Anaesthetics & Intensive Care doctor. Medicine, Pharmacology, Physiology tutor. Medical school interviews, Medical finals, OSCE coaching & FRCA preparation

Learn more about James

• When did you develop an interest in your chosen field and in private tutoring?

  I first became passionate about anaesthesia and critical care during my clinical rotations at Cardiff medical, drawn to the precision and decision-making required in acute settings. Around that time, I also began helping peers with physiology and pharmacology tutorials. Seeing them progress—especially through OSCE and exam coaching—encouraged me to formalise my tutoring practice.

• Tell us more about the subject you teach, the topics you enjoy (and less so).

  I teach Medicine, Physiology, Pharmacology, Exam Prep (Med School Interviews, Finals, OSCEs), and FRCA revision. I particularly enjoy topics linking physiology to clinical scenarios—such as cardiovascular pharmacodynamics or ventilatory physiology—because they allow students to see direct patient relevance. I’m less keen on straight memorisation like heavy pharmacological lists—but I guide students to master them efficiently using testing strategies.

• Did you have any role models; a teacher who inspired you?

  Yes—during my Fit-to-Teach programme at Bristol University, one educator modelled how to break down clinical reasoning using cases rather than lectures. They combined clinical insight with questioning-based learning. That inspired my own interactive and learner-centered approach.

• What do you think are the qualities required to be a good tutor?

  - Clarity and structure: laying clear objectives, frameworks, and feedback.
  - Empathy and adaptability: tailoring pacing and method to student need.
  - Clinical credibility: grounding teaching in real-world cases.
  - Reflective practice: seeking feedback and adjusting delivery accordingly.
  My colleagues and students often comment on my supportive yet professional style.

• Provide a valuable anecdote related to your subject or medical school days.

  During FRCA SOE prep, I worked with a trainee who’d previously failed viva assessments and lacked confidence. Together we built structured answers and simulated real exam conditions. That trainee passed on their next attempt and told me how the structure and repetition had changed everything. It reminded me how transformative confidence-led teaching can be.

• What difficulties have you faced—or still face—in your subject?

  Balancing the breadth of knowledge required in acute care (e.g. physiology, critical pharmacology, protocols) with limited teaching time is a challenge. I address this by teaching with high-yield frameworks and helping students prioritise. Similarly, staying abreast of evolving exam formats at undergraduate and postgraduate level requires ongoing adaptation.

• Do you have a particular passion?

  I’m passionate about bridging the gap between theory and real clinical practice—helping students see how physiology and pharmacology inform safe and effective patient care. I also love medical interview coaching: helping candidates tell their story clearly and credibly. I’m less interested in teaching isolated factual blocks, but I always support students in mastering them efficiently when required. In my time outside tutoring I enjoy getting outdoors to the mountains or the coast.

• What makes you a Superprof?

  I combine advanced clinical training and experience with formal teaching qualifications. I’ve taught across undergraduate, postgraduate, and professional levels—medical, nursing, allied health, and FRCA candidates. I create interactive, bespoke sessions with actionable feedback and structured progression. Students frequently describe me as knowledgeable, approachable, and confidence-building.