Megan E L Brown

Biographic Data

ID9557845
NAMEMegan E L Brown
GIVEN NAMESMegan E L
FAMILY NAMEBrown
SIGNATUREBROWN M E L
AFFILIATIONSMedical Education Innovation and Research Centre Imperial College London London UK
ORCID0000-0002-9334-0922
VERIFIEDYes
TOTAL WORKS25
TOTAL CITATIONS0
AUTHOR COUNT25
EDITOR COUNT0
FIRST PUBLICATION YEAR2020
LATEST PUBLICATION YEAR2026
H-INDEX0

  • When I say … workforce sustainability

    Open AccessMegan E L Brown, Eleanor Hoverd et al.ARTICLEMedical Education2026

    Workforce sustainability isn't just about filling roles—it's about creating conditions for people to thrive, contribute, and pass on their work. #HPE #Workforce

  • Labour upon labour

    Paula Cameron, Jordin Fletcher et al.ARTICLEMedical Teacher2026

    BACKGROUND: To date, advancing social justice in medical education has largely focused on recruitment and numerical representation of equity deserving groups. However, students recruited to diversify the profession often find themselves in an exclusionary environment that overlooks their multiple identities. The aim of this study was to illuminate underrepresented students' experiences of medical school to inform supports for these deserving stud…

  • Developing a Community of Scholars for Students, Residents, and Early-Career Researchers

    Open AccessMatthew H V Byrne, Megan E L Brown et al.ARTICLEAcademic Medicine2025

  • Beyond the bedside

    Open AccessHelen R Church, Megan E L Brown et al.ARTICLEMedical Education2025

  • When I say … neurodiversity paradigm

    Open AccessSebastian C K Shaw, Megan E L Brown et al.ARTICLEMedical Education2025

    In this “When I say...” article, the authors argue for a philosophical transformation in how medical education values different ways of thinking and learning: the neurodiversity paradigm

  • Aspiration to admission

    Open AccessRiya George, Angelique N Dueñas et al.ARTICLEMedical Teacher2025

    SERIES INTRODUCTORY ABSTRACTWidening Access, Participation and SuccessThis AMEE guide series explores three interconnected strategies for widening access, participation, and success in medical education. The series emphasises the interdependence of these areas as essential to supporting students from entry to graduation. Each guide in the series addresses a specific phase of the student journey, from the first steps of widening access, through en…

  • Clarity without simplicity

    Open AccessMartina Kelly, Megan E L BrownARTICLEMedical Education2024

    Kelly and Brown outline how research into lived experience is different, shining value on subjectivity by being evocative while promoting visceral, felt responses, and enabling surprise

  • When I say … social justice

    Open AccessMegan E L Brown, Komal Atta et al.ARTICLEMedical Education2024

    Explore the term "Social Justice" in this new "When I Say" article. The authors consider its origin, advocate for a broader definition, and encourage renewed focus in the field

  • Appreciation for Peer Review and Peer Reviewers in Academic Medicine

    Open AccessMegan E L Brown, Teresa M Chan et al.ARTICLEAcademic Medicine2023

    The editorial team of Academic Medicine is indebted to the extraordinary contributions of our peer reviewers. Remarkably, from September 2021 until September 2022, our journal benefitted from the guidance provided by more than 1,800 reviewers from 45 countries. These reviewers provide insights of tremendous value in editorial decision making, and they assist our authors in strengthening the rigor, quality, and presentation of their scholarship. 1…

  • All medical degrees are equal, but some are more equal than others

    Open AccessMatthew H V Byrne, Sophie E Yale et al.ARTICLEMedical Education2023

  • On acknowledging silence within medical education

    Open AccessMegan E L Brown, Anna ColliniARTICLEMedical Education2023

  • Clinical support during Covid-19

    Open AccessMatthew H V Byrne, Laith Alexander et al.ARTICLEMedical Teacher2023

    Purpose Medical students providing support to clinical teams during Covid-19 may have been an opportunity for service and learning. We aimed to understand why the reported educational impact has been mixed to inform future placements.Methods We conducted a cross-sectional survey of medical students at UK medical schools during the first Covid-19 ‘lockdown’ period in the UK (March–July 2020). Analysis was informed by the conceptual framework of se…

  • Medical Student Identity Construction Within Longitudinal Integrated Clerkships

    Open AccessMegan E L Brown, Catherine Ard et al.ARTICLEAcademic Medicine2022

  • Response to ‘Threshold Concepts in Medical Education

    Open AccessMegan E L Brown, Gabrielle M FinnARTICLEMedical Education2022

  • I and thou

    Open AccessMegan E L Brown, Jo HorsburghARTICLEMedical Education2022

    The authors highlight barriers to a lack of engagement with relational approaches to medical education by synthesising findings from four State of the Science papers focused on Social aspects of health professional education

  • Rise of the Med‐Ed‐ists

    Open AccessHelen R Church, Megan E L BrownARTICLEMedical Education2022

    In the latest "Connections" article, Church and Brown use the concept of 'critical mass' to explain how stigma, lack of career pathways and prioritization of clinical seniority may discourage non‐practicing clinicians from becoming educationalists

  • How creative enquiry can help educators develop learners' person‐centredness

    Open AccessMegan E L Brown, Louise YounieARTICLEMedical Education2022

    In the newest installment of the new Medical Education Connections series, Brown and Younie juxtapose recent findings to offer insight into how to nurture person‐centredness

  • When I say… socialisation

    Open AccessMegan E L Brown, Gabrielle M FinnARTICLEMedical Education2021

    In this ‘When I say...’ paper, Brown and Finn suggest the term ‘socialisation’ needs to be more clearly conceptualised when used within health professions education

  • Professional identity formation within longitudinal integrated clerkships

    Open AccessMegan E L Brown, Paul Whybrow et al.ARTICLEMedical Education2021

  • Love and breakup letter methodology

    Open AccessWilliam F Laughey, Megan E L Brown et al.ARTICLEMedical Education2021

    In everyday life, feelings are important to us, influencing our decision‐making and motivating our actions. This is equally true within medicine and medical education, where feelings influence key aspects such as clinical decision‐making, empathy, resilience, professional identity, reflection, team dynamics, career choices and questions of prejudice and bias. Feelings are therefore legitimate targets in medical education research, but asking rese…

  • When I say… empathic dissonance

    Open AccessWilliam F Laughey, Megan E L Brown et al.ARTICLEMedical Education2021

    A new term defined as 'the mental discomfort created by making expressions of empathy that are not sincerely felt', the authors explore how "empathic dissonance" presents a common problem in medical education

  • How medical school alters empathy

    Open AccessWilliam F Laughey, Megan E L Brown et al.ARTICLEMedical Education2021

  • Intra‐Covid collaboration

    Open AccessMegan E L Brown, Gabrielle M FinnARTICLEMedical Education2021

    The COVID-19 pandemic has dramatically changed the landscape of medical education. For example, the sudden shift to remote working and online communication has redefined collaboration, which had already become somewhat of a buzzword within the field's lexicon. Its popularity is understandable, as facilitating collaborative expertise within healthcare graduates leads to improved patient outcomes.1 Within education, collaboration facilitates learni…

  • Pandemicpedagogy

    Open AccessGabrielle M Finn, Megan E L Brown et al.ARTICLEMedical Education2020

    new challenges, such as teaching virtually and attending to student well-being. In future, planning additional evaluation that includes measuring social network structural and qualitative changes, although not feasible at the onset of the COVID-19 pandemic, would be helpful to further assess impact and align with current evaluation trends

  • A virtual postgraduate community of practice

    Open AccessMegan E L Brown, Rebecca L Archer et al.ARTICLEMedical Education2020

    During the coronavirus disease 2019 (COVID-19) pandemic lockdown, one community of homeworkers at risk of being overlooked in contingency planning is that of postgraduate student researchers, known to suffer from higher levels of mental ill health than the general population. Physical distance from a supportive network of supervisors, peers and colleagues holds the potential to negatively impact postgraduates’ health. This is exacerbated as inter…