Morris Gordon
Biographic Data
| ID | 7056996 |
|---|---|
| NAME | Morris Gordon |
| GIVEN NAMES | Morris |
| FAMILY NAME | Gordon |
| SIGNATURE | GORDON M |
| AFFILIATIONS | Blackpool Victoria Hospital, Blackpool, UK |
| ORCID | 0000-0002-1216-5158 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Defining three principles for credible evidence synthesis and reviews in health professions education
As reviews become increasingly central to informing educational practice and guiding research in health professions education, the need for methodological clarity and quality has grown. This Commentary highlights three foundational principles - alignment, rigor, and transparency - that underpin high-quality reviews, regardless of type. We illustrate how these principles apply across commonly used review types, including systematic, scoping, reali…
A scoping review of artificial intelligence in medical education
BACKGROUND: Artificial Intelligence (AI) is rapidly transforming healthcare, and there is a critical need for a nuanced understanding of how AI is reshaping teaching, learning, and educational practice in medical education. This review aimed to map the literature regarding AI applications in medical education, core areas of findings, potential candidates for formal systematic review and gaps for future research. METHODS: This rapid scoping review…
Online learning developments in undergraduate medical education in response to the Covid-19 pandemic
Virtual interviewing for graduate medical education recruitment and selection
Remote learning developments in postgraduate medical education in response to the Covid-19 pandemic – A Beme systematic review
BACKGROUND: Prior reviews investigated medical education developments in response to COVID-19, identifying the pivot to remote learning as a key area for future investigation. This review synthesized online learning developments aimed at replacing previously face-to-face 'classroom' activities for postgraduate learners. METHODS: Four online databases (CINAHL, Embase, PsychINFO, and PubMed) and MedEdPublish were searched through 21 December 2020. …
Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the Covid-19 pandemic
An update on developments in medical education in response to the Covid-19 pandemic
BACKGROUND: COVID-19 has fundamentally altered how education is delivered. Gordon et al. previously conducted a review of medical education developments in response to COVID-19; however, the field has rapidly evolved in the ensuing months. This scoping review aims to map the extent, range and nature of subsequent developments, summarizing the expanding evidence base and identifying areas for future research. METHODS: The authors followed the five…
Collaborative healthcare education programmes for continuing professional education in low and middle-income countries
Developments in medical education in response to the Covid-19 pandemic
Learning health ‘safety’ within non-technical skills interprofessional simulation education
AUM: Anxiety/uncertainty management; NTS: Non-technical skills; TINSELS: Training in non-technical skills to enhance levels of medicines safety
Training on handover of patient care within UK medical schools
Whilst undergraduate medical schools recognised handover as an important education issue, they do not feel they should have the ultimate responsibility for training in this area and as such are responding in varying ways. Undergraduate medical educators should seek to reach consensus as to the extent of provision they will offer. Weaknesses in the literature regarding how to design such education have exacerbated the problem, but the contemporane…
Limitations of poster presentations reporting educational innovations at a major international medical education conference
These findings suggest that posters presenting educational innovation are currently limited in what they offer to educators. Presenters should seek to enhance their reporting of these crucial aspects by employing existing published guidance, and organising committees may wish to consider explicitly requesting such information at the time of initial submission
No prominent works on this page.
Training on handover of patient care within UK medical schools
Whilst undergraduate medical schools recognised handover as an important education issue, they do not feel they should have the ultimate responsibility for training in this area and as such are responding in varying ways. Undergraduate medical educators should seek to reach consensus as to the extent of provision they will offer. Weaknesses in the literature regarding how to design such education have exacerbated the problem, but the contemporane…
Limitations of poster presentations reporting educational innovations at a major international medical education conference
These findings suggest that posters presenting educational innovation are currently limited in what they offer to educators. Presenters should seek to enhance their reporting of these crucial aspects by employing existing published guidance, and organising committees may wish to consider explicitly requesting such information at the time of initial submission
Learning health ‘safety’ within non-technical skills interprofessional simulation education
AUM: Anxiety/uncertainty management; NTS: Non-technical skills; TINSELS: Training in non-technical skills to enhance levels of medicines safety
Developments in medical education in response to the Covid-19 pandemic
An update on developments in medical education in response to the Covid-19 pandemic
BACKGROUND: COVID-19 has fundamentally altered how education is delivered. Gordon et al. previously conducted a review of medical education developments in response to COVID-19; however, the field has rapidly evolved in the ensuing months. This scoping review aims to map the extent, range and nature of subsequent developments, summarizing the expanding evidence base and identifying areas for future research. METHODS: The authors followed the five…
Collaborative healthcare education programmes for continuing professional education in low and middle-income countries
Online learning developments in undergraduate medical education in response to the Covid-19 pandemic
Virtual interviewing for graduate medical education recruitment and selection
Remote learning developments in postgraduate medical education in response to the Covid-19 pandemic – A Beme systematic review
BACKGROUND: Prior reviews investigated medical education developments in response to COVID-19, identifying the pivot to remote learning as a key area for future investigation. This review synthesized online learning developments aimed at replacing previously face-to-face 'classroom' activities for postgraduate learners. METHODS: Four online databases (CINAHL, Embase, PsychINFO, and PubMed) and MedEdPublish were searched through 21 December 2020. …
Pivot to online learning for adapting or continuing workplace-based clinical learning in medical education following the Covid-19 pandemic
A scoping review of artificial intelligence in medical education
BACKGROUND: Artificial Intelligence (AI) is rapidly transforming healthcare, and there is a critical need for a nuanced understanding of how AI is reshaping teaching, learning, and educational practice in medical education. This review aimed to map the literature regarding AI applications in medical education, core areas of findings, potential candidates for formal systematic review and gaps for future research. METHODS: This rapid scoping review…
Defining three principles for credible evidence synthesis and reviews in health professions education
As reviews become increasingly central to informing educational practice and guiding research in health professions education, the need for methodological clarity and quality has grown. This Commentary highlights three foundational principles - alignment, rigor, and transparency - that underpin high-quality reviews, regardless of type. We illustrate how these principles apply across commonly used review types, including systematic, scoping, reali…
Medical education (6 works) · Medicine (6 works) · Psychology (5 works) · MEDLINE (4 works) · Political science (4 works) · Computer Science (3 works) · Engineering (3 works) · Health care (3 works) · Coronavirus disease 2019 (COVID-19) (2 works) · COVID-19 and Mental Health (2 works)