Title of study

Physiology and Sustainable Development

Context

Co-leading a pioneering initiative that inspires students to become passionate activists for both global and local change by connecting the study of Physiology with the principles of Sustainable Development. In collaboration with Drs Sean Roe and Clare Foy from CBMSE, this transformative approach empowers students to explore Physiology not just as a scientific discipline, but as a platform for personal growth, purpose-driven learning, and meaningful activism.

This work has recently been accepted for publication in Experimental Physiology, and will be available soon on Pure.

Stay tuned for their upcoming webinar with The Physiological Society on 19 October 2025, titled:
“The Activist Physiologist: A Transformative Approach to Sustainable Development and Authentic Assessment.”
This session will explore how educators can foster deeper engagement and authentic learning experiences that align with the UN Sustainable Development Goals.

Title of study

Co-creation with Undergraduate Science students improving EDI in Physiology Practical Teaching

Context

Co-leading a co-creation initiative aimed at embedding inclusion and belonging into Physiology practicals through the integration of student-designed teaching materials. In partnership with three summer students from the Biomedical Sciences (BMS) and Human Biology (HB) degree programmes, the project focused on enhancing diversity, equity, and inclusion (EDI) within the curriculum.

Together, we developed resources that reflect a broader range of student experiences and identities, fostering a more inclusive learning environment. This collaborative effort is captured in their recently published paper:
“Surprised by co-creation: Building equality, diversity and inclusion (EDI) in the physiology curriculum with undergraduate students.”

This work highlights the power of student voice in shaping meaningful and equitable educational experiences, and serves as a model for inclusive curriculum design across STEM disciplines.

Title of study

Drama inspired medical education

Context

I contributed to an innovative cross-disciplinary study that brings drama-inspired learning into medical education. This project involved drama students performing as simulated patients to portray the lived experience of early menopause, helping second-year medical students contextualize their understanding of reproductive physiology in a more human-centered and empathetic way.

The collaboration bridges the gap between biomedical science and the arts, enriching students’ learning of both physiological concepts and behavioural skills. The study is detailed in the paper:
“A cross-disciplinary approach to learning medical physiology and behavioural skills involving drama students performing as simulated patients.”

This work exemplifies the power of creative pedagogy in fostering deeper engagement and emotional resonance in medical education.

Title of study

Teaching scientific methods

Context

Lead of joint project with the University of Bristol (Dr Dawn Davies and Prof Frankie McMillen) and CBMSE educators (Drs Sean Roe and Laura Montgomery) investigating active teaching methods in experimental design.

Title of study

Ultrasound as a tool for UG teaching

Context

Working in conjunction with Drs Chris Johnson & Sean Roe (CBMSE) we are investigating how ultrasound can be used as an active teaching tool to demonstrate postural & exercise induced changes on heart rate & haemodynamics.

Title of study

Determination of ventilatory threshold equivalents in health individuals exercising to exhaustion.

Context

Working in conjunction with Dr James Jamison (CBMSE) and 2 UG students (which I co-supervise) this study seeks to validate a new exponential protocol for exercise testing which can be used to test health and non-health subjects to identify their anaerobic threshold.