Contact

• workSchool of Medicine
  Queen's Medical Centre
  Nottingham
  NG7 2UH
  UK
• Steven.Agius1@nottingham.ac.uk

Biography

Within the School of Medicine, Dr Agius is the Education Centre lead for Research and Knowledge Exchange (RKE). He is also the divisional lead for postgraduate research (PGR) in medical education and sits on the Doctoral Programmes Committee. He is Deputy Director of the MMedSci Medical Education and leads the BMedSci homebase for medical education research.

Following an early career in Higher Education policy research, Dr Agius completed his PhD at the University of Manchester on historical adaptations in postgraduate medical training. He subsequently held a number of senior research posts in that institution's Department of Postgraduate Medicine and Dentistry before joining the NW Strategic Health Authority as Assistant Regional Director of Research and Development. Prior to joining Nottingham, he was Senior Research Fellow and Head of Medical Education Research at the North Western Deanery.

Teaching expertise encompasses curriculum design, educational environments and qualitative research methods.

Post-nominals: BA (Hons); MA; PhD; PGCHE; SFHEA

Expertise Summary

A Senior Fellow of the Higher Education Academy, Dr Agius has published and presented work extensively both nationally and internationally. He has been the recipient of a number of national awards, including a Department of Health Blending Service with Training Award to investigate the implementation of Modernising Medical Careers; an ASME Excellence in Medical Education Award investigating e-learning in Paediatrics, and multiple UKCEA Awards in Primary Care education. He has also been the recipient of the DEMEC prize for Postgraduate Medical Education Research for work on empathy and patient care in the Foundation programme. Most recently he has been the co-recipient of GMC and ASME awards to investigate post-foundation training breaks in medicine; and co-recipient of a GDC research grant investigating fitness to practice and remediation processes in dentistry.

Dr Agius has been commissioned to undertake a number of regional and national evaluations, including a pilot of extended specialty training in General Practice, CPD in Primary Care, integrated medical leadership training, Out of Programme career decisions in specialty training, a post-CCT GP fellowship programme, and a major investigation by Health Education England and COPDEND on dental education reform.

Dr Agius serves as a peer reviewer for the following international scientific journals: Medical Education, Medical Teacher, Clinical Teacher, Education for Primary Care, Postgraduate Medical Journal, Health Organization and Management.

Teaching Summary

Post-doctoral supervision (Medical Careers)

Doctoral supervision (Widening participation in medicine; Social mobility in medical careers)

MMedSci Medical Education

Module convenor

MEDS4017: Research and Dissertation (core - 60 credits)

MEDS4014: Principles and Practice of Curriculum Design and the Educational Environment (core - 20 credits)

Tutor

MEDS4015: Principles and Practice of Teaching and Learning

BMedSci Medicine

Homebase lead for Medical Education Research, School of Medicine

Research Summary

Primary research interests encompass social mobility in medical careers, remediation and curriculum innovation.

Recent Publications

• COOPER, N, RAHMAN, L R, CHURCH, H and AGIUS, S, 2024. The role of the supervisor in self-regulated learning in the clinical environment: BEME Guide No. 89 Medical Teacher: BEME Guide. 89, 1-8
• YOOSOOF, MBF, IHSAN, R, AGIUS, S, COULSON, N, FREEMAN, K and COOPER, N, 2024. The paradigmatic perspectives of research on the self-regulated learning of non-western learners in health professions education: a scoping review protoco JBI Evidnce Synthesis.
• MEHTA, A and AGIUS, S, 2023. The Use of Art Observation Interventions to Improve Medical Students’ Diagnostic Skills: A Scoping Review Perspectives on Medical Education. 12(1), 169-178
• CHURCH, H, JENKINS, L and AGIUS, S, 2023. The post-foundation training break ('F3'): Evaluating its impact on postgraduate medical training General Medical Council.

• View all publications

Past Research

External prizes

ASME Research Grant Award (in competition) for an investigation into the F3 phenomenon: Early-career training breaks in medical training. 2021

ASME Excellence in Medical Education Award investigating e-learning in Paediatrics, and multiple UKCEA Awards in Primary Care education; 2015

DEMEC prize for Postgraduate Medical Education Research for work on empathy and patient care; 2015

Department of Health Blending Service with Training personal award to investigate the implementation of Modernising Medical Careers; 2003

Commissioned national evaluations (as Principle Investigator):

Modernising Dental Careers (Health Education England; 2017)

A pilot of extended specialty training in General Practice (RCGP/NHS North West; 2009-2011)

Commissioned editorials

Taylor N & Agius S. Education and training in dentistry. Primary Dental Journal 25^th Anniversary Special; 2017; 48-51

Patel M & Agius S. Cross-cultural comparisons of assessment of clinical performance. Medical Education 2017; 51(4) 348-50

Agius S. Facilitating research in postgraduate medical education. Education for Primary Care 2014; 25:302-3

Agius S. Qualitative research: its value and applicability. The Psychiatrist 2013; 37: 204-206

Refereed conference contributions

Mehta A & Agius S. The Use of Art Observation Interventions to Improve Medical Students' Diagnostic Skills. ASME. Aberdeen. August 2022.

Mehta A & Agius S. The Use of Art Observation Interventions to Improve Medical Students' Diagnostic Skills. DEMEC. Manchester December 2021

Church H & Agius S. The F3 phenomenon: Early-career training breaks in medical training. DEMEC. Manchester. December, 2021

Krstic C; Krstic L; Tulloch A; Agius S; Warren A; Doody GA.. The experience of Widening Participation students in undergraduate medical education in the UK. DEMEC.. Manchester. December, 2021

Agius S, Church H. Narrative space for LGBT+ elders in UK medical school curricula. AMEE. August 2021

Church H & Agius S. The F3 phenomenon: Early-career training breaks in medical training. AMEE. August, 2021

Agius S, Church H. Silent voices, hidden lives: Carving out narrative space for LGBT+ elders in UK medical school curricula. Association for Medical Humanities Conference. Limerick. June, 2021

Brown J, Sandars J, Nwolise, Chidiebere, Silverio, S, Agius, S., Patel M. & Mamelok, J, Multi-disciplinary training hubs in North West England: The training hub lead perspective. DEMEC, 2019

Geerts JA, Goodhall AH, Agius SA. Evidence-based leadership development for physicians. AMEE 2019

Darbyshire D, Baker P, Agius S, McAleer S. Trainee and supervisor experience of the Academic Foundation Programme. ASME, 2018

Patel M, Agius S, Wilkinson J, Patel L, Baker P. Value of the Newer Workplace-Based Assessments in Predicting Doctors in Difficulty. ASME, 2017

Patel M, Agius S, Wilkinson J, Patel L, Baker P. Value of the Newer Workplace-Based Assessments in Predicting Doctors in Difficulty. AMEE, 2017

Agius S, Dalton L, Wilson A. Education portfolio development: international perspectives. EBMA Assessment in Medical Education. Exeter. October 2016.

Agius S, Brown J, Stratta E, Hayden J, Baker P. How best to enhance skills in empathic patient care? A qualitative study of UK Foundation trainees perception of the theory and practice of empathy. DEMEC. Manchester. November 2015

Brown JM, Shaw NJ, Agius S, Hayden J. An investigation into specialty trainee engagement with e-learning in Health Education North West. DEMEC. Manchester. November 2015

Baker P, Kirkham D, Stratta E, Flint C, Agius S. NHS Values Training. DEMEC. Manchester. November 2015

Patel M, Baker P, Patel L, Agius S, Bhat S. Factors affecting whether workforce assessments predict doctors in difficulty. DEMEC. Manchester. November 2015

Patel M, Agius S, Patel L, Baker P. Factors affecting whether workforce assessments predict doctors in difficulty. DEMEC. Manchester. November 2015

Patel M, Agius S, Wilkinson J, Patel L, Baker P. Value of the newer workplace-based assessments in predicting doctors in difficulty. AMEE Conference. Glasgow. September 2015

Brown JM, Shaw NJ, Agius S, Hayden J. An investigation into specialty trainee engagement with e-learning in Health Education North West. ASME Annual Scientific Meeting. Edinburgh. July 2015

Patel M, Agius S, Patel L, Baker P. Factors affecting whether workforce assessments predict doctors in difficulty. ASME Annual Scientific Meeting. Edinburgh. July 2015

Patel M, Agius S, Wilkinson J, Patel L, Baker P. Value of the newer workplace-based assessments in predicting doctors in difficulty. ASME Annual Scientific Meeting. Edinburgh. July 2015

Darbyshire D, Baker P, Agius S, McAleer S. The Academic Foundation Programme in the North West of England: An evidence-based critique of early academic engagement. BERA. London. March 2015.

Agius S, Stratta E, Baker P. How do Foundation doctors perceive empathy in medical practice? NACT 13^th National Multi-specialty Conference. London. January 2015

Patel M, Agius S, Baker P. Factors affecting whether workforce assessments predict doctors in difficulty. NACT 13^th National Multi-specialty Conference. London. January 2015

Patel M, Agius S, Wilkinson J, Baker P. Value of the newer workplace-based assessments in predicting doctors in difficulty. NACT 13^th National Multi-specialty Conference. London. January 2015

Darbyshire D, Baker P, Agius S, McAleer S. The Academic Foundation Programme in the North West of England: a critical evaluation. ASME Annual Scientific Meeting. Brighton. July 2014.

Agius S, Tack G, Holmes S, Hayden J. Why do trainees take time out of their specialty training programmes? COPMED Conference. Manchester. February 2014.

Agius S, Brockbank A, Baron R, Farook S, Hayden J. The impact of an integrated medical leadership programme. COPMED Conference. Manchester. February 2014.

Agius S, Lewis B, Kirk B, Hayden J. Benefits of a two-year period of extended specialty training in General Practice. COPMED Conference. Manchester. February 2014.

Thampy H, Agius S. What are the views and learning needs of GP registrars in relation to developing teaching roles. RCGP Annual Primary Care Conference. Glasgow. October 2012.

Thampy H, Agius S. What are the views and learning needs of GP registrars in relation to developing teaching roles. SAPC Annual Scientific Meeting. Glasgow. October 2012.

Tack G, Agius S, Holmes S, Murphy P, Hayden J. Why do medical trainees take time out of their specialty training programmes? ASME Annual Scientific Meeting. Brighton. July 2012.

Brockbank A, Agius S, Farook S, Hayden J. Medical Leadership programme: A summary of pilot outcomes 2008-2010. The 1^st Annual National Medical Leadership Conference. March 2011

Bishop S, Ahearn D, Duffy K, Agius S, Jones A. Educator Appraisal in the North West. North Western Deanery Annual Conference. Manchester, October 2010.

Stylianou A. Agius S, Lewis B. Extended GP Specialty Training Pilot Programme: Trainees perceptions and expectations. The Academy of Medical Educators Annual Conference. January 2010

Agius S, Baron R, Lewis B. The current state and value of deanery-managed CPD activity in primary care. UKCEA conference. Brighton. June 2007

Agius S, Willis S, McArdle P, O'Neill P. Postgraduate Medical Education: Competing Ideologies. AMEE Conference. Trondheim. August 2007

Agius S, Willis S, McArdle P, O'Neill P. Modernising Medical Careers: Competing Ideologies and Hegemony. ASME Annual Scientific Meeting. Keele. July 2007

Hyde C, Agius S, Shacklady J, Dornan T, Miles J. How well prepared are newly-qualified doctors for Foundation Training? AMEE Conference. Genoa. September 2006

Agius S. Evaluation of F2 pilots in the North Western Deanery. Inter-Deanery Research Symposium. University of Nottingham. November 2005.

Agius S, Willis S, McArdle P, O'Neill P. Education culture in the Senior House Officer grade: a qualitative study. Ottawa Conference. Barcelona. 2004

Agius S, Willis S, McArdle P, O'Neill P. Modernising Medical Careers. Ottawa Conference. Barcelona. 2004

Agius S, Willis S, McArdle P, O'Neill P. Changing cultures of medical education Culture. Ottawa Conference. Ottawa. August 2002

Agius S, Willis S, McArdle P, O'Neill P. Exploring education culture. AMEE Conference. Lisbon. 2002

Agius S, Willis S, McArdle P, O'Neill P. The SHO grade in transition. ASME Annual Scientific Meeting. Norwich. 2002

Agius S, Willis S, O'Neill P. Qualitative research in postgraduate medical education. ASME Annual Scientific Meeting. Dublin. 2001

Invited speaker

Narrative space for LGBT+ elders in UK medical school curricula. Northern Network of Medical Humanities Research Congress. Durham.

EPRC seminar programme: seminar on the arts in medical education

ASME RME Masterclass: workshop for early-career clinical education researchers on how to write a research question

University of Liverpool's Masters in Clinical Research: seminar on NHS Research Funding: programmes, competitions and design services

National Primary Care ACF Conference (hosted by University of Manchester): workshop on writing for publication in academic journals.

North West Annual conference for Staff Grade and Associate Specialist doctors: workshops on qualitative research methods.

University of Manchester Medical School's Teacher Development Programme: workshops on evaluating clinical education interventions.

• COOPER, N, RAHMAN, L R, CHURCH, H and AGIUS, S, 2024. The role of the supervisor in self-regulated learning in the clinical environment: BEME Guide No. 89 Medical Teacher: BEME Guide. 89, 1-8
• YOOSOOF, MBF, IHSAN, R, AGIUS, S, COULSON, N, FREEMAN, K and COOPER, N, 2024. The paradigmatic perspectives of research on the self-regulated learning of non-western learners in health professions education: a scoping review protoco JBI Evidnce Synthesis.
• MEHTA, A and AGIUS, S, 2023. The Use of Art Observation Interventions to Improve Medical Students’ Diagnostic Skills: A Scoping Review Perspectives on Medical Education. 12(1), 169-178
• CHURCH, H, JENKINS, L and AGIUS, S, 2023. The post-foundation training break ('F3'): Evaluating its impact on postgraduate medical training General Medical Council.
• CHURCH H and AGIUS S, 2021. The F3 phenomenon: Early-career training breaks in medical training. A scoping review Medical Education.
• KRSTIC C, KRSTIC L, TULLOCH A, AGIUS S, WARREN A and DOODY GA, 2021. The experience of Widening Participation students in undergraduate medical education in the UK: a qualitative systematic review Medical Teacher. 16, 1-10
• GEERTS JA, GOODHALL AH and AGIUS S, 2020. Evidence based leadership development for physicians: a systematic literature review Social Science & Medicine.
• O'BEIRNE C, DOODY G, AGIUS S, WARREN A and KRSTIC, L, 2020. Experiences of Widening Participation students in undergraduate medical education in the UK: a qualitative systematic review protocol JBI Evidence Synthesis.
• BROWN J, SANDARS J, NWOLISE C, SILVERIO S, AGIUS S, PATEL M and MAMELOK J, 2019. Multi-disciplinary training hubs in North West England: The training hub lead perspective Education for Primary Care.
• DARBYSHIRE D, BAKER P and AGIUS S, 2019. Trainee and supervisor experience of the Academic Foundation Programme The Journal of the Royal College of Physicians of Edinburgh. 49(1), 43-51
• DARBYSHIRE D, GORDON M, BAKER P and AGIUS S, 2018. Systematic review of interventions to encourage careers in academic medicine Medical Teacher.
• TAYLOR N and AGIUS S, 2017. Education and training in dentistry Primary Dental Journal: 25th Anniversary Special. 48-51
• PATEL M and AGIUS S, 2017. Cross-cultural comparisons of assessment of clinical performance Medical Education. 51(4), 348-50
• AGIUS S, BROWN J, STRATTA E, HAYDEN J and BAKER P, 2017. A qualitative study of newly-qualified UK doctors’ reflections on empathy in medical training and practice Journal of Contemporary Medical Education.
• DALTON L, WILSON A and AGIUS S, 2017. Twelve tips on how to compile a medical educator’s portfolio Medical Teacher.
• PEARCE M, AGIUS S, MACFARLANE J and TAYLOR N, 2017. Is the support that Dental Registrants in Difficulty receive from Postgraduate Dental Teams and other sources adequate? An investigation of the views of registrants and their supporters British Dental Journal. 222, 771-775
• DARBYSHIRE D, BAKER P, AGIUS S and MCALEER S, 2016. A review of the academic and grey literature on the Academic Foundation Programme Journal of Contemporary Medical Education. 4(4), 165-70
• PATEL M, AGIUS S, WILKINSON J, PATEL L and BAKER P, 2016. Value of the Newer Workplace-Based Assessments in Predicting Doctors in Difficulty Medical Education. 50(7), 746-56
• PEARCE M, AGIUS S, MACFARLANE J and TAYLOR N, 2016. Supporting dental registrants in difficulty: a national survey of postgraduate dental education teams British Dental Journal. 220, 443-6
• AGIUS S, BARON R, LEWIS B, LUCKHURST S, SLOAN M and WARD T, 2015. How can a postgraduate Professional Education and Development course benefit General Practitioners? Journal of Educational Evaluation for Health Professions. 12,
• AGIUS S, BROCKBANK A, BARON R, FAROOK S and HAYDEN J, 2015. The impact of an integrated Medical Leadership Programme Journal of Health Organization and Management. 29(1), 39-54
• KIRKHAM D, DARBYSHIRE D, AGIUS S, GORDON M and BAKER P, 2015. A solid grounding: Prescribing skills training in the North West of England. The Clinical Teacher. 12(3), 187-92
• PEARCE M, AGIUS S, MACFARLANE J and TAYLOR N, 2015. Supporting dental registrants in difficulty British Dental Journal.
• AGIUS S, 2014. Facilitating research in postgraduate medical education Education for Primary Care. 25, 302-3
• AGIUS S, DUFFY K, JONES A, GARDEN A and HAYDEN J, 2014. Identifying the perceptions of hospital consultants with regard to faculty development in the UK: A qualitative study World Journal of Medical Education and Research. 8(1), 23-31
• AGIUS S, TACK G, HOLMES S, MURPHY P and HAYDEN J, 2014. Why do medical trainees take time out of their specialty training programmes? British Journal of Hospital Medicine. 75(10), 584-9
• AGIUS S, LEWIS B, KIRK B and HAYDEN J, 2014. The perceived benefits of a two-year period of extended specialty training in General Practice: The trainees’ perspective Education for Primary Care. 25(1), 26-35
• THAMPY H, AGIUS S and ALLERY L, 2014. Clinical Teaching: Widening the Definition The Clinical Teacher. 11(3), 198-202
• TREGONING C, REMINGTON S and AGIUS S, 2014. Facing change: developing resilience for staff, associate specialist and specialty doctors. BMJ Careers.
• AGIUS S, 2013. Qualitative research: its value and applicability The Psychiatrist. 37, 204-206
• BARROW P, AGIUS S and BAKER P, 2013. Trainee perceptions of upward feedback in General Surgery International Journal of Surgery. 686-754
• THAMPY H, AGIUS S and ALLERY L, 2013. The motivation to teach as a registrar in General Practice Education for Primary Care. 24(4), 244-50
• 2013. March C & Agius S. A creative map of the health of the North [a curated poetry collection by international published poets on health-related themes] NHS North West R&D. . 01/01/2013 00:00:00
• AHEARN D, BISHOP S, AGIUS S, DUFFY K and JONES A, 2012. Educator appraisal - Occurrence and Experience of Hospital Consultants in North-West England Medical Teacher.
• BROWN J and AGIUS S, 2012. Bridging the gap between University and National Health Service (NHS) ethical scrutiny: how do we teach practitioners/professionals to be prepared for the challenge of research governance processes and what lessons can be drawn across other disciplines Teaching Public Administration.
• PHAZEY G, AGIUS S and HAYDEN J, 2012. SAS Doctors’ perceptions of their role within the NHS British Medical Journal.
• BROCKBANK A, FAROOK S, BARON R, AGIUS S and HAYDEN J, 2012. The NHS Leadership Framework: Is it time for joint Leadership Development? Health Service Journal.
• AGIUS S, BARON R, LEWIS B and HAYDEN J, 2011. What do GP educators perceive to be the opportunities and challenges of introducing revalidation Education for Primary Care. 22, 386–92
• BROCKBANK A, FAROOK S and AGIUS S, 2011. NHS Leadership Framework: Introduction, critique and recommendations for practice The Consultant. 12, 10-13
• AGIUS S, 2011. Response to the Green Paper Consultation on a common strategic framework for EU research and innovation funding
• AGIUS S and BARON R, 2010. A Revalidation Primer: Report to the UKCEA
• AGIUS S and BARON R, 2008. The current state and value of continuing professional development in primary care: the deanery perspective Education for Primary Care. 19, 580-9
• AGIUS S, PHAZEY G and BARON R, 2008. The current state and value of deanery-managed continuing professional development in primary care: the general practice appraisers’ perspective Education for Primary Care. 19, 590-6
• AGIUS S, WILLIS S, MCARDLE P and O’NEILL P, 2008. Managing change in postgraduate medical education: still unfreezing? Medical Teacher. 30(4), 87-94
• BARON R, AGIUS S and LEWIS B, 2007. GP Registrar appraisal: perceptions of appraisers and appraisees Education for Primary Care. 18, 307-424
• HYDE C, AGIUS S, SHACKLADY J, DORNAN T and MILES J, 2007. How well prepared are newly-qualified doctors for Foundation Training? 01.15: The newsletter of the Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine.
• AGIUS S and BARON R, 2007. The current state and value of deanery-managed CPD in primary care
• SMITH C, AGIUS S and HAYDEN J, 2006. Methodological limitations posed by the Data Protection Act in research involving medical practitioners; a study into doctors’ career and retirement choices. Journal of Quality in Primary Care. 14, 91-4
• AGIUS S, 2006. Education Culture in Postgraduate Medical Education
• KEELING C, AGIUS S and BAILEY S, 2004. Performance review procedures for the pre-registration year: a map through the minefield British Journal of Hospital Medicine. 65(1), 44-7
• AGIUS S, 2001. A helping hand for refugee doctors Hospital Doctor.