Susie Schofield started work life programming then project managing in the financial sector in London. This led to an interest in training and education, and she completed a PGCE at Cambridge University in 1991. Moving to Dundee in 1999, she studied for a masters in applied computing, which she combined with a 3-year research assistant post on a European-funded eLearning project. This was followed by a PhD in the School of Education at Dundee: The medically interrupted learner: Communication channels for sustaining educational and socio-emotional progress where she analysed the experiences and attitudes of health and education students and professionals as well as hospitalized children and their guardians. She joined the Centre for Medical Education (CME) in 2006 as Staff Development Officer, supporting NHS doctors involved in the undergraduate medical curriculum in their educational role. Appointed lecturer and eLearning academic lead in 2009 on the Masters in Medical Education programme, she led the move of the paper-based course to online. In 2013 she became senior lecturer and CME’s internationalisation lead, and works with students and staff both locally and internationally. She is a member of senate and the University subcommittees for Equality and Diversity, the PGCAPHE and the Consumer Protection Act. She represents the University on the SHED (Scottish Higher Education Developers) group and continues to work closely with NES (NHS Education Scotland) Tayside.

Staff development including the development and impact of training and educational qualifications, the use of frameworks, and career choice Technology-enhanced learning, including digital and assessment literacy Supporting the LGBT health professional student

Arzuman, H., Al-Mahmood, A. K., Islam, S., Afrin, S. F., Khan, S. A. & Schofield, S. J. (2016) Students’ perception of learning environment: A base line study for identifying areas of concern at a private medical college, Bangladesh. Bangladesh Journal of Medical Science. 15(2): 234-242 Patterson, A., Sharek, D., Hennessy, M., Phillips, M., & Schofield, S. (2016). Medical humanities: a closer look at learning. Medical Humanities, medhum-2015. Barton, K.L., Schofield, S.J., McAleer, S., Ajjawi, R. (2016) Translating evidence-based guidelines to improve feedback practices: the interACT case study. BMC Medical Education MEED-D-15-00025 16(1) 53 Price, S., & Schofield, S. (2015). How do junior doctors in the UK learn to provide end of life care: a qualitative evaluation of postgraduate education.BMC palliative care, 14(1), 45. Donohoe, C. L., Conneely, J. B., Zilbert, N., Hennessy, M., Schofield, S., & Reynolds, J. V. (2015). Docemur Docemus: Peer-Assisted Learning Improves the Knowledge Gain of Tutors in the Highest Quartile of Achievement but Not Those in the Lowest Quartile. Journal of surgical education, 72(6), 1139-1144. Sethi, A., Schofield, S., Ajjawi, R., & Mcaleer, S. (2015). How do postgraduate qualifications in medical education impact on health professionals? Medical Teacher, (0), 1-6. Bradley, R., & Schofield, S. (2014). The Undergraduate Medical Radiation Science Students' Perception of Using the e-Portfolio in Their Clinical Practicum. Journal of Medical Imaging and Radiation Sciences, 45(3), 230-243. Mowat A, Schofield S (2014) SAS Career Development Funding: is it any good? Anaesthesia News, 320:19-21 Mowat A, Schofield SJ (2014) Study leave usage by SAS grade staff. RCOA bulletin 83:e9-10 Schellenberg, K. L., Schofield, S. J., Fang, S., & Johnston, W. S. (2013). Breaking bad news in amyotrophic lateral sclerosis: The need for medical education. Amyotrophic Lateral Sclerosis and Frontotemporal Degeneration, (0), 1-8. Janczukowicz J, Zielonka E, Schofield SJ. (2013) Altruizm to za mało Część: Podstawy efektywnej i profesjonalnej komunikacji Medycyna po Dyplomie 22(9) Janczukowicz J, Schofield SJ. (2013) Altruizm to za mało Część: Profesjonalizm a refleksyjna praktyka: Medycyna po Dyplomie (2013) Medycyna po Dyplomie 23(7-8) Schofield SJ, Janczukowicz J. (2013) Altruizm to za mało Część 6 Mentoring − przewodnik dla początkujących” Medycyna po Dyplomie (2013) 22(6):34-48 Ajjawi,R., Schofield, S., McAleer, S., Walker, D. (2013) Assessment and feedback dialogue in online distance learning Medical Education 47(5): 527-528 H Rigby, S Schofield, K Mann, T Benstead (2012) An exploration of case-based learning in neuroscience grand rounds using the Delphi technique Neurology 79(3):e19-26. A Alamro, S Schofield (2012) Blended problem based learning in the Qatar medical programme Medical Teacher 34: S20-S24 S Hawkins, A Osborne, S Schofield, P Dimitrios, J Chester. (2012). Student self-assessment of clinical skills. The impact of video recording and demonstration of benchmark performances on students’ ability to self-assess. Medical Teacher 34(4): 279-284 R Lumsden & S Schofield, (2011). Perceptions of educational climate in a Canadian medical radiation science programme Medical Teacher 33(9):774 R Lumsden & S Schofield (2011) Perceptions of Educational Climate in a Canadian Medical Radiation Science Programme Journal of Medical Imaging and Radiation Science 42: 124-129 S Schofield, (2011) How do you tell a student they smell? Clinical Teacher 8(2): 131–132 S Schofield, S Bradley, C MacRae, D Nathwani, J Dent. (2010) How we encourage faculty development Medical Teacher 32(11): 883 – 886 S Schofield, D Nathwani, F Anderson, R Monie, M Watson, M Davis. (2009) Consultants in Scotland: survey of educational qualifications, experience and needs of Scottish consultants. Scottish Medical Journal 54(3): 25-29 S Schofield, D Nathwani, F Anderson, R Monie, M Watson, M Davis (2009) Developing a staff development session for medical teachers. HEA MeDev 1.2