Sivashankari (second from left), Ainsworth (fourth from left), Farrington (third from right) and Bradshaw (right) with the rest of NUMed’s Clinical Teaching Fellows.
In medical education, a Clinical Teaching Fellow (CTF) stand as catalysts for change, guiding medical students through their clinical years.
The presence of CTFs is a common sight in British medical schools and Newcastle University Medicine Malaysia (NUMed) in Iskandar Puteri, Johor, a wholly owned international branch campus of Newcastle University, United Kingdom, offers a unique opportunity for aspiring educators to enrich the learning experiences of students in Malaysia.
CTFs are primarily engaged in teaching medical students, offering a blend of classroom instruction, practical sessions and mentorship.
They play a pivotal role in bridging the gap between theory and clinical practice, ensuring that students are well-prepared for the challenges they would face in their careers.
Dr Anna Ainsworth, Dr Emma Farrington, Dr Sivashankari Ganesh and Dr Jennifer Bradshaw as CTFs at NUMed, epitomise the potential of this role.
They not only educate but also inspire, mentor and advocate for student success, nurturing the next generation of medical professionals.
Dr Ainsworth, reflecting on her journey from student to educator, emphasised the importance of relatability and empathy in teaching.
“As a student, some teachers made me feel particularly well supported so that I could ask all my questions and practise skills without any self-consciousness, which really helped me focus on learning.
“Now working as a clinical teaching fellow, I try to emulate those role models to create a supportive learning environment whenever I teach and hope the students feel supported to ask questions,” she said.
Dr Farrington, driven by her passion for teaching, took a year out of clinical training to focus on education.
“Working in education is a big change from working on the wards and I’ve developed lots of new skills.
“It’s important to present information clearly, give helpful feedback and be adaptable to students’ needs.
“Drawing on my clinical experiences, I am now able to put scientific content into the context of patients I have looked after and I think this helps students when I am explaining things,” she said.
Dr Sivashankari said her motivation for becoming a CTF stems from her passion for teaching and a desire to contribute to the development of future healthcare professionals.
“As a medical student who graduated from NUMed with global outreach, I experienced the impact of effective teaching and mentorship on learning and professional development.
“I was fortunate to learn from experienced clinicians who imparted medical knowledge and demonstrated compassion, empathy and professionalism in their interactions with patients and colleagues,” she said.
Dr Bradshaw, recognising the transformative power of mentorship, embraces her role as an academic mentor.
Inspired by her own mentors, she strives to create a nurturing environment where students can thrive and grow.
“Being an academic mentor to a group of fourth-year students is part of the CTF role and it has been extremely rewarding to get to know my students well and observe their personal and professional development throughout the year,” she said.
