Anita Laidlaw has been a member of the Medical Education Research Executive component of SMERC since it formed in Sep 2011. She is a Principal Teaching Fellow in the Medical School, University of St Andrews where she is Convenor of the Clincial Communication strand within the BSc Medicine programme. She is also controller of a Module for an MSc Health Psychology (Stage 1 training for Chartered Health Psychologist) and Co-Director of the Centre for Higher Education Research, also at the University of St Andrews. She has developed two programmes of research in healthcare education: psychological factors influencing clinical communication; and student psychological wellbeing and is interested in designing and testing interventions or training which assist individuals within both areas.
- Psychological wellbeing
- Interventions to promote resilience
- Development of burnout
- Attitudes towards psychological wellbeing and psychological wellbeing difficulties
- Healthcare communication
- Clinical communication training
- Inter-professional communication
- Identification of individuals with poorly performing clinical communication
- Interventions for individual with poorly performing clinical communication
- J Cecil, C McHale, J Hart, A Laidlaw. Behaviour and Burnout in Medical Students: Medical Education Online: In Press.
- E Lindon-Morris, A Laidlaw. Anxiety and self-awareness in video feedback: The Clinical Teacher: 2014:11: 174-178.
- Y Zhou, A Collinson, A Laidlaw, G Humphris. How do medical students respond to emotional cues and concerns expressed by simulated patients during OSCE consultations? - A multilevel study: PLOS ONE: 2013: 8(10): e79166.
- C Wiskin, EM Doherty, M von Fragstein, AH Laidlaw, H Salisbury. How do United Kingdom (UK) medical schools identify and support undergraduate medical students who ‘fail’ communication assessments? A national survey: BMC Medical Education: 2013: 13: 95.
- A Dennis, F Neville, A Laidlaw, R Warren, G Ozakinci. Anxiety about anxiety in medical undergraduates: The Clinical Teacher: 2012: 9 (5): 330-333.