Megan is a Teaching Fellow in Medical Education Research with the Medical Education Innovation and Research Centre (MEdIC). She has research interests encompassing professional identity development, longitudinal integrated clerkships, empathy, gender bias, qualitative methods, and educational theory.
Megan has a clinical background, having studied medicine and graduated with honours from Hull York Medical School in 2016, but now works full-time in academia. She is in the process of completing her PhD in Medical Education at Hull York Medical School, a longitudinal qualitative study of medical student identity performances within longitudinal clinical placements internationally. In 2021, Megan's thesis research was awarded the Association for the Study of Medical Education (ASME) Education Committee Research Paper Award. In 2020, Megan was awarded Academic Medicine's Excellence in Reviewing award for contributions to peer review within the Academic Medicine community.
Megan also has a keen interest in teaching holds Fellowship of the Higher Education Authority (FHEA). She has experience working as a Problem Based Learning tutor, clinical skills tutor, pastoral support tutor, and as a tutor and marker on two postgraduate medical education degrees. Megan has also worked as a course educationalist for Health Education England. In 2021, she was shortlisted for the Doctors Academy Commitment to Medical Education and Excellence Award for her efforts to support medical education research during Covid-19.
Megan is an active member of the NIHR Incubator for Clinical Education Research, where she is co-chair of the dissemination workstream, and a member of both the advisory and executive groups. She manages the social media accounts and presence of the Incubator, @ClinEdResearch.
Megan is interested in collaborative research, and is a steering committee member of MedEd Collaborative, a national collaborative research initiative set up to involve medical students and junior doctors in high-quality, large-scale medical education research.
Brown M, 2021, ERC Research Paper Award 2021: How do Longitudinal Integrated Clerkships work, and why should we care?, The Clinical Teacher, ISSN:1743-4971
Brown MEL, Horsburgh J, 2021, I and thou: Challenging the barriers to adopting a relational approach to medical education., Med Educ
John J, Brown MEL, 2021, The impact of longitudinal integrated clerkships on patient care: a qualitative systematic review, Education for Primary Care, ISSN:1473-9879
et al., 2021, Empathy in Medical Education: Its Nature and Nurture — a Qualitative Study of the Views of Students and Tutors, Medical Science Educator
et al., 2021, Professional identity formation within longitudinal integrated clerkships: A scoping review, Medical Education, Vol:55, ISSN:0308-0110, Pages:912-924