Senior Lecturer
- About
-
- Email Address
- kim.walker@abdn.ac.uk
- Telephone Number
- +44 (0)1224 437920
- School/Department
- School of Medicine, Medical Sciences and Nutrition
Biography
Dr Kim Walker was appointed as the 1st Senior Lecturer at the Centre for Health Education Research and Innovation (CHERI) with responsibility for faculty development in 2019. She has been involved in research for over 30 years, with significant experience in qualitative and quantitative data. Her main areas of research are career choice and decision making, impact of generational issues, faculty development and doctors wellbeing.
Dr Kim Walker is an Aberdeen graduate who had an established research career in clinical pharmacology and human physiology before progressing to management roles. In 2001, Kim started employment in NHS Education for Scotland (NES) where she was the Education Director and Scotland Foundation School Director. This involved a broad portfolio of work including management of ACT funds, quality management and research and representing NES on the Scottish Medical Education Research Consortium (SMERC) Project Board. Kim was seconded on a part-time basis to the UK Foundation Programme Office (UKFPO), the body which oversees the two years of postgraduate medical training following medical school, as Special Advisor and represented UKFPO on the UKMED Research Group and Project Board. She left these roles in 2018.
Kim was awarded a research fellowship in 2018 to support her research in selection, assessment and career decision making.
Qualifications
- BSc (Hons) Pharmacology1981 - University of Aberdeen
- PhD Clinical Pharmacology1985 - University of Aberdeen
- Certificate Professional Management2003 - The Open UniversityAwarded a NHS Bursary to complete this course
External Memberships
In 2018, Kim was appointed Director of Journals on the Association for Study of Medical Education (ASME) Board. In 2019, Kim was appointed Director of Publications on the ASME Board. She has responsibility for the Journals, Medical Education and The Clinical Teacher together with the text books Understanding Medical Education and Researching Medical Education.
Kim has been an Educational Associate with the GMC for over 6 years particularly in Quality Management.
Latest Publications
Heard, valued, supported? Exploring the relationship between evidence and the policy on workforce learning
The Clinical Teacher, vol. 21, no. S2, pp. 21Contributions to Journals: AbstractsEnabling and inhibiting doctors transitions: introducing the social identity resource and belonginess model (SIRB)
Advances in Health Sciences EducationContributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1007/s10459-024-10360-0
- [OPEN ACCESS] http://aura.abdn.ac.uk/bitstream/2164/24060/1/Scanlan_etal_AHSE_Enabling_inhibiting_doctors_VOR.pdf
- [ONLINE] https://link.springer.com/article/10.1007/s10459-024-10360-0?utm_source=rct_congratemailt&utm_medium=email&utm_campaign=oa_20240724&utm_content=10.1007%2Fs10459-024-10360-0#Fun
- [ONLINE] View publication in Scopus
The power of animation: encouraging doctors to access support for psychological wellbeing
BMC Psychology, vol. 12, pp. 1-12Contributions to Journals: ArticlesStaying and getting on: Developing strategies to support widening access students in their medical studies
Contributions to Conferences: PapersStaying in and getting on: Developing strategies to support widening access students in their medical studies.
The Clinical Teacher, vol. 21, no. S2, pp. 50Contributions to Journals: Abstracts
Prizes and Awards
2017 - Scholarship Award - NHS Education for Scotland
2022 - Research in Medical Education - NHS Education for Scotland
2023 - President's Medal - Association for the Study of Medical Education
- Research
-
Research Overview
Kim's main research interests are related to selection and assessment and career decision making in both undergraduates and postgraduates, especially the early years. More recently, Kim has developed an interest in training for the future generations and how learning and teaching needs to adapt to each the new generation who have different learning styles and values. More recently she has been investigating doctors wellbeing especially during Covid-19 pandemic.
Kim has experience of both quantitative and qualitative research and has supervised honours students as well as Ph.D students.
Research Areas
Current Research
CSO Covid 19 rapid research study - To develop evidence-based interventions to support doctors’ well-being and promote resilience during COVID-19 related transitions (and beyond).
UKMED study - "Investigating associations of post-graduate examination performance with socio-demographic characteristics, performance at medical school, medical school, SJT, and foundation school: a focus on first stage examinations of MRCP, MRCGP and MRCPsych."
Royal College of Surgeons - "The ‘Improving Surgical Training’ pilot: A mixed methods comparative evaluation of the Scottish experience."
SMERC - "Enhancing the quality and safety of care through training generalist doctors: a longitudinal, mixed-methods study of broad-based training programmes in Scotland and Northern Ireland. "
SMERC - "An activity theory exploration of faculty development in three Scottish Medical Schools"
Research Fellowship: - Training for future generations
Collaborations
NHS Education for Scotland
University of Edinburgh
UKMED
Royal college of Surgeons
NHS Grampian
All medical schools in Scotland - Dundee, Edinburgh, Glasgow, St Andrews
- Teaching
-
Teaching Responsibilities
Kim teaches on the postgraduate Clinical Education courses and is the main examiner for the M.Sc. dissertations.
- Publications
-
Page 1 of 7 Results 1 to 10 of 65
Heard, valued, supported? Exploring the relationship between evidence and the policy on workforce learning
The Clinical Teacher, vol. 21, no. S2, pp. 21Contributions to Journals: AbstractsEnabling and inhibiting doctors transitions: introducing the social identity resource and belonginess model (SIRB)
Advances in Health Sciences EducationContributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1007/s10459-024-10360-0
- [OPEN ACCESS] http://aura.abdn.ac.uk/bitstream/2164/24060/1/Scanlan_etal_AHSE_Enabling_inhibiting_doctors_VOR.pdf
- [ONLINE] https://link.springer.com/article/10.1007/s10459-024-10360-0?utm_source=rct_congratemailt&utm_medium=email&utm_campaign=oa_20240724&utm_content=10.1007%2Fs10459-024-10360-0#Fun
- [ONLINE] View publication in Scopus
The power of animation: encouraging doctors to access support for psychological wellbeing
BMC Psychology, vol. 12, pp. 1-12Contributions to Journals: ArticlesStaying and getting on: Developing strategies to support widening access students in their medical studies
Contributions to Conferences: PapersStaying in and getting on: Developing strategies to support widening access students in their medical studies.
The Clinical Teacher, vol. 21, no. S2, pp. 50Contributions to Journals: AbstractsStarting Research in Clinical Education
Wiley-Blackwell, UK. 296 pagesBooks and Reports: BooksSocial identity resources can enable or inhibit transitions into the medical community: A qualitative study
ASME ASM 2023 - Developing a diverse workforce, pp. 57Contributions to Journals: Abstracts- [ONLINE] DOI: https://doi.org/10.1111/tct.13657
- [ONLINE] Conference Book of Abstracts
Integrating simulation into surgical training: a qualitative case study of a national programme
Advances in Simulation, vol. 8, 20Contributions to Journals: ArticlesContext matters in curriculum reform: an analysis of change in surgical training
Medical Education, vol. 57, no. 8, pp. 741-752Contributions to Journals: ArticlesScratching beneath the surface: how organisational culture influences curricular reform
Medical Education, vol. 57, no. 7, pp. 668-678Contributions to Journals: Articles