Testimonials
The Clinical Teaching Fellow role at Bedford Hospital NHS Trust has been more than simply a teaching position for me. Through the role, I discovered a platform for significant personal and professional growth. After completing foundation training, I was apprehensive about dedicating a year to teaching instead of going into training or exploring other opportunities. However, embracing this role has proven to be a transformative experience, allowing me to cultivate my own teaching skills, reconsider my approach to learning, and take ownership of my development. Through this platform, I can translate and coalesce my own learning experiences and channel them into actively guiding others in their learning journeys. Witnessing medical students build their confidence, refine their clinical abilities, and overcome new challenges has been, and continues to be, an incredibly rewarding experience.
The education team is central to this process. They are the heart and driving force of the department, working tirelessly to ensure that every aspect of the programme is engaging, inclusive, and well-structured. Their dedication fosters a collaborative and nurturing environment where everyone feels valued, safe and supported. Their open-door policy encourages students to share any concerns or needs. This commitment manifests a genuine sense of community and belonging, allowing students to feel at ease and confident in their learning. Students consistently speak highly of their rotations, thriving in this positive atmosphere that promotes both academic and personal growth.
The Clinical Teaching Fellow role is pivotal in shaping the educational landscape at Bedford Hospital NHS Trust. It goes beyond imparting knowledge; it is about encouraging learners to discover their potential, guiding them to uncover their own insights, question deeply, and grow as independent thinkers. Through this platform, and with the support of the Postgraduate Certificate in Medical Education (PGME), I am becoming the kind of teacher and learner who embodies the wisdom of one of my favourite poets, Kahlil Gibran: “The teacher who is indeed wise does not bid you to enter the house of wisdom but rather leads you to the threshold of your mind.” The PGME has equipped me with essential skills in critical thinking, curriculum development, effective feedback and reflective practice, allowing me to apply Gibran’s philosophy in a meaningful and practical way. This journey has shown me that the best mentors guide and facilitate learning rather than merely instruct, creating space for exploration and growth. I hold deep gratitude for the mentors and teachers who have exemplified this approach throughout my own learning journey—examples I now strive to emulate with my students.
The opportunity to shape and be shaped by such a dynamic learning community is a privilege that brings a profound sense of purpose to the Clinical Teaching Fellow role. Furthermore, the PGME qualification has empowered me with the theoretical foundations and practical skills necessary to foster this approach, deepening my understanding of learning and how to create an inclusive, engaging and safe educational environment. The experience has enriched my journey as both a learner and educator, in turn enhancing the experience I offer to my students.
For those interested in teaching, whether you are uncertain or considering a Clinical Teaching Fellow post, I highly recommend applying here. The experience at Bedford Hospital NHS Trust has been genuinely life-changing, offering an unparalleled, team-oriented environment that promotes both professional development and self-discovery.
“I have had an absolutely incredible and life-changing experience working as a teaching fellow in Surgery. It has been a great pleasure to work alongside students of various backgrounds and at different stages of training, modelling various clinical and non-clinical concepts while coaching them into medical practice. I have provided direct clinical teaching during tutorials and small group clinical skills sessions, as well as simulation training for students and foundation doctors.
“As clinical teaching fellows, we are able to identify potential areas in which students may need further support, offering them the right resources to help them reach their potential. I have also provided pastoral support to students and foundation doctors, being a general point of contact for queries and concerns. Finally, encouraging constructive communication and teamworking within the Education department has been essential to the professional development of this role. Building sustainable connections between the members of our education and simulation faculties has helped to build a dynamic, versatile and incredibly supportive learning environment for students and trainees.”
