MBChB, BMedSci, MRCPCH, PGCert MedEd, SFHEA, FAcadMed
Sarah is a Senior Lecturer in Medical and Anatomy Education, with over 12 years’ experience leading and supporting the delivery and design of undergraduate Medical Education at Bristol. With a background as an NHS doctor, she is able to incorporate authenticity into her teaching practice. She is currently pursuing her doctorate in Medical Education. She is the current co-lead of the Bristol Medical Education Research Group (BMERG).
Research Areas: curriculum development, supporting students as partners in their learning, peer-led education, basic life support training
What was your first role or job as an educator?
A 6-month fixed term post as an anatomy demonstrator
What inspired you to become an educator and/or education researcher?
I realised when I was in clinical practice that the aspect of my role that I enjoyed the most was when I was teaching. So much of medicine is about educating, whether that is yourself or your peers, teaching medical students, or helping patients and their relatives understand more about their illnesses and conditions.
What is your current medical education research project on?
I am undertaking a PhD in Meded focussing on the experiences of first year medical student transition and transformation.
Who are your medical education/education research role models?
My PhD supervisors, Professors Sally Barnes, Karen Forbes and Sheena Warman, and the amazing Virginia Braun and Victoria Clarke for their work in qualitative reflexive thematic analysis.
What would you consider your greatest academic success?
Collaborating with colleagues during the MB21 medical curriculum review process to develop a new and innovate year 1 medical programme. I made so many new contacts and learnt a lot from the process. The work has won several awards since, and feedback shows the students get a lot out of their early experiences on the course.
Have you ever had a piece of work go wrong and how did you deal with this?
Yes! I think sometimes people assume that as you get more experienced you don’t get things wrong or make mistakes, but everyone does. Starting my PhD later in my career, I’ve had to learn that it’s ok to be new at things again, and to work through the loss of control that this brings. I have made plenty of mistakes in my new journey learning to become a qualitative researcher in social sciences, and through these challenges I learn new things every day.
What helps you to maintain your work life balance as a medical educator/researcher?
I work hard and like to be busy and fulfilled at work, but my family keeps me grounded and reminds me what is important to me. Making time to enjoy good coffee, and going swimming also helps me unwind after hard days.
What do you think will be the greatest change to medical education over the next decade?
I think the integration of artificial intelligence (AI) in medicine is going to be really interesting, to see how it might change so many aspects of life, education and clinical practice.
What book are you reading at the moment?
“Building a Second Brain: A Proven Method to Organise Your Digital Life and Unlock Your Creative Potential” by Tiago Forte
What is your favourite quote?
“As for the future, your task is not to foresee it, but to enable it.” Antoine de Saint-Exupery
What job would you do if you were not a medical educator/researcher?
I’d like to do something artistic and creative, either with baking, arts or writing. I do love making cakes so perhaps a pastry chef!
What three top tips would you give to new medical education researchers?
- Say yes! Opportunities are all around us and you never know which one might lead to great things.
- Say no! Learn your limits and keep your boundaries; if you keep adding to your plates you can’t give each the attention you want or need and that doesn’t help you, your colleagues or your students.
- Do what brings you joy in your work. Find your niche, try things out, research the issues that matter to you, and lift others up as often as you can.