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Brighton & Sussex Medical School

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Dr Sebastian Shaw

sebastian shaw2

Dr Sebastian Shaw (BM BS, MSc, DRCOG, MAcadMEd, FHEA)

Honorary Clinical Research Fellow
Location: Worthing Hospital, Lyndhurst Road, Worthing, BN11 2DH

Area of expertise: Medical education, qualitative research, phenomenology, autoethnography.

Research areas: Learning diversity in medical education. 

Personal website >


Seb grew up local to Brighton, in the countryside of West Sussex. He undertook his undergraduate medical studies at Brighton and Sussex Medical School (BSMS). He has a Masters degree in Medical Education, is a Member of the Academy of Medical Educators, and is a Fellow of the Higher Education Academy. He returned to BSMS as an Honorary Research Fellow in 2017. He currently splits his time between clinical and academic work, working primarily clinically.

Main responsibilities
Seb's main role consists of research (and supervision of research) within the Department of Medical Education at BSMS. He is particularly interested in Specific Learning Difficulties and diversity in health education.

BSMS academic posts

  • Honorary Research Fellow - 2017-2019.
  • Honorary Clinical Research Fellow 2019-present.


Seb is primarily a qualitative researcher, with specific interests in phenomenological and autoethnographic approaches. His main research interests lie in the psychosocial aspects of the student/trainee experience. He has a special interest in the impacts of Specific Learning Difficulties on medical studies, with the goal of aiding student/trainee support. 


Seb has taught on both the undergraduate programme and postgraduate courses at BSMS. He has recently stepped back to teach purely in postgraduate medicine at the medical school, with a focus on research methods and medical education.

Selected publications

Shaw SCK, Hennessy LR, Okorie M, Anderson JL. Safe and effective prescribing with dyslexia. BMC Medical Education. 2019;19(1):277.  PMID: 31340792

Shaw SCK. An introduction to the role of relational ethics in qualitative healthcare education research. Nurse Education in Practice. 2019;36:157-8. PMID: 30986661

Shaw SCK, Anderson JL. The experiences of medical students with dyslexia: an interpretive phenomenological study. Dyslexia. 2018;24(3):220-33. PMID: 29749018

Walker ER, Shaw SCK. Specific learning difficulties in healthcare education: the meaning in the nomenclature. Nurse Education in Practice. 2018;32:97-8. PMID: 29434008

Shaw SCK. Learned helplessness in doctors with dyslexia: time for a change in discourse? Nurse Education in Practice. 2018;32:99-100. PMID: 29429848

Shaw SCK, Anderson JL. Phenomenological research in medical education: an overview of its philosophy, approaches and conduct. In SAGE Research Methods Cases. 2018 Jan 01. doi: 10.4135/9781526447319. ISBN: 9781526447319

Walker ER, Shaw SC, Price J, Anderson JL, Reed M. Dyspraxia in clinical education: a review. The Clinical Teacher. 2018;15(2):98-103. PMID: 29159933

Shaw SCK, Malik M, Anderson JL. The exam performance of medical students with dyslexia: a review of the literature. MedEdPublish. 2017; 6(3): 2. doi: 10.15694/mep.2017.000116

Shaw SCK, Anderson JL. Twelve tips for teaching medical students with dyslexia. Medical Teacher. 2017; 39(7): 686-90. PMID: 28298166

Shaw SC, Anderson JL, Grant AJ. Studying medicine with dyslexia: a collaborative autoethnography. The Qualitative Report. 2016; 21(11): 2036-54.