Professor Tim Dornan

National Teaching Fellow 2006 Institution at the time of Award: University of Manchester Tim Dornan is currently Professor of Medical Education at Maastricht University (Netherlands), and Honorary Professor at the University of Manchester. Tim Dornan studied medicine and history & philosophy of science at Cambridge and qualified as a doctor from Oxford in 1975. After postgraduate posts in Oxford and Nottingham, he obtained a clinical research doctorate from Oxford, spent a post-doctoral year in Seattle, USA, and then completed his clinical training in Nottingham. He became a consultant physician in Salford in 1988, where he developed a research interest in well-being and psycho-social aspects of diabetes, including personal adaptation to chronic disease. Between 1990 and1999, he was Undergraduate Dean at Hope Hospital and helped design and implement Manchester's innovative undergraduate medical curriculum. He was jointly responsible for bringing communication skills teaching to the mainstream of the Manchester curriculum and setting up a standardised patient programme which has contributed to demonstrable improvements in the patient-centred behaviour of the University's graduates. He co-led the introduction of Problem-Based Learning (PBL) into the traditional firm system of clinical ward teaching, an initiative which empowers students in a way that has not always been customary in medical education. He has undertaken postgraduate training as an educationalist, completing a masters degree in 2002 and a PhD on the topic of clinical workplace learning in 2006, both at the University of Maastricht, the Netherlands. He was one of the first two people at the new, unified University of Manchester to be promoted to Professor primarily on the basis of their teaching. He leads the University of Manchester Medical School Education Research Group, whose interests include clinical workplace learning and the use of IT to support it. His current teaching interests include using concept mapping in clinical teaching, training medical students in research methodology, enhancing the quality of supervisor-supervisee interaction in masters and doctoral research, and training faculty in education research methodology.