Hull York Medical School


Research and scholarship

Our goals are to develop, support and disseminate high quality externally funded educational research, which helps inform our curriculum and programmes, and high quality evaluation to explore the quality of our programmes and the student experience. This educational research programme will seek to develop research themes which are aligned to, and help inform, the unique strengths of the HYMS curriculum.

Changing the Learning Landscape

Changing the Learning Landscape logo

Changing the Learning Landscape @HYMS is an externally recognized, nationally accredited initiative, supported by the Leadership Foundation for Higher Education, JISC, Association for Learning Technology, National Union of Students and Higher Education Academy. CLL@HYMS aims to enrich the student experience, ensure the effective use of technology to support education, and optimise staff and student digital literacies. For more details, visit or contact Andy Brown


  • Embedding Technology Enhanced Learning into the Hull York Medical School undergraduate medical curriculuBrown AK, Scott P, Oliver S, Pearson D. Higher Education Funding Council for England, Changing the Learning Landscape Programme, 2013 

Clinical Reasoning

We are interested in the development and teaching of clinical reasoning amongst medical undergraduates; have presented at national and international conferences in this field and are establishing research programmes. Current research seeks to explore the role and importance of emotion in medical students (Jean McKendree & Janine Henderson) based on a theoretical standpoint of meta-cognition. Literature review and pilot studies are ongoing, in collaboration with colleagues from University of York's Department of Education. External funding is being sought.

Learning Environment

We are exploring various aspects of the clinical learning environment, including the impact on students and our graduates of having an integrated clinical curriculum with a strong emphasis on primary care based education; and quality in education. Current research includes an Evaluation of the primary based undergraduate medical education (David Pearson, Louise Gardner and colleagues; HEYH funded); and exploration of education of education in outpatient teaching settings by incorporating the education of medical students and trainees in outpatient clinics, is the patient experience enhanced and their quality of care improved? (Maria Slade; Msc by thesis).


  • Evaluation of the value of primary care based undergraduate medical education and it's impact on preparedness for practice, development as a clinician and career David Pearson & Una McLeod, Higher Education Yorkshire & Humber, 2014

Other ongoing research

  • Examination of the individual, relational and institutional aspects of the professional identity on advanced nurse practitioners in primary care settings - Helen Anderson (PhD)
  • Preparation for professional practice: an exploration of the notion of preparedness through a case study of medical students for preparation for FY1 - Sarb Sihota (MD thesis)
  • An exploration of problem based learning in the undergraduate curriculum - John Lewis (MPhil thesis)
  • What do tomorrow's doctors need to learn about ecological sustainability? A systematic review - Sarah Walpole (Msc by thesis)
  • An analysis of the effectiveness of the tutor supported academic discussions forums for medical students  - Niki Taylor (MMedEd thesis)
  • Is there evidence to support the use of interprofessional education within the medical undergraduate palliative care curriculum? A systematic literature review - Natalie Jeffery (MSc thesis)