Anique Atherley, MBBS, MPH, PhD

Associate Professor
Anique Atherley
Contact Information

AAtherley@rossu.edu

Google Scholar

@aniqueatherley

Biography

Dr. Anique Atherley is a medical doctor from the south of Barbados. Anique completed medical training at the University of the West Indies (The UWI) and medical internship at the Queen Elizabeth Hospital in Barbados. She then went on to complete, with merit, a master’s degree in public health (epidemiology) from the University of Liverpool in the United Kingdom. During her internship, she sought out and met Dr. Charles G. Taylor, Jr., who opened her eyes to the field of medical education. With his guidance, she then took on a role as a Junior Research Fellow in Medical Education at The UWI and contributed to teaching undergraduate medical students research methods and other public health concepts. Her love for education started during medical school teaching her peers and preparing presentations, and blossomed when she had this teaching opportunity at The UWI. She also graduated in 2018 with a Postgraduate Diploma in University Teaching and Learning from The UWI, Cave Hill in Barbados. During her time at The UWI, she was the coordinator of the Medical Education Learning Community (MELC) at her institution and contributed to the creation of a career-advising symposium highly rated by medical students. Anique also contributes to the community, and she is the co-founder of ‘Drops of Love’— an organization that offers public education regarding blood donation to increase voluntary donations in Barbados. 

In 2017, Anique received the opportunity she had been searching for. After the passing of her beloved mentor, Dr C. Taylor Jr, she knew she wanted to complete a doctorate in Medical Education and continue her academic journey as an early-career medical educator. She was blessed to be chosen as the inaugural recipient of a Joint PhD scholarship from the School of Medicine at Western Sydney University (WSU) and School of Health Professions Education (SHE) at Maastricht University. She began her PhD trajectory in September 2017. Along this journey to becoming a medical education researcher, she gained experience facilitating problem-based learning sessions at WSU. To this day, she has published over 20 peer-reviewed articles and has conducted workshops and made presentations internationally. Anique keenly remains involved with SHE through supervising postgraduate students. She also contributes to international medical education literature as she is a reviewer for international journals and is deputy editor for Perspectives in Medical Education. 

Currently, she serves as Associate Professor in the Office of External Affairs at Ross University School of Medicine (RUSM) in Barbados. 

Google scholar: https://scholar.google.com/citations?user=uiiPThEAAAAJ&hl=en

Twitter: @aniqueatherley

Areas of Expertise:
  • Pharmacology
  • Medical Education
  • Public Health
Education and Certification

PhD, Maastricht University and Western Sydney University (graduation 2021)

MPH, University of Liverpool

MBBS, University of the West Indies, Cave Hill Campus

Honors and Awards

  • Adtalem Excellence Award 2023

  • Teach Award, 2024

  • Departmental Award, OEA, 2024 

Publications

Peer-reviewed full papers in academic journals 

  1. Atherley, A., Teunissen, P., Hegazi, I., Hu, W., & Dolmans, D. (2023). Longitudinal exploration of students' identity formation during the transition from pre‐clinical to clinical training using research poetry. Medical Education, 57(7), 637-647. 
    Anique Atherley, Diana Dolmans, Pim Teunissen, Iman Hegazi, and Wendy Hu conceptualised and designed the study. Anique Atherley collected the data. Anique Atherley and Diana Dolmans analysed the data. All authors were involved in data interpretation. Anique Atherley produced the first draft of the paper, but all authors contributed to iterative drafting and refinement of the manuscript. All authors approved the final version of the manuscript for submission.  

  2. Nimmon, L., & Atherley, A. (2022). Qualitative ego networks in health professions education: capturing the self in relation to others. Medical Education, 56(1), 71-81. 
    Laura Nimmon led the paper conceptually and in the writing. Anique Atherley made substantial contributions to the paper, both conceptually and in editing/revisions. Both authors approved the final version that was submitted.  

  3. Lovell, L.M.P., Atherley, A.E., Watson, H.R. and King, R.D., 2022. An exploration of burnout and resilience among emergency physicians at three teaching hospitals in the English-speaking Caribbean: A cross-sectional survey. The Lancet Regional Health-Americas, p.100357 
    LL was responsible for the study concept, design, acquisition of the data, data interpretation, creation of the first draft of the manuscript and the critical revision of the manuscript. AA was responsible for the study concept, design, data analysis and interpretation and the critical revision of the manuscript. HW was responsible for the data interpretation and contributed to the critical revision of the manuscript. RK was responsible for the study concept and data interpretation and contributed to the critical revision of the manuscript. All authors were responsible for the decision to submit this manuscript and have read and approved the final manuscript.  

  4. Atherley, A; Hu, W C.-Y. ; Dolmans, D ; Teunissen, P W. ; Hegazi, I, Medical Students’ Socialization Tactics When Entering a New Clinical Clerkship, Academic Medicine: February 15, 2022 - Volume - Issue - doi: 10.1097/ACM.0000000000004627 
    Anique Atherley, Diana Dolmans, Pim Teunissen, Iman Hegazi and Wendy Hu conceptualised and designed the study. Anique Atherley collected the data. Anique Atherley and Iman Hegazi analysed the data. All authors were involved in data interpretation. Anique Atherley produced the first draft of the paper, but all authors contributed to iterative drafting and refinement of the manuscript. All authors approved the final version of the manuscript for submission.  

  5. Pijls BG, Jolani S, Atherley A et al. Temporal trends of sex differences for COVID-19 infection, hospitalisation, severe disease, intensive care unit (ICU) admission and death: a meta-analysis of 229 studies covering over 10M patients [version 1; peer review: awaiting peer review]. F1000Research 2022, 11:5 (https://doi.org/10.12688/f1000research.74645.1) 
    Author roles: Pijls BG: Conceptualization, Data Curation, Investigation, Methodology, Project Administration, Supervision, Visualization, Writing – Original Draft Preparation, Writing – Review & Editing; Jolani S: Conceptualization, Data Curation, Formal Analysis, Investigation, Methodology, Project Administration, Supervision, Visualization, Writing – Original Draft Preparation, Writing – Review & Editing; Atherley A: Conceptualization, Data Curation, Investigation, Methodology, Writing – Review & Editing; Dijkstra JIR: Conceptualization, Data Curation, Investigation, Methodology, Writing – Review & Editing; Franssen GHL: Formal Analysis, Investigation, Methodology, Software, Writing – Review & Editing; Hendriks S: Conceptualization, Data Curation, Investigation, Methodology, Writing – Original Draft Preparation, Writing – Review & Editing; Yi-Wen Yu E: Conceptualization, Data Curation, Investigation, Methodology, Writing – Original Draft Preparation, Writing – Review & Editing; Zalpuri S: Conceptualization, Data Curation, Investigation, Methodology, Writing – Original Draft Preparation, Writing – Review & Editing; Richters A: Conceptualization, Data Curation, Investigation, Methodology, Writing – Original Draft Preparation, Writing – Review & Editing; Zeegers MP: Conceptualization, Data Curation, Formal Analysis, Investigation, Methodology, Project Administration, Software, Supervision, Validation, Writing – Original Draft Preparation, Writing – Review & Editing  

  6. Teunissen, P.W., Atherley, A., Cleland, J.J. et al. Advancing the science of health professions education through a shared understanding of terminology: a content analysis of terms for “faculty”. Perspectives in Medical Education 11, 22–27 (2022). https://doi.org/10.1007/s40037-021-00683-8 
    Pim Teunissen, Lauren Maggio and Anique Atherley conceptualised this study and all authors contributed to analysis. PT, LM and AA wrote the first draft and all authors contributed to revisions prior to submission. 

  7. Pijls, B. G., Jolani, S., Atherley, A., Derckx, R. T., Dijkstra, J. I., Franssen, G. H., ... & Zeegers, M. P. (2021). Demographic risk factors for COVID-19 infection, severity, ICU admission and death: a meta-analysis of 59 studies. BMJ open, 11(1), e044640 
    MPZ conceived the study. All authors were involved in the study design during weekly meetings. GHLF designed and performed the search strategy. AVJ, RTD and BGP screened the titles and abstracts for eligibility. AR and SZ extracted the data (quantitative data) and AA, SH and JIRD reviewed the study quality (qualitative data). SJ analysed the data. BGP and SJ wrote the first draft. All authors revised this draft for critical content. All authors approved the final manuscript. MPZ, BGP and SJ are the guarantors. All persons listed as authors have contributed to preparing the manuscript. All authors had full access to all the data in the study and had final responsibility for the decision to submit for publication.  

  8. Atherley, A, Hu, W, Teunissen, PW, Hegazi, I, Dolmans, D, (2021) ‘Appraising the use of smart phones and apps when conducting qualitative medical education research AMEE Guide, Medical Teacher 
    Anique Atherley, Diana Dolmans, Pim Teunissen, Iman Hegazi, and Wendy Hu conceptualised and wrote this paper. Anique Atherley produced the first draft of the paper, but all authors contributed to iterative drafting and refinement of the manuscript. All authors approved the final version of the manuscript for submission.  

  9. Atherley, A, Meeuwissen, SNE (2020) Time for change: Overcoming perpetual feelings of inadequacy and silenced struggles in medicine Medical Education 54 (2), 92-94 
    Both authors contributed equally to writing this invited commentary. AA was invited and collaborated with SM to write the paper. 

  10. Foo JS, Atherley, A, Ash J, Hu W (2020) Discussion Paper: The Canberra Meeting: An initiative for building research capacity in health professions education. Focus on Health Professional Education: A multi-professional Journal 21 (2), 48-54 
    All authors conceptualised and wrote this paper. John Foo produced the first draft of the paper, but all authors contributed to iterative drafting and refinement of the manuscript. All authors approved the final version of the manuscript for submission. The authors were planning committee members for the educational event upon which this paper is written. 

  11. Atherley, A., Nimmon, L. Teunissen, PW, Dolmans, D., Hegazi, I., Hu, W. (2020). Students' social networks are diverse, dynamic and deliberate when transitioning to clinical training Medical Education  55 376-386 
    AA, LN, DD, PWT, IH and WH conceptualised and designed the study. AA collected the data. AA, LN and WH analysed the data. AA, LN, DD, WH, IH and PWT were involved in data interpretation. AA produced the first draft of the paper, but all authors contributed to iterative drafting and refinement of the manuscript. All authors ap- proved the final version of the manuscript for submission.  

  12. Atherley, A, Dolmans, D, Hu, W, Hegazi, I, Alexander, S, Teunissen, P. W. (2019), ‘Beyond the struggles: a scoping review on the transition to undergraduate clinical training’ Medical Education, 53(6), 559-570 
    AA, DD and PWT conceptualised the study. AA, DD, WH, IH and PWT were involved in the design of the study. AA and SA were responsible for data collection and analysis. AA, DD, WH, IH, SA and PWT were involved in the interpretation of data. AA produced the first draft of the paper but all authors (AA, DD, WH, IH, SA and PWT) contributed to iterative drafting and refinement of the manuscript. All authors (AA, DD, WH, IH, SA and PWT) approved the final version of the manuscript for submission.  

  13. Taylor CG, Taylor G, Atherley A, Hambleton I, Unwin N, Adams OP. (2017) The Barbados Insulin Matters (BIM) study: Barriers to insulin therapy among a population-based sample of people with type 2 diabetes in the Caribbean island of Barbados. Journal of Clinical & Translational Endocrinology; 8, 49-53  
    CGT conceptualised this study alongside GT and AA. AA and CGT analysed the data. All authors contributed to writing the manuscript and interpreting the data. All authors approved the manuscript before submission. 

  14. Taylor CG, Taylor G, Atherley A, Hambleton I, Unwin N, Adams OP. (2017) Barbados Insulin Matters (BIM) study: Perceptions on insulin initiation by primary care doctors in the Caribbean island of Barbados. Primary care diabetes; 11(2):140-7. 
    CGT conceptualised this study alongside GT and AA. AA and CGT analysed the data. All authors contributed to writing the manuscript and interpreting the data. All authors approved the manuscript before submission. 

  15. Atherley, A, and Taylor Jr., C (2017) "Student perceptions of clerkship handbooks." The clinical teacher 14.4: 242-246. 
    Both authors contributed equally to conceptualisation, analysis and refining the manuscript. AA wrote the first draft.  

  16. Atherley, A, Whittington, A, Taylor, C, Jonker, C (2016) ‘Knowledge, attitudes and practices towards blood donation in Barbados’ Transfusion Medicine; 26(6), 415-421 
    Anique Atherley conceptualised and designed the study and supervised by Cor Jonker. Anique Atherley collected the data. Ayanna Whittington assisted with data entry. Anique Atherley analysed the data. All authors were involved in data interpretation. Anique Atherley produced the first draft of the paper, but all authors contributed to iterative drafting and refinement of the manuscript. All authors approved the final version of the manuscript for submission.  

  17. Atherley, AE, Hambleton, I, George, C, Unwin,N, Lashley, PM & Taylor Jr., CG (2016) ‘Exploring the transition of undergraduate medical students into a clinical clerkship using organizational socialization theory’ Perspectives on Medical Education; 5(2), 78-87 
    Anique Atherley conceptualised and designed the study and supervised by Charles Taylor. Anique Atherley and Charles Taylor analysed the data. All authors were involved in data interpretation. Anique Atherley produced the first draft of the paper, but all authors contributed to iterative drafting and refinement of the manuscript. All authors approved the final version of the manuscript for submission.  

  18. Atherley, A. E. (2016). Considering students' perceptions of logbooks. Medical teacher, 38(9), 962.  Taylor, C, Atherley, A, Murphy, M (2016) ‘Towards an inpatient diabetes curriculum: medical student generated aims, objectives and methods for ward-based learning of non-critical, non-perioperative inpatient diabetes care, Diabetic Medicine 33(6), 827-834 
    CGT conceptualised this study alongside MM and AA. AA and CGT analysed the data. All authors contributed to writing the manuscript and interpreting the data. All authors approved the manuscript before submission. 

  19. Taylor, C, Bynoe, K, Worme, A, Atherley, A, Hambleton,I, Husbands, A., Unwin, N. (2015) ‘A checklist that enhances the transmission of education to patients during insulin initiation: a randomized controlled trial’ Diabetic Medicine 33(9), 1204-1210 
    CGT conceptualised this study alongside AA. AA and CGT analysed the data. All authors contributed to writing the manuscript and interpreting the data. All authors approved the manuscript before submission. 

  20. Taylor Jr., CG, Atherley, A, George, C, Morris C (2014) ‘How we implemented a classroom-based educational intervention for ward-based diabetes care’ Medical Teacher 37 (8), 718-722 
    CGT conceptualised this study alongside CM. AA and CGT analysed the data. All authors contributed to writing the manuscript and interpreting the data. All authors approved the manuscript before submission. 

  21. Atherley, A & Taylor, C (2015) ‘This thing called life’ Perspectives on Medical Education 4(4), 200-202 
    Both authors contributed equally to conceptualisation, analysis and refining the manuscript. AA wrote the first draft.  

BOOK CHAPTERS 

  1. O’Brien, B., Atherley, A., Cianciollo, A., Gordon, L., “Publishing in Health Professions Education” In: Foundations of Health Professions Education Research: Principles, Perspectives and Practices. Rees, C. E., Monrouxe, L. V., O'Brien, B. C., Gordon, L. J., & Palermo, C. (Eds.). (2023). BOOK CHAPTER 
    All authors contributed equally to writing this book chapter, Lisi Gordon supervised the process. 

  2. Atherley, A. “Collecting network data with visual tools” In: Handbook of Social Network Analysis and Education. Levy, O.O, Kolleck, N. (Eds.) (not yet published) 

Affiliations and Memberships:  

  1. Associate Fellow of the Association of Medical Educators of Europe (AFAMEE) 

2015- present