Shrewsbury D, Mogensen L, and Hu W. (2018) Problematizing medical students with disabilities: a critical policy analysis. MedEdPublish, 7(1): 45. Open access via: https://www.mededpublish.org/manuscripts/1463/v1
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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