Grace is a Bristol Medical School graduate currently working as a clinical lecturer and specialty doctor in Severn deanery. She has just finished a PhD Fellowship in undergraduate education in geriatric medicine, using mixed methods to innovate and evaluate geriatrics curricula at local and national levels.
She enjoys working closely with medical students and clinical teaching fellows in teaching and research. Her passion is enthusing tomorrow’s doctors in the holistic and comprehensive care of older people, regardless of their chosen specialty or career path.
Research areas: undergraduate medical education, geriatric medicine
What was your first role or job as an educator?
I first started teaching in my final year at medical school as a near-peer teacher for 3rd year students on examination technique. I built on this experience as a junior doctor, establishing a course of examination tutorials and finals revision tutorials for undergraduate medical students. I have since returned to Bristol medical school to pursue a PhD in medical education, and have a key roles in the delivery, improvement and evaluation of the ‘Complex Medicine in Older People’ clerkship for 4th year students.
What inspired you to become an educator and/or education researcher?
During my final year at Bristol Medical School, the then Head of School, Prof Sarah Purdy, advised me to ‘not plan too far ahead‘ and ‘never say no to the right opportunity‘. With that in mind, when my friends told me of a PhD opportunity incorporating my two great loves (medical education and geriatric medicine) I jumped at the opportunity and have no regrets. During my Fellowship I have been continually inspired by clinical academics, clinical educators, and by our students.
What would you consider your greatest academic success?
The international recognition received for leading on the update of the British Geriatrics Society’s recommended undergraduate curriculum, now published in Age & Ageing.
What is your favourite quote?
“All we have to decide is what to do with the time that is given us.” – Gandalf in J.R.R. Tolkien’s ‘The Lord of the Rings’
Have you ever had a piece of work go wrong and how did you deal with this?
Yes! I’ve drawn on the support and advice of senior colleagues, listened to feedback from learners and incorporated both to improve my work and move it forwards. If your approach is iterative and adaptable, then you’ve always got one eye on improvement.
What helps you to maintain your work life balance as a medical educator/researcher?
I am lucky to be part of a super supportive group at work – we’re a very friendly and sociable team who value each other’s time and talents, both inside and outside of work. I do a lot of singing which helps me unwind from work, and my team often come to see me perform.
Who are your medical education/education research role models?
What do you think will be the greatest change to medical education over the next decade?
Dealing with increasing student numbers, and how to safeguard the quality of clinical teaching in this context.
What job would you do if you were not a medical educator/researcher?
I love engaging with people, so I’d probably run a café or a B&B!
What three top tips would you give to new medical education researchers?
- Get on Twitter – you hear about all sorts of opportunities that you may not otherwise, and it’s a great way to network.
- Don’t underestimate the power of visual summaries/visual abstracts – it’s easier to engage people this way than with a lengthy journal article.
- Get ready to step outside your comfort zone – there is so much innovation in medical education, you can constantly learn new things. It’s important to be flexible to new ideas and approaches.