Professor Lindsey Pope

Professor of Medical Education, Dean of Internationalisation (General Practice & Primary Care)

School of Health and Wellbeing, Clarice Pears Building, Rm 313, Gilmorehill Campus, Glasgow, G12

Biography

Professor Lindsey Pope is a GP, Professor of Medical Education and Dean of Internationalisation (MVLS).

She plays a strategic leadership role in undergraduate and postgraduate medical education, with particular expertise in community-based learning, assessment, and workforce development. She is Director of Community Based Medical Education within the Undergraduate Medical School.

She is Specialty Adviser for General Practice to the CMO for Scotland and is past Director of the Scottish School of Primary Care. She is an innovative medical educator working on a range of digital projects including Virtual Primary Care and utlises an evidence-informed approach to the intergration of AI to enhance medical education and assessment. Most recently she has been appointed an RCGP AI Clinical Consultant for their SCA Assessment.

Alongside her academic leadership, she maintains a strong clinical identity, practising as a General Practitioner at Port Glasgow Health Centre, where she has worked for nearly 20 years.

She is a GMC Education Associate with current involvement as a Team Leader for new medical school approvals and previous experience as a Team Leader for the CPSA component of the new national MLA (Medical Licensing Assessment).

Nationally and internationally, Professor Pope contributes extensively to regulation, assessment, and quality assurance of medical education. She is an Education Associate for the General Medical Council, including leadership roles in CPSA (MLA) and QAME visits, an MRCGP Examiner and member of the RCGP Case Management Group. She also holds roles with NHS Education for Scotland as Associate Postgraduate Dean for Academic Medicine and is a Civilian Medical Adviser for GP Specialty Training to the Ministry of Defence.

Her international portfolio includes examiner and adviser roles across Europe, the Middle East, and Asia, supporting family medicine education and MRCGP[INT] development.

Professor Pope has an extensive research profile in medical education, with a particular focus on generalism, professional identity, assessment, inclusion health, and the clinical learning environment. She supervises doctoral and master’s research students and has examined numerous higher degrees.

She sits on the Editorial Board of Virtual Primary Care.

Follow Lindsey Pope on Linkedin

linkedin.com/in/professor-lindsey-pope-a87ab4142

Research interests

Prof Pope's work focuses on how doctors are educated, supported, assessed, and socialised across the medical education continuum from undergraduate training to postgraduate practice.

Her research is characterised by theoretical depth, a range of qualitative methodologies, and a strong commitment to equity, inclusion, and workforce sustainability.

Core areas of expertise:

Equity, Inclusion and Health Inequalities in Medical Education
Clinical Learning Environments and Learner Identity
General Practice Education and Workforce Development
Assessment, Professional Standards and Educational Policy
Transitions, Wellbeing and Professional Sustainability

Publications

List by: Type | Date

Jump to: 2026 | 2025 | 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2015 | 2014 | 2012 | 2009 | 2008

Number of items: 63.

2026

Ashwell, Gemma, Russell, Amy M., Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Williamson, Andrea E ORCID: https://orcid.org/0000-0002-8981-9068 (2026) Preparing students to care for socially excluded patients: a qualitative study of inclusion health in undergraduate medical education. Clinical Teacher, 23(1), e70277. (doi: 10.1111/tct.70277)

2025

Rotheram, Emma, Mair, Chris, Lunan, Carey and Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 (2025) ‘There is a chance you can just avoid the topic altogether’: registrars’ perceptions of learning about health inequalities in GP specialty training. Education for Primary Care, (doi: 10.1080/14739879.2025.2576178) (Early Online Publication)

Walker, K. A. et al. (2025) Investigating discrepancies in perceptions regarding the provision of hospital rest and relaxation spaces in Scotland during the COVID-19 pandemic and beyond: a qualitative study. BMJ Open, 15(8), e096154. (doi: 10.1136/bmjopen-2024-096154)

Edwards, Helen L., Pope, Lindsey M. ORCID: https://orcid.org/0000-0003-0899-9616, Park, Sophie, Allan, Rachel, Cullen, Jayne, Lindley, Rachel, Virk, Farazi and Kirby, Jane (2025) Entrustable professional activities – the missing piece of the assessment jigsaw for UK undergraduate medical education? Is general practice the perfect place to start? Education for Primary Care, (doi: 10.1080/14739879.2025.2521133) (PMID:40613631) (Early Online Publication)

Gupta, Shalini, Howden, Stella, Moffat, Mandy, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Kennedy, Cate (2025) Role of nurses in moderating the emotional dynamics in the clinical learning environments: implications for medical students' experience. Medical Education, (doi: 10.1111/medu.15728) (Early Online Publication)

Gupta, Shalini, Howden, Stella, Moffat, Mandy, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Kennedy, Cate (2025) Negotiating the dual role of performer and learner: Medical students’ impression management in the clinical learning environment. Medical Teacher, (doi: 10.1080/0142159X.2025.2501777) (PMID:40343743) (Early Online Publication)

Ashwell, Gemma, Russell, Amy M., Williamson, Andrea E. ORCID: https://orcid.org/0000-0002-8981-9068 and Pope, Lindsey M. ORCID: https://orcid.org/0000-0003-0899-9616 (2025) Learning about Inclusion Health in undergraduate medical education: a scoping review. BMJ Open, 15(4), e092420. (doi: 10.1136/bmjopen-2024-092420) (PMID:40306984) (PMCID:PMC12049974)

Chan, Markus, Donnelly, Peter D., Sullivan, Frank, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Gambhir, Nitin (2025) Incentivising general practice: a review of the Scottish targeted enhanced recruitment scheme (TERS). BJGP Open, (doi: 10.3399/BJGPO.2024.0289) (PMID:40234012) (Early Online Publication)

Scanlan, Gillian M., Gordon, Lisi, Walker, Kim and Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 (2025) Enabling and inhibiting doctors transitions: introducing the social identity resource and belonginess model (SIRB). Advances in Health Sciences Education, 30(2), pp. 475-496. (doi: 10.1007/s10459-024-10360-0) (PMID:39046672) (PMCID:PMC11965177)

Bezzina, Cara ORCID: https://orcid.org/0000-0003-4897-0850, McQuade, Robert, Lowe, Wendy, Mair, Frances ORCID: https://orcid.org/0000-0001-9780-1135 and Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 (2025) Shattering the shield: embracing complexity in undergraduate medical education. Clinical Teacher, 22(1), e70018. (doi: 10.1111/tct.70018) (PMID:39832492) (PMCID:PMC11745563)

2024

Macdougall, Colin F., Allsop, Sarah, Douglass, Christine, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, Park, Sophie and McKinley, Robert K. (2024) Education is essential for implementing the NHS workforce plan. BMJ, 387, e078143. (doi: 10.1136/bmj-2023-078143) (PMID:39622531)

Noonan, Zoe ORCID: https://orcid.org/0000-0003-2636-8156, Brown, Katie and Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 (2024) The Glasgow experience: a model for GP out-of-hours teaching for year 3 medical students. Education for Primary Care, 35(6), pp. 240-247. (doi: 10.1080/14739879.2024.2373389) (PMID:39215639)

Gupta, Shalini, Howden, Stella, Moffat, Mandy, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Kennedy, Cate (2024) Girls in scrubs: An ethnographic exploration of the clinical learning environment. Medical Education, 58(10), pp. 1224-1234. (doi: 10.1111/medu.15379) (PMID:38581403)

Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, Reid, Helen, Hart, Nigel, Leedham-Green, Kay, Owen, Emily and Park, Sophie (2024) Researching generalism. In: Park, Sophie and Leedham-Green, Kay (eds.) Generalism in Clinical Practice and Education. UCL Press, pp. 67-85. ISBN 9781800085428

Ramanathan, Agalya, Clarke, Nicola, Foster, Madeleine, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, Hart, Nigel, Cheung, Sarah, Kelly, Martina and Park, Sophie (2024) Operationalising generalism in medical education: a narrative review of international policy and mission documents. Education for Primary Care, 35(3-4), pp. 81-91. (doi: 10.1080/14739879.2023.2275262) (PMID:38115599)

Gupta, Shalini, Howden, Stella, Moffat, Mandy, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Kennedy, Cate (2024) Placement or displacement: an ethnographic study of space in the clinical learning environment. Medical Teacher, 46(5), pp. 672-681. (doi: 10.1080/0142159X.2023.2273783) (PMID:37910032)

Loveridge, Carolyn J., Docherty, Frances ORCID: https://orcid.org/0000-0001-9897-9939, Honeychurch, Sarah ORCID: https://orcid.org/0000-0002-9931-6827, Tasler, Nathalie ORCID: https://orcid.org/0000-0001-9822-4595, Soler, Linnea ORCID: https://orcid.org/0000-0003-4859-594X, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, Price, Victoria E. ORCID: https://orcid.org/0000-0003-3031-5612 and Dickson, Beth ORCID: https://orcid.org/0000-0003-4734-038X (2024) What brought us together to form a community for scholarship. International Journal for the Scholarship of Teaching and Learning, 18(1), 3. (doi: 10.20429/ijsotl.2024.180103)

Gambhir, Nitin, Gangadharan, Anjali and Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 (2024) Knowing me, Knowing you: Evaluation of the impact of trainer involvement at an enhanced induction programme for International Medical Graduates (IMGs). Education for Primary Care, 35(1-2), pp. 46-51. (doi: 10.1080/14739879.2023.2297670) (PMID:38217441)

2023

Gupta, Shalini, Howden, Stella, Moffat, Mandy, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Kennedy, Cate (2023) Connecting the complex chemistry of space in medical education. Medical Education, 57(12), pp. 1187-1190. (doi: 10.1111/medu.15153) (PMID:37300515)

Banner, Kimberley, Alberti, Hugh, Khan, Shehleen Arbab, Jones, Melvyn Mark and Pope, Lindsey Margaret ORCID: https://orcid.org/0000-0003-0899-9616 (2023) ‘They say’: medical students’ perceptions of General Practice, experiences informing these perceptions, and their impact on career intention—a qualitative study among medical students in England. BMJ Open, 13(11), e073429. (doi: 10.1136/bmjopen-2023-073429) (PMID:37949618) (PMCID:PMC10649761)

Chew, Cindy, Taylor, Elaine, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, Nazir, Fozia, Paton, Catherine, Colquhoun, Kirsty, Hunter, Ian, Lydon, Emma, Young, David and O'Dwyer, Patrick (2023) Empowering future leaders: the value of simulation in active bystander training for medical students. BMJ Leader, 7(S2), e000778. (doi: 10.1136/leader-2023-000778)

Armstrong, S. et al. (2023) Students’ and tutors’ experiences of remote ‘student–patient’ consultations. Medical Teacher, 45(9), pp. 1038-1046. (doi: 10.1080/0142159X.2023.2170777) (PMID:36745733)

Bushell, S. H. et al. (2023) Prostate cancer screening: well intentioned initiatives may use up resources but not improve health outcomes. British Medical Journal, 381, p. 1389. (doi: 10.1136/bmj.p1389) (PMID:37343958)

Allsop, Sarah, McKinley, Robert K., Douglass, Christine, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Macdougall, Colin (2023) Every doctor an educator? Medical Teacher, 45(6), pp. 559-564. (doi: 10.1080/0142159X.2022.2158069)

Lamb, Elizabeth Iris, Alberti, Hugh, McKechnie, Douglas G.J., Park, Sophie, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Thampy, Harish (2023) Developing a career as a GP educationalist: contemporary challenges and workforce solutions. Education for Primary Care, 34(3), pp. 113-118. (doi: 10.1080/14739879.2023.2204294) (PMID:37159550)

Dickson, Beth ORCID: https://orcid.org/0000-0003-4734-038X, Docherty, Frances ORCID: https://orcid.org/0000-0001-9897-9939, Honeychurch, Sarah ORCID: https://orcid.org/0000-0002-9931-6827, Loveridge, Carolyn, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, Price, Victoria ORCID: https://orcid.org/0000-0003-3031-5612, Soler, Linnea ORCID: https://orcid.org/0000-0003-4859-594X and Tasler, Nathalie ORCID: https://orcid.org/0000-0001-9822-4595 (2023) SoTL Information Session. 16th Annual University of Glasgow Learning and Teaching Conference, 29 March and 13 April 2023.

Siriwardena, Aloysius Nirosha, Botan, Vanessa, Williams, Nicki, Emerson, Kim, Kameen, Fiona, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, Freeman, Adrian and Law, Graham (2023) Academic performance of ethnic minority versus White doctors in the MRCGP assessment 2016-2021: cross sectional study. British Journal of General Practice, 73(729), e284-e293. (doi: 10.3399/BJGP.2022.0474)

Noonan, Zoe ORCID: https://orcid.org/0000-0003-2636-8156, Brown, Katie and Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 (2023) Expanding and Evolving: the GP Curriculum at Glasgow. National Poster Presentation: NADEGS Annual Conference 2023 (Departments of General Practice in Scotland (Aberdeen, Dundee, Edinburgh, Glasgow & St Andrews) joined by NHS, Education for Scotland (NES), Carnoustie, 19-20 January 2023.

Noonan, Zoe ORCID: https://orcid.org/0000-0003-2636-8156 and Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 (2023) Embrace and Innovate! Using GP Teaching Capacity Flexibly and Sustainably. ADEGS Conference, Carnoustie, Scotland, 19th-20th Jan 2023.

Bezzina, Cara ORCID: https://orcid.org/0000-0003-4897-0850 and Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 (2023) Multimorbidity and the need to rethink Medical Education. Journal of Multimorbidity and Comorbidity, 13, pp. 1-2. (doi: 10.1177/26335565231207811) (PMID:37849712) (PMCID:PMC10578062)

2022

Politis, Marina, Brown, Megan E.L., Huser, Camille A.M. ORCID: https://orcid.org/0000-0002-3785-7556, Crawford, Lynsay ORCID: https://orcid.org/0000-0003-0148-0854 and Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 (2022) “I wouldn’t know what to do with the breasts”: the impact of patient gender on medical student confidence and comfort in clinical skills. Education for Primary Care, 33(6), pp. 316-326. (doi: 10.1080/14739879.2022.2129460) (PMID:36443928)

Noonan, Zoe ORCID: https://orcid.org/0000-0003-2636-8156, Brown, Katie and Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 (2022) Evolving the Curriculum - Virtual Learning in the MBChB Curriculum at Glasgow. National Poster Presentation: Association for the Study of Medical Education (ASME), Aberdeen, 6-8 July 2022.

Forrest, Dominique, George, Sherie, Stewart, Vanessa, Dutta, Nina, McConville, Kevin, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Kumar, Sonia (2022) Cultural diversity and inclusion in UK medical schools. Clinical Teacher, 19(3), pp. 213-220. (doi: 10.1111/tct.13472) (PMID:35243769)

Hubbard, Gill, Grist, Fiona, Pope, Lindsey Margaret ORCID: https://orcid.org/0000-0003-0899-9616, Cunningham, Scott, Maxwell, Margaret, Bennie, Marion, Guthrie, Bruce and Mercer, Stewart W (2022) Survey to identify research priorities for primary care in Scotland during and following the COVID-19 pandemic. BMJ Open, 12(5), e056817. (doi: 10.1136/bmjopen-2021-056817) (PMID:35504637) (PMCID:PMC9066088)

Gordon, L. et al. (2022) Heard, valued, supported? Doctors' wellbeing during transitions triggered by COVID‐19. Medical Education, 56(5), pp. 516-526. (doi: 10.1111/medu.14698) (PMID:34796541) (PMCID:PMC8662221)

Noonan, Zoe ORCID: https://orcid.org/0000-0003-2636-8156, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Traynor, Joanna (2022) Reflections on the integration of virtual GP tutorials to the medical undergraduate curriculum at Glasgow. Education for Primary Care, 33(3), pp. 180-184. (doi: 10.1080/14739879.2021.2021810) (PMID:35067218)

Dickson, Beth ORCID: https://orcid.org/0000-0003-4734-038X, Docherty, Frances ORCID: https://orcid.org/0000-0001-9897-9939, Honeychurch, Sarah ORCID: https://orcid.org/0000-0002-9931-6827, Loveridge, Carolyn, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, Price, Victoria ORCID: https://orcid.org/0000-0003-3031-5612, Soler, Linnea ORCID: https://orcid.org/0000-0003-4859-594X and Tasler, Nathalie ORCID: https://orcid.org/0000-0001-9822-4595 (2022) Getting Started with SoTL. 15th Annual University of Glasgow Learning & Teaching Conference Pre-Conference Workshop, 21 Mar 2022.

Gibson Smith, K. et al. (2022) Supporting doctors' well‐being and resilience during COVID‐19: a framework for rapid and rigorous intervention development. Applied Psychology: Health and Well‐Being, 14(1), pp. 236-251. (doi: 10.1111/aphw.12300) (PMID:34414681) (PMCID:PMC8444870)

McKechnie, Douglas G. J., Parmar, Neelam, Armstrong, Sarah, Pratt, Lucy, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, Alberti, Hugh and Park, Sophie (2022) General practice and the Medical Licensing Assessment. British Journal of General Practice, 72(723), pp. 497-498. (doi: 10.3399/bjgp22X720905)

2021

Honeychurch, Sarah ORCID: https://orcid.org/0000-0002-9931-6827, Soler, Linnea ORCID: https://orcid.org/0000-0003-4859-594X, Price, Vicky ORCID: https://orcid.org/0000-0003-3031-5612, Loveridge, Carolyn, Docherty, Frances ORCID: https://orcid.org/0000-0001-9897-9939, Tasler, Nathalie ORCID: https://orcid.org/0000-0001-9822-4595, Dickson, Beth ORCID: https://orcid.org/0000-0003-4734-038X and Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 (2021) The Power of Collaborative SoTL. [Website]

Banner, Kimberley, Alberti, Hugh, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Stewart, Jane (2021) Medical Student's Perceptions of General Practice. ASME Annual Scholarship Meeting 2021, 8-9 July 2021. (doi: 10.1111/tct.13424)

Forrest, Dominique, George, Sherie, Stewart, Vanessa, Dutta, Nina, McConville, Kevin, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Kumar, Sonia (2021) Perspectives of UK GP Heads of Teaching on Cultural Diversity and Inclusion in Undergraduate Primary Care: A Qualitative Study. ASME Annual Scholarship Meeting 2021, 8-9 July 2021. (doi: 10.1111/tct.13424)

Tooman, Tricia R., Laidlaw, Anita, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, Scanlan, Gillian, Wakeling, Judy and Walker, Kim A. (2021) Professionalism Disrupted. ASME Annual Scholarship Meeting 2021, 8-9 July 2021. (doi: 10.1111/tct.13424)

Cairns, P. et al. (2021) Interventions for the well-being of healthcare workers during a pandemic or other crisis: scoping review. BMJ Open, 11(8), e047498. (doi: 10.1136/bmjopen-2020-047498) (PMID:34404701) (PMCID:PMC8375449)

Dickson, Beth ORCID: https://orcid.org/0000-0003-4734-038X, Docherty, Frances, Honeychurch, Sarah ORCID: https://orcid.org/0000-0002-9931-6827, Jamieson, Susan ORCID: https://orcid.org/0000-0003-3878-339X, Loveridge, Carolyn, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, Price, Victoria ORCID: https://orcid.org/0000-0003-3031-5612, Soler, Linnea ORCID: https://orcid.org/0000-0003-4859-594X and Tasler, Nathalie ORCID: https://orcid.org/0000-0001-9822-4595 (2021) SoTL 'Unconference'. 14th Annual Learning & Teaching Conference: Transforming Teaching & Taking Stock, Glasgow, Scotland, United Kingdom, 18 June 2021. (Unpublished)

Johnston, P. W. et al. (2021) What is being done to look after doctors during covid-19 and beyond? [Website]

Corr, Lottie, Crawford, Lynsay ORCID: https://orcid.org/0000-0003-0148-0854, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, McCoy, Amy and Goh, Janelle (2021) A creative case study: Enhancing student engagement with professionalism through graphic Medicine. In: Tasler, Nathalie, O'Brien, Rachelle and Spiers, Alex (eds.) Being Creative in the Face of Adversity - Annual #creativeHE Collection 2021. Creativity for Learning in Higher Education community (#creativeHE), pp. 82-86.

2020

Alberti, Hugh, Cottrell, Emily, Rosenthal, Joe, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Thompson, Trevor (2020) Revealing the reality of undergraduate GP teaching in UK medical curricula. British Journal of General Practice, 70(699), p. 485. (doi: 10.3399/bjgp20X712721) (PMID:33004360) (PMCID:PMC7518909)

Cottrell, Emily, Alberti, Hugh, Rosenthal, Joe, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Thompson, Trevor (2020) Revealing the reality of undergraduate GP teaching in UK medical curricula: a cross-sectional questionnaire study. British Journal of General Practice, 70(698), e744-e650. (doi: 10.3399/bjgp20X712325) (PMID:32784219) (PMCID:PMC7425203)

Grom, Iain, Crawford, Lynsay ORCID: https://orcid.org/0000-0003-0148-0854 and Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 (2020) Truth Told in Jest? Professional Value Confessions at the End of a Medical Curriculum. 13th Annual University of Glasgow Learning and Teaching Conference, 25 Aug 2020.

Gillies, John, Bartlett, Maggie, Dowell, Jon, Fairhurst, Karen, Lawton, Ken, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Walmsley, Rebecca (2020) The Wass report: moving forward 3 years on. British Journal of General Practice, 70(694), p. 228. (doi: 10.3399/bjgp20X709493) (PMID:32354806)

Noonan, Zoe ORCID: https://orcid.org/0000-0003-2636-8156, Boyle, James Graham, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, Ditchfield, Carol ORCID: https://orcid.org/0000-0002-1288-0020, Leach, John Paul and McDowall, Suzanne ORCID: https://orcid.org/0000-0003-1049-9856 (2020) Quarantining the OSCE: reflections on the Glasgow experience. Clinical Teacher, 17(1), pp. 94-97. (doi: 10.1111/tct.12993) (PMID:30592158)

Alberti, Hugh, Cottrell, Emily, Cullen, Jayne, Rosenthal, Joe, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Thompson, Trevor (2020) Promoting general practice in medical schools. Where are we now? Education for Primary Care, 31(3), pp. 162-168. (doi: 10.1080/14739879.2020.1744192) (PMID:32213128)

Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 and Dubras, Louise (2020) Delivering medical education for future healthcare needs: a community-focused challenge. Education for Primary Care, 31(5), pp. 266-269. (doi: 10.1080/14739879.2020.1767513) (PMID:32713265)

2019

Grom, Iain, Crawford, Lynsay ORCID: https://orcid.org/0000-0003-0148-0854 and Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 (2019) First Year Medical Students' Understanding of Professionalism. 9th National Scottish Medical Education Conference, Edinburgh, UK, 09-10 May 2019.

2018

Smith, Samantha E., Tallentire, Victoria R., Pope, Lindsey M. ORCID: https://orcid.org/0000-0003-0899-9616, Laidlaw, Anita H. and Morrison, Jill ORCID: https://orcid.org/0000-0003-3965-1516 (2018) Foundation Year 2 doctors’ reasons for leaving UK medicine: an in-depth analysis of decision-making using semistructured interviews. BMJ Open, 8(3), e019456. (doi: 10.1136/bmjopen-2017-019456) (PMID:29500208)

McLoughlin, Kathleen, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, Walsh, Elaine, Jennings, Aisling and Foley, Tony (2018) The MRCGP clinical skills assessment: an integrative review of evidence. Education for Primary Care, 29(3), pp. 132-137. (doi: 10.1080/14739879.2018.1427510) (PMID:29366383)

2015

Ambrose, Lucy and Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616 (2015) Responding to medical error and complaints. In: Brown, Jo, Noble, Lorraine M., Papageorgiou, Alexia and Kidd, Jane (eds.) Clinical Communication in Medicine. John Wiley & Sons, Ltd.: Chichester, West Sussex, UK ; Ames, Iowa, USA, pp. 108-114. ISBN 9781118728246 (doi: 10.1002/9781118728130.ch17)

2014

Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, Hawkridge, Anne and Simpson, Robin (2014) Performance in the MRCGP CSA by candidates’ gender: differences according to curriculum area. Education for Primary Care, 25(4), pp. 186-193. (doi: 10.1080/14739879.2014.11494276) (PMID:25198712)

Linklater, Gordon T., Bowden, Joanna, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, Mcfatter, Fiona, Hutchison, Stephen M. W., Carragher, Pat J., Walley, John, Fallon, Marie and Murray, Scott A. (2014) Developing learning outcomes for medical students and foundation doctors in palliative care: a national consensus-seeking initiative in Scotland. Medical Teacher, 36(5), pp. 441-446. (doi: 10.3109/0142159X.2014.889289)

2012

Curnock, E., Bowie, P., Pope, L. ORCID: https://orcid.org/0000-0003-0899-9616 and McKay, J. (2012) Barriers and attitudes influencing non-engagement in a peer feedback model to inform evidence for GP appraisal. BMC Medical Education, 12(1), p. 15. (doi: 10.1186/1472-6920-12-15)

2009

Mckay, J., Pope, L., Bowie, P. and Lough, M. (2009) External feedback in general practice: a focus group study of trained peer reviewers of significant event analyses. Journal of Evaluation in Clinical Practice, 15(1), pp. 142-147. (doi: 10.1111/j.1365-2753.2008.00969.x)

2008

Bowie, P., Pope, L. and Lough, M. (2008) A review of the current evidence base for significant event analysis. Journal of Evaluation in Clinical Practice, 14(4), pp. 520-536. (doi: 10.1111/j.1365-2753.2007.00908.x)

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Dickson, Beth ORCID: https://orcid.org/0000-0003-4734-038X, Docherty, Frances ORCID: https://orcid.org/0000-0001-9897-9939, Honeychurch, Sarah ORCID: https://orcid.org/0000-0002-9931-6827, Loveridge, Carolyn, Pope, Lindsey ORCID: https://orcid.org/0000-0003-0899-9616, Price, Victoria ORCID: https://orcid.org/0000-0003-3031-5612, Soler, Linnea ORCID: https://orcid.org/0000-0003-4859-594X and Tasler, Nathalie ORCID: https://orcid.org/0000-0001-9822-4595 (2022) Getting Started with SoTL. 15th Annual University of Glasgow Learning & Teaching Conference Pre-Conference Workshop, 21 Mar 2022.

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