Professional background

Ben Lovell MBBS MRCP FHEA MSc FAcadMEd DRCOG is an associate professor of medical education and a consultant in acute internal medicine at UCLH, where he is also the postgraduate lead for acute medicine.

As well as acute and general hospital medicine, his training includes respiratory medicine, intensive care, geriatrics and cardiology. His educational background is based in simulation training, and he is the clinical lead for simulation and clinical skills for internal medicine training at UCLH. 

His research background is in the qualitative exploration of communities and social groups within medical undergraduates, and coaching methodologies within medical education. He is currently the associate editor of ‘Acute Medicine Journal’, an international, peer-reviewed journal of Acute Medicine.

He is the author of two medical textbooks.

Research interests

Coaching, resilience, social identity within medical communities


1. Lovell B, Lander M, March N. Clinical Skills, Diagnostics and Reasoning. Scion, 2020
2. Bentley P, Lovell B. Memorizing Medicine. CRC Press, 2019

1. Lovell BL, Dhillon R, Khader A, Seita A, Kitamura A, Al-Jadba G, Rawaf S, Newson R. Delivering and evaluating a scalable training model for strengthening family medicine in resource-limited environments: the Gaza experience. A mixed-methods evaluation BJGP Open 2019; 3 (2): bjgpopen19X101647
2. Lovell BL. Bringing meaning to coaching in medical education. Med Educ. 2019 May;53(5):426-427
3. Lovell BL. What do we know about coaching in medical education? A literature review Med Educ 2018 52(4):376-390.
4. Lovell BL. The resilience paradox. J Grad Med Educ 2017 9(4):533-534
5. Lovell BL. Frenetic departments and phronetic learning. Clin Teach 2017;14(5):368-369
6. Lovell BL. Commentary on an excerpt from ‘Prozac Diary’ Acad Med 2017;92(4):493
7. Lovell BL. Role modelling and its effects on attitudes and argot. J Grad Med Educ. 2017;9(1):134
8. Lovell BL. Learning to listen and mindful practice. Med Teach 2017;39(2):226-227
9. Lovell BL. How to build a resilient surgeon: communities, culture, and complexity. Med Educ 2016;50(8):800-2
10. Lovell BL. Emergent core values: the student perspective. The Clinical Teacher 2016;13(6):437-442
11. Lovell BL. “We are a tight community”: Social groups and social identity in medical undergraduates. Med Educ 2015;49(10):1016-27.
12. Lovell BL. When I say… mindfulness. Med Educ 2015;49(7):653-5
13. Lovell BL What is an acute medicine registrar? A qualitative investigation into trainee self-perception and identity. Acute Med 2015;14(1):32-38
14. Lovell BL. Doubt: a spectre at the feast. Med Teach 2015;37(4):406-7
15. Lovell BL. Reflections on reflections. BMJ 2015;350:h1713
16. Lovell BL. “Do as I say, not as I do”. Med Teach 2014;37(6):597-8
17. Lovell BL. Bereavement China and Edge-Work. J Grad Med Educ 2014;6(2):393-394
18. Lovell BL Simulation training: learning together or alone? Clin Teach 2014;11(2): 153-4
19. Lovell BL, Etomi O, Krishnamoorthy S, Murch N. Simulation training for acute medical specialist trainees. Acute Med 2013;12(2):77-82