Sam has extensive experience of designing research into training for general practice, typically with an emphasis on qualitative methods. Her published areas of interest include: strategic development of GP training and CPD, quality assurance of training programmes, evaluation of innovative training schemes and research governance and practice. ​

Research and Consultancy

• 2014 WRAP (Winchester Research Apprenticeships Programme) scheme. Successful application for funding a WRAP apprentice to work on literature search about the development of GP appraisal. (Joint project with Rachel Locke).
• 2012 Co-leader, Review of GP Schools practice and approach to the appointment of GP trainers
• 2011 Co-researcher, Literature review of tools and processes currently in use to identify doctors in difficulty: RST
• 2010 Co-leader, Non-remedial GP Training Extension Funding: UKCEA
• 2009 Co-leader, Mind map project with foundation trainees: UKCEA

Sam has been a researcher and educator in medical education for almost twenty years, with a particular interest in general practice education. She is Programme Lead for the MA Medical Education and Convenor for the University's Medical Education Research Centre​​. 

As part of the tutor team on the MA Medical Education and Postgraduate Certificate courses (for appraisers, hospital educators and trainers), she supports the professional development of medical educators, trainers and appraisers through academic enquiry into practice. She has been teaching at the University of Winchester on the MA Education course since 2007.

Alongside her university role, she works with the GP Education Unit, Southampton supporting research into GP education with trainees, programme directors and associate deans. In addition to her research interests, she is a reviewer for a number of leading medical education journals.

Sam completed her PhD at the University of Winchester in 1998. Her thesis Enlightenment Returns to Myth: Factors influencing the Investigation of Racist Attitudes Exhibited by Primary School Children presented an immanent critique of the construction of 'race' in psychological research with children, and a philosophical inquiry into the theoretical reconstruction of 'race' in educational policy-making.

• Professional positions, memberships, honorary roles and awards

Full member of Sub-Panel 23 for the Research Excellence Framework for 2021 (area medical and healthprofessions education) [August 2020 – March 2022]

Member of ASME’s Educator Development Committee [Jan. 2018 - current]

Member of the Editorial Board for the journal Education for Primary Care [since Feb. 2016]. I was appointed as a Deputy Editor in April 2017. As Deputy Editor I oversee two sections: “Teaching Exchange” and “Short Reports.”

Current External Examiner for the University of Newcastle Masters in Medical Education

Former External Examiner for Worcester, Masters in Health Professions Education [Dec. 2015 – Dec 2019] and Dundee Masters in Medical Education.

Associate Member of RCGP

Member of AMEE, ASME and AoME

Fellow of HEA (since 2007)

RCGP Certificate of Commendation, 2017. The award has been given in recognition of “outstanding contributions to the discipline of general practice and primary care. In particular, it is an acknowledgment of [your] many contributions to primary care research and primary care education and evaluation.”

Wessex RCGP Primary Care Award, 2013. The award was given in recognition of my role in education and my support of primary care education in the Wessex region.

Wessex Deanery Educational Quality Awards, 2012. Commendation for work and notable practice in medical education for the GP masterclass project.

Journal publications (peer-reviewed)

SALES B, MASDING M and SCALLAN S (2018) “A taste of general practice.” The Clinical Teacher. Accepted as an “innovation” paper.

FITZGERALD-BARRON A, LYON-MARIS J, HILL F and SCALLAN S (2018) “The world turned upside down: The case for thinking differently about undergraduate education.” Accepted for the British Journal of General Practice.

SCALLAN S and MOHANNA K (2017) “Introducing a new section (Guest editorial).” Education for Primary Care 28: 133  DOI: 10.1080/14739879.2017.1313098

JONES A, Wedderburn C and Scallan S (2017) “Developing the system for GP Trainer re-approval in Dorset: a pilot.” Education for Primary Care (letter, early on-line view available). DOI: http://dx.doi.org/10.1080/14739879.2016.1278563

Sales B, Macdonald A, Scallan S and Crane S (2016) “How can educators support General Practice (GP) trainees to develop resilience to prevent burnout?” Education for Primary Care 27: 487-493. DOI: http://dx.doi.org/10.1080/14739879.2016.1217170

Murphy J, Lyon-Maris J, Scallan S and Muir A (2016) “The drama of communication.” The Clinical Teacher (online early view available) DOI:10.1111/tct.12514

Locke R, Alexander G, Mann R, Kibble S and Scallan S (2016) “Doctors with Dyslexia: strategies and support.” The Clinical Teacher (online early view available). DOI: 10.1111/tct.12578

Elliott R and Scallan S (2016) “Developing communication skills with GP trainees: the REAM approach.” Education for Primary Care 27: 138-43

Scallan S, Locke R, Caesar S, Watson G and Eksteen D (2016) “The benefits of appraisal: a documentary analysis over time.” Education for Primary Care 27: 94-7

SALES B, SCALLAN S, CRANE S and LYON-MARIS J (2015) “The Audio-COT (Consultation Observation Tool): developing a new assessment tool for GP training.” Education for Primary Care 26: 335-9

LOCKE R, SCALLAN S, MANN R and ALEXANDER G (2015) “Doctors with Dyslexia: A Systematic Literature Review.” The Clinical Teacher 12: 394-8

LYON-MARIS J, EDWARDS L, SCALLAN S and LOCKE R (2015) “GP Workload: Time for a rethink of the generalist model of care to promote retention to the workforce?” British Journal of General Practice 65(639): e711-e713

PLATT D, CHINN J, SCALLAN S and LYON-MARIS J (2015) “Fostering Resilience with GPs: a workshop approach.” Education for Primary Care 26: 328-31

SCALLAN S (2014) “Educating for complexity and professional judgement: whither the role of practice-based research?” Education for Primary Care 25: 299-301

JONES A, BUTCHER A, FORDE E, WEDDERBURN C and SCALLAN S (2014) “Supporting newly qualified GPs: an evolving educational programme in Dorset.” Education for Primary Care 25: 353-356

KIBBLE S, SCALLAN S, WILSON S, ODBERT R, LYON-MARIS J and LEACH C (2014) “Does experience in general practice influence the clinical thinking of foundation trainees?” Education for Primary Care 25: 327-37

SCALLAN S (2014) “RCGP Annual Conference” (letter). British Journal of General Practice 64 (November): 560-61

LYON-MARIS J and SCALLAN S (2013) “Procedures and processes of accreditation for GP trainers: similarities and differences.” Education for Primary Care 24: 444-51

CAESAR S, LOCKE R and SCALLAN S (2013) “Medical appraisal and revalidation: can it improve patient care?” Education for Primary Care 24: 398-400

CRANE R, HAIG, P and SCALLAN S (2013) “Failure to secure a training post in an applicant’s first choice deanery: a significant risk factor for difficulties during training.” Education for Primary Care 24: 372-3 (Letter)

FOULKES J, SCALLAN S and WEAVER R (2013) “Educational Supervision for GP Trainees: time to take stock?” Education for Primary Care 24: 90–92 (Leader)

THRESHER K, BOREHAM L, DENNISON L, FLETCHER P, OWEN C, SMITH L, and SCALLAN S (2013) “Exploring art with foundation doctors: reflecting on clinical experience.” Education for Primary Care 24: 212-15

RIAL J and SCALLAN S (2013) “Practice-based Small Group Learning (PBSGL) for CPD: A pilot with general practice trainees to support the transition to independent practice.” Education for Primary Care 24: 173–77

WEDDERBURN C, SCALLAN S, WHITTLE C and CURTIS A (2013) “The views and experiences of female GPs on professional practice and career support.” Education for Primary Care 24: 321-29

ZWART S, LYON-MARIS J, ESSIGMAN M, FITZGERALD-BARON A, ROGERS D, VAN LEEUWEN AJ, MAILLE R and SCALLAN S (2013) “International exchange of experienced GP trainers: the added value of looking into another kitchen.” Education for Primary Care 24: 380

LYON-MARIS J and SCALLAN S (2012) “High Fidelity Human Simulation” The Clinical Teacher 9: 18-21

LOCKE R, SCALLAN S, LEACH C and RICKENBACH M (2012) “Identifying poor performance among doctors in NHS organisations.” Journal of Evaluation in Clinical Practice DOI: 10.1111/j.1365-2753.2012.01868.x

WEDDERBURN C, BATTCOCK T, MASDING M and SCALLAN S (2012) “A pilot learning set for newly appointed GPs and hospital consultants.” Education for Primary Care 23: 47-49

SMITH T, TAYLOR M, WYER I and SCALLAN S (2012) “Meeting the educational needs of GP retainers: time for change?” Education for Primary Care 23: 125-127

SCALLAN S and LOCKE R (2012) “The benefits of appraisal.” Education for Primary Care 23: 369-370 (Letter)

RICKARD C, SMITH T and SCALLAN S (2012) “A Comparison of the Learning Experiences of Full-Time Trainees and Less-Than-Full-Time Trainees in General Practice.” Education for Primary Care 23: 399-403

BELL J and SCALLAN S (2011) “Postgraduate Certificate for GP Appraisers.” Education for Primary Care 22: 442 (Innovation article)

PETERS A, CAESAR S and SCALLAN S (2011) “Improving the spread of appraisals throughout the year – a pilot of two management strategies.” Education for Primary Care 22: 252-253 (Letter)

GIBBONS E, SCALLAN S and NEWTON S (2011) “An extra six months in primary care in the early years of training for general practice: the views of trainees and trainers on how to make the most of this post.” Education for Primary Care 22: 339-342

LONGLEY A, SCALLAN S and WEDDERBURN C (2011) “Enriching Training for General Practice: an evaluation of a pilot programme of general practice clinics in specialty training year 1.” Education for Primary Care 22: 283-285

SCALLAN S, LYON-MARIS J and RICKENBACH M (2011) “The role and value of ITPS to specialty training for general practice.” Education for Primary Care 22: 283-284 (Letter)

SCALLAN S, BALL K, LYON-MARIS J, BURROWS P and GORROD E (2011) “Using actors to simulate doctors in the continuing professional development of GP trainers and appraisers.” Education for Primary Care 22: 171-177

FOULKES J, SCALLAN S, COLES C and ELMER R (2011) “The RCGP e-Portfolio Learning Log: observations on the case for reclaiming log entries as assessments for learning.” Education for Primary Care 22: 14-19

WEDDERBURN C, SCALLAN S and LEACH C (2010) “Extensions to training for general practice: a novel approach.” Education for Primary Care 21: 360-367

MANN R, SCALLAN S, DEANE M, WATSON A, LEACH C and KIBBLE S (2010) “Developing competent and capable improvement leaders in NHS general practice: an evaluation of the Practice Leaders Programme (Portsmouth).” International Journal of Clinical Leadership 16(4): 167-177

WEDDERBURN C and SCALLAN S (2010) “The development of an electronic evaluation form for specialty training for general practice.” Education for Primary Care 21: 132-133  (Letter)

Journal publications (not peer-reviewed)

SCALLAN S (2018) “Green Review.” Education for Primary Care [in press]. (Book review of Orlans D, Charlton R and Finnikin S (2017) What’s in a story?: Lessons from reflections in general practice. Solihull: Hampton-in-Arden Publishers [First edition])

SCALLAN S (2017) “Green review.” Education for Primary Care 28: 297–298. (Book review of Liamputtong, P. (ed.) (2017) Research methods in health: foundations for evidence-based practice. Oxford: Oxford University Press. [Third edition])

Scallan S (2016) “Green review 2: the experienced educator’s perspective.” Education for Primary Care 27: 71-73. (Book review of Gavriel J The Self-Directed Learner in Medical Education London: CRC Press)

SCALLAN S (2015) “Digest.” The Clinical Teacher 12: 286-90

Book chapters

FOULKES J and SCALLAN S “Using Electronic Portfolios to Record Reflection: Supporting the Supervisors of Primary Care Physicians in Training” in Peterkin A and Brett-MacLean P (2016) Keeping Reflection Fresh. Kent: Kent State University Press

THRESHER K, SCALLAN S, SMITH L, OWEN C, FLETCHER P, DENNISON L and BOREHAM L  “Exploring Art and Clinical Experience with Doctors in the Early Years of Postgraduate Training” in Peterkin A and Brett-MacLean P (2016) Keeping Reflection Fresh. Kent: Kent State University Press

Reports

LOCKE R, SCALLAN S, MANN R and ALEXANDER G (2015) Doctors with Dyslexia: a systematic literature review, researching experience and practice guidance. Winchester: University of Winchester

LOCKE R, SCALLAN S, LYON-MARIS J and EDWARDS L (2015) GP Workload: current state and future possibilities. Winchester: University of Winchester

LOCKE R, SCALLAN S, EDWARDS L, MANN R, PENROSE H and WEAVER R (2014) Evaluation of WESSEX INSIGHT: mentoring service. Winchester: University of Winchester (Report for the Wessex GP School and Wessex LMC)

LYON-MARIS J and SCALLAN S (2013) Procedures and processes of accreditation for GP trainers: similarities and differences. Winchester: Wessex School of General Practice. (Report for the GMC)

LOCKE R, SCALLAN S, LEACH C, RICKENBACH M and GOODMAN J (2011) Identification of poor performance among doctors in NHS organisations. Winchester: University of Winchester (Report for the Revalidation Support Team)