Selected publications
Walker ER, Shaw SCK, Reed M, Anderson JL. The experiences of foundation doctors with dyspraxia: a phenomenological study. Advances in Health Sciences Education. 2021;26(3):959-74.
Shaw SCK, McCowan S, Doherty M, Grosjean B, Kinnear M. The neurodiversity concept viewed through an autistic lens. Lancet Psychiatry. 2021;8(8):654-5.
Shaw SCK, Anderson JL. Coping with medical school: an interpretive phenomenological study. The Qualitative Report. 2021;26(6):1864-80.
Walker E, Shaw SCK, Anderson JL. Dyspraxia in medical education: a collaborative autoethnography. The Qualitative Report. 2020;25(11):4072-93.
Shaw SCK. Hopelessness, helplessness and resilience: the importance of safeguarding our trainees’ mental wellbeing during the COVID-19 pandemic. Nurse Education in Practice. 2020;44:102780.
Shaw SCK, Hennessy LR, Okorie M, Anderson JL. Safe and effective prescribing with dyslexia. BMC Medical Education. 2019;19(1):277.
Shaw SCK, Anderson JL. The experiences of medical students with dyslexia: an interpretive phenomenological study. Dyslexia. 2018;24(3):220-33.
Shaw SCK, Anderson JL. Phenomenological research in medical education: an overview of its philosophy, approaches and conduct. In SAGE Research Methods Cases Part 2. 2018 Jan 01.
Walker ER, Shaw SC, Price J, Anderson JL, Reed M. Dyspraxia in clinical education: a review. The Clinical Teacher. 2018;15(2):98-103.
Shaw SCK, Anderson JL, Grant AJ. Studying medicine with dyslexia: a collaborative autoethnography. The Qualitative Report. 2016; 21(11): 2036-54.
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