Dr Adrian Stokes
Emerita/Emeritus Fellow, Fellow
Teacher (part-time) Evidence-Based Healthcare
Department for Continuing Education
From 2010-2020, Dr Adrian Stokes was Deputy Director of the Department for Continuing Education, head of the Department’s Graduate School, Director of the Continuing Professional Development Centre and an Official Fellow of Kellogg College.
Adrian was responsible for continuing education in a wide range of fields and formats, including online distance learning and bespoke residentials. Health care, sustainable urban development, ecology, technology, business skills, leadership and public policy are some of the main areas of provision. In many areas, he worked in collaboration with departments across the University (including the Centre for Evidence-Based Medicine, Nuffield Department of Primary Care Health Sciences, Oxford University Clinical Academic Graduate School, Department of Paediatrics, Jenner Institute, Department of Oncology, Nuffield Department of Surgical Sciences, Department of Engineering Science, Institute of Biomedical Engineering, Faculty of Philosophy, Oxford Mindfulness Centre) and with a variety of other organisations (including the National Health Service, the Oxford Cognitive Therapy Centre, and the Prince’s Foundation).
Before joining the University of Oxford, Adrian was Director of Masters Programmes and Continuing Professional Development at the Institute of Clinical Education, Warwick Medical School, with overall responsibility for a wide range of postgraduate programmes including diabetes care, primary care, public health, mental health, dentistry, clinical leadership and medical education.
Prior to that he led the accredited teacher development programme at the University of Warwick and held lectureships at Newman College and the University of Leicester. His academic interests are in evidence-based educational practice, e-learning, higher education and medical education teacher development, and the educational applications of discourse analysis and narrative theory.