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Professor Helen Cameron

University of Edinburgh
SMERC Associate Director

Helen Cameron is Professor of Medical Education at the University of Edinburgh and the Director of the Centre for Medical Education. She qualified in Medicine in Edinburgh but after posts in general medicine and palliative care, now works solely within medical education. She is a member of the Scottish Deans Medical Education Group and led their Task Group on Assessing Professionalism in the Curriculum. Internationally she has led the work-stream of the EU funded MEDINE2 network to develop shared learning outcomes for medical graduates throughout Europe, has acted as the medical education advisor to an EU funded project on developing higher education across Lithuania and has been involved in three Scotland-Malawi initiatives to develop e-learning and curriculum development across medical and nursing curriucula. She is particularly interested in the investigation of assessment strategies to motivate students, promote learning and ensure preparedness for practice, and leads the Assessment Course within the Edinburgh MSc in Clinical Education.
 

Research

  • Preparedness for practice
  • Developing and assessing complex clinical skills
  • Self-regulation and learning
  • Factors affecting the efficacy and student satisfaction with academic feedback
  • Staff factors affecting assessment of students
  • Embedding formative assessment within the workplace
  • Early identification and intervention to develop learning
  • Curriculum mapping
     

Key publications

  • Smith SE, Tallentire VR, Cameron HS, Wood SM. The effects of contributing to patient care on medical students’ workplace learning. Medical Education. 2013 Dec;47(12):1184–96.
  • Grant A, Cameron HS. Assessing Reflective Learning. Excellence in Medical Education. 2012 Dec: 3
  • Smith S, Tallentire V, Wood M, Cameron H. The distracted intravenous access (DIVA) test. The Clinical Teacher. 2012; 9(5):320–4.

  • Smith SE, Tallentire VR, Spiller J, Wood SM, Cameron HS. The educational value of using cumulative sum charts. Anaesthesia. 2012 Jul; 67(7):734–40.

  • Smith SE, Tallentire VR, Wood M, Cameron HS. Pre-Prescribing: A safe way to learn at work? The Clinical Teacher 2012 Feb; 9(1):45–9.1.
  • Tallentire VR, Smith SE, Skinner J, Cameron HS. The preparedness of UK graduates in acute care: a systematic literature review. Postgraduate Medical Journal [Internet]. 2011 Dec 13; Available from: http://pmj.bmj.com/cgi/doi/10.1136/postgradmedj-2011-130232.
  • Tallentire VR, Smith SE, Wylde K, Cameron HS. Are medical graduates ready to face the challenges of Foundation training? Postgraduate Medical Journal 2011; 87: 590-5.
  • Tallentire VR, Smith SE, Skinner J, Cameron HS. Understanding the behaviour of newly qualified doctors in acute care contexts. Medical Education 2011; 45(10): 995-1005.
  • Chesser A, Cameron H, Evans P, Cleland J, Boursicot K, Mires G. Sources of variation in performance on a shared OSCE station across four UK medical schools. Med Educ. 2009 Jun;43(6):526–32.
  • MacDougall M, Riley SC, Cameron HS, and McKinstry B. Halos and horns in the assessment of undergraduate medical students: a consistency-based approach. Journal of applied quantitative methods. 2008; 3(2): 116-128.