Mary McGahon

Dr

  • Room 01.024B - Whitla Medical Building

    United Kingdom

1997 …2025

Research activity per year

Personal profile

Research Interests

Recently appointed as Senior Lecturer in Physiology, I have made significant contributions to Teaching and Learning within the Centre for Biomedical Sciences Education (CBMSE) and across the School of Medicine, Dentistry and Biomedical Sciences (SMDBS) at undergraduate level. Together with my colleagues, I coordinate five modules on the Human Biology and Biomedical Sciences degree programmes and provide substantial administrative support for teaching in my role as Demonstrator Recruitment Liaison. My expertise in teaching has been recognised through the awarding of a Queen’s Merit Award (SFHEA) and a nomination for the Queen’s University 180 Award, which recognises my long-standing civic mission and lasting contribution to society.

My teaching philosophy centres on active and inclusive learning, reflected in both my teaching methods and pedagogical research. I am passionate about ensuring equal and equitable access to Queen’s University Belfast, particularly for degrees offered by SMDBS. The MDBS Pathway Opportunity Programme (POP), which I helped to develop and currently coordinate, ensures accessible entry for students regardless of socioeconomic background.

Another key passion is fostering activism in teaching, encouraging students to become informed advocates for global sustainability. I have integrated the United Nations Sustainable Development Goals (SDGs) into physiology teaching, enabling students to make meaningful connections between human biology and the wider societal and environmental challenges we face. This approach empowers learners to understand how the world around us—and the way we live—affects how our bodies function, inspiring them to become change agents in their communities.

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 a very sucessful 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.

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 1 - No Poverty
  • SDG 2 - Zero Hunger
  • SDG 3 - Good Health and Well-being
  • SDG 4 - Quality Education
  • SDG 5 - Gender Equality
  • SDG 6 - Clean Water and Sanitation
  • SDG 7 - Affordable and Clean Energy
  • SDG 8 - Decent Work and Economic Growth
  • SDG 9 - Industry, Innovation, and Infrastructure
  • SDG 10 - Reduced Inequalities
  • SDG 11 - Sustainable Cities and Communities
  • SDG 12 - Responsible Consumption and Production
  • SDG 13 - Climate Action
  • SDG 14 - Life Below Water
  • SDG 15 - Life on Land
  • SDG 16 - Peace, Justice and Strong Institutions
  • SDG 17 - Partnerships for the Goals

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