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Dr Duncan Shrewsbury

Dr Duncan Shrewsbury

Dr Duncan Shrewsbury ( PFHEA, PhD, MSc, MRCGP, DCH, DRCOG, MBChB, BMedSc)

Reader in Clinical Education & Primary Care
T: +44 (0)1273 641887
Location: Room 320, Watson Building, Department of Primary Care & Public Health, Mayfield House, BSMS, University of Brighton Falmer Campus, Village Road, BN1 9PH

PA: Sonia Khan 
T: 01273641924

Areas of expertise: Dyslexia, Interpretative Phenomenological Analysis, Learning difficulties, Medical education, Personal Construct Psychology, Practitioner Health, Qualitative Methods, Specific Learning Difficulties

Research areas: medical education, mental health, practitioner wellbeing, and workforce issues

Twitter: @DuncanShrew

Pronouns: They/them


Duncan (they/them) is a queer academic GP, practicing in Brighton.

As a Reader in Clinical Education & Primary Care at Brighton and Sussex Medical School, they are the Deputy Lead for Curriculum Development, the research lead for the Department of Medical Education, and the lead the Academic GP training for the medical school.

Duncan has worked in adult and higher education since 2008. Their broad area of scholarly activity is in medical education and primary care. More specifically, they have interested in wellbeing, learning difficulties and disabilities in clinical education. For their PhD, they looked at dyslexia in doctors. They lead international teaching and research initiatives around LGBT* health inequalities.

Duncan's work in the higher education sector, and postgraduate medical education, has been recognised by the Higher Education Academy's professional recognition scheme, and has been awarded Principal Fellow (PFHEA) status.they were the first person to attain this from BSMS, and is one of only a few staff across the Universities of Sussex and Brighton to hold this award.

At Brighton and Sussex Medical School, Duncan leads development of GP teaching across the undergraduate programme, and supports research within the school. They are currently supervising a number of doctoral (MD and PhD) students, and welcomes contact from people interested in undertaking work in health professions education, primary care health inequalities, and from trainees interested in academic clinical fellowships. Duncan is an experienced external examiner for undergraduate and postgraduate-taught and research programmes, including doctorates.


Duncan’s main area of research activity focuses on medical education and primary care. They have led work around wellbeing, and learning difficulties in clinical education. Their PhD focused on the psychology of dyslexia in doctor, and drew on theories of self-compassion in education.

Wider interests include:

  • LGBTQIA+ health inequalities, and LGBTQIA+ identities and medical professionalism  
  • Dyslexia and Specific Learning Difficulties in clinical education
  • Widening participation in medical education and practice
  • Physician health and wellbeing, especially mental health
  • Mentoring, leadership and change management in healthcare


Duncan is the Deputy Lead for Curriculum Development, and is also the research lead for the department of medical education. 

They are also lead for academic GP training (Academic Clinical Fellowships) for the medical school.

Teaching responsibilities include:


Clinical and community practice
Communication skills


Clinical and community practice 2
Communication skills
Interprofessional Education
Inequalities and inclusion in healthcare: people living with learning disabilities, LGBTQ+ health inequalities, safe and effective allyship


Reproduction and endocrinology
Gender and healthcare


General Practice
Universal healthcare
Medically not yet explained symptoms
Care for trans* people in general practice.

Selected publications

Shrewsbury D, Mogensen L, and Hu W. (2018) Problematizing medical students with disabilities: a critical policy analysis. MedEdPublish, 7(1): 45. Open access via: 

Shrewsbury D. (2018) ‘GP Wellbeing: lessons learned from a trainee-led initiative’ in Staten A and Lawson E (eds) GP Wellbeing: combatting burnout in general practice. Abingdon: CRC Press.

Shrewsbury D. (2017) From the AiT Committee: Mental health in general practice. InnovAiT, 10(11): 659.

Shrewsbury D. (2016) Dyslexia in general practice education: considerations for recognition and support. Education for Primary Care, 24(4): 267-270.

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.

McLachlan JC, Illing J, Rothwell C, Margetts JK, Archer J, and Shrewsbury D. (2014) Developing and evidence base for the Professional Linguistics Assessments Board (PLAB) test). General Medical Council (UK).

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.

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