MBChB DFFP DRCOG MMedSc MInstLM FRCGP
After graduating from Manchester Medical School in 1999, Richard worked in Yorkshire for 11 years. During that period, he developed an interest in medical education and academic primary care working for the Universities of Sheffield and Leeds as well as the Yorkshire Deanery, performing research in medical education and obtaining a Masters degree. In 2006 he commenced an Academic Fellowship at the University of Sheffield Academic Unit of Primary Care. His research interests at the time included the educational method and socialisation of medical students to different curricula. His role there also included teaching, curriculum development, assessment and quality assurance across all three year groups of Sheffield medical students. While at the Yorkshire Deanery he was their lead for the RCGP Curriculum. Richard left his GP partnership in 2011 to relocate to Bedfordshire where, in addition to his clinical work, he became the East of England GP School lead for communication and consultation skills. Prior to his current Cambridge role, he was an Associate Dean at Health Education England. This involved line-managing GP training and workforce development in Bedfordshire as well as being on the senior management team of the East of England GP School, which included faculty development, quality assurance, chairing educational progress panels and leading on academic primary care.
Dr Darnton’s research relates to medical education but he also contributes to the research activities of other groups within the primary care unit. His education research themes at present include tolerance of uncertainty in medical students, development of adult learning skills in medical education and development of medical career perceptions and preferences. He currently leads a multi-centre cohort study investigating some of these factors.
Dr Darnton is responsible for the entire GP component of the Cambridge MB BChir course, constituting around a fifth of the clinical curriculum. He leads a team of 14 doctors and administrators to deliver the curriculum through in-house seminars and through a network of 180 practices that his team is responsible for recruiting, supporting, quality assuring and reimbursing. The role includes designing curriculum and assessment, overseeing seminar and placement delivery (and its associated budget) as well as working on central medical school projects as a member of the extended Deanery team. He is also an advisor to UK and overseas medical schools on curriculum and assessment.
Dr Darnton also works as a General Practitioner and GP trainer in Bedfordshire. He is an examiner for the Royal College of General Practitioners and regularly provides expert tuition and feedback on postgraduate GP consultation skills.
Darnton R, Pearson N, Morris C, Preston-Shoot M. Where will our Future GP Leaders Come From? BMJ Careers 28th March 2015: 6
Darnton R. 10 Tips on Teaching Consultation Skills for CSA Success. Education for Primary Care. 2014; 25: 222-224
Darnton R, Qureshi Y. My long journey to Clinical Skills Assessment (CSA) success: an international medical graduate’s story. InnovAiT 2012; 5(7): 438-439
Darnton R. Crossing The PBL Divide. Medical Education 2007; 41(3): 222-225
Darnton R. Self Inflicted Injury. British Journal of General Practice 2007; 57: 329
Darnton R, Lucas B, Pearson D. Using Problem Based Learning in Primary Care: What do undergraduates on traditional medical courses make of it? Education for Primary Care 2007; 18: 450-458
Darnton R. Making students cry (or: how hammering home the point can smash the process to pieces) Academic Medicine 2007; 82(12): 1195 http://insights.ovid.com/academic-medicine/acmed/2007/12/000/making-students-cry-hammering-home-point-smash/16/00001888