Background

My background is in psychology and ergonomics, but I have been working in medical education research since 2005. I joined Newcastle University as a lecturer in 2013. Since then, I have developed and led in a number of projects with local and national partners. 

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Research

My view is that medical education research can be defined as the application of social science theory and method to the clinical workforce - not limited to pedagogy, nor to medicine. Reflecting that, my research interests in medical education are varied.

A common theme is the transitions clinicians make through their careers, and how that effects them. Topics my work has covered include professional identity, wellbeing, widening access to medicine and career choices. I am interested in the policy implications of research, particularly around workforce changes.

A number of projects funded by the GMC have reflected the policy relevance of my work, with completed projects examining the work of Foundation Programme doctors, the assessment of professional behaviour, and the experience of educational and leadership roles.

Teaching

I have taught on the Masters in Medical Education programme since 2013, and in 2021 became Module Leader for the Advanced Study Module of the Masters in Medical Education, supporting students in the development of their research projects, and providing an introduction to research skills. I also support colleagues in the delivery of other modules on the MedEd programme.

I provide formal supervision to MMedEd, MD and PhD students.

Publications

• Alao A, Burford B, Alberti H, Barton R, Moloney S, Vance G. Real-time patients' perspectives about participating in teaching consultations in primary care: A questionnaire study. Medical Teacher 2021, 43(6), 669-676.
• Holmes RD, Vance G, Burford B. Dental Graduates' Transition into Practice: A Mixed-Methods Study. In: 2020 IADR/AADR/CADR General Session. 2020, Washington DC, USA: International Association for Dental Research.
• Holmes RD, Burford B, Vance G. Development and retention of the dental workforce: Findings from a regional workforce survey and symposium in England. BMC Health Services Research 2020, 20, 255.
• Burford B, Greig P, Kelleher M, Merriman C, Platt A, Richards E, Davidson N, Vance G. Effects of a single interprofessional simulation session on medical and nursing students’ attitudes toward interprofessional learning and professional identity: A questionnaire study. BMC Medical Education 2020, 20, 65.
• Burford B, Vance G, Rothwell C, Scott J, Jones S. A qualitative evaluation of the GMC's trainer recognition framework. Final Report. London: General Medical Council, 2019.
• Burford B, Vance G, Rothwell C, Scott J, Jones S. A Qualitative evaluation of the GMC's trainer recognition framework. Final Report. London: General Medical Council. Newcastle: Newcastle University, 2019.
• Alao A, Burford B, Hrisos S, Alberti H, Kennedy D, Barton R, Vance G. Active participation of ‘real-time’ patients in undergraduate medical education: a qualitative study. In: British Journal of General Practice Research Conference. 2019, London: British Journal of General Practice.
• Vance G, Jandial S, Scott J, Burford B. What are junior doctors for? The work of Foundation doctors in the UK: a mixed methods study. BMJ Open 2019, 9(4), e027522.
• Burford B, Rothwell C, Beyer F, Tanner L, Vance G. Best Practice in the Assessment of Competence: A Literature Review. London: General Medical Council, 2018.
• Codd A, Burford B, Petruso G, Davidson N, Vance G. Development and evaluation of a digistory about autistic spectrum disorder – a pilot study. Education for Primary Care 2018, 29(4), 232-236.
• Finnamore H, Alao A, Alberti H, Kennedy DJ, Burford B, Hrisos S, Vance G. Empowerment and Opportunity in Primary Care: Enhancing the Real-time Patients’ Journey through Undergraduate Medical Education. In: Association for the Study of Medical Education Annual Scientific Meeting. 2018, Gateshead, UK: Association for the Study of Medical Education.
• Burford B, Alberti H, Kennedy DJ. Experience and role models: How medical students describe influences on specialty preference. In: Association for the Study of Medical Education Annual Scientific Meeting. 2018, Gateshead, UK: Association for the Study of Medical Education.
• Vance G, Burford B. New models of learning in practice. 2018.
• Burford B, Vance G, Kennedy DJ. The relationship between medical students’ identity and stress: A longitudinal questionnaire study. In: Association for the Study of Medical Education Annual Scientific Meeting. 2018, Newcastle upon Tyne, UK: Association for the Study of Medical Education.
• Martin AJ, Beska BJ, Wood G, Wyatt N, Codd A, Vance G, Burford B. Widening interest, widening participation: factors influencing school students’ aspirations to study medicine. BMC Medical Education 2018, 18, 117.
• Alao A, Burford B, Alberti H, Hrisos S, Kennedy D, Vance G. Active participation of 'real-time' patients in undergraduate medical education. In: Association for the Study of Medical Education Annual Scientific Meeting. 2017, Exeter, UK: Association for the Study of Medical Education.
• Burford B, Alberti H, Kennedy D. Early career intentions of medical students: are we selecting the graduates we need for the 21st century?. Education for Primary Care 2017, 28(6), 354-355.
• Burford B, Rosenthal-Stott HES. First and second year medical students identify and self-stereotype more as doctors than as students: a questionnaire study. BMC Medical Education 2017, 17, 209.
• Vance GHS, Burford B, Shapiro E, Price R. Longitudinal evaluation of a pilot e-portfolio-based supervision programme for final year medical students: views of students, supervisors and new graduates. BMC Medical Education 2017, 17, 141.
• Burford B, Rosenthal-Stott HES. Stereotyping and the development of clinicians' professional identities. In: Mavor, KI; Platow, MJ; Bizumic, B, ed. Self and Social Identity in Educational Contexts. Routledge, 2017.
• Burford B, Medford W, Carter M, Tiffin P, Vance G, Corbett S, Shapiro E, Guilding C, Illing J. The Health Education Quality Framework and National Education and Training Survey: Evidence, Evaluation and Pilot. 2017.
• Burford B, Medford W, Carter M, Tiffin P, Vance G, Corbett S, Shapiro E, Guilding C, Illing J. The Health Education Quality Framework and National Education and Training Survey: Evidence, Evaluation and Pilot. Final report for Health Education England. Health Education England, 2017.
• Vance G, Burford B, Jandial S, Scott J. Identifying the work activities performed by doctors in the Foundation Programme. 2015.
• Burford B, Vance G, Ellis E, Williamson A, Forrest I. Learning opportunities in 'student assistantships'. The Clinical Teacher 2015, 12(2), 121-127.
• Carter M, Hesselgreaves H, Rothwell C, Crampton P, Burford B, McLachlan J, Illing J. Measuring professionalism as a multi-dimensional construct: Professionalism and Conscientiousness in Healthcare Professionals – Study 2. Final report for the HCPC. Centre for Medical Education Research, Durham University; School of Medical Education, Newcastle University, 2015.
• Burford B, Kennedy D, Vance G. Students’ early experience of medical school: adjustments and identity. In: The Association for Medical Education in Europe AMEE 2015. 2015, Glasgow, UK: Association for Medical Education in Europe.
• Carter M, Thompson NJ, Crampton P, Morrow GM, Burford BC, Gray CS, Illing JC. Workplace Bullying in the NHS: Prevalence, impact and barriers to reporting. British Psychological Society’s North East England Branch (BPS NEEB) Bulletin 2015, 2, 30-35.
• Carter M, Thompson NJ, Crampton P, Morrow GM, Burford BC, Gray CS, Illing JC. Workplace Bullying in the NHS: Prevalence, impact and barriers to reporting. British Psychological Society's North East England Branch (BPS NEEB) 2015, (2), 30-35.
• Morrow G, Burford B, Carter M, Illing J. Have restricted working hours reduced junior doctors' experience of fatigue? A focus group and telephone interview study. BMJ Open 2014, 4(3), e004222.
• Carter M, Burford B, Rothwell C, Morrow G, McLachlan J, Hesselgreaves H, Illing J. Measuring professionalism in paramedics (Oral presentation). In: Ottawa Medical Education Conference. 2014, Ottawa, Canada.
• Burford B, Morrow G, Rothwell C, Carter M, Illing J. Professionalism education should reflect reality: Findings from three health professions. Medical Education 2014, 48(4), 361-374.
• Burford B, Morrow G, Rothwell C, Carter M, Illing J. Professionalism education should reflect reality: Findings from three health professions. Medical Education 2014, 48(4), 361-374.
• Burford B, Whittle V, Vance GHS. The relationship between medical student learning opportunities and preparedness for practice: a questionnaire study. BMC Medical Education 2014, 14, 223.
• Burford B, Vance G. When I say ... preparedness. Medical Education 2014, 48(9), 849-850.
• Vance GHS, Williamson AS, Frearson R, Steele C, O'Connor N, Davison J, Burford B. Attitudes to an established learning portfolio. Clinical Teacher 2013, 10(1), 21-26.
• Morrow G, Rothwell C, Burford B, Illing J. Cultural dimensions in the transition of overseas medical graduates to the UK workplace. Medical Teacher 2013, 35(10), e1537-e1545.
• Burford B, Morrow G, Morrison J, Baldauf B, Spencer J, Johnson N, Rothwell C, Peile E, Davies C, Allen M, Illing J. Newly qualified doctors' perceptions of informal learning from nurses: implications for interprofessional education and practice. Journal of Interprofessional Care 2013, 27(5), 394-400.
• Illing JC, Morrow GM, Rothwell CR, Burford BC, Baldauf BK, Davies CL, Peile EB, Spencer JA, Johnson N, Allen M, Morrison J. Perceptions of UK medical graduates' preparedness for practice: A multi-centre qualitative study reflecting the importance of learning on the job. BMC Medical Education 2013, 13(1), 34.
• Rothwell C, Morrow G, Burford B, Illing J. Ways in which healthcare organisations can support overseas-qualified doctohttps://doi.org/10.5116/ijme.515a.2231rs in the UK. International Journal of Medical Education 2013, 4, 75-82.
• Rothwell C, Morrow G, Burford B, Illing J. Ways in which healthcare organisations can support overseas-qualified doctors in the UK. International Journal of Medical Education 2013, 4, 75-82.
• Carter M, Thompson N, Crampton P, Morrow G, Burford B, Gray C, Illing J. Workplace bullying in the UK NHS: a questionnaire and interview study on prevalence, impact and barriers to reporting. BMJ Open 2013, 3(6), e002628.
• Burford B. Conflict and power as intergroup processes: not below the surface, but part of the fabric. Medical Education 2012, 46(9), 830-832.
• Morrow G, Burford B, Redfern N, Breile R, Illing J. Does specialty training prepare doctors for senior roles? A questionnaire study of new UK consultants. Postgraduate Medical Journal 2012, 88(1044), 558-565.
• Illing J, Carter M, Thompson N, Crampton PES, Morrow G, Howse JH, Cooke A, Burford B. Evidence synthesis on the occurrence, causes, consequences, prevention and management of bullying and harassing behaviours to inform decision-making in the NHS. Durham: Durham University, School of Medicine, Pharmacy & Health, 2012. Report for NIHR HS&DR.
• Burford B. Group processes in medical education: Learning from social identity theory. Medical Education 2012, 46(2), 143-152.
• Morrow G, Burford B, Carter M, Illing J. Impact of the Working Time Regulations on Medical Education and Training: Literature Review. Durham: Durham University, Centre for Medical Education Research, 2012. Report for the General Medical Council.
• Morrow G, Burford B, Carter M, Illing J. Impact of the Working Time Regulations on Medical Education and Training: Report on Primary Research. Durham: Durham University, Centre for Medical Education Research, 2012. Report for the General Medical Council.
• Rothwell C, Burford B, Morrison J, Morrow G, Allen M, Davies C, Baldauf B, Spencer J, Johnson N, Peile E, Illing J. Junior doctors prescribing: enhancing their learning in practice. British Journal of Clinical Pharmacology 2012, 73(2), 194-202.
• Morrow G, Johnson N, Burford B, Rothwell C, Spencer J, Peile E, Davies C, Allen M, Baldauf B, Morrison J, Illing J. Preparedness for practice: The perceptions of medical graduates and clinical teams. Medical Teacher 2012, 34(2), 123-135.
• Burford B, Greco M, Bedi A, Kergon C, Morrow G, Livingston M, Illing J. Does questionnaire-based patient feedback reflect the important qualities of clinical consultations? Context, benefits and risks. Patient Education and Counseling 2011, 84(2), 28-36.
• Morrow G, Burford B, Rothwell C, Carter M, McLachlan J, Illing J. Professionalism in Healthcare Professions. Final report for Study 1 – Perceptions of Professionalism. London: Health Professions Council, 2011.
• Burford B, Morrow G, Rothwell C, Carter M, Illing J, McLachlan J. Professionalism in Healthcare Professions. Progress report for Study 2 – Development of quantitative approaches to professionalism. London: Health Professions Council, 2011.
• Morrow G, Burford B, Kergon C, Illing J. Addressing performance concerns. British Journal of Healthcare Management 2010, 16(9), 436-442.
• Jelley D, Morrow G, Kergon C, Burford B, Wright P, Illing J. Revalidation processes for sessional GPs: A feasibility study to pilot current proposals. Report to the Royal College of General Practitioners, April 2010. 2010.
• Burford B, Illing J, Kergon C, Morrow G, Livingston M. User perceptions of multi-source feedback tools for junior doctors. Medical Education 2010, 44(2), 165-176.
• Campbell J, Narayanan A, Burford B, Greco M. Validation of a multi-source feedback tool for use in general practice. Education for Primary Care 2010, 21(3), 165-179.
• Morrow G, Illing J, Redfern N, Burford B, Kergon C, Briel R. Are specialist registrars fully prepared for the role of consultant?. Clinical Teacher 2009, 6(2), 87-90.
• Burford B, Hesketh A, Wakeling J, Bagnall G, Colthart I, Illing J, Kergon C, Morrow G, Spencer J, Van Zwanenberg T. Asking the right questions and getting meaningful responses: 12 tips on developing and administering a questionnaire survey for healthcare professionals. Medical Teacher 2009, 31(3), 207-211.
• Burford B, Bedi A, Morrow G, Kergon C, Illing J, Livingston M, Greco M. Collecting patient feedback in different clinical settings: Problems and solutions. Clinical Teacher 2009, 6(4), 259-264.
• Illing J, Burford B, Campbell M, Morrow G, Kergon C, Thompson N, Crampton P. Extending Professional Regulation: Models of regulation and their applicability to healthcare. Report for the Department of Health Extending Professional Regulation Working Group, December 2008. 2008.
• Illing J, Morrow G, Kergon C, Burford B, Spencer J, Peile E, Davies C, Baldauf B, Allen M, Johnson N, Morrison J, Donaldson M, Whitelaw M, Field M. How prepared are medical graduates to begin practice? Final summary and conclusions for the GMC Education Committee, September 2008. 2008.
• Illing J, Morrow G, Kergon C, Burford B, Spencer J, Peile E, Davies C, Baldauf B, Allen M, Johnson N, Morrison J, Donaldson M, Whitelaw M, Field M. How prepared are medical graduates to being practice? A comparions of three diverse medical schools. Final report to the GMC Education Committee. Newcastle upon Tyne: Newcastle, Warwick and Glasgow Universities, 2008.
• Hrisos S, Illing JC, Burford BC. Portfolio learning for foundation doctors: Early feedback on its use in the clinical workplace. Medical Education 2008, 42(2), 214-223.