معرفی
Susan Miles serves as Senior Research Associate in Medical Education at Norwich Medical School, University of East Anglia, where she acts as MB BS Course Evaluation Lead. Her academic foundation includes a PhD in Psychology (2001) and First Class BA (Hons) in Psychology (1995), both from the University of Reading.
- PhD Psychology, University of Reading (2001)
- BA (Hons) Psychology, University of Reading (1995)
As a research psychologist specializing in attitude research, Miles focuses on student perceptions of educational environments, self-perceived empathy in medical students, and attitudes toward professional behavior. Her work examines how healthcare professionals develop competencies through educational interventions, with particular emphasis on interprofessional dynamics and assessment methodologies. Her research bridges psychological theory with practical medical education applications, addressing critical gaps in understanding how learning environments shape professional identity.
Miles' publication record demonstrates consistent contributions to medical education literature, with recent work exploring virtual reality interventions for pain management, placement overlap effects on learning, and interprofessional clinical skills development. Her research shows a clear trajectory toward innovative assessment methods and technology-enhanced learning solutions within medical education.
- Emerald Literati Club Highly Commended Award (2005)
- Emerald Literati Network Outstanding Paper Award (2006)
Miles has secured significant research funding including a £247,544 National Institute for Health Research grant for the 'F1 Doctors - Prepared to Practice?' project. As secondary supervisor for two PhD students, she has guided research on consultation skills training and how medical doctors with specific learning difficulties cope in clinical settings. Her work extends to food safety perception research and public attitudes toward genetically modified foods.
Miles leads course evaluation initiatives while maintaining active research collaborations across medical education domains, contributing to curriculum development and assessment frameworks that impact medical training standards.
