It’s never too early to start thinking about what you would like to do after school or college, or if you are thinking of a career move! At Plymouth, we know that choosing a university and course is a big decision. While you may have an idea of a profession, career or industry that you’re aspiring towards, if you’re unsure of exactly what you want to do or are keen to find out more – this is where our handy subject guide comes in.
Meet some of this issue’s contributors:
Tells his us about his career path and championing an award winning student group. P. 30
EXPLORE YOUR FUTURE HOME Inside...
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FEATURES:
P.16 Dr Michael Dillon Lecturer in Infection and Immunity talks about his research, teaching and interests
P.22 Discover our facilities. Learn more about what we offer our students.
P.34 Widening Access to Medicine (WAMS) the student-led society that aims to support students from primary school to sixth form to gain places at medical schools.
When it comes to finding out whether university feels right for you, nothing compares to an open day. Talk to current students and quiz lecturers about your course. You can register to attend here: plymouth.ac.uk/open-days
Our virtual tour allows you to experience firsthand what it is like to be on campus and explore the environments and facilities that inspire and shape our learning every day. You can take a virtual tour here: virtual.plymouth.ac.uk
Anthony
Miriam
Fifth year medical student Miriam tells us about her elective working in the dermatology team in Nepal. P. 26
Lily Early Career member of the Anatomical Society's Education Committee. Creating initiatives to help the use of technology in medicine P. 18
10 REASONS TO STUDY AT PLYMOUTH
1. INNOVATIVE TEACHING
At the Peninsula Medical School, our team of research-active and clinically engaged staff are dedicated to ensuring you maximise your potential and take ownership of your educational journey through the use of digital tools such as the Anatomage table (also available for your study), and interactive enquiry-based learning (EBL) - making learning dynamic and enhancing student engagement.
2. SUPPORT
We pride ourselves on our friendly and supportive learning environment and are driven by our dedication to student-centred learning. Throughout your time here you have a personal tutor who supports you individually and has an open-door policy so you can meet them whenever you need to. You also have access to a wealth of support and wellbeing services through the Student Hub.
4. FACILITIES
Our Life Sciences Resource Centre (LSRC) situated at our main campus and Clinical Skills Resource Centre (CSRC) at our north campus both offer first-class teaching, equipped with state-of-the-art models and resources to support your learning and enhance your skills.
“The LSRC doesn’t just feel like a teaching session space; it feels like a space that belongs to us... I especially love to use this space as a positive study environment, where my peers and I can teach, revise and practice learning and skills with good company. If I ever need to be productive, I find that the LSRC is one of the best locations to do this.”
BMBS student Ellie Choy.
3. COMMUNITY
We are a close-knit team of staff and students from all walks of life, with interprofessional relationships between students from other health courses. We have dozens of student societies for you to join, whatever your interests. These bring students together for regular social, competitive, creative and educational events. They are a great way to get to know your fellow Medicine students with shared interests from all years or a chance to try something completely new!
5. INTERDISCIPLINARY LEARNING
Whatever your future plans, we will give you the skills needed for a successful career in modern healthcare, through practical learning and classroom-based lectures and study groups alongside students from other healthcare professions.
7. BEYOND THE CLASSROOM
Benefit from a good work-life balance with several societies running community, charity and leisure events to help you unwind outside of the classroom and a buzzing Student Union offering regular exciting activities for everyone. Students are often involved in community and charity work through placements.
6. LOCATION
Plymouth is known as Britain’s Ocean City: a stunning seaside location with a rich cultural heritage. You’ll be spoilt for choice from the thriving nightlife within walking distance of our city centre, to the sandy beaches of Devon and Cornwall and swathes of Dartmoor’s picturesque countryside and landscapes. Study with us to enjoy a healthy quality of life, surrounded by the ocean and the moors.
8. PLACEMENTS
You will gain real life experience and early clinical exposure with placements starting from year 1 of the programme. We have a wealth of varied and vibrant placements across the South West, with our partner Trusts across the peninsula in Plymouth, Somerset and Torbay.
9. WIDENING ACCESS
There are many ways to step into Medicine, no matter your background, with alternative entry routes such as our Widening Participation schemes and our Foundation programme. We have a diverse and inclusive cohort resulting from our efforts to open the doors to Medicine wider, creating more opportunities to begin a rewarding and satisfying career.
10. STUDENT SATISFACTION
"Plymouth is more than just an institution of learning; it is a supportive community that encourages students to reach their full potential. Not only am I encouraged to strive for excellence, but the curriculum focuses on shaping us into wellrounded healthcare professionals" Ayisha Mahmood
WHICH DEGREE IS RIGHT FOR ME?
BMBS BACHELOR OF MEDICINE, BACHELOR OF SURGERY
Do you want to make a difference? With patient experience and student satisfaction at its heart, this hands-on, forward-thinking degree will give you the knowledge, skills and confidence to become an outstanding doctor primed for tomorrow’s healthcare needs. Nurturing critical thinking and a caring approach to your medical practice, we’ll help you develop the clinical communication, teamwork and leadership skills for a top career in medicine.
You will benefit from our close relationships with our principal NHS hospital partners. You will practise your clinical and communication skills in the safe setting of our Clinical Skills Resource Centre (CSRC), which features specially designed replicas of hospital wards and emergency rooms, with high-specification patientsimulators. You will also learn from real patients from the outset, with clinical placements starting in the first two weeks of year one.
BMBS BACHELOR OF MEDICINE, BACHELOR OF SURGERY WITH FOUNDATION (YEAR 0)
An exciting course offering an alternative entry route into medicine for students whose education has been impacted by adversity. This course begins the journey towards the development of the academic, personal and professional skills needed for a career in medicine.
It aids the transition to university through building a strong sense of belonging within the medical student community, as well as introducing you to our learning, teaching and assessment methods. Meeting the relevant entry requirements at the end of your foundation year will enable you to enrol in Stage 1 of the standard 5 year BMBS Bachelor of Medicine, Bachelor of Surgery programme with no further selection process.
“I have learnt a lot about people in general, and how to communicate with different types of people. The course is really good for highlighting areas for self-improvement and development.”
BEN CRAIG BMBS student
“From day 1, I’ve felt that I’ve been treated and respected as a future doctor, which has helped my confidence and enthusiasm to learn.”
ELLIE CHOY
BMBS student
“Staff are all very knowledgeable, and they have so many resources to help you further. They are very welcoming, and they are always happy to take any questions you have and never judge you for them – it's best to be curious! They’re all very friendly and kind.”
MALIKAH SHAHBAZ
BMBS FY student
FIND OUT MORE
FIND OUT MORE
About our BMBS Bachelor of Medicine, Bachelor of Surgery
About our BMBS Bachelor of Medicine, Bachelor of Surgery with Foundation (Year 0)
Rosie-Jane Widdowson
LIFE AS A MEDICAL STUDENT
Hello, I’m R-J and I am a second-year medical student at Peninsula. I run, hike and love performing both musical theatre and dance, but before I go into who I am, I feel I should start with why I decided to embark on my medical career at Plymouth.
I am going to be perfectly honest and say that Plymouth university was not in my top four the first time I applied to medical school. This is mainly due to the fact I didn’t really research past the first few universities I looked at before I applied, but I am so lucky I did the second time. I am a firm believer that everything happens for a reason and when I was rejected by every medical school I applied to in 2021, I went back to the drawing
board for what I should do next. Continue with my medical dream or follow my more abstract ideas of becoming a forensic scientist, detective, or West End star?! Luckily medicine stayed in the top spot, and after some serious looking into which medical schools took a Covid A-level chemistry resit student and, more importantly this time, which medical schools would I like to live at, I came up with a new top choice, Plymouth!
"Why hadn’t I looked at Plymouth before?" This is a question I ask myself regularly, although after an amazing gap year I wouldn’t change when I started uni. But why didn’t I? At Plymouth, you have the sea on your doorstep, Dartmoor up the road... it’s not a huge city (which was good coming from the countryside), but not too small either, the course is exciting, and they offered societies that sounded up my street. I applied and after the interview process was very proud of myself for getting to Peninsula Medical School.
There are a couple of things I enjoy most about the course. Firstly, is Clinical Skills, this is where I feel most like a doctor, we get to learn the practical skills of medicine like taking a patient history, taking blood, and examining patients. The team is supportive and there are excellent simulated patients who give their time to ensuring we get a comfortable but educational environment. The second part is the
way the course is structured which provides you with the time to make friends and settle into uni as well as starting a very time-consuming degree. You have small group EBL and Jigsaw sessions, which are great at allowing you to feel comfortable to discuss your thoughts and provide a springboard for friendships. There is plenty of time for self-directed learning but also time to do sport and other societies. And the LSRC sessions, although you will have some 9ams, are a great way of learning the content a little more practically then always being sat in lectures. Finally, the support and welcoming faculty and wider student community are the best part about Plymouth. I always feel I know who I need to talk to if I am struggling and we have academic tutors to get in touch with.
I have made some of the most valuable friendships I have at university through my extra-curricular activities and societies. My second-year housemates
I met through UPDC (the dance society) and I lived with two of them in Mary Newman Halls in first year, and spookily we all did dance! I have lots of older year medical friends through various med and non-med societies. These friendships act as a bonus as they have become my words of medical school or F1 doctor wisdom, as well as being lots of fun to know! I also have many friends in my year, and despite not having any medics in my house I have enough medicine going on in the rest of my life to make up for it. Including being Medsoc president this year.
Medsoc is your not-so-academic part of medicine, it is an umbrella for the smaller medical societies that cover your medical specialties, as well as medsoc sports and things like the medsoc show. I have an amazing team this year who are working hard to deliver a spread of medsoc merch, teaches lead by other students and both sober and not-so-sober events. We also
organise the balls throughout the five years of medical school and set you up with your medsoc family. The medsoc family puts together first/foundation years with a second-year pair who become your point of contact for questions and support. We host events which make your family a team and they are also lots of fun to go and do activities with outside of the curriculum. So please do get involved!
I have written a lot about my extra-curricular societies so I will give a brief synopsis of what my life it is like in Plymouth as a second-year medical student. A typical day for me starts at 7.30, most days we do have something at 9am or 11am. I will often go to the library on campus between my timetabled sessions, I find it is where I concentrate best, the Portland Square cafe
staff are always serving me my daily mocha and I am normally organised enough to bring lunch. On clinical skills days we make the bus journey (with a trusty flask of tea) up to the John Bull Building, located near Derriford Hospital, and I also find it is a calm space to study. I try to keep my evenings from 7.30/8pm spare from study, I will be going to dance classes, doing my Medsoc admin, or spending time with my housemates. On weekends there is always study and prep to do for the following week, but I also go on hiking trips with PUWEMS (Plymouth uni wilderness and expedition medicine society). I am busy but make it work to ensure I go to bed at around 11pm but do let myself go on the occasional night out
FAVOURITE PLACE IN PLYMOUTH – The Hoe and Waterfront, perfect for catching the sunrise, watching the sunset, barbeques in the summer, and all year-round cold dip!!
PLACE TO EAT IN PLYMOUTH – I love Cornish Bakery in the Barbican for a coffee and a pastry, and for fish and chips must be Harbourside (who also do excellent gluten free!)
NIGHT OUT PLACES IN PLYMOUTH – For a pint after an exam head down to Roundabout (medsoc discounts!), SU on a Saturday and I’m a controversial fan of Pop World on a Wednesday sports night.
MEAL ON A BUDGET – Pasta Bake, make favourite pasta and sauce but pop it in a dish, add cheese and bake, simple way to make pasta ten times better!
FAVOURITE STUDY SPOTS – the library especially the second-floor study room when needing silence, Coffee #1 in town when writing my essays, and in the summer sitting on a table outside Reservoir café.
MOST USEFUL MEDICAL RESOURCES – use the anatomy resource banks on the DLE, patient.uk for synopsis of medical conditions and treatment (GP suggestion on one of my placements).
FREE TIME ACTIVITIES – make the most of the sea, and if you run or walk then head to the lower parts of central park where there are lots of pathways and green spaces to surround yourself with. If you want something more adventurous then pop up to Dartmoor for a hike up a Tor!
MY MUST HAVES IN YOUR WEEKLY ROUTINE – cups of tea, balance of group and individual study and do something that makes you smile everyday (and sometimes this is just a fun LSRC session or that you took a really good patient history on placement)
WORDS OF ADVICE – Join at least one ‘out of medicine’ thing, it could be a society, could be a group of people you read books with, but whatever it is have your passion outside of medical life too. Medicine is so rewarding, and I would not give up the hard work it takes to be a medical student, but you do need to have that thing that relaxes you. And another thing I have learnt since uni, it takes time to make new friends, don’t stress if you can’t find your people straight away.
FOUNDATION DEGREES
My name is Ayisha and I am a medical student who progressed from the foundation year at Peninsula Medical School. Coming from a state school in London, I initially felt discouraged about pursuing a career in medicine due to my widening access background.
However, my determination to overcome several extenuating circumstances which had affected my post-16 education drastically, led me to apply for the foundation year at the Peninsula Medical School.
The foundation year proved a crucial stepping stone through providing me with a solid grounding in medical sciences and anatomy. Through the foundation year, I was able to build a strong understanding of basic medical sciences, thus easing my transition into the first year of medical school as it built on what I had already learned. This continuity not only boosted my confidence but also reinforced my passion for medicine.
At Peninsula, I was quickly able to find a small community that welcomed me with open arms. Whilst I am far from home, I have found meaningful friendships. You will always find people that you click with here! Having lived in Devon already during my gap year, I was able to quickly settle into life at Plymouth. However, I can appreciate that moving away from home can be really daunting if this is your first time. My best word of advice is to stick to what makes you comfortable. Don’t feel that you have to compromise your wellbeing, values or identity to ‘fit in’!
One of the standout features of Peninsula Medical School that I value most is the exceptional support from staff. Faculty members go above and beyond to ensure that students succeed, both inside and outside the classroom. We are actively encouraged to pursue our passions and one way that I have embraced this is through my YouTube channel, @Ayisha Mahmood. On this platform, I share my experiences and insights into
my journey as a medical student at Peninsula. In doing so, I hope to motivate aspiring medical students who may feel uncertain about their potential by advocating for widening access schemes such as our foundation programme.
Additionally, the staff at Peninsula Medical School have provided me with the support I need, enriched my education and personal growth on an international scale. One of the highlights was receiving a full scholarship to travel to Vietnam, where I will complete a 3-week medical project. Through this experience, not only will I be able to enhance my clinical skills but also raise awareness of global health issues and apply my medical knowledge in real-world settings.
Evidently, Peninsula Medical School is more than just an institution of learning; it is a supportive community that encourages students to reach their full potential. Not only am I encouraged to strive for excellence, but the curriculum focuses on shaping us into wellrounded healthcare professionals who are not only skilled but also empathetic and dedicated to making a difference in the lives of their patients. This is achieved through regular interactive sessions focusing on social issues, psychology and public health.
Looking ahead, I am excited about the opportunities that lie ahead in my medical career as a medical student at Peninsula. I am grateful for the guidance and encouragement I have received, and I am committed to paying it forward by inspiring others and contributing to the field of medicine. Peninsula truly feels like home, and I am proud to represent our medical school.
AN INTERVIEW WITH
DR MICHAEL DILLON
LECTURER IN INFECTION AND IMMUNITY
CURRENT PROJECTS
I'm currently involved in multiple exciting global public health and medical education research projects. One of my main projects is working with a team using satellite data to monitor the spread of Cholera in the Kerala region of India. This approach allows us to predict how environmental factors can influence disease patterns. We will then use this information to craft public health messages and help educate medical professionals in the area.
Another focus of my research is examining the skills NHS professionals gain through global health volunteering. We've discovered that mentoring helps global health volunteers identify and enhance these skills, bringing valuable insights back to the NHS.
More locally, I’m involved in a few projects looking at how we can make Higher Education more accessible, for example through gamification or by creating more inclusive resources.
PREVIOUS RESEARCH
My previous research projects have involved the development of diagnostic test kits for clinical, veterinary, and environmental microbial pathogens in resource-poor environments.
ACADEMIC BACKGROUND
I completed my PhD at the University of Nevada, Reno, with postdoctoral fellowships at the University of Exeter and Queen’s University Belfast.
INTEREST IN MICROBIOLOGY
My fascination with microbiology stems from the incredible diversity and omnipresence of microbes! They inhabit just about every corner of the Earth and play vital roles in ecosystems, including human health. Just the fact that microbial life outnumbers human cells in our very own bodies is both humbling and also highlights their importance -- microbes may be small but they truly are mighty!
JOURNEY IN MICROBIOLOGY AND EDUCATION
I began my journey with a BSc in Chemical Engineering, focusing on biomedical applications, particularly how we can use microbes to produce medicines. This led me to pursue a PhD, where I developed a lateral flow assay (e.g. covid test) for diagnosing Burkholderia pseudomallei, a bacterial pathogen endemic to Southeast Asia. My postdoctoral research included developing diagnostic tools for a fungus decimating global frog populations and assays for detecting algal toxins, contributing to safer drinking water in low resource areas and improved risk management in aquaculture.
ADVICE TO PROSPECTIVE STUDENTS
Always remember that your lecturers are here to support your educational journey! Don't hesitate to approach us; we are here because we are passionate about teaching and genuinely want to help you succeed. We might seem busy – and we usually are! – but we will always make time to assist and help you with your studies.
LECTURER IN ANATOMY LILY EVANS
Lily Evans is an Early Career member of the Anatomical Society's Education Committee, focusing on anatomy technologies and inclusivity in education. With a background in Biomedical Science and a Master’s in Human Anatomy, she currently works at the University of Plymouth, exploring the intersection of digital technology and healthcare.
CURRENT PROJECTS
I am the Early Career member of the Education Committee for the Anatomical Society, which is quite prestigious! I lead a sub-group of lecturers from all around the UK (with a lecturer from Asia) and we are running a study which will be promoted by the Anatomical Society, to find out what anatomy technologies are being used and how they are assessing the use of it and what people are struggling with. This is so that the Anatomical Society can create initiatives to help the use of the technology, which will hopefully be used internationally. We may get some new really cool, new technologies as result!
I am involved in several projects, one of which centres around inclusivity in anatomy. My colleague, Dr Siobhan Moyes, had noticed the available anatomy models were of all the same body type and skin colour. I joined her in aiming to discover what inclusivity in the anatomy curricula actually means and how to achieve it.
It was the first global survey sent out to find out whether students feel represented by their curriculum. We didn’t know how people would engage with it. We thought it would be really small, initially, but it wasn’t. We did a staff and a student survey and received approximately 260 people responding across 24 different countries. The demographic part of the survey was completely open text, which is not frequently done as it’s hard to analyse, but we thought it would be doing people a disservice if we put them in boxes or marginalised them, which has been performed historically. It was innovative and we wanted to break the mould.
We found that 33% of students and 28% of staff don’t feel represented by their curricula. This is quite a big number. We collaborated with an action group called ACE – Anatomy Collective for Equalitywho, off the back of one section of our data, looked into the barriers of making curricula inclusive and find solutions to mitigate that barrier. There may not be solutions for everything, but it was good to get together and discuss and it was really successful. We received some Division of Education and Scholarship (DES) funding to translate the survey
"I have worked collaboratively on two papers published on virtual anatomy and anatomical technology, looking into how the Anatomage tables are used by students."
into other languages, as being solely in English isn’t inclusive in itself.
Off the back of this, we have written a chapter for a book, Biomedical Visualisations, about inclusive research and published a paper about advancing inclusivity in anatomy education.
Excitingly, I was able to attend the IFAA –International Federation of Associations of Anatomists – symposium in Gwangju, South Korea, one of the biggest anatomy conferences in the world!
I am planning to do a PhD, by papers, regarding the idea of digital humanity, and whether we can find empathy in digital technology. The Anatomage tables demonstrate real people’s bodies, and I question whether we see these bodies as real people or whether we unintentionally dehumanise them for the sake of learning how the body works. People can cry at a digital or cartoon film, but medical students may be comfortable dissecting bodies on the Anatomage table. This raises lots of questions! I am also conducting a study on AI bias in the future of medicine and
medical education. If AI is the future, what decisions does it make against certain groups of people and demographics? I would like to find a way to reduce bias in AI. Medical data typically comes from one certain demographic so how does AI apply treatment to everyone from different demographics?
PREVIOUS PROJECTS
I have worked collaboratively on two papers published on virtual anatomy and anatomical technology, looking into how the Anatomage tables are used by students. The data was analysed and
interventions were made to improve the use of this equipment. There isn’t a huge amount of literature on how to use the anatomy technology, mostly about assessment and the academic impacts. There is not much applied educational theory.
ACADEMIC BACKGROUND
I graduated in Biomedical Science from University of Sheffield, who had a large anatomy component with full cadaver dissection which is quite unusual for Biomedical Science. It was the main component that I enjoyed, and I loved
seeing the human body and how everything works together. I was the always the one with the scalpel at the front, doing the dissection, when my friends were at the back, not wanting to touch anything!
I then studied a Master's at Sheffield in Human Anatomy with Education. I didn’t know if I would be good at teaching or not but I absolutely loved the education aspect and the theory of how and why we teach. I felt a real affinity with the students! I did an educational dissertation at the end which was the start of my inclusivity story. This was about the integration of students on the Biomed course and why they didn’t feel integrated and included within the programme. It was the first piece of research I ever conducted. I also achieved a Fellowship – FHEA.
I then saw a job advert for University of Plymouth for an Anatomy Demonstrator. I’m from Norwich and had never been to Plymouth before in my life. I felt really good energy from everyone during the interview and already felt that I fit in, and was supported. I moved down to Plymouth during covid, on my own, suffering from costochondritis. This was really difficult, and I struggled with costochondritis chronically for 2 years. One doctor I visited didn’t believe it even existed! I eventually had an ultrasound which found the source of pain inside. I was really active at the time, so going from that to practically being bed-bound was a difficult transition. I felt like I was going to be like that forever. It has gotten better but I still get flare ups.
I have worked at University of Plymouth since August 2020. I fell in love with Plymouth which is why I applied for the lectureship (a permanent role), as I was desperate to stay! I fell in love with the beaches in this region and the scenery, and I love being by the sea and swimming at the Hoe. I’m a beach person! It’s a beautiful part of the world to be in.
ADVICE TO PROSPECTIVE STUDENTS
In your interview, just be yourself! Try really hard not to be nervous, take your time and show your thought processes.
We are committed to creating an environment that enables you to flourish and reach your potential as a student. Central to this is the planning and investment we put into cutting-edge and inclusive facilities. From immersive simulation suites to the latest virtual dissection tables, we have everything you need to maximise and enjoy your learning.
"The LSRC doesn’t just feel like a teaching session space. It feels like a space that belongs to us, the students as well. I especially love to use this space as a positive study environment, where my peers and I can teach, revise and practice learning and skills with good company. If I ever need to be productive, I find that the LSRC is one of the best locations to do this."
Ellie Choy
"What I enjoy most about studying/ working in the LSRC is the ‘mini library’ on the 4th floor. There are lots of textbooks that I wouldn’t usually come across. It’s a really nice space with lots of light. The LSRC is great for practical stuff, as it has all the resources that you need so that you don’t always have to travel up to the Clinical Skills Resource Centre in the North Campus."
Ben Craig
"I would recommend using the LSRC as a study space to work with your peers, as you can use it every evening. The resources have helped to combine and link knowledge gained from first year and second year."
Lucy Counsell
LSRC
The Life Sciences Resource Centre (LSRC) is a vibrant and welcoming teaching environment which supports you during your first stages of training to be a doctor. Here you will experience the life sciences through innovative and interactive teaching methods. It is a place where your curiosity meets cutting-edge resources and your passion for medicine takes flight.
In the LSRC you will be collaborating with your peers in groups, using the many engaging activities we’ve developed within the medical school to understand and master complex concepts. Picture yourself solving medical
mysteries in group challenges or competing with peers in quizzes!
Our anatomy teaching is recognised internationally for its excellence and innovation using anatomical and live models. A fleet of Anatomage tables provide interactive and accessible digital cadavers to explore every layer of the body in a realistic and immersive way, from the skeletal framework to delicate nerve pathways.
With its extensive resources available for private study, dedicated quiet workspaces and welcoming staff, the LSRC will soon become a second home where you can review subject
materials, on your own or in study groups, in a calm, supportive atmosphere.
Our blend of engaging activities, high-tech tools, and serene study options creates the perfect environment to prepare you for future exams and the challenges and rewards of a career in medicine. If you're ready to embark on this inspiring journey, the LSRC awaits with opportunities to learn, grow, and excel!
LEARN MORE
About our facilities
CSRC
Our Clinical Skills Resource Centre (CSRC) will help you master the skills and procedures you will need to excel as a doctor. Our interprofessional team of clinicians deliver hands-on teaching alongside experts from specialist medical fields.
We pride ourselves on producing doctors who put the needs of their patients first and communicate well. You will build the skills needed to competently take a medical history across the full range of patient presentations, working collaboratively with patients and relatives to ensure the best outcomes.
In the CSRC we ensure you are fully prepared for your clinical placements. Working in small groups with dedicated simulated patients, you will put theory into practice, learning to perform thorough clinical examinations to confirm health and elicit signs of clinical pathology.
You will develop your manual dexterity and confidence handling specialist tools and equipment. We will ensure you master these in simulated settings before gaining extensive further experience on real patients.
Our state-of-the-art simulation suites will have you working collaboratively with interprofessional colleagues, practising immediate management of medical emergencies. Eventually you will be leading the scenarios, equipping you to work safely and effectively as a foundation programme doctor.
The CSRC facilities and equipment are available for you to practise skills at your own pace and we provide tutorsupported student-led learning. Our students highly value this for feeling confident and prepared ahead of assessments and clinical placements.
LEARN MORE About our facilities
weeks working with the Dermatology public hospital in Kathmandu, Nepal medical elective
Miriam Smith
5th year medical student shares her experience on her elective placement in Kathmandu
WHERE DID YOU DO YOUR ELECTIVE?
I spent four weeks working with the Dermatology team in a public hospital in Kathmandu, Nepal during my medical elective. This included shadowing doctors during ward rounds, clinics and procedures. I was also able to get involved in teaching within the department.
HOW DID YOU DECIDE ON YOUR ELECTIVE?
I have an interest in Dermatology as a future career, so deciding which speciality I wanted to spend my elective in was easy. However, deciding where to go was more difficult! I hoped to maximise my learning by working in a system
which was very different to the NHS. After researching different countries, I decided that working in a public hospital in Nepal would demonstrate how healthcare is provided when facing a lack of resources and higher levels of poverty. Nepal also appealed to me due to its culture, natural beauty and opportunities for trekking.
WHAT SUPPORT DID YOU RECEIVE?
I felt really well supported by the Electives Team whilst planning and carrying out my elective. I have never travelled alone before, so carrying out thorough research and risk assessment was important to ensure that my elective was safe. Whilst on my elective, I was able to
contact my tutors with any concerns or questions that I had. I felt well prepared to carry out what was initially a daunting experience, and I am grateful for the support that the Electives Team gave me.
I was also lucky to be awarded the Vandervell Elective Bursary which supported me in financing this elective. This bursary contributed towards hospital, accommodation and flight fees.
HOW DID YOUR ELECTIVE BENEFIT YOU?
My elective benefitted me both professionally and personally. Due to poverty and lack of healthcare education in Nepal, patients would
often present with much more advanced disease. The clinicians treating these patients were doing so with minimal resources, forcing me to think laterally and consider how treatment differs when you don’t have the best medications, interventions and equipment at your fingertips. I also developed my verbal and non-verbal communication skills. I learnt to respectfully communicate with individuals from a different culture using key phrases and body language to show interest and empathy with their presentations.
These skills will benefit me hugely as I move forward into my career as a doctor. I also gained a huge amount
personally during my time in Nepal. I made new friends from all over the world and pushed myself to travel alone, something I never would have done before this elective.
FAVOURITE MEMORY
I have so many amazing memories from my trip including seeing Mt Everest on a plane, watching rhinos on safari and having breakfast with elephants in a rehabilitation sanctuary. I carried out some challenging treks, visited beautiful temples and ate some delicious food! If I had to pick one favourite memory, it would be teaching an entire rural village to dance the Macarena and being taught cultural dances in return! This is one of many
memories that I will cherish forever, contributing to why my elective was a real highlight of medical school for me.
Anthony Hayes
From humble beginnings and heartbreak to medical success
Inspired by a non-affluent background and the positive influence of his late mum, medical student Anthony Haynes outlines his path to his chosen career – and how he has championed an award-winning student group in the process.
Living in a low-income household with his mum in Leicester, Anthony Haynes was no stranger to working hard to get by.
He was inspired to become a doctor by the people who saved his life after contracting sepsis, and he eventually achieved his goal to study Medicine with Foundation at the University of Plymouth.
After tragically losing his mum to cancer early in his studies, he threw himself into developing the student group, Plymouth Night Patrol, which supports people in the local nighttime economy.
And the scheme has gone on to support thousands, becoming the largest student group of its kind in the country.
Anthony said: “It really has been quite a journey, and one that I’m still processing and working through. I just want to make a difference and show others that they can too.”
THE MOMENT I REALISED
“I first knew I wanted to go into medicine when I was in hospital and developed sepsis and complications following my appendix being removed in my late teens. I felt safe and reassured
by the medical professionals who were treating me. They were knowledgeable, great communicators and really put me at ease in a difficult time. I just thought ‘I want to do what you’re doing’.”
But Anthony didn’t take a traditional route to becoming a doctor. He had dropped out of doing his A Levels to earn some money, working in jobs such as a chef and board game café manager and even joining the Army reserves, then went back to college to do a level three diploma in extended health and social care.
The course was practical and applicable, and enabled him to apply for the University of Plymouth’s medicine with foundation year.
Unfortunately, it wasn’t all plain sailing.
“I know the foundation year is highly competitive, and I actually didn’t get in the first time I applied. A lot of people suggested I try another Uni or another healthcare role, but I knew I wanted to come to Plymouth because of the emphasis the course puts on patient care. Of all people, my wonderful mum always believed in me, so I took a year out before reapplying to get as much experience as I could.”
During that time, Anthony worked as a healthcare assistant and volunteered as a vaccinator during COVID-19. He then resubmitted his application, and got in.
A SEED BEING SOWN
Moving down to Plymouth, he started to explore societies and came across Plymouth Night Patrol – a student group helping people to get home safely in the city’s nighttime economy. During his foundation year, he and the existing team explored the idea of expanding the support it offered to help ‘unburden’ the NHS – by working closely with the Safebus in Plymouth – and reached out to other universities to see how similar organisations worked.
“We established a first responder framework, and started to advertise ourselves. No one had really done this before, and I knew we could help join up the police, local authority, NHS and more – providing valuable support for students and the public, and easing the burden on emergency services.
“The idea was that students could learn vital skills and give back to the community in the process –
“It really has been quite a journey, and one that I’m still processing and working through. I just want to make a difference and show others that they can too.”
and not just health care students either. It was a really interesting time getting it off the ground.”
THE PHONE CALL CAME
While he was enjoying exploring the society and learning the skills needed for his medical degree, amid a backdrop of COVID-19 restrictions, Anthony’s mum fell ill.
“She had hot flushes, coughing and limping which I knew wasn’t right, so I advocated for her. It turned out that despite everyone’s best efforts, she hadn’t received the right diagnosis, and soon after I had a phone call from the hospital explaining she had metastatic lung cancer.”
With the news coming during the summer, Anthony moved back home over the holidays to support his mum and, while grateful, she ultimately wanted him to come back to complete his studies.
“Her biggest dream was to see go back to medical school in September, so that’s what I did. I spoke to her regularly and knew something wasn’t right when I’d stopped getting replies to my messages. It was during a practical session that I got the call to say the cancer had spread to
her heart and she’d had a cardiac arrest. I lost my family home and my best friend.
“I was really well supported by my lecturers here and they made sure I didn’t have to worry about anything academic while I sorted all the practical stuff out. I then remembered how my mum always put me and my brothers first, and wondered what I could do to give back, so threw myself into helping other people via Plymouth Night Patrol.”
YOU CAN ACHIEVE IT
Plymouth Night Patrol moved from pastoral support to first response safeguarding and healthcare, and in its most recent year of operations (2023-24) it supported over 700 people. While recently stepping to a more junior role to ensure that the group is sustainable without his oversight, Anthony is so proud of what it has become.
“What I love is that students from any course can be part of it and obtain life skills and a qualification. We’re having conversations about how PNP can feed into academic study as well as community support, and it’s amazing to see it grow in popularity after these years. We’ve got over 100 students volunteering with us now, who have completed 7,560 volunteer hours between them, making us the biggest scheme of our kind in the country. We have also received an award from the Police recognising our work.”
Anthony has also relayed his first-hand experiences in a bereavement module in the medical school. Long term, he is considering going into emergency medicine or general practice.
“It’s easy to think academic study is what will make you a good doctor but it’s also very much about lived experience. I think back to some of the most amazing medical professionals I’ve encountered and it was their respect and patient focus that really stood out. I know I lost one of the best people in my mum, but with what she’s taught me and everything I’ve learned since, I’m working hard and hopefully making her proud. It doesn’t matter what your background is, if you want to go into medicine and make a difference, you can achieve it.”
WIDENING ACCESS TO MEDICINE ( WAMS)
WAMs standing for Widening Access to Medicine is a studentled society that aims to support students from primary school to sixth form to gain places at medical schools.
WHAT DOES WAMS DO?
WAMS standing for Widening Access to Medical School is a student-led society that aims to support students from primary school to sixth form to gain places at medical schools. It seeks to remove the barriers students from underrepresented groups face when navigating the complicated application process. Every year dozens of medical students volunteer for WAMs many of whom have come from a widening access background themselves and dedicated committee members who help organise the events.
You can get involved with WAMs as soon as you join medical school all the way from foundation year until you graduate.
FAVOURITE EVENTS?
Our Teddy Bear Hospitals are most volunteers’ favourite event. We go into primary schools and do a series of activities, bandaging up the children's teddies, teaching hand washing, asking ‘what's in a doctor's bag?’ and talking about bones and hearts. Not only are we introducing the idea that becoming a doctor is a possibility for all children from an early age but also improving wider health literacy and access to other healthcare courses such as our diagnostic radiography programmes. We take part in a range of other events for secondary school students, including basic life support workshops and careers fairs.
APPLYING TO MEDICAL SCHOOL
When pupils reach the point of applying to medical school we support all stages of the application process, including UCAT workshops and mock interviews. It is closely linked with the Peninsula Pathways
programme which includes e-mentoring, allowing prospective students to be paired up with current medical students to answer any questions they may have.
We run summer work experience weeks attended by students from years 10 - 12. This are a mix of in-person and virtual activities. Students take part in a range of sessions including Enquiry-Based Learning (EBL), experiencing a ‘Day in the Life of a medical student’, get advice on the UCAT admissions test and practice mock Multiple Mini-Interviews (MMI). They also get a clinical skills day at which they use the Simulation suite, learn about CPR, wound care and other clinical skills including intubation and examining the pregnant abdomen. Throughout the week the students work in small groups with an ambassador to create a poster on a chosen neurological conditon and present it at a mini-conference at the end of the week.
We’re constantly looking for new ideas and have recently begun a scheme to expose the fantastic world of surgery to widening participation students, showing the life of a surgeon and some of the requirements to get into the field. Participants ‘scrub in’ and practice their surgical skills with suturing, injections and joint repair.
Another example is ‘Medicine Unveiled – Exploring career options in medicine’. I created this event as I felt many students applying from a widening access background had limited contact with doctors and lacked awareness of the wide range of careers you can obtain with a medical degree.
Lucy Counsell
WILDERNESS AND EXPEDITION MEDICINE
Plymouth University Wilderness and Expedition Medicine Society (PUWEMS) is a chance to get outdoors and meet a bunch of lovely people.
This can be hard considering the demands of the course and managing your time but having people organising fun outdoor activities makes it much simpler. It’s a great way to meet friends if you’re struggling to find your people or you want to try something new.
I didn’t have much experience outdoors or in wilderness and expedition medicine before university, I decided to join after a friend told me about their trips. It ended up being one of the best weekends of my uni experience so far! I loved meeting medics
in the years above and forming friendships, you don’t realise how much of a network it can build. It’s really useful to ask them questions about the years to come, and when they go on to Foundation training you can keep in touch and gain insight. I’m now in my 3rd year and
starting to take on the role of mentor for the years below, so it’s really nice to have that continuity.
Expedition medicine is an emerging area that I think is becoming more recognised by the wider medical profession. Attending workshops and talks provided by PUWEMS means you end up hearing about opportunities you would never have otherwise.
One of my very favourites was getting to attend the British Antarctic Survey medical unit CRASH course (Combined Rescue And Sustained Hold) and winning their poster competition. This was a week-long residential course
“Expedition medicine allows me to combine my passion for the outdoors with my love of medicine and allows people to experience and explore our amazing world in a safe and secure way. It's an exciting, challenging, creative and rewarding field of medicine that can take you to every corner of the world.”
Emma Marsh, Medical student
on Dartmoor to help train a variety of professionals, going off to Antarctica, in intensive first aid. I learnt a range of expedition medicine skills and got to participate in simulations run by a variety of doctors, nurses and paramedics. There were scenarios in water, at height, and one that lasted 24 hours out on the moors. The
people on the course were so incredibly welcoming and it was truly one of the best weeks of my life.
PUWEMS is not always glamorous, there have been incidents with Dartmoor bogs claiming walking boots in the past and obviously the British weather is not always the most reliable, however we always laugh it off and have a lot of fun doing it altogether. There’s something to be said for the opportunity to get outside, see a bit of nature and some great views, go for a little stroll, make friends and learn about expedition medicine as a fun bonus.
Marloes Van Griensven
FIND OUT MORE PUWEMS is a friendly and inclusive community, welcoming students from all courses who enjoy the outdoors.
INTERPROFESSIONAL EDUCATION University of Plymouth
INTERPROFESSIONAL EDUCATION AT THE UNIVERSITY OF PLYMOUTH
In your future roles as healthcare professionals, you will routinely work as part of a multidisciplinary team to provide the best patient care. For team work to be effective, it is essential to understand the roles and responsibilities of other professionals, to be able to communicate and work together in a team and to treat all with
dignity and respect. During training, you will spend a lot of your time learning in your own profession, but as soon as you enter the workplace, you are expected to work effectively as part of the wider team. At the University of Plymouth, we are serious about providing more opportunities for you to learn with, from and about other health and social care students during your time with us, so that you
feel more prepared when you enter practice.
INTERPROFESSIONAL EDUCATION ACROSS THE FACULTY OF HEALTH
We have a vibrant faculty which trains students in most health and social care professions, as well as health-related professions within psychology and biomedical sciences. To maximise interprofessional education across
our six schools we have a dedicated centre with academic and student representation from each of the schools (Plymouth Integrative Health and Social Care Education Centre, PIHC). PIHC supports a series of interprofessional learning events for over 4,000 undergraduate students in the Faculty. All students are timetabled to attend half day or two-hour events, focused around patient journeys and experience, common conditions, topical issues, or changing healthcare practice. We cater for students across multiple sites and these informative and interactive educational opportunities are delivered both in person and online. At the start of your course, these events are focused on preparing you for interprofessional practice by helping you to understand the roles,
responsibilities and scope of practice of other healthcare professionals. As you progress, your sessions are intended to immerse you in interprofessional education, by encouraging you to take a more active role and to work with other health students to learn from and about each other.
PIHC is also a hub to support other, smaller scale interprofessional learning and you may have the opportunity to take part in simulation with other healthcare students. Diagnostic radiography and adult nursing students share ward-based simulation sessions in their final year. Medical students and physiotherapy students have joint enquiry-based learning on the musculoskeletal system. Healthcare can be challenging, and the faculty also hosts
a Schwartz Rounds® series for students and staff to share the emotional and social aspects of healthcare in a safe, interprofessional environment.
INTERPROFESSIONAL EDUCATION IN PENINSULA MEDICAL SCHOOL
A core value of the medical school is to be interdisciplinary; we are committed to providing shared learning opportunities that will help you to understand your roles within a changing healthcare landscape. In your medical programme, you will develop teamworking and communication skills through your core modules. From the start of year 1, medical and physician associate students learn valuable knowledge, skills and behaviours from each other by engaging in interprofessional enquirybased learning, a unique feature of Peninsula. Elsewhere in the School, diagnostic radiography and physician associate students learn through shared clinical simulations. Our range of health-related MSc programmes are inherently interprofessional, training health professionals with diverse clinical backgrounds and interests, as well as intercalating medical students.
“IPL allows me to consider the strengths and limitations of not just other health professions but my own too. Since becoming an IPL student ambassador, I have an increased awareness of the importance of collaboration both personally and professionally. I believe this will have a positive impact on my career as a future doctor, alongside enhancing partnership between professions, my future patients, and the community.”
Alice Devine, IPL Ambassador
KAMAL EL-BADAWI
WHEN DID YOU GRADUATE?
I graduated in September 2023 (Class of 2023)
WHAT HAVE YOU BEEN UP TO SINCE GRADUATING / WHAT ARE YOU DOING/WORKING AS NOW?
Since completing my medical degree I've been working as an academic/specialised foundation doctor at Queen Elizabeth the Queen Mother Hospital in Margate. I've worked in specialties including gynae-oncology, acute medicine and general surgery. I'm currently working on adult and old age psychiatric wards. Alongside my work, I'm involved in a lot of projects within the fields of general surgery, ophthalmology, and medical education, and regularly participate in medical student teaching and mentoring.
HOW DID STUDYING AT PLYMOUTH HELP YOU?
Studying at Plymouth helped mould me into who I am today and I'll forever be grateful for the staff, friends and communities I got to know and be a part of. Plymouth University taught me to think methodically, compassionately and deliver patient centred care, whilst displaying academic excellence.
WHAT CHALLENGES DID YOU FACE DURING YOUR STUDIES (IF ANY)? HOW DID YOU OVERCOME THEM?
Self-confidence was a big personal struggle of mine, in both my knowledge and my ability. The guidance and supervision that I received from my academic mentors and friends was crucial for me overcoming this issue and realising my true ability, and ultimately, unlocking my full potential.
WOULD YOU RECOMMEND STUDYING AT UOP?
Studying at Plymouth University will give you the opportunity to develop great lifelong habits and skills and realise your true potential. It will allow you to work alongside like-minded individuals whilst driving, together, to achieve the best academic outcomes. You'll be able to use trusted facilities and resources and receive invaluable guidance from your seniors. Don't forget, the coast and Dartmoor! It truly is a beautiful place to study and spend important years of your life
ANY ADVICE TO PROSPECTIVE STUDENTS?
My advice to any prospective students would be to not take life too seriously! If you work hard consistently you'll get what you deserve, but you need to enjoy your time at Plymouth as it deserves it.
Develop healthy work habits from early on in your studies that you can carry forward for years to come and find what works for you. This may mean trial and error at first!
Finally, always ask for help whenever you feel you need it. You know yourself best, be it academic, personal, physical or mental struggles, someone is there to help or to guide you in the right direction.
DR JORDAN A HARGREAVES
WHEN DID YOU GRADUATE? 2023.
WHAT HAVE YOU BEEN UP TO SINCE GRADUATING / WHAT ARE YOU DOING/ WORKING AS NOW? ASPIRATIONS… ETC.?
I'm now a Foundation Year 2 Resident Doctor at Torbay Hospital, this means I'm working through rotations of different specialties. In addition to this, I work as an event medic at trail running events and I am currently a fellow at an expedition and global health company. Moving forward, I'm hoping to combine my expedition work with a career in anaesthetics, intensive care as well as working in medical education too.
HOW DID STUDYING AT PLYMOUTH HELP YOU?
Plymouth University's course has a strong clinical focus so I felt prepared for work as a foundation doctor. Also, its location is perfect for exploring the sea and moors; I never used to be an outdoorsy person but living in the southwest has cultivated a passion for the sea and the wilderness. It's through societies at university which link medicine and adventure that I've found a passion for event and expedition medicine. Additionally, the option to intercalate meant I could do an extra degree in Critical Care and delve deeper into an area of interest.
WHAT CHALLENGES DID YOU FACE DURING YOUR STUDIES (IF ANY)? HOW DID YOU OVERCOME THEM?
To be fair, there's nothing of note I'd add here!
WOULD YOU RECOMMEND STUDYING AT UOP?
If you love the outdoors and the sea, UoP is a fantastic place to come and study.
ANY ADVICE TO PROSPECTIVE STUDENTS?
Medicine is a tough course so it's really important you choose somewhere that you can do the things you enjoy and that make you "you". If you can combine your passions with your studies, you'll have a great time.
IT’S YOUR FUTURE MAKE IT COUNT
Over 95% of our graduates are in work or further study*
