Medical Education Conference 2026 Resources 

Welcome to the Medical Education Conference 2026. We look forward to welcoming you to London on Thursday 19 February.

Join colleagues working in medical education, to hear the latest innovations in delivering teaching to resident doctors and undergraduates.

View the conference programme with session timings 

Royal College of Psychiatrists,
21 Prescot Street,
London E1 8BB

View our visiting us page for map and directions.

The Citymapper website/App can help you plan your route within London, giving the best walking, cycling, bus and tube routes available. Use postcode E1 8BB as your destination.

Take a 3D virtual tour of the Royal College of Psychiatrists building.

Catering

Tea and coffee will be provided during the morning and afternoon breaks and a fork buffet lunch will be served during the lunch hour.

If you have any dietary requirements please let the event team know.

Getting around the venue

Please click here to view a 3D tour of the venue to help you familiarise yourself with the layout. There is a cloakroom on the ground floor. Each floor can be accessed via one of our three lifts.

Parking

There is one disabled parking bay at the rear of the building in Yeoman's Yard, off Chamber Street which runs parallel to Prescot Street and can be accessed via Leman Street or Mansell Street. We understand that disability is not always simple and you will not need a Blue Badge to qualify to use our onsite parking space. This bay must be booked in advance by contacting your events manager or events administrator.

Toilets

Toilets can be found on all floors

Lower ground floor - we have four gender neutral toilets, one toilet with a parent changing area. There is one accessible toilet with a shower
Ground floor - we have five gender neutral toilets and one accessible toilet

First floor - we have single sex toilets on this floor

Multi-faith room

This is located in the members lounge on the ground floor 

Quiet space

We will have a dedicated quiet room available at the College that you are welcome to use at any point during the conference.

Please do not use this room for private meetings, this space is intended to provide a calm environment for delegates who might need to remove themself from the busyness of Congress. If you require a private meeting space, please visit the help desk and we'll be able to tell what rooms are available.

Visual impairment

Please let the events team know if you require printed events materials and let them know in advance if you will be supported by a guide dog, assistance animal or emotional support animal.

Hearing impairment 

A hearing loop is available on request. Please contact you events manager or event administrator if you have any additional requirements.

Shahnoor Adil - Fourth year medical student and college psych star
Dr Anis Ahmed is a Consultant Forensic Psychiatrist at Birmingham & Solihull NHS Foundation Trust (BSMHFT) and Clinical Lead for Psychiatry at Aston Medical School. He is an Executive Member of the Royal College of Psychiatrists’ Forensic Faculty and the Special Committee on Human Rights (SCOH). Until last year, he served as RCPsych Chair of the Volunteering and International Psychiatry Special Interest Group (ViPSIG), through which he has been actively involved in delivering and supporting psychiatry teaching in international settings. His educational interests include culturally informed psychiatry, ethics and human rights, and the responsible use of emerging technologies, including generative AI, to enhance medical education.
Dr Sherlie Arulanandam, Avon and Wiltshire Mental Health Partnership NHS trust and Bristol Medical School.
Dr Roshni Bahri - I am an Academic Clinical Fellow in General Psychiatry at the University of Birmingham, and currently a CT1 in BSMHFT. Prior to this, I was a clinical teaching fellow at the BSMHFT Teaching Academy at the Barberry where I devised this game to be used in undergraduate medical education.
Dr Laura Bennett - I am a CAMHS consultant in Devon with an interest in post graduate medical education, with a particular interest in written skills and "soft" communication skills. I have a masters from Bristol University in Health Professional's Education.  I also work in a role where I am the Psychiatry Foundation and GPST lead for Devon Partnership Trust.
Dr Sarah Bernard has been a consultant psychiatrist in Child and Adolescent Intellectual disability for over 30 years. She has delivered teaching and training on disability at a local, national and international level. She is also EBCs mother.
Elliott Bernard-Cooper. Elliott is a lived experience speaker providing details of his own journeys with autism and associated mental health comorbidities, primarily speaking to medical students and GCSE pupils. In 2020 he won the RCPsych Patient Contributor of the Year award, and in 2022 he won the GKT Medical School’s Tim Lancaster Award.
Dr Sanjoo Chengappa, Head of School of Psychiatry - NHS England - Thames Valley, and Consultant Psychiatrist - Berkshire Healthcare NHS Foundation Trust. I  am the Head of School of Psychiatry in Thames Valley and also the TPD for GA and OA Psychiatry. I represent all the UK Head of Schools on the college curriculum and assessment committee and the quality and assurance committee. Held various roles in medical education over the years and passionate about ensuring that we offer the best experience and excellence in medical education for all our resident doctors.
Tinashe Chipawe - Tinashe Chipawe is a Lincoln-based artist, emerging curator, and community advocate. As an Expert by Experience, he draws on lived experience of neurodivergence and mental health to challenge stigma and shape more inclusive systems. His practice uses bold, expressive artwork and socially engaged projects to amplify underrepresented voices and support meaningful change.
Dr Amit Chougule is a Consultant Old Age Psychiatrist. His works lies at the intersection of AI, medical education, and AI literacy. He is a guest tutor on two AI courses at the University of Oxford and has delivered invited talks at national and international events on AI in medical education.

Dr Bronte Corner - After completing Core Training across Nottinghamshire and Lincolnshire, I have continued to work in Lincolnshire as a Clinical Teaching Fellow teaching third and fourth medical students in a range of settings including in a CMHT. 

Professor Subodh Dave (pronounced Soo-both, but replace 't' with 'd') was elected as Dean in 2021. He holds this role until 2026. He has overall responsibility for setting standards for and facilitating the effective delivery of psychiatric education and training. Subodh is an international medical graduate having done his MD and DNB (Psychiatry) from Grant Medical College, Mumbai, India. He moved to the UK in 1995 and obtained his CCT in General Adult Psychiatry with an endorsement in Liaison Psychiatry. He works as Consultant Liaison Psychiatrist in Derbyshire Healthcare Foundation Trust and is Professor of Psychiatry at the University of Bolton. He is Deputy Director of Undergraduate Medical Education and in that role has led innovations in introducing and embedding simulation and lived-experience involvement in the training of medical students at the University of Nottingham. Subodh has held training roles at all levels spanning undergraduate, foundation and postgraduate training both in the UK and internationally. He is passionate about ensuring that training, assessment structures and CPD (Continuing Professional Development) programmes lead to improvements in patient care and clinical outcomes.

Dr Venu Duddu is a Consultant Psychiatrist in the Child and Adolescent psychiatry service in Lancashire UK. He has an active interest in medical education, teaching and research. He has previously held a number of educational leadership roles- Director of Medical Education for Lancashire and South Cumbria NHS Trust, Training Programme Director for Core training at the Northwest Deanery, and Senior Lecturer at the University of Manchester. Future models of formative assessments for Core psychiatry training is an area that he is currently working on.

Dr Caroline Elton - Occupational and Counselling Psychologist. Nearly 30 years experience of training and supporting doctors in a variety of different roles. Set up and ran the London Deanery Careers Unit (now part of the London Professional Support Unit). Senior Adviser and Careers Lead at Norwich Medical School (retired 2025). Author of Also Human: the inner lives of Doctors published in 2018 by Penguin and Career Planning for Doctors: an evidence based guide published in 2025 by Oxford University Press.

Professor Andrew George is an immunologist who spent much of his career at Imperial College Cambridge. He has held senior leadership roles in Imperial and Brunel University London. He has been on the board of Health Education England and the Health Research Authority and is currently Chair of Oxleas NHS Foundation Trust and the Health Innovation Network of South London. He was awarded an MBE for his work in research ethics.

Muhammad Sultan Gohar, Medical student at University of Nottingham and University of Lincoln

Professor Roisin Haslett is the lead dean for the Royal College of Psychiatrists. She is the regional post graduate dean for the North West and has been heavily involved in medical education for her whole consultant career. Clinically she worked as a consultant Anaesthesia and intensive care medicine . She is also the lead dean for the Royal College of Emergency Medicine.
Professor Julie Langan Martin - Professor Julie Langan Martin is Professor of Psychiatry and a Honorary Consultant Liaison Psychiatrist in NHS Ayrshire and Arran. She is Director of Education within the School of Health and Wellbeing and is programme lead for both the on-campus and online distance learning Masters in Global Mental Health. She co-leads the Glasgow Academic Training Environment (GATE) and is past chair of the Athena SWAN Self-Assessment Team (SAT).  Julie also chairs the Scottish Electroconvulsive (ECT) Audit Network (SEAN). Her focus is on enhancing teaching effectiveness by applying an evidence-based, inclusive student-centered pedagogical approach.  She graduated MBChB (Honours) from the University of Glasgow, is a member of the Royal College of Psychiatrists, and a Fellow of the Royal College of Physicians and Surgeons of Glasgow. She completed a clinical research training fellowship and holds an MD (2016) and an MEd (Merit, 2016) from the University of Glasgow. She is a Senior Fellow of Advance HE
Gabriella Lewis is a Medical Education Fellow at the Department of Undergraduate Psychiatry, King's College London, and a ST5 in General Adult Psychiatry at South London and Maudsley NHS Foundation Trust. She is involved with the GKT medical school as a firm head, educational supervisor, and Balint group facilitator. She is a former Darzi Fellow, and holds a PGCert in 'Leadership in Health'.
Dr Ahmad Kamaleldeen Abdou Mohamed  - Kamal is an ST4 in General Adult Psychiatry at Berkshire Healthcare NHS Foundation Trust and founder of CliniQ+. He combines extensive experience in curriculum design and delivery with a special interest in the philosophy of learning theories and their practical application in the design of deeply engaging educational activities. A part of his work focuses on applying these pedagogical frameworks to educational technology. Today, he will share his journey in developing CliniQ+, a platform that uses generative AI to increase access to high quality bedside teaching and other interactive learning activities.
Dr Stephen Moore, Head of School NIMDTA, Consultant Psychiatrist South Eastern HSC Trust. Stephen Moore is Head of School of Psychiatry in Northern Ireland and a jobbing General Adult Consultant in an old style patch-based job. He's been a TPD for Core and General Adult in the past. Outside Education and clinical work, he also does a little bit in Medical Informatics. He is proof that if you sit still long enough, you get given a job and that incompetence is no bar to progression.
Dr Jeremy Mudunkotuwe, Consultant Psychiatrist and Director of Medical Education, Surrey and Borders Partnership NHS Foundation Trust. Jeremy is a Consultant Psychiatrist and Director of Medical Education at Surrey and Borders NHS Foundation Trust. He also serves as Chair of the Royal College of Psychiatrists’ National DME Network.
Jeremy graduated from the University of Southampton and has maintained a longstanding interest in medical education. He was awarded a Master’s degree in Medical Education in Clinical Settings from the University of Brighton. He is particularly passionate about building strong education faculties in order to create supportive, inclusive learning environments. Clinically, he is a Working Age Adult Psychiatrist. He previously worked within a Community Mental Health Team and, over the past eight years, has specialised in the assessment and care of adults with ADHD.
Dr Gopinath Ranjith is a consultant liaison psychiatrist at South London and Maudsley NHS Foundation Trust (SLaM) based at St Thomas' Hospital London. He was Director of Postgraduate Medical Education at SLaM 2018-2025. His research interests and publications are in the areas of depression in the medically ill, outcome measures in consultation-liaison psychiatry and medical education and training.
Dr Ellen Rhodes  - Dr Ellen Rhodes is a GP Academic Clinical Fellow from Manchester. Her work focuses on LGBTQ+ healthcare, education and research - tackling inequalities and empowering members of the community. Her experience in research also extends to informing educational interventions that improve healthcare professional understanding and skills whilst looking after victims of sexual assault.
Dr Ross Runciman - General Adult Psychiatrist in Gloucestershire, Associate Dean for Resident Doctor Support, Co-author of RCPsych Digital Literacy Framework
Dr Martin Schmidt is a practicing psychiatrist working within a general adult community mental health team for Surrey & Borders, alongside supervising a broad range of resident doctors and medical students. He has held multiple roles in medical education, including Locality Tutor, Director of Medical Education, Undergraduate Lead, and Widening Access to Specialty Training Lead. He currently serves as the Head of School for Kent, Surrey and Sussex.
Hannah Simpson - 4th-year medical student from Lincoln Medical School, with a particular interest in psychiatry and neurology, especially the links between mental health and physical wellbeing.
Carolyn Thomas - I am a final-year medical student at the University of Dundee. This presentation is based on my dissertation completed as part of an intercalated degree in Medical Education. My academic interests include psychiatry and medical education, which I hope to pursue further in my future career.
Dr Sian Thompson - I am a CT1 psychiatry trainee in Luton, having moved down from Manchester this summer. I have always had a keen interest in psychiatry and have both professional and personal experience of LGBTQ+ healthcare and its importance.
Dr Prateek Varshney  - Prateek is a CAMHS ST6 at SLaM. He is currently a fellow in medical education with the department of undergraduate Psychiatry at SLaM. He is the trainee representative on the CAP faculty at RCPsych.
Dr Indira Vinjamuri, Associate Dean, Curricula and Assessment, RCPsych.

The RCPsych is keen to promote the link between art and mental health.

Our thanks to the the artists, members of the College, allied health professionals, and our staff team who have submitted these artworks.

Please note that the presentations are the intellectual property of the speaker and the College and any unauthorised broadcasting/copying of the material is strictly prohibited. Presentations are only available where speakers have kindly provided permission.

Thank you for attending the conference.

We'd really appreciate it if you could spend a few moments completing the feedback form and letting us know what went well and if there were any aspects that could be improved.

All comments received remain confidential and are viewed in an effort to improve future events.

You will automatically receive a certificate of attendance 1 week after the event has taken place.

This course is eligible for up to 6 CPD hours, subject to peer group approval.

State of medical education
Professor Roisin Haslett, Psychiatry Lead Dean and Professor Subodh Dave, RCPsych Dean
Current situation and the end of NHSE March 2027
I will update on national reviews- 10-year plan published July 2025, 10-year workforce plan due out spring 2026, 10-point plan first stage completed, Medical Training Review, I will discuss potential changes to resident doctor recruitment including prioritisation, expansion and ratios.

Devolved nations panel: workforce and planning
Dr Stephen Moore, Head of School Northern Ireland, Dr Rekha Hegde, Head of School Scotland, Dr Paul Emmerson, Head of School Wales and Dr Sanjoo Chengappa, Head of School England

The Phoenix Rises: Restoring Psychiatric Formulation to Clinical Practice
Dr Jon van Niekerk and Dr Jo O’Reilly
Psychiatric practice rests upon our ability to process and to formulate complex information; formulation is the bedrock of holistic, individualised care but its use has slipped in everyday practice. To address this a cross faculty working group at the RCPsych has produced Psychiatric Formulation and Guidance documents; We will present the rationale, process and outcomes of this working group with clinical examples to illustrate how this foregrounds biopsychosocial psychiatry and the central role of relationships in clinical care.


Parallel Session A – Neurodiversity

Enabling excellence through inclusive medical education for dyslexic resident doctors – Dr Laura Bennett 
Around 6 % of UK medical students are dyslexic- an increasing prevalence. In this session, I will outline why and how dyslexic resident doctors are well placed to offer excellent care in a modern NHS service. I will share the evidence around the experiences of medical education as a dyslexic resident doctor, outline some challenges that can occur and the strategies that can be used to overcome these. We will then discuss ways we can improve accessibility and inclusivity of formal and clinical medical education for dyslexic resident doctors, with a view to reducing burnout and improve learning opportunities, and contributing to a diverse, effective NHS workforce for the future.

Lived experience in medical education - making it real – Dr Sarah Bernard, Professor Charlotte Wilson-Jones, Institute of Psychiatry, Psychology and Neuroscience KCL,  South London & Maudsley NHS Foundation Trust, and Elliott Bernard-Cooper
The session will be Charlotte introducing Elliott Bernard-Cooper & his mum Dr Sarah Bernard and ID psychiatrist and talking briefly about lived experience in education. Elliott will then talk about living with autism, depression, anxiety and OCD. Dr Bernard will then talk about her experience as his mother and being a consultant in that area and the impact of Elliott being an educator.
In this presentation the value of integrating lived experience into medical education including promotion of psychiatry as a career, and psychiatry education at undergraduate/postgraduate levels is demonstrated. This leads to greater insight into the value of hearing the voice of our patients in an informed and compassionate way.
CWJ has been instrumental in ensuring lived experience is part of psychiatry Summer Schools, undergraduate and post graduate education.
This teaching starts with a theoretical presentation on ASD and associated mental health comorbidities (SB), followed by a presentation from a young adult with ASD and mental illness, concluding with a Q&A session (EBC). Feedback has been overwhelmingly positive. This presentation will consider how this flexible, codesigned approach to medical education can be evaluated and taken forward to enhance learning. The session will use examples of teaching, feedback from students and reflections from CWJ, SB and EBC.

Conducive Neurodivergent Spaces in a workplace, what adjustment should look like in those spaces…. - Dr Khurram Sadiq


Parallel Session B - Feedback

Psychological Safety in Feedback: Practical Insights for Medical Educators – Carolyn Thomas
This session is designed based on a study exploring the impact on international students. Feedback and psychological safety are essential in medical education for learning and progress. Psychiatry involves discussing sensitive patient issues and reflecting on trainees’ own emotional responses. Feedback sessions designed with this in mind help learners feel safe to admit mistakes, ask questions, or express emotions—critical in psychiatry training and for medical students, but also for patients. Drawing on a study of international medical students’ experiences, this interactive session can help psychiatrists to enhance them for key aspects of day-to-day work such as case conferences, reflective practice or Balint groups.

Reinventing Feedback: The Rise of an Integrated Education Quality Platform
Dr Martin Schmidt
This session will explore how a simple end of placement survey developed into a robust platform that tracks post quality, delivers MSF feedback, highlights supervisors who may benefit from additional support, and provides comprehensive data to guide responses to GMC and NETS findings, quality visits, and emerging educational concerns—ultimately strengthening the training environment

The Virtuous Supervisor
Professor Andrew George, Consultant and Coach in Education Health Sciences and Ethics, Oxleas NHS Foundation Trust
Why should a busy doctor supervise trainees or students? How can they do that well? Is there a framework to help supervisees develop an understanding of what it takes to be a professional doctor?
In this talk Andrew George will use a virtues framework to explore these issues. He will explore what the moral purpose (telos) of medical doctors is, and what the character traits (virtues) that are needed to achieve this. This virtues framework can help provide motivation for supervisors and students/trainees. It also provides an approach for self and supervised reflection.


Parallel Session C - Artificial intelligence

Digital and AI Literacy for Psychiatry Educators: Frameworks, Skills, and Applications
Dr Amitkumar Chougule and Dr Ross Runciman
Rationale:
To enhance digital and AI Literacy of Medical educators as they remain unaware of the RCPsych Data and Digital Literacy Framework and have limited competencies in crucial techniques like prompt engineering and building custom AI copilots.
Session Format:
Part 1 – RCPsych Data and Digital Literacy Framework (10 minutes):
This session will address the importance of this framework and current initiatives by RCPsych to improve data and digital literacy.
Part 2 – AI in Medical Education (15 minutes):
Demonstration of framework to build AI Copilots for medical education use cases using commonly available large language models
Part 3: Q and A (5 minutes)

Beyond the Hype: Practical Insights from an AI-Enhanced Bedside Teaching Tool in Psychiatry – The 'Do's and Don'ts' of Integrating Learning Theory and Technology
Dr Ahmad Kamaleldeen Abdou Mohamed
Bedside teaching (BST) is a historically vital yet declining pillar of medical education, comprising 8-19% of medical education activities in the late 1990s. This is despite evidence of it being valued by patients, students and teachers alike as an enjoyable and useful teaching method. We present CliniQ+, a specialised platform the prototype of which increased student-patient contact time by 38%. This session outlines the journey from prototype to practice, focusing on the critical "Do's and Don'ts" of AI integration. Join us to discover how technology can revive, rather than replace, high quality educational experiences.

Generative AI as a Teaching Partner: Lessons from Psychiatry at Aston Medical School
Dr Anis Ahmed and Shahnoor Adil
Undergraduate psychiatry teaching is limited by variable clinical exposure, ethical constraints, and restricted opportunities to practise high-stakes consultations. This session presents Aston Medical School’s use of generative AI simulations to support learning. Delegates will experience excerpts from AI-facilitated consultations and consider how structured feedback supports safe rehearsal, clinical reasoning, and reflective learning. We will critically explore educational benefits, limitations around emotional and cultural nuance, and lessons from curriculum integration. The session will also present feedback from a fourth-year medical student perspective, highlighting learner-identified challenges in the implementation of generative AI. The session offers transferable insights for educators using AI simulation alongside traditional teaching and debriefing.


Resident doctors training

Global mental health and volunteering- what opportunities are available for resident doctors? – Dr Nandini Chakraborty
Global mental health and volunteering are areas of great enthusiasm and passion. In an age of increasingly mobile global populations and diverse communities, international psychiatry and volunteering can be valuable in building up clinical skills and the holistic remit of psychiatrists. Navigating your way into this fascinating field during training can be daunting as resident doctors juggle between the needs of a portfolio and competences, widening horizons and fulfilling aspirations. My talk will give practical tips about how to start preparing oneself, where to seek opportunities for volunteering, how to network and where these activities can fit in with curricular competences.

LGBTQ healthcare for trainees - Dr Sian Thompson and Ellen Rhodes 
This session will focus on care of LGBTQ+ patients, both generally and in the context of psychiatry. We will look over some basic definitions, discuss communication skills, and the relevance to psychiatric histories. This will enable participants to feel more confident in looking after patients in the LGBTQ+ community and understand the relevance across all fields of medicine.

Improving the quality of workplace-based training: the role of the entrustable professional activities - Dr Gopinath Ranjith and Dr Venugopal Duddu
With the advent of competency-based medical education there is a move away from reliance on high stakes exams to the assessment of competencies and capabilities in the workplace. Prior research and the College's Assessment Strategy Review have identified various problems with current workplace-based assessments and entrustable professional activities (EPAs) have been proposed an alternative. Entrustable professional activities are professional tasks or bundles of tasks that can be fully entrusted to an individual, once they have demonstrated the necessary competence to execute them unsupervised. In this talk we (1) discuss the concept of EPA in medical education; (2) described EPAs in psychiatric training; (3) discuss how EPAs might fit into the UK psychiatry curriculum and (4) described a proposed study to develop and pilot EPAs in a UK training programme.

Medical Educators of the future – A road less travelled but with great potential - Dr Prateek Varshney, MRCPsych, MD, Dr Joanna Cranshaw, South London and Maudsley NHS Trust, King's College London, Dr Gabriella Lewis, and Dr Sophie Butler  
Being an educator is a role that can enhance others and our own experience of work in Psychiatry. In a stretched system, the area of undergraduate medical education presents a unique opportunity to both enhance the professional development of resident psychiatrists while fostering interest and competence in psychiatry among future doctors. In this session, we describe how we have both met the teaching needs of our large local medical school by utilising a pool of enthusiastic and skilled resident psychiatrists and established a range of opportunities for residents to develop a portfolio of translatable education-related proficiencies including educational supervision, leadership and academia in education.


Undergraduate training

Enhancing Medical Student understanding of Electroconvulsive Therapy (ECT)  through Technology-Enhanced Learning and Teaching (TELT)

Professor Julia Langan Martin, Professor of Psychiatry and Honorary Consultant Liaison Psychiatrist, Glasgow 

Electroconvulsive therapy (ECT) is an effective and safe treatment but remains highly stigmatised, with misconceptions common even among medical students. This session presents findings from a study examining medical students’ knowledge and attitudes to ECT before and after a technology-enhanced learning and teaching (TELT) resource. The multidisciplinary TELT resource included videos, interactive cases, quizzes and written materials. Pre-teaching data showed limited procedural knowledge and high levels of fear. Post-intervention results demonstrated improved understanding and reduced fear. The session highlights the value of digital learning in reducing stigma and strengthening psychiatric education

Using lived experience to teach medical students during their mental health attachment – John Welsh, Tinashe Chipawe, Dr Bronte Corner, Dr Rebecca Dickenson, Hannah Simpson and Muhammad Sultan Gohar
How to learn in a safe environment
This presentation explores the integration of lived experience within undergraduate mental health education at Lincoln Medical School. Over four years, experts by experience have collaborated with course facilitators to deliver weekly sessions in which they share personal narratives of mental illness, stimulating reflection and dialogue with medical students. We will invite attendees to engage with this model first hand to explore it’s benefits to students and experts alike, and compare it to our integration of experts with lived experience in our co-produced simulation sessions. We will also discuss wider evidence of this style of teaching and learning.

Trials and Tribulations: An Interactive Game to Understand Clinical Research Trials - Dr Roshni Bahri, Academic Clinical Fellow CT1, Birmingham and Solihull Mental Health Foundation Trust, University of Birmingham, Dr Chantelle Wiseman, Academic Clinical Lecturer, University of Birmingham, and Dr Ahmad Kamaleldeen Abdou Mohamed

Clinical trials are complex, but learning about them shouldn’t be a chore. This presentation introduces "Trials and Tribulations," an innovative game that simulates the drug development process through teamwork and "wildcard" challenges. We will outline the pedagogical framework behind the game and share feedback from its successful pilot. The session concludes with an interactive taster session, allowing you to experience the game’s "curveball" mechanics firsthand. Discover a novel, scalable tool for teaching protocol design, ethics, and adaptability in a low-stakes, high-fun environment.

Developing Reflective Practice  at the Undergraduate Level - Dr Sarah Majid


Debate – is higher specialist training fit for purpose?
Dr Jeremy Mudunkotuwe, Consultant Psychiatrist, Director of Medical Education, Surrey and Borders NHS Foundation Trust and Dr Indira Vinjamuri, Consultant Psychiatrist, Director of Medical Education, Merseycare NHS Foundation Trust, and Associate Dean, RCPsych

Keynote talk: Career planning: the Cinderella of medical education
Dr Caroline Elton
Many aspects of medical training and practice have incorporated insights from psychological research (e.g. James Reason's 'Swiss Cheese' Model of accident causation). However, when it comes to helping doctors develop the necessary skills to make robust career choices, the wealth of available research from occupational psychology tends to be ignored. As a result, support for career planning is haphazard, and often left to chance. This session will show how insights from occupational psychology can be applied to medical career decision making, to help students and resident doctors make better career decisions. A discussion of groups of doctors who might benefit from specialist careers support will also be included.

The Psychiatrists' Support Service (PSS) provides free, rapid, high quality peer support by telephone to psychiatrists of all grades who may be experiencing personal or work-related difficulties.

Our service is confidential and delivered by trained Peer Support Psychiatrists (College Members).

Get in touch:

The service is available during office hours, Monday to Friday.