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So welcome back to everyone. My name's Daniel on one of the other and back team. It's my delight to introduce getting involved with medical education with our Mr Robert Barry. So Mr Barry's a consultant for Mal Adjust on a clinical senior lecturer in ophthalmology. Mr. Barry is heavily involved in both undergraduate and postgraduate education through his roles as an academic leave for year for the University of Burning Um, NBC. HB is also believed for interpretation of education on Academic Foundation program lead for the West Midlands, the central region and the train the trainers leave for the Royal College of Ophthalmology is family practitioner training program. So take it away, Mr Very. Thank you very much for the introduction on down. And just before I begin, I just wanted Teo. Say thanks, Teo. Dan, Alex Chardonnay me for um uh, so I'll leave that sorry a me. I'm getting names confused for organizing today, I think has been a huge amount of work going into this behind the scenes on It's fantastic to see this thing event growing from from its inaugural event last year, Teo what appears to be an international event today So so so thank you. Thank you for putting the so on. Ah, hopefully you can now see my slides. See that? That's great. Okay, thank you very much. So, yes. So I've been asked to talk about getting involved in education today. And, um, I suppose what I'd like to cover is argue brief introduction to myself and overview of my career in education. Not getting that as an example off what? What everyone should aspire to. But it just gives you an idea of some of the sort of the breadth of what an educational roll might entail. I've got some tips for pursuing on education focused academic career, but also some general advice for getting involved in education touch on some of the current challenges reflect on the joys of being involved in education and something some sort of closing advice. And I suppose what I just wanted to say is that is a slight caveat that probably most of what I'm going to say today is based on my local experience. It is quite burning in very UK centric. Although hopefully this, um general principles that you'll be able Teo, take back to wherever it is that that you're working. Yeah, I'm going to start with a slightly out of pessimistic slide, I suppose, on defecting on the historic view of medical education. And certainly I think this was my experience of medical occasion medical education as an undergraduate and probably is an early postgraduate that it always felt that medical education was very much after thought for research focused academics. Eso a lot of my lecturers, people involved in education when I was an undergraduate was clear that they were essentially researchers busy P I Z. And at some points, when it says the mold, by the way, you've got to do this lecture on Condition X or by the way he could. You run this module for us on DSM. People did it very well and very enthusiastically, and I had some fantastic educators. I was going through undergraduate, postgraduate practice, but some of them were less good, and I suppose I'll leave it at that just to say that historically, there was a bit of a mix. I think there's also a bit of a snobbery in academia that I've always been aware off in that I think education was always looked at as the sort of the endpoint of a failed career in research or again, This is going back very much to my undergraduate experience that it seemed to be that when PICO run out of funding or their number of high impact publications dropped, they sort of move move sideways into creating in education on. But I think for a while it was a little bit frowned upon. If you were to say, Well, actually, I want to go into education, um, again come back to reflect on that in a moment on doll. So I think there's also that historically there's been a limited or a fairly unclear career path or progression within careers in medical education. On Go, Yeah, this This was sort of my experiences and undergraduate on gum thing that I felt kind of uncomfortable about on. I suppose what I'm going to start by asking is, Do we think this is changing, or has this changed on D? I suppose yes, it has. And 21 that is interested in academia in the UK you'll be, hopefully well aware of this integrated academic training pathway now. So again, historically, we always had that not enough junior doctors way didn't have enough teen people going into academic careers. And so an HR introduced this more streamlined process so that you could see that if you are interested in academia, there were jobs that you could pursue a pathway that you could follow. Opportunities were out. And I think this is great on Bro's of this is that there is now, in theory, clear academic career progression out there for any more interested in in an academic medicine. There is increasing recognition now off education focus. Post throughout. So, actually, no, you can start at the beginning of your Korean War and say, I want to be an education list on these integrated pathways. Were will work for that on back. Chew away If you If you look at these various schematics, you could look at this. This There's lots of options for post C. C. T. C. Of completion of training where you want to end up. So it's not a sort of one size fits all traveling you into a particular particular job at the end of it, which you get, I'll come back to, I think, some some condoms or limitations of this. Is that still Unfortunately, we've got quite limited training posts in this pathway on entry into these academic post remains highly competitive. Still, although education is recognized, they are in the relative minority compared to the research, I say research hasn't sort of clinical research will abort a research focused posts. I think it could be quite difficult to follow these pathways on the line with your chosen clinical specialty. So most of us is clinically kinetics of trying to balance a clinical passion with an academic passion. And you've got to be quite lucky sometimes that the academic opportunity is a rise in your chosen clinical specialty. And and the other thing that although there is flexibility of that jump from training into the post CCT roll, the flip side of that is that it's not always directly matched to post CCT opportunity. So you could go through this Career path way and then not end up with the muscle of the senior post that you've been hoping for throughout Onda. Guess I'm gonna come back in touch on various aspects of this is is I go through my presentation this morning so coming back are supposed to where I should begin really and introducing myself. So thanks again. Done for the introduction. I'm I'm on. I'm actually known associate clinical professor in ophthalmology. I should just say that is exactly the same as a clinical senior lecturer. It's just that the University of Bernie, um, has rebranded us to be more in line with International Institutes s. So it sounds like a more impressive promotion. In reality, it means exactly the same. So I'm an associate clinical professor and ophthalmology and medical education of the University of Birmingham on dime on a teaching focused contract. Come back to what that might might mean in a little while. I'm also on ordinary consultant ophthalmologist with a specialist interest in inflammatory eye disease. Eso interesting conditions like uveitis, carrot itis, conjunctivitis, scleritis at the burn human, middle of the eye center. I don't have a 50 50 in theory, back A Democratic, a lackadaisical split. So my sort of homes or shared on this side I spend a lot of time at the University of Birmingham, Got the medical school. Show me where the top left in the central campus area. Bottom left quite a lot of time, obviously, at the burn your middle and I center on do some time at the college. Ophthalmologists on. So just a brief word on a couple of these institutes for those that aren't burning in base of the University of Burning in Medical School is one of the oldest on largest medical schools in the UK, Actually established in 18 25. Um, each year there are over 400 medical 70 pharmacy 140 by medical science and 130 nursing students graduating. We have both undergraduate and graduate entry, NBC HB programs, and we fall under the banner of the College of Medical and Dental Sciences at the University of Birmingham. Yeah, the burning in Midland I center again for anyone not familiar with Birmingham was established a year before, so I should probably stress this is according to my Wikipedia search, this morning's I can't remember these dates off the top of my head but was actually established in 18 24 in Birmingham. It is a tertiary referral. I hospital with the full range off sub specialty practice is with an ophthalmology. We are the second largest die unit in the UK if you determine that in in terms of the number of consultants, a number of patients treated. We have a dedicated I emergency department on Depart off the some well on West Birmingham NHS Trust and I suppose now just todo through some of my current roles in medical education again just to give you some idea off the sort of the diversity in the breakfast you might encounter in an education focused academic career. So starting with my rolls with the University of Birmingham undergraduate level, my main role is as academic lead for your four of the N B. C H B program. So again I'll come back to what that use a little later on. But essentially, I look, after all aspects of curriculum design teaching activities sort of administrative tasks for the ultimate year off the NBC A program I. Coli, the often allergy curriculum for the NBC HB program in Birmingham. I'm a senior economy teacher for the university at that, the trust that I work at clinically I'm also in academic leader um, an ophthalmology and tickle a Shin Stream co chair. And it's Professional Healthcare Education Steering Group, which oversees all of the other health care related programs at the University of Birmingham's that includes medicine, dentistry, pharmacy, physiotherapy, physician associate studies, social work, clinical psychology, etcetera. A member of the Fitness to Practice Committee for the Medical school in the University I Chair Research Advisory Committee for the medical school. I'm involved in some personal academic tutoring. Examine Vigil a sh in medical school admissions opened a team's ondas well is that I do actually deliver some talk content. So I suppose one of the things to destroy to the side is that a career in in medical education is know a lot about lecturing eso. I do deliver lectures on my medical science by medical Material Science, Medical degree, Pharmacy Masters in in advanced clinical practice and the diploma and physician associate studies. But it's a relatively tiny part of my role in medical education. I almost I got some other undergraduate rolls that I've been fortunate to get involved with through my my role of Birmingham. So I'm an external exam in a for work medical school. I'm a member of the Medical Schools Council exam, Applied Knowledge Test Exam Construction group. So this is the new National Finals examination that's being introduced on the Royal College. What from ologists undergraduate lead for the West Midlands regional team on then some post graduate rolls. So the reason I'm largely here today and I've been involved very loosely with this conference is that I'm the SFP lead for the West Midlands Central Post. So sort of sitting between the University of Birmingham on health Education, England, West Midlands, I training the trainers lead for the ophthalmic practitioner training curriculum for the college ophthalmologists on the college tutor at the moment, and I center on again, I deliver some lectures, too. Regional post graduate training programs in just some examples here, give you medicine, ophthalmology, pediatrics, rheumatology. So again, in my postgraduate education roll on the actual study in front of people in teaching him about eyes is a relatively tiny part of my role. So how did I get here on Get this isn't meant to be giving you the sort of the the example that usual follow. But just just to give you some perspective on how I ended up in this role from very early on in my undergraduate training, I had two passions really. One was off from ology clinical ophthalmology on. I made sure that everything I did a medical school and beyond sort of put me in a position to be able to pursue a career in ophthalmology. But also from very early on. I knew I was interested in academia and I had indicated at medical school and had exposure to research that way and again just to maintain the links to research throughout. On Go was unfortunate that I was one of the earliest intakes into what is now the sort of the integrated academic training pathway old. Although when I started it, it wasn't quite as clearly laid out of it is now. And I suppose things to point out is that I was officially appointed to research focus posts throughout because when I did this education focus posts didn't exist. But throughout that time I looked for regular opportunities to get involved in education activities. I tried to adapt whatever I was doing to focus on my own interest within the scope of whatever it was I was employed as at the time Ondas. I come back to again as we go through. I think I generally try to show enthusiasm on dwelling this to get involved in education on so This is my sort of career. Overview is a flow chart. So I graduated from the University of Burning Medical School in 2007, was employed as an academic F one for my first year of post graduate training at the Time Academic Foundation Post World couple. Then I did a clinical to post, mainly because it's not from ology job. So I got some clinical ophthalmology exposure on, then passed through the West Midlands dinner ophthalmology rotation but went through again. A secluded call academic so initially isn't as an academic clinical fellow, then as a clinical research fellow completing a period of PhD research on then, finally is, um, an HR ACL in ophthalmology, during which house I did a teaching qualification on before coming out in 2019 as a consultant ophthalmologist on being appointed to this. What was a senior lecturer is now an associate professor role again at the University of Birmingham on, But I suppose the other thing I just point out looking at this slide is that I started in Birmingham. I ended in Birmingham and I stayed in the West Midlands all the way through. So I tell people this either shows that I've got absolutely no imagination and no desire to do anything else or that I think the West Midlands and burning is a fantastic place for academic in clinical careers. On I'm very much going to stick with the latter, but I'll let you be. The judge is two. Which of those you think is more appropriate. I think the other thing left to say here is that How did I get here and why did I stay in Birmingham? And why was that? The path I followed? There is, unfortunately, a large element of being in the right place at the right time, and I think this is true of all medical careers. Unfortunately, to some extent we will need a bit of luck on guys. Been a chance in what jobs we take and what jobs were offered. And it certainly was the case for me and just again, to be completely honest, really. My appointment to off them, especially straining, coincided with the first ever appointment to Not from ology, a CF program in Birmingham, and I just come out of an academic F one and then clinic left to post. So I was in a really good position to take on that roll on day was successfully being pointed to that. I was then again lucky and getting PhD funding at the right time and came out of my PhD just a time when we had a senior training in Birmingham vacating and an HR ACL post on. But the time this was a specialty specific post that the department was was retaining, and I happened to be the person that the only person really that was eligible to go for that role. So I got the ACL post on be awarded my completion of training, coming sided with the retirement of a senior academic from the department. So releasing some funding for academic post on the appointment of a new dean at the University of Burning in medical school, he was keen to expand teaching focused academic stuff and also a clinical need at in Birmingham for someone else to take home. Inflammatory eye disease is which is a is a relatively leash part of ophthalmology that not all units will have. So it was very much a lot of things fell into place for me to have to take on the dedicated educational well that I have now. So So I appreciate that I was to some extent very lucky in getting here, and I think that does highlight another issue with some of these academic careers. I think the final thing that I just like to mention that that know some of the theory least because have mentioned this is that I've also had a lot of senior support, mentoring, encouragement and advice throughout my career, and I'm very, very fortunate for that. So just to show some sources of encouragement, advice and support. So this is Professor Feel Murray who, when I was an undergraduate medical students waas the professor ophthalmology who kind of gave me advice and support going into ophthalmology and academia in the middle. We got Professor Kate Thomas, who, when I was in final year medical school and was the family, are academic representative. She was the community based medicine, lied. She was also heavily involved in student welfare. And do turn on this is Professor really. Martin, who again when I was in finally a medical school was the final year, medicine lied. Eso used to sit on management group committees with professor promise impressive Marty in and work very closely with pressing Marie on dust to fast forward through that career path that I've just shown you. I now have a have a new office two doors down from Professor Murray and Professor Marie. So I told the sort of the ophthalmology curriculum with on Dalser run the off the policy indication with, um, Professor Thomas impressed Martin Essentially, that my boss is suppresses. Thomas is the program director it burning in for the NBC HB program. Professor Martini is the dean of medicine. So these were where wants teacher teachers became mentors on, but now become colleagues. And it's been really important to me to have this kind of support going through, which again is perhaps another reason why I've stayed in Birmingham all of this time. But having said all of this so, yes, there is an element of right place right time. You gotta have the right people around you, but you can improve your odds of having a successful career in education. So you've got to put yourself in a position to be able to apply for post when they become available. If that's the route you want to go down. You can still make yourself the ideal candidate for many of these roles and regardless, really, of what you're doing and what your aims are. You can always be proactive in seeking opportunities to develop your skills and build your CV. And I suppose an important initial question is, what is your A medication? Do you want to become a clinician who's actively involved in education? Well, I have argued we should all want that regardless of what? What are actually job title is, Do you want to do is I've done and become an education focused clinical academic with a former university contract of employment. Do you actually like research and you want to be that research focused academic, but who is actively involved in keen on education on or something else? I mean, you're looking for other roles outside of the university sector, within health education, England, etcetera. And there are many, many rules you can take with an education focus. So it really does depend on what you're what you can. Um, so this is where I'd start really? With my my sort of tips advice. What do you need to become a success? Successful education list. Well, essentially, I think you need nothing more, really. An experience and enthusiasm. You need some experience to know how to deliver, what it is that you've been asked to deliver what you're offering. And I think you need to be enthusiastic because there's nothing worse than unenthusiastic educator. I think you just that you don't get off the starting mark there on yet. You need lots of generic skills that we could apply to clinical practice as well as educational practice. So you need to be able to work as part of it into professional teams. And we do that in clinical practice. We work with the full range of the MDT. We have to do this and education as well. So my educational. Yes, I'm working with fellow clinical academics, but I've also got really important network of, you know, supporting abdomen, professional services stuff. I t staff the people that sort of time tailing the people that book out rooms in the post education center. Whatever. It's a really diverse team student groups. You need to be off to communicate effectively with all of these different people. You need to have to balance clinical and academic responsibilities. So this dependence, obviously, on how much of each you do. But I think one of the challenges for anyone trying to combine clinical with something else is learning how to balance that. You've got to have some way of segregating the two, but also managing the two because you know, always going out to say I'm sorry today. I'm not going to cause about my patients or sorry. Today. I can't respond to important emails about denia. I think in education as much as any area you need to be willing to adapt to change things are constantly evolving. We're constantly facing new problems that we didn't think we were going to be facing. I mean Cove. It is the obvious example of that. Overnight at completely disrupted higher education post graduate education, we had to completely rethink how we were going to deliver on how we were going to maintain quality standards. But there are other things that coming home that do challenges. Increasingly, you do need good I skills, but hopefully we will got those the's days. You need good time management and organizational skills. Diary invites flooding from everywhere You need to stay on top of that on. But I think also in education, perhaps more so than other areas you need to be able to accept and deal with criticism. So the one thing you'll realize if you're gonna put yourself out there and run an educational program or stand in front of the group of learners and teach them about something, the one certainty is that you're not going to satisfy everyone. And increasingly now people will tell you when they're not satisfied or they'll highlight when they think something could be done differently or doing better. Onda I think that you've really got to develop not so much a thick skin, but just in ability to to use that sort of input constructively on. Be prepared to take that on board, make make changes where, where necessary. I think it's slightly different if you do want to become a university appointed clinical, academic and education, which I'll come back to several times. I know I said first thing this morning. This isn't the same as being academic. This isn't the be all and end all of getting involved in education. But if you do want to go down a a more formal route, then I think you need everything on the previous slide. Plus, it's helpful to have experience in clinical academic training post if you can get it. I think it's really important to have some formal research experience on, but I think it's also important to have certain qualification. So for most senior posted least you'll need a certificate of completion of training and relevant clinical area. You will need probably a PhD or a higher degree. You were probably increasingly need some form of teaching qualification to make yourself competitive for some of these roles. But again, I'm stressed that this isn't essential for being involved in education. You can dip I/O of these formal bits alongside that, that just getting stuck in on the previous slide. But so here, in my sort of tips, I think, for pursuing a career in education, I'm going to go through each of these fairly briefly as things that I think practical steps that you can take if you did want to get more involved in education. So, yeah, let let's just take these one a time. So I think the first thing for any undergraduates that are on this call this this meeting today is consider applying for the specialized foundation program. So this is the first recognized stepping that integrated academic training pathway. It's an opportunity to pursue a specialist interest within a foundation year post on those specialists. Interest can be research. They can be manageable, or they come the education folks. So look for the education focus posts, and these are good because they are often associated with an opportunity to undertake things like a postgraduate certificate in medical education or equivalent, which obviously that means you coming out of the foundation program with some extra skills and qualifications. But what I would say here is that actually bet they remind a lot of these postgraduates difficult universities will offer them online distance learning. You can do them any way. You don't have to be in an S F. P post to do these, and they are. They are increasingly easy to access. The other thing, say here's that all SF people will provide valuable experience. So whether you're in an education focus post a lot, there are opportunities to deliver. Teaching on ball of these post will give you sort of research organizational skills and give us a say that introduction to balancing clinical and academic training. So right from the start of your career, you'll realize that you've got all of those clinical competencies that you've got to address is you progress through your training? But you're also balancing that with academic responsibilities that not all of your colleagues will have. And I think getting into that mindset how am I gonna have address both sides of my professional development is a really useful skill that all of these posts will offer you. And so again, this is just another graphical representation of the of the integrate grated training path. And obviously so these sfp posts just a word of caution. They used to be called academic foundation program, so AFP has been converted to specialized foundation program to recognize that that not all post are academic is such so there are now the management and the education focus posts. But what I would just say again here, I'm gonna keep coming back to this is you don't have to follow this this pathway, and you certainly don't have to follow it to the letter so you could try a less of people realize it's not for you and then go out into a standard clinical training pathway. Similarly, just because you haven't got into an S f p post doesn't mean you can't apply for a CF post and so on. So yeah, it sort of fits in with this vision of integrated training, but it's not essential First step. Other things that you can do is consider these. Why three years So this year, after if two. But before you go to specialist training, which again was something that generally didn't really exist, it wasn't widely recognized when I was going through the program. But look for things like clinical teaching fellow posts, so some of these will be advertised by universities. Some of them might be advertised by trusts again, often associated with an opportunity to undertake some form of educational qualification on degenerative. With these posts, you can you'll be involved in teaching delivery organization of teaching at whichever institutes employing you you're likely to be helping with with a graduate postgraduate examinations. You might be involved in research any variable. So again, just speaking from experience in Birmingham, a University of Birmingham appointments tend to be more heavily involved in the organization developing teaching research resources, running centralized courses at the university and less involved in direct face to face teaching. Where is the trust based CTF? Surround Birmingham tend to be the ones that are taking groups, medical students around the hospital and really getting hands on with teaching. They're also helpful posts, for if you're just not really sure, because they give you a bit of extra time, you don't have so many clinical commitments. So it's a bit of time preparing your portfolio in building. You see, because again, I think the other thing to just bear in mind throughout all of this is that you've got to make yourself competitive both for whatever element of academia you want to go for. But also be building up that clinical portfolio so that you can get the specialist training posts that you want. So these coming really valuable posts in achieving that as well on this isn't the hard sell. This was just I was putting the slides together, Shame to say quite late. Last night on Guys was just beautiful clinical teaching for the University of Miami, and we've got nine CTF posts currently open front of it on so you can go online to the Jobs 80 UK website, which is where all academic jobs will be advertised on Deacon. Have a look at the clinical teaching fellow rolls, and I say there are other universities advertising for them as well. But well worth a look. If you're interested in taking some time out to get into education in the it's a serious way on just to show you some of the central person specifications for those roles, which hopefully kind of covers what I've already started to say moving on, then going on through through the career pathway, the next thing would be logically to apply for the NIH are a CF post. So again, this is this opportunity to pursue a combined clinical academic posters, a junior training. Typically, you get 25% of your time devoted to academia again, their education focus post. But again, I was with all S f p o stiff, you know, in an education focus post, it doesn't mean you can't get involved in education on the research and organizational skills are somewhat generic, which will benefit any kind of academic activity later on in your career number four. And again, I think this is relevant whether you're going through academic training path or not. But consider undertaking a higher degree. So I think whatever element of academic practice you're involved in research is a a key pillar. So we all, I think, strive to deliver research, focus teaching or least research based teaching. Although I'm on a teaching focus contract, I know I need to be doing a bit more pedagogical. Research research skills are important on a high degree. Will give you an opportunity to imitate large scale research projects. Could look for education. Focus projects could be aligned. Your clinical specialty. You'll get variable outputs, which are all very useful. So publications presentations conference. A tendency is opportunity to network etcetera again. There is no limited look because it's to some extent dependent on the available funding and you submitting a successful from the application. So I think the key here is just look for funding calls. You might need to be a little bit flexible in terms of your timing and what you want to do, and sometimes it's just a case of seeing a really good opportunity and going for it and then step out medical training for a while. Complete the degree important because typically high degrees Aaron. Essential requirement in person specifications for senior lecturer, associate professor type appointment. So if you're going for that career academic role, then I'd say a higher higher degree is almost a prerequisite. If you know that, I think it's valuable experience, but you may consider it slightly more optional. And then if you got the higher degree, you can look at clinical extra post. So again, this is sort of the A CF role. But for, um, or senior training, typically four years in in duration there are the NIH are post, but also there are often some university appointed posts on again gives you an option to you to pursue academics throughout the final stages of training. So typically with 50% of your time here devoted to academia, taking build, all academic skills developed during a higher degree, you going to take some post doctoral study? I mentioned it already, but I think it's worth considering a teaching qualification and however serious you are about education, I think this is something that's really useful to do really good tap on your CV so you could do a postgraduate certificate. You could go into the diploma. You could do the Masters. You could consider applying for Fellowship of the Higher Education Academy. Things to bear in mind. Here is I've already said that many of these options are at least the post graduate certificate. She can do it online distance learning. You could look at medical education, so postgraduates difficult in med versus Postgraduate. Stick it in higher education. I mean, I did one in higher education, partly because it was offered in Birmingham. On Bit was a sort of a probationary requirement for new, clinical, new new lecturers. I really enjoyed doing a non medical certificate because it gave me a much broader exposure to toe higher education. So I was in in a in a class in a Coke or where we had history lecturers, drama lecturers, mathematics lecturers on dust to see how the rest of the higher education establishment approach is. Teaching in education, I think, was a really useful experience for me coming back into medical education. Downside. Obviously I don't have the medical education qualification, but something to consider again funding for these can be an issue and the online courses you you typically will have to pay for. You can explore funding up opportunities with with employers. And also then, just to mention fellowship of the Higher Education Academy or advanced hired hate years, that is the website is now called something I would recommend. You're gonna have a look at this if you're interested. S o. There's lots of information here about fellowship of the of the Education Academy on back. There are different routes to fellowship, so you can complete in the credit to program. So some PG search, for example, as was the one I did in Birmingham are accredited to the Higher Education Academy. So on completion you get the fellowship of the Higher Education Academy. That's not essential again. There are roots whereby if you think you're doing a lot of education and you can put together your own portfolio, you can apply for fellowship independently, sort of direct access. So again, just just worth going. Make a note of this website and have a look about if it's something that interests you, because again it's a really useful thing. I think the have on a CD. It's it's increasingly requested or included in person specifications for education jobs. I think the other thing that is again I appreciate this only applies if you're going down, the career academic crew is. Keep an eye on what senior electro associate professor posts are coming available. Who's appointing what's in those job descriptions? What's in the person specifications on you might find teaching focus posts like like like I'm employed in. And so I'm not reprehensible. I'm not pressured for high, high impact research outputs, which is nice, but I'm still expected to have some research activity in my contract. You could look at the research focus post, which typically are reprehensible, as in, you are expected to maintain a lot of high impact publications, but there is likely to also be some teaching education in that on Do you can have combined rolls. So so there is a wide variety of academic contracts out there on It's just worth looking at that what what's available, I think. But I think my final point on really this this, I think, is the most important part, really is look for other opportunities. So again we've said it. We've heard it before, you can and should be involved in education without following a dedicated clinical academic career path so you can pursue education activities at any stage throughout your clinical training opportunities aren't limited to those in integrated academic training, and high degrees and teaching qualifications aren't necessary for those wishing to your education on clinical appointment. So I think this is one of the beauties of educational practice actually is. You can really sort of get involved in any level on, but I come back to what I said earlier. I think enthusiasm experience a key, and that's really the most important thing. So you could get involved with trust space teaching. And this might be an undergraduate or a postgraduate level. So it might be looking at the medical students in your department. It might be getting involved in post graduate teaching toe F ones or ST's in the department, etcetera. You might look at sort of intraprostatic in. Also, I'm in ophthalmologist. I will teach ophthalmology to ophthalmology trainees where it could be interpretation allies. Then I'll go off. Then you talk to the any department about I presentations or let's go and talk to the nurses about nursing ophthalmology, maybe form of all. So again, this is a very burning and specific. But here in burning, we have heads of academy. Who are the people that look after take charge of undergraduate education with in the trust for the university senior academy tutors and senior academy teachers responsible in a student mentoring and delivery with in the trust obviously, leadership roles within the foundation program and specialty training programs on there's opportunities to become educational supervisors within within post graduate training programs. Trust you're always running on skis for undergraduates postgraduate, so there's often calls for osteo examiners, and my wife will be talk to the staff in your trust education. Send to find out what's going on. Find out what they need help for. You probably realize that you're being inundated with emails that you probably ignore on a regular basis, where you're being asked to participate in various things that you might not have thought about. So go and talk to them and get involved in your trust. You could get more involved in university based teaching. So again, there is often clinical teaching that university medical schools are crying at the help force running clinical skills revision courses. So as an example in Birmingham each year we have students that return from integrated degree programs that come back into the medical degree on. We wrote Run a Revision of Clinical Skill session. We're always after I mean typically junior doctors to come and teach on those courses again. Examinations were always we're always short of our CF centers, and I think that's the same across the board on gets a really good way of getting some training in examining on actually participating in undergraduate education. Quality assurance of future medical graduates, the maybe opportunities for lecture based teaching. So again, delivery of the teaching contributing teaching materials online resource is writing. Examine on for this. You'll probably have local specialty leads or curriculum leads that you could contact to find out in a game. These are the kind of things that they're often calls for. Help emails that around the people, perhaps don't read or realize or respond to. You could consider taking on formal educational or managerial role so these wouldn't be limited to those on university contracts. And I'm just gonna give you again some examples in Birmingham. I'm conscious of time so I'm going to sort of gloss over this reasonably quickly. But for example, from time to time, a burning in there are adverse for academic yearly to have said on the NBC HPV four lead. These tend to be a a appointment with the university, but they're open adverts, so a clinician in theory can apply for this three. University will pay the equivalent off. So I got that wrong for Pa. So two days worth of clinical activity, typically a senior clinician, and you take all responsibility for running of a particular part of the NBC actually curriculum. They're deputy rolls again. Sorry, I've got this wrong. It's two pas is in one day, so supporting the early it again at the moment. My deputy, Fear four, is a senior GP partner based in Birmingham who wanted a more formal education. Also applied on Now Does does a day a week in the deputy roll, working with me running the Air Force curriculum, and then we have specially so these tend to be this is correct. 0.5 pas responsible for setting learning outcomes on bleeding a curriculum in a particular specialty area maintaining online resource is attending management meetings, etcetera on again. This tends to be either consultants, GPS or senior trainees in these roles. And again these will be advertised. Any interest in party? We have lots of our special needs that burning and actually, and it just clinicians that take on this additional 0.5 PM work for the university alongside that clinical role. So good ways of getting involved in education on a slightly more formal basis, but without being a sort of university academic. The other thing to say is that you probably can get involved in various undergraduate student selected modules and activity. So again, this is Birmingham specific. But I'm sure it's the case in most in most places that these will be informal rolls with no particular PA allocation typically open to anyone with the relevant skill set. But examples from the University of Birmingham curriculum it every year of the program runs various student selected components on. Before each of these, anyone can offer to run a module. So, for example, I run a personal interest project, which is a year to module where we get 10 students writing an essay in an area of interest that they've not come across before, so I run a lot for my allergies. Seem module air and I have to meet with these 10 students for a couple of hours. It starts to model. They go off writing essay. They market so submitted to the eye market. And that's Ah progression requirement for them in your four streams have to do elective projects. They're always after people to supervise their electives. Conference post of projects. Have you got audits that you want to get students in gold With that they can do the work for you, Um, dissertation supervisors for biomedical science students. So there are all of these things that again probably come out in your email requests or or use letters that if you're interested and you've got a little bit of spare time, you can get involved with him. He's really start to build upon a CV that you're you're you're delivering important progression requirements for the undergraduate curriculum on getting more involved in in different aspects of education, as I've mentioned, then there are range of other education activities that you might be able to get involved with the academic tutoring or welfare rolls. So the majority of clinicians again in burning and been approached, I think, to become personal academic tutors and advice, you can get involved mentioned already in admissions interviews or oscal examining Gore in Vigil a shin of this, um, papers. They're often careers fairs that you can get involved with their huge numbers outreach activities that go on where you can go from speak to six form students or got into different schools around the area and talk about medical careers. Onda again. Just very mind that although you might be a specialist in your given area, there are lots of options used to get involved in. More general approach is to education's well, it doesn't all have to be tied to your specialty. Similarly, think about national postgraduate rolls, so you'll have be affiliated with a roll college. All of those were. All colleges will have college committees that will have education teams, and they're always opportunities coming up to get involved with things like training the trainers, rolls, undergraduate education, clinical skills courses become part of regional educational teams. Eso so look for these opportunities that they're often advertised usually is, well, just very briefly and and again, I realize I'm running to time and not gonna leave much time for questions here. Current challenges in attic Education I think the career path does remain highly variable, so research focus still remains the normal a moment there. A relatively few education focus posts. Relatively few teaching focus enough post. I mean, that is Aleshin thing, but at the moment it still needs to settle down a bit. I think that the landscape of higher education is shifting, and it's challenging. So I mean at the moment we're we're interested, were lining ourselves with the new GMC Medical licensing Assessment. Um, General, in higher education, there is increasing importance of emphasis to the student voice, which brings definite benefits on be scoped for improvements and changes. But it is also a challenge that again I come back to say what I said at the beginning, that you physically can always keep everyone happy. We think there's a lot of pressure. I put on things like the National Student Survey that if you have a cohort, assumes that I don't happy about something. You've done that now massively impact on the university is standing in league tables, and that that seems very a PSA problem. So we're constantly under the pressure, too, to try and, you know, and rightly so, make sure that we're what we're doing. Meat student expectations. We are in Birmingham and I think, why more widely, it feels, really. And there are increasing number of medications which just put pressure on teaching on space, in clinic, in clinical environments, on university facilities. I think one that you could talk for for a whole hour, one hour zone really is ensuring quality of access experience. Entertainment on don't have time to go into this at the moment. But we still have an issue in medicals. Undergraduate medical education, about getting a diverse mix of students into the program, ensuring that that diverse group issues have have an equitable experiences they pass through on Be still have issues with differential attainments in various ways of looking at it and on deviously that that is all wrong. We need to improve on that. We work hard on that, but but the it's difficult to know what the solutions are there on. I think at the moment this returned back from online and remote working is a problem. Recently we've tried to run various face to face lectures. There is huge pressure from the university, from from the public to get back to face to face teaching. Reality is, though, I don't know that all undergraduates want to get back to face to face teaching on this again. It's a bit of a conflict of interests. Maybe that's not quite the correct term, but it. But it's challenging tea. Come back from this online working and to know what the most appropriate way forwards is now. Having had a few years of experience, all of this online learning with some associated benefits. How do we retain the positives and get back to it to a sensible sort of middle ground? Where where we've got a mix of face to face in on a line activities? Having said all that, the joys far outweigh. Any challenges in education have an opportunity to work within a really diverse, friendly, supportive team. You've got a highly variable working weeks, I've said already. You know, I do some lecturing, but most of my rolls are not lecturing rules there. Other organizational planning, administrative curriculum design type roles, I think in education more so than in some areas of research. You get very rapid results of that comes. I mean, that, really the the longest cycle that I have to overseas is 12 months. If I start something now from a year for cohort, I'll know how it's got on my view, how we've gone with that by the end of the year. Um, often, it's much quicker than that. Where is often in research. You've gotta work for many years before you start to see those outputs. Generally, students are very students. Trainees are do appreciate your efforts, and you do get an awful lot back from the students and the trainees. We're not so demented, dependent on funding research grants, etcetera on disability. So cheesy learned finish on. But I think also nothing that you do is ever wasted. So again, I'm not meaning to be critical of research on your next talk is on research. But now I've been there with my PhD doing experiments that go on for weeks, and at the end of it, you realize you did something wrong on D. You've got a scrap two weeks worth of work. You get to the end of a three year PhD, as I did realize. Actually, you've not really changed the scientific landscape at all. You've got very few publications. Actually, unfortunately, it's. It's a bit of a drawback of research on Be Hard Push to tell you how my PhD really influenced anyone else, whereas actually, everything I do in an education spear, even if it's no warmly received, I think makes a change. Even if you don't feel like it at the time. You you have the potential to influence huge numbers off trainees of students, you know, shaping the future workforce. You're providing them with skills and who knows what they're going to go on and do so So I think nothing you do an education is wasted. So a politics I realize now I've run over a little bit. Closing advice, I think take home message is there is no one size fits all approach to education. My recommendations talk to as many people in education is possible. Find out what opportunities there are, what other people are doing and get involved. Make yourself known insulin, who's keen, helpful and reliable, and you're more likely to get called upon to then help out with the next task. Be aware of the requests that go out of our email. Look at the formal recruitment opportunities. Be aware of the diversity of educational. So we're not just thinking about teaching with thinking about all those other managerial organizational welfare olds that you can get involved with considered general roles as well as anything that you've got within your specialty. Never be afraid to ask for more information or apply for a role that get that gets advertised because you just never know Onda Geun. I said it a few times, but you don't need to be employed, is an academic or follow the integrated pathway to become involved in medical education. So I'd like to thank you very much for listening again. Apologies that I've run over time a little bit there. I am happy to take a couple of questions if there are any, but otherwise I will. I will leave you to mull over well over that. Thank you so much for your child. That was really into testing. We are slightly running to time. If it's okay with you, we might suggest popping any questions in the chart of the medical education, which is just on the side. Happy just to kind of hang around for 10 minutes or so. There's a conversation. It's already begun, which is very interesting on ethics in medical education research. Okay. Actually, yeah, I live right on. I'll have a look at that. Okay. Thanks very much. Thank you so much.