Sawdon, Marina - Durham University - School of Medicine, Pharmacy & Health, Medicine

个人简介

Dr Marina Sawdon graduated in 2002 with a Ph.D. in the cardiorespiratory response to trauma at the University of Durham. She is currently Strand Leader for the Cardiovascular, Respiratory and Renal Medicine (CVRR) strand (note; this strand is changing as part of a curriculum review to Cardiovascular, Respiratory & Haematology; CRH in Oct 2016) and Assessment Lead for Phase I Medicine at Durham University, Queen’s Campus and conducts research into medical education as part of the Centre for Medical Education Research. Marina also graduated from Durham University in June 2008 with a Postgraduate Certificate in Learning and Teaching in Higher Education and is a Fellow of the Higher Education Academy

近期论文

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Waterhouse, J., Sawdon, M. & Kirkman, E. (2016). Capillary dynamics and the interstitial fluid–lymphatic system. Anaesthesia & Intensive Care Medicine 17(2): 106-111. Sawdon, M. (2016). Characteristics of Special Circulations. Anaesthesia & Intensive Care Medicine 17(2): 102-105. Sawdon, M, Whitehouse, K, Finn, G, McLachlan, JC & Murray, D (2016). Relating professionalism and conscientiousness to develop an objective, scalar, proxy measure of professionalism in anaesthetic trainees. Anaesthesia Sawdon, M. & Finn, GM. (2014). The ‘Unskilled and unaware’ effect is linear in a real-world setting. Journal of Anatomy 224(3): 279-285. Waterhouse, J., Sawdon, M. & Kirkman, E. (2013). Capillary dynamics and the interstitial fluid–lymphatic system. Anaesthesia & Intensive Care Medicine 14(2): 72-78. Sawdon, M. (2013). Characteristics of Special Circulations. Anaesthesia & Intensive Care Medicine 14(2): 68-71. Yeo, R. P. & Sawdon, M (2013). Hormonal Control of Metabolism. Anaesthesia & Intensive Care Medicine 14(7): 296-300. Finn, G. M., Sawdon, M. & Griksaitis, M. (2012). The additive effect of teaching undergraduate cardiac anatomy using cadavers and ultrasound echocardiography. European Journal of Anatomy 16(3): 199-205. Kelly, M., O'Flynn, S., McLachlan, J. C. & Sawdon, M. A. (2012). The Clinical Conscientiousness Index: a valid tool for exploring professionalism in the clinical undergraduate setting. Academic Medicine 87(9): 1218-1224. Cosgrove, J.F., Nesbitt, I.D., Kennedy, D.J., Sawdon, M. , Fordy, K. Laws, P. & Green, J. (2012). Thomas the Tank Engine significantly improves the understanding of oxygen delivery and hypoxaemia. Medical Teacher 34(6): 511-511. Griksaitis, M, Sawdon, M & Finn, G (2012). Ultrasound and cadaveric prosections as methods for teaching cardiac anatomy: A comparative study. Anatomical Sciences Education 5(1): 20-26. Finn, G.M., Garner, J. & Sawdon, M. (2010). "You're judged all the time!" Students' views on professionalism: A multi-centre study. Medical Education 44(8): 814-825. Waterhouse, J., Sawdon, M. & Kirkman, E. (2010). Capillary dynamics and the interstitial fluid-lymphatic system. Anaesthesia & Intensive Care Medicine 11(2): 69-74. Yeo, R.P. & Sawdon, M. (2010). Hormonal control of metabolism: regulation of plasma glucose. Anaesthesia & Intensive Care Medicine 11(7): 279-283. Kirkman, E. & Sawdon, M. (2010). Neurological and humoral control of systemic blood pressure. Anaesthesia & Intensive Care Medicine 11(5): 159-165. Kirkman, E. & Sawdon, M. (2010). Neurological and humoral control of systemic blood pressure. Anaesthesia & Intensive Care Medicine 11(2): 65-68. Sawdon, M. (2009). Improving Knowledge Retention using KEEpad. Medical Education 43(5): 487-487. Sawdon, M., Ohnishi M., Little, R.A. & Kirkman, E. (2009). Naloxone does not inhibit the attenuation of the response to severe haemorrhage seen after simulated injury in the anaesthetised rat. Experimental Physiology 94(6): 641-647. Finn, Gabrielle M., Sawdon, Marina A., Clipsham, Laura & McLachlan, John C. (2009). Peer estimation of lack of professionalism correlates with low Conscientiousness Index scores. Medical Education 43(10): 960-967. Sawdon, M. & Kirkman, E. (2008). Simulating Haemorrhage in Medical Students. International Journal of Clinical Skills 2(2): 74-78.