Biography
Kal Winston has a PhD in medical education, and is an Associate Teaching Professor in PHPC. He is Academic Director of the MPhil in Population Health Sciences, director of the Cambridge MSt in Medical Education, leads the IFME (PHS) course and is a tutor on the Advanced Educational Practice programme. He is also an associate editor of the journal Perspectives on Medical Education.
Research
Kal’s interests include curriculum design, educator development, small group teaching, interactive pedagogies, widening participation, and remediation of struggling students.
Publications
Tarafdar, S.A., Seoudi, N., Luo, R. and Winston, K., 2025. Experiences of medical students and doctors with dyslexia: A systematic review. Medical Education, early view.
Guerrasio, J., Tran, B.P. and Winston, K., 2023. “They Need to Read More”: Helping Trainees Who Struggle with Knowledge Base. In Remediation in Medical Education: A Mid- Course Correction (pp. 79-91). Cham: Springer International Publishing.
Kebaetse MB, Conteh B, Kebaetse M, Mokone GG, Nkomazana O, Mogodi MS, Wright J, Falama R, Winston K. Design of a Learning Development Program to Support First-Year Undergraduate Medical Students in the Transition to a PBL Curriculum. Medical Science Educator. 2023, 33, 755-765.
Chou CL, Kalet A, Costa MJ, Cleland J, Winston K. 2019. Guidelines: The do’s, don’ts and don’t knows of remediation in medical education. Perspectives on Medical Education, 8, 322-338
Tezcan-Unal B, Winston K and Qualter A. 2018. Learning-oriented quality assurance in higher education institutions, Quality in Higher Education, 24:3, 221-237
Kebaetse, M. B. and Winston, K. 2018. Physician remediation: accepting and working with complementary conceptualisations. Med Educ. 53(3)
Leppink J, Winston KA and O’Sullivan P. 2016. Statistical points and pitfalls series introduction: to test or not to test. Perspectives on Medical Education, 5(1):42-44. (plus 6 further papers in this series)
Winston, KA. 2015. Core concepts in remediation: lessons learned from a six year case study. Medical Science Educator, 25(3):307-315.
Winston KA, Van Der Vleuten CPM, and Scherpbier AJJA. 2014. “Prediction and Prevention of Failure: An Early Intervention to Assist At-Risk Medical Students,” Medical Teacher, 36(1):25-31.
Winston KA, Van Der Vleuten CPM, and Scherpbier AJJA. 2013. “Remediation of At-Risk Medical Students: Theory in Action,” BMC Medical Education, 13:132,
Winston KA, Van Der Vleuten CPM, and Scherpbier AJJA (2012) “The Role of the teacher in remediating at-risk medical students”, Medical Teacher, 34(11):e732-42
Winston KA, Van Der Vleuten CPM, and Scherpbier AJJA (2010) “At-risk medical students: implications of students’ voice for the theory and practice of remediation”, Medical Education, 44:1038–1047
Winston KA, Van Der Vleuten CPM, and Scherpbier AJJA (2010) “An Investigation Into the Design and Effectiveness of a Mandatory Cognitive Skills Programme For At-Risk Medical Students”, Medical Teacher, 32(3):236-243
Teaching and Supervisions
Kal’s primary role is in teaching. In addition to the director roles listed above, he leads the Research Skills module on the MPhil PHS, teaches on the MSt, PGDip and PGCert in Medical Educations.
Kal supervises masters students in Population Health Sciences and Medical Education, and doctoral students in medical education.
