Professor Lindsey Pope

  • Professor of Medical Education (Medicine)
  • Associate (Institute of Health & Wellbeing)

telephone: 01413308339
email: Lindsey.Pope@glasgow.ac.uk

School of Medicine, Dentistry & Nursing, Wolfson Medical School Building, Rm443, Gilmorehill Campus, Glasgow, G12 8QQ

ORCID iDhttps://orcid.org/0000-0003-0899-9616

Biography

Professor Lindsey Pope is a GP and Professor of Medical Education.

She is the Director of Community Based Medical Education and Director of Professionalism at the Undergraduate Medical School. She is a Deputy Director of the Scottish School of Primary Care. She is a GMC Education Associate with involvement in regional and school reviews, new school approvals and most recently as a Team Leader for the CPSA component of the new national MLA (Medical Licensing Assessment).

Her other national assessment roles include as an Examiner for the Royal College of GPs and as an author for the PSA (Prescribing Skills Assessment). She is an approved GP trainer and has been involved in teaching and training across the continuum of medical education. She contributes to teaching and assessment in the undergraduate medical school as well as the Health Professions Education programme.

Follow Lindsey Pope on twitter

@LindseyMPope

Research interests

  • Utilisation of Activity Theory to understand teaching and learning in general practice.
  • GP careers.
  • Doctors’ wellbeing.
  • Assessment of professionalism

Publications

List by: Type | Date

Jump to: 2020 | 2019 | 2018 | 2014 | 2012 | 2009 | 2008
Number of items: 13.

2020

Grom, I., Crawford, L. and Pope, L. (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, J., Bartlett, M., Dowell, J., Fairhurst, K., Lawton, K., Pope, L. and Walmsley, R. (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, Z. , Boyle, J. G., Pope, L. , Ditchfield, C. , Leach, J. P. and McDowall, S. (2020) Quarantining the OSCE: reflections on the Glasgow experience. Clinical Teacher, 17(1), pp. 94-97. (doi: 10.1111/tct.12993) (PMID:30592158)

Alberti, H., Cottrell, E., Cullen, J., Rosenthal, J., Pope, L. and Thompson, T. (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, L. and Dubras, L. (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, I., Crawford, L. and Pope, L. (2019) First Year Medical Students' Understanding of Professionalism. 9th National Scottish Medical Education Conference, Edinburgh, UK, 09-10 May 2019.

2018

Smith, S. E., Tallentire, V. R., Pope, L. M. , Laidlaw, A. H. and Morrison, J. (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, K., Pope, L. , Walsh, E., Jennings, A. and Foley, T. (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)

2014

Pope, L. , Hawkridge, A. and Simpson, R. (2014) Performance in the MRCGP CSA by candidates’ gender: differences according to curriculum area. Education for Primary Care, 25(4), pp. 186-193. (PMID:25198712)

Linklater, G. T., Bowden, J., Pope, L. , Mcfatter, F., Hutchison, S. M. W., Carragher, P. J., Walley, J., Fallon, M. and Murray, S. 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. 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)

This list was generated on Thu Oct 21 12:24:28 2021 BST.
Number of items: 13.

Articles

Gillies, J., Bartlett, M., Dowell, J., Fairhurst, K., Lawton, K., Pope, L. and Walmsley, R. (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, Z. , Boyle, J. G., Pope, L. , Ditchfield, C. , Leach, J. P. and McDowall, S. (2020) Quarantining the OSCE: reflections on the Glasgow experience. Clinical Teacher, 17(1), pp. 94-97. (doi: 10.1111/tct.12993) (PMID:30592158)

Alberti, H., Cottrell, E., Cullen, J., Rosenthal, J., Pope, L. and Thompson, T. (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, L. and Dubras, L. (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)

Smith, S. E., Tallentire, V. R., Pope, L. M. , Laidlaw, A. H. and Morrison, J. (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, K., Pope, L. , Walsh, E., Jennings, A. and Foley, T. (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)

Pope, L. , Hawkridge, A. and Simpson, R. (2014) Performance in the MRCGP CSA by candidates’ gender: differences according to curriculum area. Education for Primary Care, 25(4), pp. 186-193. (PMID:25198712)

Linklater, G. T., Bowden, J., Pope, L. , Mcfatter, F., Hutchison, S. M. W., Carragher, P. J., Walley, J., Fallon, M. and Murray, S. 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)

Curnock, E., Bowie, P., Pope, L. 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)

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)

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)

Conference or Workshop Item

Grom, I., Crawford, L. and Pope, L. (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.

Grom, I., Crawford, L. and Pope, L. (2019) First Year Medical Students' Understanding of Professionalism. 9th National Scottish Medical Education Conference, Edinburgh, UK, 09-10 May 2019.

This list was generated on Thu Oct 21 12:24:28 2021 BST.

Grants

Grants and Awards listed are those received whilst working with the University of Glasgow.

  • To develop evidence-based interventions to support doctors' well-being and promote resilience during COVID-19 related transitions (and beyond)
    Chief Scientist Office
    2020 - 2020
     
  • A continuum approach to near peer teaching in general practice
    NHS Education for Scotland
    2018 - 2019
     

Supervision