Accessibility Skip to Global Navigation Skip to Local Navigation Skip to Content Skip to Search Skip to Site Map Menu

Otago Medical School staff profiles

Dr Sarah Rennie

PositionClinical Skills Director and Consultant General Surgeon
QualificationsBMSc(Hons1), MB ChB PhD FRCSEd(Medal) FRACS
Research summaryMedical and surgical education, academic misconduct, clinical skills acquisition, leadership development
Clinical

Sarah is a Fellow of the Royal College of Surgeons of Edinburgh and Australasia. She works as a General Surgeon and Surgical Endoscopist and enjoys training future surgeons

Research

Sarah is an academic surgeon with a passion for medical education. In addition to medical education, her research interests include leadership development, academic misconduct and clinical skills acquisition. She studied Medicine in the UK and completed a basic surgical training rotation, whilst researching academic misconduct amongst medical students.

Sarah was awarded a Commonwealth Scholarship to complete a PhD in Surgical Education, looking at surgical decision making at Otago University. She is currently researching medical student academic misconduct in Scotland and New Zealand; surgical careers decisions of medical students and their influences. She is supervising HEDC 502 students projects on Burnout and resilience in medicine and a surgical trainee completing a research project on surgical leadership development.

Additional details

Awards and distinctions

  • May 2019 RACS Surgical Education Prize presentation and Invited Presentation on Surgical Leadership, RACS ASC Bangkok
  • March 2019 Sponsorship from RACS Academy of Surgical Educators to attend the International Medical Symposium
  • October 2018 Joint Surgical Colleges Medal (highest mark) – Joint Surgical Colleges Fellowship
  • December 2017 RACS John Buckingham travelling Scholarship, RACS – funding to attend the ACS annual congress, Boston 2018
  • August 2017 NZ Conjoint Committee recognition of colonoscopy training
  • Dec 2015-16 Nelson Medical Student’s Teaching Award - Best Registrar Teacher
  • May 2009 RACS Surgical Education Prize, RACS ASC Brisbane

Research grants

  • Sept 2019 OMS Medical Education Research Grants. $8216.60. Exploring academic misconduct and integrity among medical students in New Zealand and Scotland: A mixed methods study. Phase 2.
  • August 2019 RACS Academy of Surgical Educators Surgical Education Research Scholarship $AU10,000. Which medical students and junior doctors are attracted to surgery as a career and why? What impacts on this career aspiration over time?
  • April 2019 Quality Improvement Grant. $9,808. Exploring academic misconduct and integrity among medical students in New Zealand and Scotland: A mixed-methods study.
  • November 2008 CALT e-learning enhancement grant. $32,000. For the development of a surgical decision-making eLearning website for medical students.
  • January 2002 SCPMDE Education Development Grant,

Publications

Gladman, T., Tylee, G., Gallagher, S., Mair, J., Rennie, S. C., & Grainger, R. (2020). A tool for rating the value of health education mobile apps to enhance student learning (MARuL): Development and usability study. JMIR mHealth & uHealth, 8(7), e18015. doi: 10.2196/18015

Barnes, T., & Rennie, S. C. (2020). Disrupting clinical education: WhatsApp-ened to patient handover? Clinical Teacher. Advance online publication. doi: 10.1111/tct.13186

Rudland, J. R., & Rennie, S. C. (2014). Medical faculty opinions of peer tutoring. Education for Health, 27(1), 4-9. doi: 10.4103/1357-6283.134290

Benoiton, L. A., Schmidt, E., Tarr, G. P., Thomson, I. A., Rennie, S. C., & van Rij, A. M. (2013). Assessment and management of leg ulcers in the community and an outpatient clinic. New Zealand Medical Journal, 126(1368). Retrieved from http://www.nzma.org.nz/journal

Rudland, J. R., Swan, J., & Rennie, S. C. (2012). Improving e-learning initiatives: What can the non-participants tell us? Focus on Health Professional Education, 14(1), 35-39.

Journal - Research Article

Gladman, T., Tylee, G., Gallagher, S., Mair, J., Rennie, S. C., & Grainger, R. (2020). A tool for rating the value of health education mobile apps to enhance student learning (MARuL): Development and usability study. JMIR mHealth & uHealth, 8(7), e18015. doi: 10.2196/18015

Rudland, J. R., & Rennie, S. C. (2014). Medical faculty opinions of peer tutoring. Education for Health, 27(1), 4-9. doi: 10.4103/1357-6283.134290

Benoiton, L. A., Schmidt, E., Tarr, G. P., Thomson, I. A., Rennie, S. C., & van Rij, A. M. (2013). Assessment and management of leg ulcers in the community and an outpatient clinic. New Zealand Medical Journal, 126(1368). Retrieved from http://www.nzma.org.nz/journal

Rudland, J. R., Swan, J., & Rennie, S. C. (2012). Improving e-learning initiatives: What can the non-participants tell us? Focus on Health Professional Education, 14(1), 35-39.

Rennie, S. C., van Rij, A. M., Jaye, C., & Hall, K. H. (2011). Defining decision making: A qualitative study of international experts' views on surgical trainee decision making. World Journal of Surgery, 35(6), 1214-1220. doi: 10.1007/s00268-011-1089-4

Rudland, J. R., Pippard, M. J., & Rennie, S. C. (2005). Comparison of opinions and profiles of late or non-responding medical students with initial responders to a course evaluation questionnaire. Medical Teacher, 27(7), 644-657.

Rennie, S. C., & Rudland, J. R. (2003). Differences in medical students′ attitudes to academic misconduct and reported behaviour across the years: A questionnaire study. Journal of Medical Ethics, 29, 97-102.

Rudland, J. R., & Rennie, S. C. (2003). The determination of the relevance of basic sciences learning objectives to clinical practice using a questionnaire survey. Medical Education, 37(11), 962-965.

Rennie, S. C., & Crosby, J. R. (2002). Students′ perceptions of whistle blowing: Implications for self-regulation. A questionnaire and focus group survey. Medical Education, 36(2), 173-179.

Rennie, S., & Crosby, J. R. (2001). Are ″tomorrow′s doctors″ honest? Questionnaire study exploring medical students′ attitudes and reported behaviour on academic misconduct. BMJ, 322, 274-275.

^ Top of page

Journal - Research Other

Barnes, T., & Rennie, S. C. (2020). Disrupting clinical education: WhatsApp-ened to patient handover? Clinical Teacher. Advance online publication. doi: 10.1111/tct.13186

More publications...