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Professor Duncan Shrewsbury

Professor Duncan Shrewsbury ( PFHEA, FRCGP, PhD, DCH, DRCOG, MSc, MBChB, BMedSc)

Professor of Medical Education & Primary Care
E: d.shrewsbury@bsms.ac.uk
T: +44 (0)1273 641887
Location: Watson Building, University of Brighton, Falmer, BN1 9PH

Areas of expertise: Health Inequalities, Gender Identity Health, Inclusive Practices

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

Twitter: @DuncanShrew

Pronouns: They/them

Biography

Professor Dunx (Duncan) Shrewsbury (they/them) is Professor of Medical Education & Primary Care at Brighton and Sussex Medical School (BSMS). Alongside their academic role, Dunx works as a GP in Brighton and as a gender identity specialist, which keeps their teaching and research closely connected to the realities of patient care and community needs.

Dunx’s career has been shaped by a commitment to making education and healthcare more inclusive, fair, and supportive. They have led curriculum changes at BSMS to embed equity and interprofessional learning across the medical programme, and they enjoy mentoring students, trainees, and colleagues at every stage of their careers. They were the first at BSMS to receive Principal Fellowship of Advance HE (PFHEA), reflecting their contribution to supporting others and building cultures of good practice.

Their research focuses on health inequalities and learner support, from understanding the experiences of doctors with dyslexia to improving care for LGBTQIA+ communities. Dunx’s work has influenced how medical schools and training programmes support learners, and how health services respond to marginalised groups. What matters most to them is that their work helps people feel seen, supported, and able to thrive — whether they are patients, students, or colleagues.

Beyond BSMS, Dunx has contributed to national and international conversations about medical education and primary care, including through the Society for Academic Primary Care, where they have held leadership roles, and as a Visiting Professor at Trinity College Dublin. They remain passionate about building communities of practice, sharing knowledge generously, and working together to create positive change.

Research

Dunx’s research and scholarly work focuses on a range of interests, including:

Inclusive healthcare and medical education
Health inequalities in primary care and LGBTQIA+ communities
Transgender health and gender-affirming care
Practitioner wellbeing and learner support
Widening participation in medical education and practice

Dunx is an experienced supervisor of undergraduate, postgraduate and doctoral studies, and welcomes expressions of interest from potential doctoral students with proposals aligned to the above research interests.

Teaching

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:

101

Clinical and community practice
Communication skills

201

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

203

Reproduction and endocrinology
Gender and healthcare

402

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

Selected publications

Noone C, Southgate A, Ashman A, Quinn E, Shrewsbury D, Ashley F, Hartland J, Paschedag J, Gilmore J, ennedy N, Woolley TE, Heath R, Goulding R, Simpson V, Kiely E, Coll S, White M, Grijseels DM, Ouafik M, and McLamore Q. (2025) Critically appraising the Cass report: methodological flaws and unsupported claims. BMC Medical Research Methodology. 25(128). 10.1186/s12874-025-02581-7

Brown J, Pfeiffer RM, Shrewsbury D, O’Callaghan S, Berner AM, Gadalla SM, Shiels MS and Jackson S. (2023) Prevalence of cancer risk factors among transgender and gender diverse individuals in the UK. British Journal of General Practice. https://doi.org/10.3399/BJGP.2023.0023

Ford E, Edelman N, Somers L, Shrewsbury D, Lopez Levy M, van Marwijk H, Curcin V and Porat T. (2021) Barriers and facilitators to the adoption of electronic clinical decision support systems: a qualitative interview study of UK general practitioners. BMC Medical Informatics and Decision Making. 21(193): https://doi.org/10.1186/s12911-021-01557-z

Tollemache N, Shrewsbury D, Llewellyn C. (2021). Que(e)rying undergraduate medical curricula: a cross-sectional online survey of LGBT content inclusion in UK medical education. BMC Medical Education. 21(100): https://doi.org/10.1186/s12909-021-02532-y

Shrewsbury D, Mogensen L, Hu W. (2018). Problematizing medical students with disabilities: a critical policy analysis. MedEdPublish.26(7):45. 10.15694/mep.2018.0000045.1

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