David Bryson

David Bryson
David BrysonProfessional section

David is responsible for the development of the Professional section of the journal.

This can include a wide variety of materials including:

Papers and articles to support learning and continuing professional development (CPD) including learning activities.
Book, paper, equipment, conference and meeting reviews
Software support inclding choosing and how to use particular programmes
Editorial pieces designed to provoke discussion within the profession
Papers that are more fundamental and support professional development
Historical pieces like Backward glance items from 25 years ago 

Andrea Thompson


Andrea’s role on the editorial team is to gather interesting or unusual pieces of photography, design and illustration from willing volunteers working within the healthcare sector and showcase them in the Journal’s Gallery section.  The purpose of the Gallery section: The Journal’s Gallery aims to display a collection of highlyaccomplished medical art, design, illustration, photography, video and web design in each issue. Gallery submissions can be considered unusual or groundbreaking, can be competition entries, such as submissions for the IMI and BMA Awards, or projects that you feel are worthy of discussion among your fellow professionals.

garry swanCopy Editor

As the Journal’s Copy Editor it is Garry’s job to read every submission carefully to ensure that spelling, grammar and punctuation are of the standard required for a professional international publication. Computer spellchecks and grammar checks, while useful, pick up only some of the errors and omissions. While wishing to retain in large part the content and flavour of the author’s submitted text, invariably there are improvements to be made in order to maintain a high standard of presentation.

For example, phrases such as “To be honest” or “Let’s face it” (the “let’s” usually written minus the apostrophe) are simply not appropriate in a journal such as this one. Proof-reading also involves ensuring consistency and accuracy: Are names always spelt the same if used more than once in an article? Do the figure numbers given in the text match the ones allocated to the figures themselves? These need to be checked for accuracy. Are the descriptions and explanations in the article clear, or might they be ambiguous? A simple alteration, a different choice of word, an additional sentence, or even a comma, can often make all the difference. In the end, all the nit-picking is worthwhile and produces a journal which it is hoped readers find informative and useful, and of which authors can be proud.

amy lakeAssistant Editor/Scientific Section

In her role as Assistant Editor Amy works closely with the Journal’s Editor, supporting her in her role. She assists with initial ideas and the subsequent planning, commissioning and development of articles, as well as sourcing additional features for the Journal, especially for the Scientific section of the journal. The role also involves periodically reviewing the Journal and visualising its future agenda.

carly dakinJournal editor

The Editor is responsible for the following:

Setting up and maintaining an Editorial Board which demonstrates strong skills within the area of visual communication in medicine

Soliciting, acquiring and refereeing suitable papers

Implementing and applying the editorial policies as identified in the Journal’s defined Aims and Scope policy

Ensuring that papers are processed in a timely manner, allowing time for proof-reading, revision, refereeing and ultimately publication

Corresponding with authors in regard to receipt, acceptance, revision, improvement or rejection of submitted papers

Corresponding with the Journal’s publishers, transferring papers for typesetting and relaying any other matters regarding the Journal’s production

Co-ordinating Editorial Board meetings and reporting to IMI council on Journal activities throughout the year

Co-ordinating the annual awards associated with the Journal.

These papers in the journal are designed to encourage the lifelong learning and development of readers of the journal through presenting materials that will support continuing professional development (CPD).

This used to be a separate section but are now all part of the Professional section of the journal which is to the back of the journal in hard copy and lower parts of the online content list. 

The features that separate them from the rest of the journal are the inclusion of learning activities. They generally have the following format:

  • Introduction
  • General information or background to the topic,
  • A series of tasks which help to develop and reinforce learning through practice, thinking around the topic or personal development.
  • Links or references to further reading

We would welcome contributions to this section from:

  • Complete learning activities
  • Part complete ready for learning activities to be added
  • Ideas on subject areas or activities that you would like to see covered
  • Feedback on any that have been published
  • Cartoons or illustrations that we could build an activity around.

This section also tries to be innovative in its approaches to Learning and CPD so a could include something you have tried and works for you, a collaborative project, a short piece on how you have used these pieces along with your online e-journal e.g. CPD Windows, PebblePad etc. Although this section has tended to concentrate on skills development there is no reason why it shouldn’t include a wider variety of topics. In terms of length they are generally 1,000 – 1,500 words in length though have been as long as 2,000, together with screen captures, tables or any figures that are appropriate or can liven up the activity and thinking around Learning and CPD.

Previous Learning and CPD activities include:


Informed Patient Consent and Confidentiality

Image Databases

Diabetic Retinopathy


Patient privacy

Accessible Web Design


Sharing Good Practice.

Giving a presentation.

Patient Information Design.


Evidence based practice.

Supporting patients.


Personalising your learning

Adding variety to your learning activities.

Google scholar and e-journals.

Team based review and reflection.


Ethical dimensions to reflection

Writing up a case presentation

The reflection bookshelf.

The Personal Development Planning Cycle.


Using flashcards for learning

Using research papers: Citations, referencing and plagiarism

Developing and sharing your CPD portfolio

Learning journal and portfolio tools.


Current Issues: Consent for clinical photography

Are you a researcher as well as a medical illustrator?

Referencing web pages and e-journals.


Conflict of interest and privilege in clinical and medicolegal photography: A short summary

The developing professional

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