Dr Kay Mohanna

National Teaching Fellow 2015 Dr Kay Mohanna is a Senior Fellow of the Higher Education Academy and is a senior lecturer at Keele University School of Medicine. She leads a team of award directors responsible for all masters level study, is Chair of the Postgraduate Committee and Chair of the School of Medicine Teaching and Learning Committee. Kay is also co-director of the Keele Clinical Leadership Academy which works with over 1,500 students annually on multi-professional healthcare leadership training and development. Kay is a partner in general practice in Lichfield where she is a practice based trainer with an interest in supporting trainees in difficulty. Until 2014 she was a member of the UK National Quality Management of Training Standards Committee for the Royal College of General Practitioners (RCGP) which has oversight of all general practice training requirements and regulations. She was also a committee member at the National Collaboration Centre for Women's and Children's Health for the National Institute for Health and Care Excellence (NICE) which devises guidance and protocols for clinical care. Kay is the RCGP International Development Advisor for South Asia and runs international 'teaching the teachers' courses outside the UK, a comprehensive programme aimed at developing clinical supervisors and lead educators into confident and competent healthcare educators supporting both organisational and professional development. She has worked in Dubai, Lahore, Bangalore and Kuwait. Kay is editor or co-author of 14 books including Teaching Made Easy, a handbook for teachers and trainers, published by Radcliffe and now in its third edition; Know Your Teaching Style; Demonstrating your Competence in Healthcare Teaching; the RCGP official handbook for the Membership of the Royal College of General Practitioners General Practice specialty training: Making it happen, and the RCGP curriculum support resource Care of children and young people. Her ongoing doctoral research is using conversation analysis to look at social-cultural reasons for differential success rates in postgraduate assessment.