Before joining a medical school Jerry was a head of department and held faculty roles in art and design, specialising in radio, film and television. He also worked with and for various European cultural organisations establishing, running and evaluating international networks and projects in the arts.
Using participant and non-participant observation and original sources the thesis employs a historical case study approach to examine the consequences of the GMC’s regulation of undergraduate medical education in the UK since the 1990s.
It offers an analysis that uncovers some of the roots of clinical practice as it is learned by tomorrow’s doctors through an examination of the operational and often unintended consequences of regulatory and educational practice, in an attempt to see how undergraduate medical education has come to be as it is. It argues that it cannot be properly understood without a perspective that traces how information travels between the regulator, the universities, the schools and the NHS, and it explores how seeing, saying and writing are deployed in the processes of learning and assessment.