Hi! I’m Sara, a fourth-year Medical student in the UK with a passion for teaching and medical education. I’ve led consultant-certified teaching sessions, created revision resources used by hundreds of medical students across the UK, and held leadership roles including President of the University's Respiratory Society and Teaching Lead for university societies.

My commitment to education has been recognised through the Vice President of the Year Award (2026), a Medical Education Teaching Award nomination (2025), and a University Distinction for academic excellence. I’m passionate about making complex topics simple, engaging and memorable, and helping students build both their knowledge and confidence.

My teaching experience includes both delivering sessions and creating resources that students can use independently. I have designed PowerPoint presentations, revision guides, summary documents, question banks and exam-style questions, as well as delivering interactive teaching sessions.

As President of a university Respiratory Society, I organised and delivered teaching including a registrar-led Chest X-ray session and a four-part respiratory revision series. I have also created revision resources used by hundreds of medical students, covering complex topics in a concise and exam-focused format.

I have developed and led WardComms, a program providing students with additional clinical and communication experience, and developed training for senior students becoming Clinical Communication Skills Tutors. Through these roles, I have gained experience in planning sessions, structuring educational content, writing questions, creating visual resources and adapting teaching to different levels of ability.

I particularly enjoy creating resources alongside teaching because students can revisit the material afterwards. I aim for my slides and revision documents to be visually clear, well-structured and focused on the information students actually need to understand and apply.

My approach is interactive and focused on understanding rather than simply memorising information. I start by identifying the student’s current level, what they find difficult and what they want to achieve, then tailor the session accordingly.

I use a combination of PowerPoint teaching, mnemonics, summarized revision notes, active questioning and exam-style questions. I’ll explain a concept clearly first, then use questions to check understanding and identify any gaps. I find that students learn much more effectively when they are actively involved rather than listening to a long lecture.

I also place a strong emphasis on exam technique. I like using questions throughout sessions to show students how knowledge is actually tested and to help them recognise common patterns in exam questions.

Where useful, I provide structured revision documents or resources after teaching so students have something concise to return to when revising independently. Ultimately, I want my tutoring to leave students with three things: a clear understanding of the topic, confidence in applying it during exams, and a structured way to revise it afterwards.