Our ‘Student Experience’ theme examines how ÌìÃÀ´«Ã½ can engage with learning opportunities and maintain their health and wellbeing, whilst studying medicine. Our work often explores the experiences of ÌìÃÀ´«Ã½ with non-traditional backgrounds, so that we can understand the barriers that exist within the current system.
Why is this important? 
Creating learning environments where ÌìÃÀ´«Ã½ can engage, gain skills and develop their professional identity, whilst maintaining positive wellbeing supports the development of an effective and sustainable workforce.
Read more about our work
Example Publications:
Breheny CG, Lee D, Ly D, Oliver H, Bi A, Bull S. "I Say I'm Kind of Out": An Insider Qualitative Study of Queer Medical Students. Clin Teach. 2025 Feb;22(1):e13847. 
Bull, S., Danso-Bamfo, S., Ogden, J. and Kumar, S. (2025), Navigating the Boundaries of Health and Identity: Medical Students' Perspectives. Clin Teach, 22: e70028.  
Stanyon M, Shikama Y, Horsburgh J, Parekh R, Benoy G, Oikawa S, Yasuda M, Moula Z, Otani K. Exploring conceptions of medical unprofessionalism in Japan and the UK: a Q-methodology study. Fukushima J Med Sci. 2025 Apr 19;71(2):105-118.  doi: . Epub 2025 Feb 8.
Active projects:
Association of the Study of Medical Education Small Grants 2023.
Bull S, Ramanathan A, Knight L, Reddy P, Horsburgh J. Stakeholders responses to a scoping review that explores a sense of belonging in medical ÌìÃÀ´«Ã½
[in peer review] Bull S, Govender L, Ramanathan A, Knight L, Scott K, Ubhi S, Horsburgh J. Exploring sense of belonging in medical ÌìÃÀ´«Ã½: a scoping review