Professor Isobel Braidman

National Teaching Fellow 2011   Professor Isobel Braidman graduated from the University of Sussex with a BSc in Biological Sciences and obtained her PhD from University of London in 1972. She moved to University of Manchester Medical School in 1979. Originally her research interests were endocrinology and the cellular basis of bone disease. She believes her story exemplifies a learning journey which is essential for good teaching. As a problem-based learning tutor from 1996 Isobel became interested in developing students as independent learners and recognised the importance of good facilitation skills. She applied them to innovative, interprofessional learning projects in which medical students interacted with others from different disciplines. By doing so, she recognised that how undergraduate medical students develop a professional role was essential for them.  Although, initially, not high on students learning agendas, after moving full time into medical education in 2004, her many innovations have successfully promoted their engagement with professional development. Isobel successfully introduced personal and professional development portfolios de novo to the medical school, with over 2,200 students, geographically dispersed in clinical teaching settings throughout north-west England. She developed group activities accustoming students to reflective learning and critical thinking skills. Her online learning activities provide opportunities for students to reflect on making sound professional judgements. Innovatively, they are facilitated by students themselves and she developed training and preparation for these student facilitators.  She was promoted to Chair in Medical Education in 2012. Isobel contributes to scholarship through her  journal publications, which emphasise participant-led methodologies. Through her appointment as visiting examiner, she mentors other medical schools in introducing portfolio and professional development. She also has obtained sizable nationally and European funded grant income. She is, however, never happier than with students, encouraging them to think critically about their own learning experiences. Her teaching on Portfolio sparked a new personal interest for me in reflecting on how exactly I am learning and how I can get the very most out of my experiences. "These self-analytical skills that I learnt from her have been extremely valuable for me in my job so far, and I will take them through life with me." Foundation Year doctor (2011)