I joined Aston Medical School in April 2017, from the University of Edinburgh Medical School, where I was Professor of Undergraduate Medical Education and Director of the Centre for Medical Education. I was attracted to Aston Medical School by the challenge of setting up new education programmes including a new MBChB, within a new School. I also admired the international vision, the aim of widening participation through the Sir Doug Ellis Healthcare Pathway and the excellent support the University offers to its students from all backgrounds and cultures.
I am particularly interested in how best to prepare medical students for clinical practice; and use assessment and feedback to enhance learning, especially self-regulated learning.
During my time at Edinburgh I led and taught on the Assessment and Standard-setting module within the MSc in Clinical Education.
Clinical posts in anaesthetics, general medicine, oncology and palliative care across the UK and India. I moved into education with posts in Aberdeen and then Edinburgh. I arrived in Edinburgh Medical School at a time of major curriculum reform in 1998 and became the Director of the Centre of Medical Education in 2003. From 2003 to 2017 the Centre grew from 3 to 33 staff as it expanded its responsibilities for curriculum development and enhancement, developed teaching in clinical skills and professional development, and created a staff development programme, masters and PhD programmes in clinical education, and a simulated patient service. During this time the CME also contributed to a number of international projects and undertook consultancy work. I took up the post of Dean of Medical Education at Aston Medical School on 1 April 2017.
Recent invited speaker contributions
Peer Reviewed Publications
Hope, D. and Cameron, H. (2018) ‘Academic performance remains predictive over a five year medical degree’, Innovations in Education and Teaching International, pp. 1–10. doi: 10.1080/14703297.2018.1459199.
Storrar, N., Hope, D. and Cameron, H. (2018) ‘Student perspective on outcomes and process – Recommendations for implementing competency-based medical education’, Medical teacher. doi: 10.1080/0142159X.2018.1450496.
Feehally, J., Brusselmans, A., Finkelstein, F.O., Harden, P., Harris, D., Manuzi, G., Naicker, S., Tonelli, M., Cameron, H., 2016. Improving global health: measuring the success of capacity building outreach programs: a view from the International Society of Nephrology. Kidney International Supplements 6, 42–51.
Fullbrook, A., Ross, M., Mellanby, E., Wylde, K., Jaap, A., Cameron, H., 2015. Initial experiences of a student assistantship. The Clinical Teacher 12, 1–5. doi:10.1111/tct.12355
Hope, D., Cameron, H., 2015. Examiners are most lenient at the start of a two-day OSCE. Medical teacher 37, 81–85.
Dearden, E., Mellanby, E., Cameron, H., Harden, J., 2015. Which non-technical skills do junior doctors require to prescribe safely? A systematic review. British journal of clinical pharmacology 80, 1303– 1314.
Tallentire, V.R., Smith, S.E., Skinner, J., Cameron, H.S., 2015. Exploring patterns of error in acute care using framework analysis. BMC Medical Education 3.
Smith, S.E., Tallentire, V.R., Cameron, H.S., Wood, S.M., 2013. The effects of contributing to patient care on medical students’ workplace learning. Medical education 47, 1184–1196.
Tallentire, V.R., Smith, S.E., Skinner, J., Cameron, H.S., 2012. Exploring Error in Team-Based Acute Care Scenarios. Academic Medicine 87, 792–798.
Smith, S., Tallentire, V., Wood, M., Cameron, H., 2012. The distracted intravenous access (DIVA) test. The Clinical Teacher 9, 320–324.
Tallentire, V.R., Smith, S.E., Cameron, H.S., 2012. Designing a purposeful student assistantship. The Clinical Teacher 9, 210–215.
Smith, S.E., Tallentire, V.R., Spiller, J., Wood, S.M., Cameron, H.S., 2012. The educational value of using cumulative sum charts. Anaesthesia 67, 734–740.
Smith, S.E., Tallentire, V.R., Cameron, H.S., Wood, S.M., 2012. Pre-prescribing: a safe way to learn at work? The Clinical Teacher 9, 45–49.
Tallentire, V.R., Smith, S.E., Skinner, J., Cameron, H.S., 2012. The preparedness of UK graduates in acute care: a systematic literature review. Postgraduate Medical Journal 88, 365–371.
Tallentire, V.R., Smith, S.E., Wylde, K., Cameron, H.S., 2011. Are medical graduates ready to face the challenges of Foundation training? Postgraduate medical journal 87, 590–595.
Tallentire, V.R., Smith, S.E., Skinner, J., Cameron, H.S., 2011. Understanding the behaviour of newly qualified doctors in acute care contexts. Medical Education 45, 995–1005.
Chesser, A., Cameron, H., Evans, P., Cleland, J., Boursicot, K., Mires, G., 2009. Sources of variation in performance on a shared OSCE station across four UK medical schools. Med Educ 43, 526–532.
Rodrigues, J., Sengupta, A., Mitchell, A., Kane, C., Kane, C., Maxwell, S., Cameron, H., Ross, M., Ford, M., 2009. The Southeast Scotland Foundation Doctor Teaching Programme--is “near-peer” teaching feasible, efficacious and sustainable on a regional scale? Med Teach 31, e51-57.
Ford, M., Masterton, G., Cameron, H., Kristmundsdottir, F., 2008. Supporting struggling medical students. The Clinical Teacher 5, 232–238.
MacDougall, M., Riley, S.C., Cameron, H.S., McKinstry, B., 2008. Halos and Horns in the Assessment of Undergraduate Medical Students: A Consistency-Based Approach. Journal of Applied Quantitative Methods 3, 116–128.
Ross, M.T., Cameron, H.S., 2007. Peer assisted learning: a planning and implementation framework: AMEE Guide no. 30. Med Teach 29, 527–545.
Morton, J., Cumming, A., Cameron, H., 2007. Performance-based assessment in undergraduate medical education. The Clinical Teacher 4, 36–41.
Ellaway, R., Evans, P., Mckillop, J., Cameron, H., Morrison, J., Mckenzie, H., Mires, G., Pippard, M., Simpson, J., Cumming, A., Harden, R., Guild, S., 2007. Cross-referencing the Scottish Doctor and Tomorrow’s Doctors learning outcome frameworks. Med Teach 29, 630–635.
Parks, R., Warren, P.M., Boyd, K.M., Cameron, H., Cumming, A., Lloyd-Jones, G., 2006. The Objective Structured Clinical Examination and student collusion: marks do not tell the whole truth. Journal of Medical Ethics 32, 734–738.
Morton, J., Anderson, L., Frame, F., Moyes, J., Cameron, H., 2006. Back to the future: teaching medical students clinical procedures. Medical Teacher 28, 723–728.
McKinstry, B., Cameron, H., Elton, R., Riley, S., 2004. Leniency and halo effects in marking undergraduate short research projects. BMC Medical Education 4, 28.
Books Chapters and Reviews
Cameron, H.S., Ross, M.T., Cumming AD (2013) A Tuning guide to designing and delivering an outcomes-based undergraduate medical curriculum. The University of Edinburgh, Edinburgh
Cameron, H.S., Assessment and Academic Feedback in JASME Clinical Teaching Course Handbook 2009.
Scottish Deans’ Medical Education Group, Association for Medical Education in Europe. The Scottish doctor: learning outcomes for the medical undergraduate in Scotland : a foundation for competent and reflective practitioners. Dundee: Association for Medical Education in Europe; 2008.
Ellaway, R., Cameron, H.S., Ross, M.T., (with contributions from Laurie G, Maxwell M, Pratt R) 2007. Towards a clinical commons: using clinical recordings for academic non-clinical settings. In: Carpenter L, Milloy C eds. (with Estelle L, Williams J); Digital images in education: realising the vision. London, JISC Collections.
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