Dr Sarah Meek
- Lecturer (Undergraduate Medical School)
School of Medicine, Dentistry & Nursing, Undergraduate Medical School, Room 507, Wolfson Medical School Building, Gilmorehill Campus, Glasgow, G12 8QQ
- Fellow of the Institute for Learning and Teaching in Higher Education
- Co-Lead Educator for Glasgow University’s first MOOC (massive open online course), ‘Cancer in the 21st Century – the Genomic Revolution’
- MSc Translational Medical Sciences
- MSc Cancer Sciences
- MRes Molecular Medicine
- Deputy Director; Introductory Course Co-Coordinator; Tutorial Series and Research Placement Coordinator; teacher
- PhD Thesis Committee Member and Advisor
- Undergraduate MBChB programme
- Year 2 / Phase 2 MBChB Endocrinology Coordinator; Years 1 & 2 PBL facilitator; Years 1 & 2 assessment
- Pre-Masters in Medical Science
- Non-University teaching / outreach in secondary schools and at Glasgow and Edinburgh Science Festivals
Current Scholarship Interests
- Threshold concepts in learning and teaching
- Medical & science education
- Interdisciplinary education
- MOOCs and e-learning
- University of Glasgow Learning and Teaching Conference, April 2014
Poster: The Making of a MOOC: Reflections from the Journey
Leah Marks, Sarah Meek, Camille Huser and Louise Blakemore
Massive Open Online Courses (MOOCs) have been variously hailed as ‘the next big thing’ in education or a ‘bubble waiting to burst’. “Cancer in the 21st Century - The Genomic Revolution” is the University of Glasgow’s first MOOC. It lasts six weeks and is divided into six key topics, covering the past, present and future of cancer causes, diagnosis and treatment. The MOOC is hosted on Futurelearn (FL), the first UK-based provider. We summarise the lessons we have learned in developing this course, and highlight issues for further consideration.
- 6th NAIRTL Annual Conference / 4th Biennial International Threshold Concepts Conference, Dublin, Ireland, July 2012
Poster: Threshold Concepts and Troublesome Knowledge in the First Year Curriculum at a UK Medical School
Sarah Meek and Susan Jamieson
In Meyer and Land’s model, Threshold Concepts (TCs) are ‘gateway’ concepts which students must grasp in order for subsequent higher-level learning. They are often troublesome for students to learn, and for staff to teach well. This study used qualitative analysis of questionnaire and interview data to identify several areas that experienced staff regard as ‘troublesome’ for students in the first year of a Problem-based learning (PBL) curriculum at a UK Medical School.
We identified several troublesome areas, of which several map to previously-proposed TCs, including scale, dynamics (spatial and temporal), integration and link-making, equilibrium, metalearning, and discipline-based ways of organising and using knowledge. Additional areas, such as the Hierarchy of Systems model, a systems approach to integrating different medical disciplines, and specific skills, were also identified, and we discuss whether these indicate novel TCs. Several of the areas identified as troublesome are central to non-judgemental, patient-centred practice, which is a GMC requirement in medical training and professional development. Finally, we identified mathematical and spatio-temporal models, analogies, appropriate assessments, experiential and contextual learning, and staff modelling, as teaching methods that staff can use to help students grasp troublesome areas.
View poster published in conference proceedings here [15mb PDF].
- Watkins JL, Lewandowski KT, Meek SE, Storz P, Toker A, Piwnica-Worms H. 2008 Proc Natl Acad Sci U S A. 105(47):18378-83. Phosphorylation of the Par-1 polarity kinase by protein kinase D regulates 14-3-3 binding and membrane association.
- Eckert M, Meek SE, Ball KL. 2006 J Biol Chem. 281(32):23092-102. A novel repressor domain is required for maximal growth inhibition by the IRF-1 tumor suppressor.
- Harthill JE, Meek SE, Morrice N, Peggie MW, Borch J, Wong BH, Mackintosh C. 2006 Plant J. 47(2):211-23. Phosphorylation and 14-3-3 binding of Arabidopsis trehalose-phosphate synthase 5 in response to 2-deoxyglucose.
- Puc J, Keniry M, Li HS, Pandita TK, Choudhury AD, Memeo L, Mansukhani M, Murty VV, Gaciong Z, Meek SE, Piwnica-Worms H, Hibshoosh H, Parsons R. 2005 Cancer Cell. 7(2):193-204. Lack of PTEN sequesters CHK1 and initiates genetic instability.
- Meek SE, Lane WS, Piwnica-Worms H. 2004 J Biol Chem. 279(31):32046-54. Comprehensive proteomic analysis of interphase and mitotic 14-3-3-binding proteins.
- Kulma A, Villadsen D, Campbell DG, Meek SE, Harthill JE, Nielsen TH, MacKintosh C. 2004 Plant J. 37(5):654-67. Phosphorylation and 14-3-3 binding of Arabidopsis 6-phosphofructo-2-kinase/fructose-2,6-bisphosphatase.
- Moorhead GB, Meek SE, Douglas P, Bridges D, Smith CS, Morrice N, MacKintosh C. 2003 Eur J. Biochem 270(6):1356-62. Purification of a plant nucleotide pyrophosphatase as a protein that interferes with nitrate reductase and glutamine synthetase assays.
- Bulavin DV, Higashimoto Y, Demidenko ZN, Meek S, Graves P, Phillips C, Zhao H, Moody SA, Appella E, Piwnica-Worms H, Fornace AJ 2003 Nature Cell Biol. 5(6):545-51. Dual phosphorylation controls Cdc25 phosphatases .and mitotic entry.
- MacKintosh C, Meek SE. 2001 Cell Mol Life Sci. 58(2):205-14. Regulation of plant NR activity by reversible phosphorylation, 14-3-3 proteins and proteolysis.
- *Cotelle V, *Meek SE, Provan F, Milne FC, Morrice N, MacKintosh C. 2000 EMBO J. 19(12):2869-76. 14-3-3s regulate global cleavage of their diverse binding partners in sugar-starved Arabidopsis cells (*joint first authors)
- Meek S, Morrice N, MacKintosh C. 1999 FEBS Lett. 457(3):494-8. Microcystin affinity purification of plant protein phosphatases: PP1C, PP5 and a regulatory A-subunit of PP2A.
- Moorhead G, Douglas P, Cotelle V, Harthill J, Morrice N, Meek S, Deiting U, Stitt M, Scarabel M, Aitken A, MacKintosh C. 1999 Plant J. 18(1):1-12. Phosphorylation-dependent interactions between enzymes of plant metabolism and 14-3-3 proteins.