Dr Ian Davison

Dr Ian Davison

School of Education

Contact details

School of Education
University of Birmingham
Edgbaston, Birmingham
B15 2TT, United Kingdom

Ian completed his PhD in psychology in 1987; then taught in secondary schools in various roles including ICT co-ordinator, head of science and senior teacher. He is currently a Lecturer and leads the Education for Health Professionals programme. In addition he teaches quantitative methods including factor analysis and provides a statistical advice service for the school. 


  • PhD
  • PGCE
  • BA. (Hons)

Postgraduate supervision

Ian has the following research interests:

Learning and teaching science in secondary schools. Pedagogy, particularly related to conceptual change. Education of doctors and other health professionals.

Selected current and former doctoral researchers

How assessors judge the quality of M-level work

The use of a self-regulated learning conceptual framework to investigate students’ engagement with individualised feedback from summative clinical examinations at a UK medical school

Training in General Practice - what's happening in the supervisory relationship?


Most of his research is on projects relating to undergraduate, postgraduate and continuing education of health professionals. In 2015/16, he was principle investigator for a £73k evaluation of GP specialty selection.

Ian has also been involved in several school-based research projects such as ‘Knightly Virtues’ with the Jubilee Centre. He is currently engaged in projects related to conceptual change in secondary education such as an 'Investigation into Teachers’ Understanding of Challenges facing Year 12 students regarding Fractions and Indices'.



Selected publications from 2008

Articles in academic journals

Davison, I., Harrison, T., Hayes, D., et al. (2016) How to assess children’s virtue literacy: methodological lessons learnt from the Knightly Virtues programme. Journal of Beliefs & Values, 1-13.”

Davison, I. and Cooke, S. (2015) How nurses’ attitudes and actions can influence shared care. Journal of Renal Care, 41: (2): 96-103.

Arthur, J., Harrison, T. and Davison, I. (2015) Levels of Virtue Literacy in Catholic, Church of England and non-faith Schools in England: a research report. International Studies in Catholic Education, 7: (2): 178-200.

Davison, I., R. Cooper and A. Bullock (2010). The Objective Structured Public Health Examination (OSPHE): a study of reliability using multi-level analysis. Medical Teacher, 32, 7, 582‐585. DOI: 10.3109/01421590903514622

Buckley S, Coleman J, Davison I, Khan K, Zamora J, Malick S, et al. (2009). The educational effects of portfolios on undergraduate student learning: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11. Medical Teacher; 31(4):282-98. DOI: 10.1080/01421590902889897

Parsons S, Lewis A, Davison I, Ellins J, Robertson C. (2009). Satisfaction with educational provision for children with SEN or disabilities:  A national postal survey of the views of parents in Great Britain. Educational Review; 61(1):19-47. DOI: 10.1080/00131910802684755

IW Davison, HR Thomas. (2008). Lessons from the Higher Professional Education scheme for general
practice training, Education for Primary Care, 19, 6, 605‐614. 

Davison I, Burke S, Bedward J, Kelly S. (2006). Do selection scores for general practice registrars correlate with end of training assessments? Education for Primary Care; 17(5):473-8.

Davison I, Thomas H. (2008) Lessons from the Higher Professional Education scheme for general practice training. Education for Primary Care; 19(6):605-14.

Research reports

Davison, I., McManus, C. and Taylor, C. (2016) Evaluation of GP Specialty Selection. Birmingham, University of Birmingham.

Thomas, H., Taylor, C., Davison, I., et al. (2010) "National Evaluation of Specialty Selection: Final Report". Birmingham, University of Birmingham.

J Bedward, IW Davison, SE Burke, HR Thomas, N Johnson. (2009). Evaluation of the RCGP GP Training Curriculum: Findings from year 2 of data collection. Interim Report. Birmingham, University of Birmingham, ISBN: 9780704427365.

View all publications in research portal