Tutoring in Medicine/Biomedical science/UCAS applications/SJT exam prep/Thesis writing (GCSE to undergraduate level)

Find out more about Dr Michael

• When did you develop an interest in your chosen field and in private tutoring?

  Despite my parents' quiet assumptions that I would go into the video game development field, I had always been interested in the sciences. I enjoyed learning about scientific principles in general, but was particularly interested in biology as the macroscopic manifestation of the physics and chemistry that underlies all things. I was always fascinated about the inner workings of the body and how much there was left unknown - even in regard to some very fundamental processes. At medical school I continued to lean towards the basic science aspects of the course and completed quite a lot of laboratory benchwork throughout my studies. It wasn't until I had written up my notes in digital format in my final years - and found them subsequently going viral (albeit within the niche of UK medical students) - that I found I enjoyed breaking down complex topics into more straightforward analogies. Following this, I got more and more involved with peer-to-peer teaching and later went on to complete a PGCert in Learning and Teaching in Higher Education.

• Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  I teach a broad range of topics, as medicine and biomedical science encompasses a broad selection of subjects, ranging from communications skills to molecular interactions. In my medical career, I am hoping to specialise in Pharmaceutical Medicine; This is a speciality focused on how drugs interact with the body and testing new medical products in clinical trials. Unsurprisingly, the topics I most enjoy teaching are related to this: pharmacology, pathology, physiology. All the big P's. Topics that I'm not as keen on (however, still happy to advise on) are the more subjective ends of medicine, e.g. communication skills. Communication skills are extremely important for all students, however - for medical students in particular - I believe it is so important to interact with patients/colleagues and find your own style of communication. It's important not to feel like you're doing an impersonation of what you think is the 'correct' manner of communicating, as this is unique to everyone. It's a cliché for a reason: "just be yourself".

• Did you have any role models; a teacher that inspired you?

  Not to name any names and cause embarrassment, but there was one particular lecturer that I had at medical school who I found to have a very easy-going and effective teaching style. It's only multiple universities, degrees and academic positions later that I can truly appreciate what an impact this particular tutor's style had on me and my interests. If I can have half of that kind of an impact on one student, I'll consider my tutoring career as success.

• What do you think are the qualities required to be a good tutor?

  Patience, patience, patience. Everyone learns in different ways and at different rates. It is the job of a good tutor to dwell in the academic darkness (internally screaming the answer within one's head) for as long as it takes for a student to have that 'light-bulb' moment. Not making things too easy, avoiding spoon-feeding and facilitating rather than lecturing are the things I believe are most important. Rote learning might get you through the exam but only true understanding of a topic will allow you to retain knowledge in the longterm and apply it to the future challenges you encounter.

• Provide a valuable anecdote related to your subject or your days at school.

  Good learning opportunities can come out of the most unexpected of situations. I recall at medical school, after a very long day of placement on the wards, being approached by one of the junior doctors who was very keen to teach us on a subject that he was currently doing some research on. The time he arranged for a few peers and myself to come to this session was 6:30pm. I was hungry and tired (a dangerous combination), but - somewhat begrudgingly - attended the session. To my surprise, he had put a lot of effort into the session: interactive portions, before-and-after questions to ensure active learning, additional reading for those interested. These were all techniques that I would go on to learn about in my PGCert years later, but to experience them as a jaded medical student and be reinvigorated by them is a memory I always reflect on prior to a teaching session. Would these materials engage my hungry, tired and grumpy past self? If not… I should probably revise my teaching plan.

• What were the difficulties or challenges you faced or still facing in your subject?

  Maintaining a productive environment when studying or working on a project is a challenge that never fully goes away. Especially in today's world of near-infinite streaming services, social media and video games, focusing for long periods and meeting deadlines can be difficult. Achieving this is different for everyone and may even change for an individual over time. I've found varying my environment, topic or modality of learning (e.g. note-taking, practice questions) every so often can keep me engaged for longer. Thankfully, with a subject like biology or medicine, there are a multitude of diverse topics to learn; As they say, "variety is the spice of life".

• Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  Translational medicine is definitely where my passion lies. I think there's something incredibly exciting about bringing a concept to life and seeing it end up in the clinic for the benefit of patients. I like diversity in my job and translational medicine requires the interaction of people from all walks of life, with different skill sets; Be they doctors, nurses, patients, scientists, technicians, logistic specialists, or investors, everyone has something different to contribute and a unique point of view that you can learn from and use to see something in a different light. Operating at the limit of human knowledge and exploring the unknown of biology and medicine is something I can't imagine ever being bored by. I think this genuine enthusiasm for my own learning is why I enjoy facilitating it in others. Moreover, teaching is a mutually beneficial process; Things that you once knew like the back of your hand (the anatomy of the hand being an ironically good example), fade over time. Teaching someone who may have never learned about a given topic before, can also act as revision for yourself and a good excuse to blow the cobwebs off recesses of your mind that you may not have visited in a while.

• What makes you a Superprof (besides answering this interview questions :-P)?

  I don't know if I can call myself a true Superprof just yet, but maybe I can speak as an aspirational Superprof or a Superprof-in-training? I would like to think that one of the things that students most appreciate about my teaching style is the use of everyday analogies to demystify complex concepts. Rather than trying to tackle a difficult concept as a whole in its abstract, scientific form, relate it to something everyday that you already understand. Understanding pulmonary pressures is difficult to imagine, but have you used a bicycle pump before? Ventricular ejection might not be something you've thought about before, but I bet you've used a water pistol when you were young!