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Dr Duncan Shrewsbury

Dr Duncan Shrewsbury

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

Senior Lecturer (Honorary Consultant) in General Practice (Primary Care & Public Health)
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


Duncan is a Senior Lecturer in General Practice at Brighton and Sussex Medical School, where he leads GP teaching in years 1, 2 and 3 of the BM BS programme.

He has a background in teaching and research. Before starting work as a doctor, Duncan worked as an associate lecturer in A level biology in an adult education college, and has since taught at higher education. Much of Duncan's earlier work around student support and professional development centered around mentoring, which was recognised by a number of awards from the RCGP and HSJ. 

Duncan’s main area of research activity focuses on wellbeing, learning difficulties and disabilities in clinical education. For his PhD, he looked at dyslexia in doctors. He has, more recently, become involved in research around LGBT* health inequalities.

Duncan is passionate about general practice. When he was a trainee, he chaired the RCGP national trainees committee, and supported national recruitment initiatives as a trainee (there are still some cringe-worthy video clips posters floating about). He has also led the development of the RCGP's wellbeing strategy, and co-chaired the RCGP's newly established wellbeing committee for it's first year.

His role here at Brighton and Sussex Medical School will be to support the ongoing development and delivery of the General Practice component of the undergraduate medical programme. 

In 2021, Duncan was awarded the highest level of professional recognition from the Higher Education Academy – the Principal Fellow (PFHEA) status in recognition of a sustained and substantial impact from effective strategic leadership in higher education, resulting in changes of practice and improvements in quality.


Duncan’s main area of research activity focuses on wellbeing, and learning difficulties in clinical education. His PhD focused on the psychology of dyslexia in doctor, and drew on theories of self-compassion in 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     


Duncan will be involved with GP teaching throughout the BSMS medical programme, with particular responsibility for the first and second year modules (101 and 201).

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

Prior to moving to BSMS, Duncan was involved in developing, leading and delivering postgraduate programmes in physician associate studies, medical education and urgent care. Before qualifying as a doctor, he was an associate lecturer in biology at a further education college.

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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