientific Meeting, Edinburgh.

Shrewsbury D, Tippett V and Doody G. (2013) Teaching in the clinical environment: from clinical chaos to educational excellence. Workshop: ASME Annual Scientific Meeting, Edinburgh.

Shrewsbury D, Mitchell E and Spencer E. (2013) Spotting and supporting learners with difficulties: your role. Workshop: ASME Annual Scientific Meeting, Edinburgh.

Shrewsbury D. (2013) Educators’ perceptions of issues relating to the inclusion and support of junior doctors with dyslexia in General Practice training. Oral presentation: CRMDE The Birmingham Conference, University of Birmingham.

Shrewsbury D. (2012) Lung function in children with cystic fibrosis: the effects of local deprivation (clinical audit). Oral presentation: Midlands Regional Paediatrics Society Meeting, Solihull Hospital.

Shrewsbury D. (2011) Supporting medical students with Specific Learning Difficulties: An international comparison of institutional provisions and perceptions. Oral presentation: ASME Doctors in Difficulty? Strengthening foundations in early years, London.

Shrewsbury D. (2011) Specific Learning Difficulties and the Challenge of Assessing Clinical Performance. Oral presentation: CRMDE The Birmingham Conference, Aston University.

Thomas C, Sayers J, Jones L and Shrewsbury D. (2010) Mindfulness Based Stress Reduction in Medical Education. Workshop: ASME Annual Scientific Meeting.

Shrewsbury D, Sayers J, Jones L and Thomas C. (2010) Mindfulness Based Stress Reduction in Medical Student Welfare. Oral presentation: ASME Annual Scientific Meeting.

Shrewsbury D and King B. (2010) Swine Flu in a South Birmingham Practice: A Service Evaluation. Oral presentation: SAPC Annual Conference.

Shrewsbury D. (2009) Are We Nearly There Yet: A Look at Dyslexia Support in Medical Education. Poster: Higher Education Academy Conference.

External Responsibilities

External Responsibilities

Duncan has been elected to Chair the national GP trainee (‘AiT’) committee of the RCGP. As such, he works with regional, national, and European colleagues on issues relating to GP training and primary care. He has been involved in national recruitment efforts (and is featured in television and poster campaigns), and is leading on initiatives to address issues of wellbeing within the profession.

Duncan is also an Honorary Clinical Tutor for the medical school at the University of Birmingham, where he is a personal mentor in their welfare support system, and occasionally gets involved with teaching and assessment of medical students and postgraduate students. He also occasionally supervises research and elective projects.

Duncan is a member of the Editorial Board for the Higher Education Academy’s Health and Social Care Education journal, and also routinely reviews for the following peer-reviewed journals:

  • Medical Education
  • Medical Teacher
  • Advances in Health Science Education
  • Education for Health