• Dr Anne Browne is a Lecturer Above the Bar in Medical Education in the School of Medicine, University of Galway, with over 27 years’ experience in academic and clinical general practice across Ireland and Canada.
• Academically, she has held posts as Lecturer and Assistant Professor in the Department of Family and Community Medicine at the University of Toronto, Clinical Examiner in Paediatrics at NUI Galway, and Clinical Tutor in General Practice at RCSI, before taking up her current Lecturer Above the Bar role at University of Galway in 2018.
• She holds a Masters in Clinical Education (First Class Honours) and a Postgraduate Certificate in Teaching and Learning in Higher Education from University of Galway, alongside numerous clinical diplomas (geriatrics, dermatology/wound care, therapeutics, occupational medicine, obstetrics and child health) and dual GP qualifications (MICGP and CCFP).
• Her clinical work has spanned urban and rural general practice, including principal and sessional GP roles in Galway and a staff physician role at St Michael’s Hospital, Toronto, serving high‑need inner‑city populations. ​

• Medical education and clinical communication: design and evaluation of clinical skills curricula, transitions‑of‑care teaching, communication skills training, assessment methods (including OSCEs and written exams), and the impact of COVID‑19 on communication teaching and assessment.
• Technology‑enhanced learning: feasibility and acceptability of virtual agents and artificial intelligence (including large language models) for delivering GP and medical education, with a focus on learner trust, engagement and learning outcomes.
• Geriatric medicine and chronic disease management: deprescribing in older adults, interdisciplinary shared decision‑making in diabetes, and human‑factors and patient‑safety aspects of complex care (including simulation‑based work on ventilator systems).
• Wound care and dermatology: diabetic foot ulcers, chronic wound infection, compression therapy, silver dressings, and advanced dressings/skin substitutes, informed by her clinical fellowship in dermatology and early translational wound‑care.

• Teaching philosophy: creating a positive and psychologically safe learning environment, tailoring teaching to learner needs, using blended and interactive methods (case‑based learning, SNAPPS, one‑minute preceptor, simulation), and providing honest, constructive feedback to support reflective practice and professional identity formation.
• Clinical skills and professionalism: leadership and delivery of core undergraduate modules in clinical skills and professionalism (e.g. MD103, MD202, MD312–MD316), including curriculum design, coordination, simulation, and OSCE‑based assessment.
• Curriculum and assessment leadership: design, mapping and standard setting of written and OSCE assessments, development of remediation programmes, and innovation in simulation‑based and online learning, including clinical skills and transitions‑of‑care workshops.
• Undergraduate and postgraduate GP education: supervision of medical students in general practice placements, teaching in community and home‑visiting settings, and mentoring family medicine residents in Ireland and Canada.

Selected Recent Publications

1. Browne AC, Murphy E, Finn Y, Cantillon P. Addressing medial student knowledge deficits in 'hospital-to-home' transitions of care using a constructivism theory-based workshop intervention. Clin Teach. 2024 Dec;21(6):e13679. doi: 10.1111/tct.13679. Epub 2023 Nov 21. PMID: 37988185.
2. Ryan L, Coleman S, Zimmermann T, Coyne R, Broadbent E, Browne A, O'Donoghue G, Quigley F, Worlikar H, Connolly C, Crotty M, Birney S, Conlan O, Walsh JC, O'Keeffe D. A Pilot Feasibility Study Exploring the Preliminary Effectiveness of an AI-Driven Virtual Human Intervention for General Practitioner Obesity Education and Communication-Skills Training. Obes Sci Pract. 2025 Jul 8;11(4):e70083. doi: 10.1002/osp4.70083. PMID: 40630231; PMCID: PMC12236261.
3. Daly R, Kane D, Browne A, Flood K. A Qualitative Analysis of the Relationship Between Simulated and Clinical Learning Environments in Obstetrics and Gynaecology. Med Sci Educ. 2025 Feb 17;35(3):1371-1383. doi: 10.1007/s40670-025-02313-y. PMID: 40625978; PMCID: PMC12228605.
4. Healy D, Flynn A, Reilly G, Conlan O, Browne AC, Walsh JC. Optimising an immersive virtual reality behaviour change intervention to support retired and non-working adults to reduce their sedentary behaviour: a mini-focus group interview study. Psychol Health. 2025 Jan 8:1-29. doi: 10.1080/08870446.2024.2414807. Epub ahead of print. PMID: 39780403.
5. Healy D, Carr E, Conlan O, Browne AC, Walsh JC. Exploring the content of the STAND-VR intervention: A qualitative interview study. PLOS Digit Health. 2023 Mar 13;2(3):e0000210. doi: 10.1371/journal.pdig.0000210. PMID: 36913343; PMCID: PMC10010507.
6. Papageorgiou, A., A.-C. Sterie, Y. Finn, A. Browne, P. Andreou, and M.E. Rosenbaum. The Impact of COVID-19 Pandemic on Clinical Communication Skills Teaching in Undergraduate Education. Pat Educ Couns https://doi.org/10.1016/j.pec.2025.109071.