Surgo is Glasgow Medical School's newspaper, established in 1935. We are affiliated with Medchir and are an integral part of the history of one of the oldest Medical school societies. We aim to be a place that interesting stories, student experiences and medical school events can be shared; connecting students across the medical school. Our team: Anna Bradford (Editor in Chief), Lucy Goodwin (Assistant Editor), Daanyaal Ashraf (Arts Director), Dominique Forson (Financial Director), Chloe Danno (Production Director), Eva Cairney (Secretary)
THE GLASGOW UNIVERSITY DES GILMORE ROAD RACE
The Glasgow University 5 Mile Road Race returns for its 62nd year on Saturday 7th March 2026, carrying special significance as it is renamed the Glasgow University Des Gilmore 5 Mile Road Race in memory of Des Gilmore, who sadly passed away in July 2025. First held in 1963, the race is a cornerstone of the University’s athletics calendar. Starting at the Garscube Sports Complex, the two-lap course winds through quiet roads on the outskirts of Glasgow, offering a mix of flat stretches and scenic rolling hills. The race begins at 12 pm and has long been known for its friendly atmosphere and competitive spirit. Des Gilmore was an integral part of Glasgow University Hares & Hounds, joining the club in 1972 and serving as President from 1988 until his passing. A familiar and reassuring presence, Des volunteered tirelessly, supporting training sessions and acting as official timekeeper at the 5 Mile Road Race for many years. Beyond athletics, Des was a respected academic, educator, and mentor, remembered for his warmth, humour, and unwavering commitment to student welfare. Renaming the race in his honour is a fitting tribute to a man who gave so much to the University and its running community. By taking part, competitors help celebrate Des’s remarkable legacy and the event he supported year after year. Online entry is open until 6th March, with entry priced at £12 (£10 student rate).
Happy belated New Year 2026 and Chinese New Year of the Horse! I hope you are all comfortably settled into the hum of the academic year and enjoying the brightening days as we look forward to the arrival of Spring. I shall attempt to “TikTok”-esque this post. #1:“Study the Science of Art. Study the Art of Science. Develop your senses – especially learn how to see. Realise that everything connects to everything else. ” A popular modern interpretation, Leonardo da Vinci A self-help entrepreneur’s post came onto my timeline. I was struck that while the post’s primary aim was to generate income (he is a multi-million dollars “solopreneur”) – a lot of what he wrote (10 min read) is very applicable to the study and practice of Medicine! Maybe for some people – even a philosophical take on life. Effective learning to be a doctor requires more than just attending 1 lecture or reading the companion chapter in Kumar and Clark once. Let me know your thoughts! https://www.x.com/thedankoe/status/2010042119121957316?s=46&t=tG6xqr1eDEm7HBu-BLOiA) #2: “To study the phenomenon of disease without books Is to sail an uncharted sea, while to study books without patients Is not to go to sea at all. ” “Medicine is learned by the bedside and not in the classroom. ” Sir William Osler, “Father of Modern Medicine” Effective learning for a doctor is also about experience - time in service. What we call “authentic, experiential learning”. (Which is different to the competency-based model). At this early stage in your career – a work around is speaking to experienced doctors, learn from their experiences. Failing that– read about it. I was struck this month by Dr David Triska’s the harrowing blogs of his experiences as a GP and companion to a relative in hospital (“The Long Silent Scream into the NHS”). Check it out and let me know what you think? https://davetriska.substack.com #3: “A diagnosis can be a burden as well as a benefit. ” Trisha Greenhalgh, GP “The earlier we diagnose, the more we risk turning healthy people into patients. ” Margaret McCartney. GP “The challenge is not simply detecting abnormalities but knowing which ones matter. ” Richard Gunderman, Radiologist In the modern age of resource constraints, it feels very much like imaging is the backstop. The least dangerous thing to do in a less-than-ideal scenario – “let’s just do a scan to be sure”-ism. Yet, the Radiology work force is extremely short – with just under 389 in Scotland when 863 is needed by the Government’s calculation1,2 This leads inevitably to outsourcing reporting to teleradiology companies, large numbers of “incidental findings” (unrelated to why the scan was being performed), with implications on patients worry and harms from follow up investigations and procedures as well as cost to society. The conundrum is discussed in greater detail by prominent Radiology leaders here: https://shorturl.at/1uHBB. Read it and let me know your thoughts. (Ironically – all this contributes towards the GDP... go figure). Remember to balance work with life. Mark the words of Eric Bane (Dr Sloan, Grey’s Anatomy) in his message to his children before his death from ALS. So send in your art or photographs to the Surgo Vision competition or turn your student audits into Visual Abstracts! Top 5 submitted get published, win some money AND compete at the end of the year for a further £100 top prize. Until the next Tail Lights, enjoy the term and good luck with exams! References: 1. Diagnostic Imaging Workforce Plan for NHS Scotland May 2023 2 [Internet]. Available from: https://www.radiology.scot.nhs.uk/wp- content/uploads/2023/06/Diagnostic- Imaging-Workforce-Plan-for-NHS Scotland-v1.0.pdf 2. [Internet]. Parliament.scot. The Scottish Parliament; 2026 [cited 2026 Mar 9]. Available from: https://www.parliament.scot/chamber-and- committees/questions-and-answers/question?ref=S6W-38475
Vaping: an emerging multi-systemic public health crisis
Walking down a high street anywhere across Scotland, it would be difficult not to notice the bright and attractive vape shops that have quickly sprouted up into business. Developing as an all-round alternative to traditional cigarette smoking, e-cigarettes (or vapes) has been popularised globally since the 2010s, as a cost-effective and innovative substitute. Results from the Office for National Statistics has now estimated that people who use e-cigarettes have outnumbered smokers in the UK; a result driven by using vaping as a smoking cessation tool, alongside lucrative flavours and advertising strategies.(1) While this might not seem concerning, data from the World Health Organization estimates these results to be replicated globally, with around 100 million people worldwide using e-cigarettes.(2) Unsurprisingly, poor initial efforts to tackle the addictive element of vapes, accompanied by its increased reliance as a smoking alternative has expanded the role of vaping beyond its harm reduction benefits. Historically, there was always a consensus among the scientific community that e-cigarettes posed a lower risk than traditional smoking, however, this perspective has now been challenged.(3-5) Vaping has been researched to pose a multi-systemic risk to human health affecting the respiratory, cardiovascular and nervous system. Several studies have demonstrated that the use of e-cigarettes is linked to an increases in airway irritation, epithelial injury, and arterial stiffness.(5) Interestingly, a recurring finding across research in this field is that the mechanisms through which e-cigarettes impact human health differs significantly from those associated with traditional cigarette smoking. Evaluating the risk of e-cigarette use in conditions which require a longer latency period, such as cancer, has shown substantial evidence vaping could be linked to an elevation in biomarkers involved in cancer development.(6) Other studies have also demonstrated that the rapid nicotine consumption from e-cigarettes can hamper efforts to quit vaping, inducing a difficult cycle of dependency that has multi-systemic effects from increased anxiety to suicidal tendencies.(7, 8) When comparing the risks and adverse events linked with smoking, it might still be accepted that vaping as a smoking cessation tool would render less harm to the user. However, the long-term effects of vaping and the addiction associated with nicotine consumption have not been holistically considered when advancing this argument. Nevertheless, we need to be proactive – awaiting results from long-term studies on e-cigarette use would hamper any public health benefits that early interventions could offer. If the government wants to reduce the long-term impacts that e-cigarettes can have on public health, immediate action is needed to enforce the recently passed Tobacco and Vapes Bill (2026). Moreover, stricter controls need to be balanced with further regulations that could reduce and limit the use of e-cigarettes across the country. As a future doctor, my concerns are particularly with the younger e-cigarette users, especially those who live in areas with increased socioeconomic deprivation, have easier access to e-cigarettes and are more likely to suffer the multifactorial impacts of chronic use. Recent evidence from systematic and umbrella reviews indicates that e-cigarette use among young people is associated with a range of adverse outcomes, including later cigarette smoking, alcohol consumption, respiratory issues such as asthma and cough, and poorer mental health.(9) My fears are not limited to Scotland and the United Kingdom; as similar to smoking, I am worried about the impact e-cigarettes can have on people in other countries, particularly those with lax public health polices or fewer government regulations. Educating our future generations and a global call to action are the way forward in our fight against the rise in e-cigarettes. Globally, universities need to urgently address gaps in knowledge among medical students on the harmful effects of e-cigarettes, the risk of long-term nicotine addiction and the wider health consequences it poses. Education on the rise of e-cigarette or vaping associated-lung injury (EVALI) needs to be further advanced, alongside counselling strategies for patients who are chronic vapers. Providing the next generation of doctors with this training is essential, as new research on the health impacts of vaping continues to emerge.(10) References Office for National S. Adult smoking habits in the UK: 2024. London, UK: Office for National Statistics; 2025 2025-11-04. World Health O. WHO tobacco trends report: 1 in 5 adults still addicted to tobacco Geneva: World Health Organization; 2025 [updated 2025/10/06. Available from: https://www.who.int/news/item/06-10-2025-who-tobacco-trends-report-1-in-5-adults-still-addicted-to-tobacco. Cao DJ, Aldy K, Hsu S, McGetrick M, Verbeck G, De Silva I, et al. Review of Health Consequences of Electronic Cigarettes and the Outbreak of Electronic Cigarette, or Vaping, Product Use-Associated Lung Injury. J Med Toxicol. 2020;16(3):295-310. Asfar T, Jebai R, Li W, Oluwole OJ, Ferdous T, Gautam P, et al. Risk and safety profile of electronic nicotine delivery systems (ENDS): an umbrella review to inform ENDS health communication strategies. Tobacco Control. 2024;33(3):373-82. Marques P, Piqueras L, Sanz MJ. An updated overview of e-cigarette impact on human health. Respir Res. 2021;22(1):151. Kundu A, Sachdeva K, Feore A, Sanchez S, Sutton M, Seth S, et al. Evidence update on the cancer risk of vaping e-cigarettes: A systematic review. Tobacco Induced Diseases. 2025;23(January):1-13. Matthews J, Matthews M, Cherian V. A cloud of addiction: how vaping has created a new generation of addicts. British Journal of General Practice. 2023;73(suppl 1):bjgp23X734325. Javed S, Usmani S, Sarfraz Z, Sarfraz A, Hanif A, Firoz A, et al. A Scoping Review of Vaping, E-Cigarettes and Mental Health Impact: Depression and Suicidality. J Community Hosp Intern Med Perspect. 2022;12(3):33-9. Golder S, Hartwell G, Barnett LM, Nash SG, Petticrew M, Glover RE. Vaping and harm in young people: umbrella review. Tobacco Control. 2025:tc-2024-059219. Langley RJ, Hamilton H, Turner S, Watt E, Posner F, Macleod KA. E-Cigarette Education and Training in Medical Schools: A National Survey. Pediatr Pulmonol. 2025;60(5):e71125.
Chloe Danno (Year 4) During my elective at Mount Hope Women’s Hospital in Trinidad, I observed a hysterectomy in which a large 25cm 3 kg uterine fibroid was removed. The case was striking not only for the size of the fibroid but also for what it revealed about disparities in global healthcare access. The patient had endured significant pelvic pain for far longer than would typically be expected in Western healthcare systems due to limited surgical capacity and long waiting lists. Witnessing this procedure was a powerful reminder of how resource availability can shape patient journeys and outcomes. I am pleased to report that the patient made a full recovery following surgery, with complete resolution of her pelvic pain symptoms and proved a powerful personal learning experience. Denver Correia (Year 3) For my first clinical placement block, I rotated across the respiratory wards of the Glasgow Royal Infirmary. This was an insightful and incredibly valuable learning opportunity – everyone from the staff to the patients were both supportive and encouraging, allowing myself ample opportunities to develop and solidify my clinical and communication skills. A top placement tip I got told on my first day was – ‘Everyone else is also learning when you are on placement, so be proactive, make yourself part of the team, speak up if you have an opinion or question and you’ll enjoy every bit of this opportunity’. These words had an important impact throughout the five weeks and helped me learn much more than I initially thought I would while on the wards. I would highly recommend this! Shaha Alajeel (Year 3) "Wherever the art of medicine is loved, there is also a love of humanity”. This scrub top represents what drew me to medicine in the first place: a balance between science and humanity. In a field often driven by precision, it is easy to forget that care is also an art, shaped by compassion and connection. Behind every set of scrubs is more than a student or clinician; there is a story, a purpose, and a set of values. This design is a reminder that medicine is not only about treating disease, but about carrying humanity into every interaction.
AEROSPACE MEDICINE AT THE UNIVERSITY OF GLASGOW
What is Aerospace Medicine? Aerospace medicine, also known as aviation and space medicine, is the medical specialty concerned with the study of factors affecting the human body in flight. It was recognised as a specialty by the General Medical Council (GMC) in 20161,2. Additionally, aerospace medicine encompasses areas such as medically certifying pilots, aeromedical retrieval, and the design of life support systems for air and spacecraft1,2. It is an exceptionally broad field, with considerable overlaps with anaesthetics, critical care, emergency medicine, and primary care2. Furthermore, aerospace medicine has links to almost every specialty due to the multisystem effects of flight. The Contemporary Importance of Aerospace Medicine For the first time since the Apollo programme, astronauts are preparing to leave low Earth orbit. The United States’ National Aeronautical and Space Administration (NASA) is currently aiming to launch its Artemis II mission in April of this year, with astronauts being set to return to lunar orbit. This, alongside Artemis III, which plans to land a crew on the Moon in the next few years, will place human spaceflight firmly back in the public spotlight3. In January, an astronaut aboard the International Space Station (ISS) returned to Earth early for medical reasons, marking the first medical evacuation from the ISS4. This event underscored the importance of aerospace medicine, and that the field is essential to sustaining a human presence in space. Aerospace medicine sadly remains absent from the curricula of most British medical schools, despite being a GMC-recognised specialty and one of growing importance. The Society The Glasgow University Space Medicine Society was founded by Dr Christina Mackaill in 2016. Dr Mackaill has since contributed extensively to the field, including publishing work on methods for CPR in hypogravity and microgravity5,6. .She is currently collaborating on a paper with Dr J.D. Polk, Chief Medical Officer at NASA. The society later expanded in 2017 to become the Aviation and Space Medicine Society, incorporating aviation medicine due to the significant overlap between the fields, and following the GMC’s recognition of Aviation and Space Medicine as a single specialty. Our Goals Our primary goal for the society this year is to increase awareness of aerospace medicine and to inspire more students to explore the specialty. It remains a relatively niche specialty, so we aim to build a strong base for the years to come. We aim to regularly run events to promote aerospace medicine, including hosting speakers across a wide range of topics, spanning both aviation and space domains. We also hope to build the momentum required to host a conference and are open to collaborating with other student aerospace medicine societies to make this a reality. Per Aspera Ad Astra As the Artemis era of human spaceflight gets underway, aerospace medicine will only grow in significance. From the psychiatric challenges of deep spaceflight to the physiological consequences of microgravity, and from high-G physiology to the lifelong monitoring of astronaut health, aerospace medicine occupies a unique position at the intersection of clinical medicine, extreme operational environments, and human spaceflight. We invite students, medical and otherwise, to explore aerospace medicine as it enters a new era of relevance. Editor’s note: This article was written prior to NASA’s February 2026 press conference regarding Artemis III. References: 1. General Medical Council. Aviation and space medicine curriculum [Internet]. London: General Medical Council; [cited 2026 Feb 22]. Available from: https://www.gmc- uk.org/education/standards-guidance- and-curricula/curricula/aviation-and- space-medicine-curriculum 2. Baird A. Space medicine part one: physiological challenges of spaceflight. Travelwise: Journal of the British Global and Travel Health Association. 2025;15. doi:10.21864/jbgtha.2024.18 3. National Aeronautics and Space Administration. Artemis [Internet]. Washington (DC): NASA; [cited 2026 Feb 23]. Available from: https://www.nasa.gov/humans-in- space/artemis 4. National Aeronautics and Space Administration. NASA’s SpaceX Crew-11 mission returns, splashes down off California [Internet]. Washington (DC): NASA; 2026 Jan 15 [cited 2026 Feb 23]. Available from: https://www.nasa.gov/news- release/nasas-spacex-crew-11-mission- returns-splashes-down-off-california/ 5. Mackaill C, Sponchiado G, Leite AK, Dias P, Da Rosa M, Brown EJ, de Lima JCM, Rehnberg L, Russomano T. A new method for the performance of external chest compressions during hypogravity simulation. Life Sci Space Res (Amst). 2018 Aug;18:72-79. doi:10.1016/j.lssr.2018.06.001 6. Hinkelbein J, Kerkhoff S, Adler C, Ahlbäck A, Braunecker S, Burgard D, Cirillo F, De Robertis E, Glaser E, Haidl TK, Hodkinson P, Iovino IZ, Jansen S, Johnson KVL, Jünger S, Komorowski M, Leary M, Mackaill C, Nagrebetsky A, Neuhaus C, Rehnberg L, Romano GM, Russomano T, Schmitz J, Spelten O, Starck C, Thierry S, Velho R, Warnecke T. Cardiopulmonary resuscitation (CPR) during spaceflight: a guideline for CPR in microgravity from the German Society of Aerospace Medicine (DGLRM) and the European Society of Aerospace Medicine Space Medicine Group (ESAM-SMG). Scand J Trauma Resusc Emerg Med. 2020 Nov 2;28:108. doi:10.1186/s13049-020- 00793-y
SAVING LIVES THROUGH STEM CELL DONATION: AN INTERVIEW WITH HANNAH HALL
Anthony Nolan is at the forefront of stem cell donor recruitment across the UK. We spoke with Hannah Hall, a University Coordinator, about how students are getting involved, the ongoing donor shortage, and the powerful impact of stem cell donation. Anthony Nolan is widely known for its stem cell donor registry, but its work extends well beyond this. Could you give a brief overview of the organisation’s core mission, and could you tell us a little bit about your role as University Coordinator? Anthony Nolan’s core mission is to save and improve the lives of people with blood cancer and blood disorders through stem cell transplantation and cellular therapies. But, while many people recognise us for running one of the world’s leading stem cell donor registries, our work also includes funding ground-breaking research, providing specialist post-transplant nursing support, influencing policy, and offering vital patient and family services. As the University Coordinator, my role focuses on recruiting students to the stem cell register through our student network, ‘Marrow’. We currently have around 40 Marrow groups at universities across the UK. My team supports our student volunteers to run events on campus to recruit potential stem cell donors. My job is very varied, with lots of opportunities to travel to support at events, and I love working with our passionate and inspiring volunteers. What makes it especially rewarding, is that our impact feels very tangible, with 1 in 100 of the people we recruit at universities will go on to donate their stem cells to a patient in need! Research shows that younger donors provide better outcomes for patients, so it's really vital we do this work to reach young people! Despite growing public awareness, stem cell donor shortages persist as a significant challenge. From your viewpoint, what continues to limit donor recruitment? Most of the people we talk to have never heard of the Anthony Nolan stem cell register, so a lot of my work is about raising awareness! There are also lots of misconceptions about the donation process, nowadays nine out of ten donations are done via the blood stream and only one in ten require an operation to extract the stem cells. Young people also have increasingly busy lives and many competing priorities so joining the stem cell register may not feel urgent or personally relevant. Ethnic disparities in donor matching continue to be a recognised challenge in stem cell transplantation. How does Anthony Nolan work to overcome this, and how can universities help with improving diversity within donor registries? Patients are most likely to match with someone from a similar ethnic background, yet the registry does not currently reflect the full diversity of the UK population. Anthony Nolan works with diverse partner organisations to build trust and raise awareness, which is particularly important for communities who may feel disconnected from medical institutions or unaware of the pressing need for more diverse donors. Universities can play a pivotal role here too, as they are naturally very diverse institutions. Marrow groups often make a conscious effort to collaborate with cultural and faith societies, ensuring recruitment drives are inclusive and visible across diverse student groups. University-based recruitment is central to Anthony Nolan’s work. Beyond the increase in donor numbers, how does student engagement play a part in the wider culture of health advocacy and awareness on campus? When students engage with our volunteers and consider joining the stem cell register, it often opens the door to wider conversations about health, cancer, and how they can make a difference. A conversation at a donor recruitment stand about stem cell donation can prompt someone to consider giving blood, talking to their relatives about organ donation, or getting involved in other forms of volunteering and advocacy. We encourage our Marrow volunteers to be both advocates and educators on campus. Through our training and resources, we provide them with insights into the behind-the-scenes work at Anthony Nolan, the science of transplantation, and the stories of our patients and donors, so that they feel confident to lead these conversations with their peers. Your work involves engaging directly with students across a number of institutions. What have you found to be most effective when it comes to motivating young people to engage with donation and advocacy initiatives? I’ve found that the most effective way to engage students comes down to three things. Firstly, enthusiasm and emphasising the life-changing impact that signing up asa potential stem cell donor can have. Secondly, being clear and knowledgeable when explaining the process, sharing the statistics, and letting them know that joining the register only takes a few minutes and a simple cheek swab. Finally, peer-to-peer advocacy works really well. When student volunteers lead events, other students are much more likely to get involved! For medical students specifically, how can engagement with organisations like Anthony Nolan foster a deeper understanding of transplantation medicine and patient advocacy beyond their curriculum? Medical students play a crucial part in Marrow and make up a large proportion of our student volunteers. It was a group of medical students who set up Marrow at the University of Nottingham 27 years ago. Marrow has since recruited almost 200,000 potential donors! For medical students, getting involved with organisations like Anthony Nolan offers opportunities to hear directly from donors, patients, and specialist scientists and clinicians. It helps them deepen their understanding of the matching process, transplantation, and other important factors, such as the psychological impact on patients and donors. We aim to bring these perspectives to our conferences and training days for volunteers. It also reinforces the importance of advocacy. By learning about the challenges of donor shortages and health inequity, medical students may gain a broader perspective on the systemic barriers that exist in healthcare. Looking forward, what advances in donor recruitment, transplantation, or student engagement are you most hopeful about in the years ahead? I’m excited about the opportunity to expand our Marrow network to more universities, reaching even more students and giving them the chance to sign up as potential stem cell donors. Every new donor added to the register could make a real difference in someone’s life, so continuing to grow our presence on university campuses to save more lives is very important. I’m also hopeful that advances in medical research that will reduce complications with transplantation, which will improve outcomes for patients. We also excitingly opened our cell collection centre in Nottingham last year, which will improve the availability of beds for donors, and help ensure that more successful transplants are able to take place! Finally, what has been the most rewarding and fulfilling aspect of your work with Anthony Nolan so far? I love getting out to events and working with our volunteers to sign up potential donors. Knowing that events that I’ve been to and helped organise have already led to donors being found for patients is an incredible feeling! I also love seeing our volunteers grow in confidence and really flourish during their time as ’Marrowers’. On a more personal note, I had the opportunity to run the London Landmarks Half Marathon for Anthony Nolan and meeting other runners and being cheered on by colleagues and supporters was a truly magical experience! It really brought home how important the work we do is, and it was very moving hearing the reasons why everyone was running and supporting!
MEDICINE BEYOND THE HOSPITAL - BROADENING HORIZONS IN MEDICINE
When medical students picture their future careers, the hospital ward or clinic is often the first place that comes to mind. Yet, modern medicine stretches further beyond these familiar environments. From aviation to remote expeditions, disaster zones, and hyperbaric chambers, clinicians are increasingly practising in fields that challenge conventional definitions of clinical care. Exploring these emerging areas underlines the range of opportunities within medicine and encourages a wider perspective on where medical training can lead. One such area that exemplifies this breadth is aerospace medicine, which focuses on the health and performance of individuals working in aviation and spaceflight environments. Practitioners in this field evaluate pilots' fitness to fly, assess the physiological effects of acceleration and altitude, and contribute to operational safety within both commercial and wider flight aviation. As interest in commercial spaceflight and long-duration missions continues to grow, aerospace medicine is garnering increasing recognition as an emerging speciality. Wilderness and expedition medicine represents another emerging speciality, in which clinicians deliver care in remote or extreme environments where access to conventional healthcare may be restricted. Clinicians in this field support humanitarian missions, research expeditions, and high-altitude or polar exploration. The speciality demands adaptability and strong clinical judgement, often in resource-limited settings. Such experiences underscore the critical role of resilience, preparation, and interdisciplinary collaboration in providing beyond traditional clinical settings. Closely connected to these fields is humanitarian and disaster medicine, which revolves around delivering care in areas impacted by humanitarian crises, including conflict, force displacement, and natural disasters. Clinicians working in this speciality may operate in low-resource, unstable environments, where adaptability and rapid decision-making are crucial Undersea and hyperbaric medicine portrays another example of how medical practice can stretch beyond standard clinical settings. This speciality involves the management of diving-associated conditions alongside the therapeutic use of hyperbaric oxygen within dedicated clinical environments. Practitioners often rely on the collaboration of surgery, emergency medicine, and rehabilitation services, thus establishing the multidisciplinary character of care within specialised physiological settings. Together, these specialities and many others like them, echo the diversity of modern medical careers and the versatility of medical training, from aviation and exploration to humanitarian and remote medicine. Exposure to these fields during medical school may be limited; however, student societies, electives, and academic initiatives continue to create opportunities for exploration, all of which broaden students’ perspectives and emphasise the plethora of ways clinical knowledge can be applied beyond the hospital. References: 1.Hyperbaric healing: The power of precise oxygen therapy | Prevention | Rehabilitation | UT Southwestern Medical Center [Internet]. Utswmed.org. 2024. Available from: https://utswmed.org/medblog/hyperb aric-oxygen-therapy/ 2. Aerospace medicine | Aviation Health & Safety | Britannica [Internet]. www.britannica.com. Available from: https://www.britannica.com/science/ae rospace-medicine 3. South. MSc Expedition and Wilderness Medicine [Internet]. University of South Wales. 2026 [cited 2026 Mar 9]. Available from: https://www.southwales.ac.uk/courses/ msc-expedition-and-wilderness- medicine/
The MS Society Walk in Glasgow began with an early morning briefing, where participants gathered at the Nelson Monument in Glasgow Green, designated as the main meeting and start point for the event. Volunteers were given an overview of the day's structure, allocated their specific roles, and briefed on ensuring attendees’ safety and accessibility. The event brought together over 300 participants who completed 1km, 5km, 10km and 20km routes, all starting and finishing within Glasgow Green. One of the most meaningful and impactful aspects of the day was meeting organisers, volunteers, and participants, many of whom were personally affected by multiple sclerosis (MS), whether through living with the condition themselves or supporting close family members and loved ones. MS is a chronic autoimmune disorder characterised by inflammatory demyelination within the central nervous system, leading to variable neurological symptoms including sensory, motor, cognitive, and visual impairment1+2.Engaging directly with people affected by the condition emphasised the variability of disease progression and the day-to-day functional obstacles and limitations that are often underrepresented and overlooked in clinical teaching. One volunteer shared their aspiration to build a career in speech and language therapy, with a focus on neuro-rehabilitation, specifically supporting individuals with MS in managing dysarthria and dysphagia, as well as broader communication challenges.2,3 This reinforced the value and necessity of multidisciplinary care in long-term management of neurological conditions, where healthcare workers, like physiotherapists, occupational therapists, speech and language therapists, neurologists, and specialist nurses, all work collectively to enhance overall wellbeing rather than only focusing on pharmacological treatment.4 Through these conversations, I learned how clearly defined professional roles within the MDT translate into coordinated patient-centred care, thereby reinforcing the role of collaborative practice beyond theoretical teaching. From a public health standpoint, this event also demonstrated how community-based initiatives can raise awareness, combat stigma, and promote physical activity across a broad population. Such events contribute to research, educational programmes, and patient support services, all directed to enhancing early diagnosis and long-term disease management. All in all, the experience offered a valuable reminder that medicine extends beyond hospital settings. Engaging with patients and advocacy organisations, like the MS Society, in community spaces gives us the opportunity to better understand the lived experience of chronic disease, and underscores the importance of holistic, compassionate care in future clinical practice. References: 1. National Institute of Neurological Disorders and Stroke (2025) Multiple Sclerosis (MS). National Institute of Neurological Disorders and Stroke, National Institutes of Health, U.S. Department of Health and Human Services. Available at: https://www.ninds.nih.gov/health- information/disorders/multiple-sclerosis- ms (Accessed: 2 February 2026). 2. Tafti, D., Ehsan, M. & Xixis, K.L. (2025) Multiple Sclerosis. In: StatPearls [Internet]. Treasure Island, FL: StatPearls Publishing. Available at: https://www.ncbi.nlm.nih.gov/books/NB K499849/ (Accessed: 2 February 2026). 3. SLT.co.uk (2026) Multiple sclerosis. SLT.co.uk. Available at: https://www.slt.co.uk/conditions/neurolo gical-problems/multiple- sclerosis/ (Accessed: 2 February 2026). 4. Multiple Sclerosis Trust (2019) Health professionals involved in the management of MS. MS Trust. Available at: https://mstrust.org.uk/a-z/health- professionals-involved-management- ms (Accessed: 2 February 2026)
Professor Paul Glen is an upper gastrointestinal surgeon who works at the Queen Elizabeth University Hospital, with interests in oesophageal cancer, cancer palliation, Barrett’s oesophagus and ERCP. He also holds the position of Honorary ClinicalAssociate Professor at Glasgow Medical School and is Year 4 lead. We caught up withProfessor Glen earlier this month with to learn a bit more about his work and how he ended up such a well-known face at MedChir.​ ​ 1) What got you into medicine, was it always along-term ambition or did it come later atSchool/was there a lifetime event that motivated you? ​ I went to school in Strathaven and there weren’t loads of people that studied medicine or law from there, but I was good at science and was advised that medicine would be a good thing to go for. No one in my family wasa doctor so the only things I knew about it was what I had seen on television dramas or in books. It seemed like a good thing to go for soI applied for medicine. I didn’t get accepted to Glasgow at first, I think because one of my Highers was Music, but my school Chemistry teacher Mr Steele wrote a letter on my behalf and I was offered a place in Glasgow. This was my preferred choice and I thought it would have been a bit warmer than Aberdeen who had accepted me, Music higher and all.​ ​ 2) At medical school I see you were once a president of MedChir, have you any highlights from your time on committee? ​ When I was at medical school, I wasn’t the hardest worker or getting the highest marks in exams but I did really like the social aspect of the school and the job. I went to the MedChir day in freshers week and was amazed that all the clinical year students would speak to the new people and made quite a few friends across the years that year. MedChir was great for getting to know people in your own year and in the years above and below. In third year I knew pretty much all of my year, and a good number of people in the two years above and two years below. This made nipping outto the shop a bit tricky as I would bump into so many people I knew and sometimes get way laid and dragged into the union. I loved the Revue and our year would get together onSaturdays to start writing our sketches fromJanuary onwards to try and win. In those days each year was allocated 20 minutes and had to perform and keep the attention of the quite demanding audience. ​ ​ 3) Becoming an upper GI general surgeonmust have been a demanding training pathway across many years. During that time what has changed and what are you yet to see advance? ​ I was attracted to upper GI surgery by the variety of options we had for treatment. For example, gallstones may require medical treatment, endoscopic treatment, laparoscopic surgery or open surgery and I like having theability to offer all these and work out with the patient what is the best option for them. One thing I have noticed is that surgery for quality of life, which is a large part of my work, has been given less priority. I operate on patients with difficulty swallowing, bad reflux or stomachs that don’t empty and this is a significant impact on quality of life but patients will not die because they don’t get an operation. Whenever there is a list that requires cancelled due to lack of beds or lack of staff and my colleagues have cancer operations, it is my lists that suffer and we do see patients waiting for up to two years for quality of life surgery. I think we will see a move from procedures that require hospitalisation; towards endoscopic or day case surgery treatment for these conditions due to the pressures on acute hospital beds.​ ​ 4) Tell us about the Cytosponge and it’s rolein your clinical practice. ​ Sponge sampling of the oesophagus has been about for a while but only used in the trial setting. A sponge, compressed in a gelatin capsule attached to a bit of string is swallowed and the capsule dissolves in the stomach. The sponge expands and samples the oesophagus on the way up as it is pulled out. WhenCOVID happened I was worried about all the patients with barretts out there as we were not doing any elective endoscopy at all, only emergency, and a number of them would have worsening pathology. ​ We introduced sponge testing across Scotland and published our outcomes in thereal world setting. We know oesophageal adenocarcinoma has a very poor outcome and that it has this at least 10 year lead condition ofBarretts. Anything we can do to identify it earlier, without overburdening our endoscopy service, is important in improving outcomes.​ ​ References:​ 1.“Pill on a string” test to transform oesophageal cancer diagnosis [Internet]. University of Cambridge. 2020 [cited 2026 Mar 9]. Available from: https://www.cam.ac.uk/research/news/pill-on-a-string-test-to-transform-oesophageal-cancer-diagnosis​ Cytosponge - Cytosponge Test - Heartburn Cancer UK [Internet]. Heartburn Cancer UK - Raising Awareness - Savings Lives. 2020 [cited 2026 Mar 9]. Available from: https://heartburncanceruk.org/latest-updates/research/cytosponge/​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​
AN INTERVIEW WITH DR GENEVIEVE STAPLETON
Dr Genevieve Stapleton is a senior lecturer at the University of Glasgow and is Year One Director for the MBChB course. With a career that spans across the world, we were interested to hear what drove her to move to these places. Transitioning from a career in academia to lecturing when she joined the medical school in 2010, we caught up with the well-known face to find out how she got there? 1) From your biography, I see your studies and employment have spanned all across the globe, would you mind telling us about the different places you have worked and what drew you there? You’re right! I’ve been so fortunate to have worked in some amazing places across the world. Magnificent Melbourne, Superb San Francisco, Sensational Seattle, Exquisite Edinburgh, then I saved the best – Glamorous Glasgow – to last! I’d like to say that it was all very carefully planned, but actually if an opportunity presented itself, I went for it! Some degrees, and medicine is one of them, can be your passport to the world. So if you are able to, use it! Go see the world! Taking opportunities to learn from and understand different cultures is a great privilege. Glasgow will always be here for you when you decide to come back. 2) Before joining the medical school in 2010, I see you had a career in academia. Could you briefly outline the types of research you contributed to and any implications this has on clinical practice/your progression to director of MBChB1? My research interests have mostly concerned intracellular signalling and how just one little addition of a phosphate group on one particular molecule can change the entire fate or response of the cell! Crazy! The cell is utterly fascinating. But I didn’t start there. My first research job was as a technician in Melbourne working on Schistosomiasis. In contrast, when in Seattle I was working on meiotic maturation of oocytes in starfish (this was great because twice a year we had to go to the beautiful Pacific Northwest and collect the starfish!) But my love is cancer (the research not the disease itself). However I left that all behind to move into medical education, and I have found this to be equally fascinating and rewarding. I continue to do research, but this time, in medical education while still sharing the wonders of the cell (and who doesn’t love the cell cycle?) and the basic processes underpinning cancer with students and maybe future oncologists. 3) Any tips for students who are new to Glasgow Medical School and do you have any tips for getting through first year? How long have you got… Here are my top two! Tip one: Make some friends who are also studying medicine, even just one. It can be a bit tough at times so a friend who understands and shares the highs and the not-so-highs is invaluable. MedChir and other student societies can really help with this. Tip two: get to know the staff a bit more. Medical school is not like high school. We’re all in this together, so come to drop-in, say hello, bring baking. We love getting to know you all and we are here to help in any way we can. 4) Having been elected honorary president of MedChir for 25/26, you clearly have strong ties with the society and enjoy MedChir revue. What is your favourite Medchir memory? Honestly, it was such an honour to be asked. Thank you so much. That in itself is a memory I will treasure for a long time. However, some other favourites….. any performance by the netball girls or Tragic Mike at the Medchir Revue, actually the Medchir Revue in general – what a great night!, and some memories of very ‘vigorous’ ceilidh dancing with rugby players! Enough said. 5) Got any favourite eateries or bars/pubs in the Glasgow? Too many: Crabshakk for great seafood, Ka Pao for the set menu (and no it is not too much food), GaGa (great food and atmosphere), and Sylvan (food is amazing and they make a pretty good cocktail too). References: 1.University of Glasgow - Schools - School of Medicine, Dentistry & Nursing [Internet]. Gla.ac.uk. 2026 [cited 2026 Mar 9]. Available from: https://www.gla.ac.uk/schools/medicine/ ‌
As medical students we are taught medical ethics from the very beginning of our training, chiselled into us through interview prep and situational judgement tests. We then apply them throughout our training as doctors, sometimes in a high-pressure environment.Now imagine the same duress whilst in the back of a mobile surgical unit, with the whirring of drones overhead threatening to expose you to enemy fire, miles from the nearest hospital. In both settings doctors abide by the same professional code: to care, to do no harm and to put the patient first. But military medicine creates an environment where these values are placed under immense strain. Is this relevant to us? The BMA seems to think so: three recent BMJ cover pages emphasise the strengthening link between global conflict and health. Admittedly, conflict ethics is only one part of that, but if you are that medic, it is essential to get it right. On top of being guided by the GMC’s GoodMedical Practice, British military doctors(Medical Officer or MOs) are also bound by the Laws Of Armed Conflict (LOAC): namely the Geneva conventions. These laws protect medics but also limit what they can do. All medical personnel are protected by beingcategorised as non-combatants; they cannot be targeted by enemy forces. Even when captured, doctors have a protected status and must be allowed to continue impartial care. But with these protections come ethical constraints. For example, MOs are in the military, but are they allowed firearms? Surely this is an obvious clash with, ‘Do No Harm’.Would use of such weapons undo everything the Hippocratic oath we swear by stands for?The current consensus is that a doctor may use a small personal weapon to defend themselves and their patients. No other use of force is permitted and any breach of this forfeits their protected status (and is a war crime). This isthe first ethical tension: when and how to use firearms while upholding the principles ofmedical ethics. ​ Furthermore, the Geneva conventions require doctors to treat everyone impartially, based purely on clinical need. For example, anMO is treating a wounded soldier in an ambulance and is attacked. The team return lawful fire and the doctor critically wounds the attacker. Once the area is made safe, that same attacker is now ‘hors de combat’ – no longer a threat – and is now the doctor’s patient. ​ This commitment to impartiality underpins trust in the medical profession itself. In essence, treating the enemy ethically upholds the widespread integrity and neutrality in the medical profession. ​ ​ Scenario Three. Dual loyalty – mission or medicine? ​ MOs serve two masters: their patients and their commanders. Dual loyalty describes the moral conflict when the welfare of the individual clashes with the objectives of the mission.​ For example, a soldier with a knee injuryis given a week of reduced duties. However, his unit is at high readiness in a time of political tension, and a frustrated commander comes in demanding the injured soldier returns to duty, as the operational effectiveness of the unit has been compromised. ​ What should the MO do here? The GMC requires that “a doctor’s first concern must be the care of their patient.” The challenge for a MO is ensuring that operational necessity never compromises this duty. Ethical leadership, and the courage to occasionally stand firm against the chain of command are central to maintaining both military effectiveness and medical professionalism. In such cases, the ethical code safeguards both the medic and the patient.​ ​ Scenario Four. Ethics of mass casualty.​ In mass-casualty situations, triage replaces equality with necessity. The principle is to save the greatest number of lives with limited resources — even if that means some patients receive delayed or no treatment. ​ Consider a scenario of a nine casualties in a truck that hits a land mine and explodes.In the truck is five allied soldiers, two detained enemies and two civilians.Regardless of background, all must be categorised and treated; the doctor must put all loyalties and relationships aside. The two enemies are treated first as their injuries are most critical, whilst the five soldiers, some of whom the MO knows and is friends with, must wait. The MO determines one of the civilians has a significant traumatic brain injury - in this environment he is expected to die.Consequently, the other casualties requiring intervention must be prioritised, even though said patient could have stood a chance if in hospital.​ Triage decisions are emotionally and ethically taxing. They require balancing utilitarian reasoning with compassion, often in seconds. Military medics use structured algorithms, but behind each decision lies the same GMC principle of acting in the patient’s best interests, given the circumstances.​ To summarise, military medicine stretches medical ethics to its very limit, creating challenging clashes between compassion, command and loyalty. The lesson learnt is no matter where a doctor is, military or not, sticking to the ubiquitous values outlined to us are paramount to maintaining worldwide trust in the medical profession. Ironically, war paradoxically refines medicine to its moral core, preserving life and dignity amid chaos and destruction. Wow that got deep thanks for reading! ​ ​ Aidan is a third-year medical student at Glasgow and Strathclyde Officers Training Corps with an interest in military health and ethics. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​
Congratulations Reuben on the many successes of your band :Panic :Over! It’s been a whirlwind - winning Battle of the Bands competition, having your music soundtracking events on ITV and the BBC, playing to sold out shows across the UK, touring Ireland and being selected to represent Northen Ireland at the Osaka Expo 2025 in Japan.​ ​ Thank you! Yeah – it’s been a bit mad, but great fun.​ ​ So, tell us how did it all begin?​​ The four of us met at my sixteenth birthday party and thought “We should start a band”. Just as we were setting up our jamming sessions – COVID-19 struck. I remember us trying to practice together during those early days – online at first then outside with social distancing – it’s not what you would say is ideal or the usual “rock band” origin story. Also – my guitar skills were very limited at the beginning!​ ​ I’m sure you are just being modest! Were you musical at an early age?​ ​ I feel like I've probably been singing before I can even remember; sometimes I joke that it began when I came out of the womb! When I was about seven years old my mum asked me whether I wanted to play football or rugby, but in response, I told her that I just wanted to learn to play the piano! I never looked back and still play it frequently to this day, having also spent some time playing the oboe during my school years. I had a few guitar lessons at the age of 11 but didn’t pick it back up properly until the band started going. Tell us what’s happened since 2020?​ After a bit of practice, we started busking and playing in bars- mainly playing covers. Soon we started writing our own songs – which was fun – and releasing our own music on Spotify.​ Our first “ticketed” show was in 2022 – that was amazing! I remember everything about that night. 2023 – we entered the“Battle of the Bands” competition. THAT was just incredible.When we got into the finals it was a mad run to change my flights and family holiday plans etc just to make it physically to the finals. We only went and won it! Since then, it’s been more gigs, tours and most recently Japan! Wow that sounds amazing! Can you share some highlights from your exciting rock and roll life?​ ​ The electric feeling of playing your music live to people who like it! That’s just indescribable! (Reader at this point, Reuben’s face glowed with a light within –eyes alive, smile uncontainable, as if the music itself was shining through them). The incredible opportunities - meeting people, visiting and experiencing different parts of the world: Japan, London, Galway. It’s brilliant! Osaka for example – it was so different! The beautiful architecture, the culture, the food … the wagyu beef was unreal! Of course, we also visited UniversalStudios and I bought a guitar from one of the awesome stores in the city!​ ​ You’ll always remember Osaka when yousee / play that guitar! Now all this sounds really terrific – but hold on. Aren’t you a medical student, studying a demanding professional degree? How do you square the rock and roll life, with band practice, writing music all that stuff with studying /passing exams? Some of us struggle with just the studying bit!​ ​ That’s a good question: I’ve always wanted to do Medicine. So that will always be a priority. We generally have some notice to our music events. I just make sure I have my studying scheduled-in ahead of time, so I can really be 100% present during the performances you know. Have fun and enjoy the whole experience. Not have that fun bit marred by trying to squeeze studying in while travelling or when the rest of the band is having fun. That balance seems to work.​ ​ Fabulous! Being organised, planning and spacing studying with fun things. The epitome of “work-life balance” but also“work hard, play hard”. Being resourceful and having a back up plan too – from that holiday-competition finals story!​ I find that having different interests, hobbies and activities outside of the “work of medicine” gives me perspective and helps me balance my head out. It also helps me knuckle down and focus on medicine when I am supposed to. Does music do that for you? Can you share a little bit more?​ ​ Throughout my time studying medicine, the importance of keeping a work-life balance has been stressed by many senior students and teaching staff. Having music as an ​ outlet whether going solo in my uni flat or linking up with the boys back at home has been so beneficial alongside my studies. If I’m ever feeling worked up after a stressful day it quickly takes the weight off my shoulders. It’s also a really nice way of separating my studies into chunks; especially when my guitar is only as far as the corner of my room! ​ Looking at your life now: what would you say to your 16-year-old self if you had the chance?​ ​ If I had the chance I would probably say something along the lines of “keep at it, you’re doing great!” Deciding to study medicine probably happened around the​ same time as the birth of :Panic :Over. I knew that I would have both to contend with, albeit I didn’t realise that the jamming around with my mates would go on to givethe opportunities that it has done to this day.I have met so many amazing people through studying medicine here in Glasgow, and through playing music for others, near and far – I wouldn’t change it for a thing, and I’m so grateful to have both!​ ​ And looking forwards : where do you see yourself in 5–10 years' time? Are we going tohave another “Emeli Sande” from Glasgow?​ ​ Hey, you never know! Emeli took on music full time before she had graduated, which is something I’d feel more reluctant to do myself. My plan is to split the eggsup, balance the books, however you like, and see where it goes. Making sure that I devote the right amount of time to each is essential,and I feel like it’s going well so far! Who knows – maybe I'll find myself gigging around the world and acting as tour doctor part time!​ ​ Thank you Reuben for sharing your story with Surgo! We wish you all the best with your music and also your studies! You can find :Panic :Over’s music on Spotify (other streaming platforms are available) and their website : panic-over.com. You can also read a recent press piece on their Japan trip here: ​ ​ https://www.chordblossom.com/features/tour-diary-panic-over-japanic-over ​ ​ ​ ​ ​ ​ ​ ​
A NOTE FROM THE EDITOR And in a flash, it’s 2026 already – where did the time go? 2025 was a great year for many at Glasgow Medical School; the new Wolfson Library, a brand-new curriculum and record-breaking influx of students joining first year and direct entrants from Brunei, Maylasia and the equally exotic North-East coast of Fife. SNIMS saw fifteen-hundred medical students swap low-grade-fever for Saturday Night Fever with this year's theme; dancing through time. Costumes were at an all-time high; flocks of Freddie Mercurys and John Travoltas graced the dancefloors of LiveHouse and Aura nightclub, cutting shapes till dawn. Sporting performance was unparalleled with Glasgow remarkably winning every single match across all sports despite Dundee erroneously claiming to be victorious. Third-year students also celebrated reaching halfway through the MBChB degree up in the Highlands at their halfway ball. A noughties themed night, Cairngorm hikes, a three-course meal dressed to the nines left everyone wanting more and Avie-more. Hope everyone enjoys the next term and all the best to those with upcoming exams! Innes Crawford Surgo Editor-in-Chief 2025-2026
Investigating the clinical outcomes of distal clavicle fractures managed in NHS Greater Glasgow and Clyde.
Welcome everyone to the new Academic Year 2025/6. I hope you have enjoyed the fabulous weather this summer. Big welcome to all the first-year students who are joining the best medical school in the world! (COI : I graduated from UofG). Everyone else – I hope you had a restful summer and are ready for another exciting educational year ahead. I am very excited to work with Surgo’s new Editor-in-Chief Innes Crawford. Innes is bursting with new ideas for Surgo and is technically savvy to boot! I cannot wait to see all the great things he will deliver this year. We all know the Glasgow Coma Scale (GSC), which has revolutionised how doctors around the world manage Head Injury. Dr Oliver Blatchford of the Glasgow-Blatchford Score (risk of requiring intervention from an upper GI bleed) gives us an insight to his life as a medical student, as part of MedChir and shares valuable advice for medical students today. I am sad to report the recent passing of another inspirational figure - Professor Sir Kenneth Calman. Sir Ken fostered and kept close links with MedChir and Glasgow. When he and Lady Anne came to support our 'Uncertainty work' with Medical students last year – he was sharp as a tack, generous with his time/advice and incredibly supportive. Our condolences to his family. You can read more about Sir Ken's life here: https://www.theguardian.com/education/2025/aug/07/sir-kenneth-calman-obituary Medicine is grounded in Politics and Policy (see above interview with Sir Ken). You will all be aware of the upcoming Scottish Elections in 2026, while England has just published their 10 Year Plan for Health Services, built on their proposals from 2023. These culminated in reports this summer of 20,000 doctors missing out on training posts: and a decade-high number of doctors leaving the UK. https://www.itv.com/news/granada/2025-05-07/bma-we-could-potentially-see-thousands-of-unemployed-doctors Being good doctors to our patients is fundamentally what we all aspire to – competitive job market or not. To that end – I commend you to find a good book to anchor your studies and learning. Kumar and Clark [continuously published for over 37 years with biennial updates] or the medical student-friendly version Essentials of Kumar and Clark might be ones to check out for Medicine (get them free here: https://go.exlibris.link/94J4zxyB, https://go.exlibris.link/4yJ9ZZpC). The latest edition (July 2025) has a new chapter contributed by yours truly – lots of pictures included of course! Life at university is not all work. Do look to sports, the arts, Unions and MedChir for outlets to meet friends and enjoy life as a medical student in Glasgow! Finally, don’t forget to send in your holiday pictures as Surgo Vision or turn your audits into Visual Abstracts! Top 5 submitted get published, win some money AND compete for the £100 top prize at the end of the year. Until the next Tail Lights, have a fabulous start to the new year and see you at the next MedChir event! References: 1.Oldtimer Fastback And Rear Lamp (158700099).jpeg - Wikimedia Commons [Internet]. Wikimedia.org. 2022 [cited 2025 Sep 14] https://commons.wikimedia.org/wiki/File:Oldtimer_Fastback_And_Rear_Lamp_(158700099).jpeg University of Glasgow - University news - Sir Kenneth Calman [Internet]. Gla.ac.uk. 2025 [cited 2025 Sep 14] https://www.gla.ac.uk/news/headline_1197845_en.html ‌
Lessons From Labour Ward: My Trinidad Elective
When I chose my junior elective, I wanted more than just a change of scenery, I wanted to broaden my perspective. That search took me to Mount Hope Women’s Hospital in Trinidad, where I spent four weeks in the Obstetrics and Gynaecology department. The contrast with the UK was immediate. While the dedication of the staff was unquestionable, the hospital faced significant challenges: outdated equipment, stretched resources, and a public system that left many patients waiting longer than they could afford. For some, the only alternative was private healthcare, an option that came with both faster treatment and a higher price tag. Doctors in the public system often found themselves recommending that option if the patients could afford it, to avoid long delays. It was hard not to draw parallels with the NHS, where long waits are becoming increasingly familiar. Yet what struck me most in Trinidad was not the shortage of resources, but the resilience and ingenuity of the healthcare professionals, for example using hospital gloves as tourniquets for blood draws. These people went above and beyond to deliver timely care, despite the obstacles. Outside the hospital walls, I had the chance to experience Trinidad. Mornings began with doubles, a delicious local street food staple, while Sundays often ended at Maracas Beach, covered in a generous coating of factor 50. The warmth of the community was just as striking as the island’s scenery. On one occasion, a former patient recognised me at the beach, and came over to thank me, sharing an update on her recovery, a simple but powerful reminder of why we go into medicine. My time in Trinidad was more than just an elective; it was a lesson in adaptability and compassion. I leave with a deeper understanding of global healthcare challenges, a newfound love for Caribbean street food, and the enduring belief that kindness and connection are the true heart of medicine, no matter where you are. Finally, my sincere thanks to the wonderful staff in Unit C, Mount Hope Women’s Hospital, Trinidad for their kindness and invaluable support, and to Dr Craig Napier, Glasgow University for all his help in organizing such a great elective experience.
The Wolfson Says Goodbye to a Glasgow Great
In July, students and staff at the University of Glasgow were deeply saddened to hear about the passing of Dr Des Gilmore, an honorary lecturer at the University of Glasgow. A reproductive physiologist by trade, Dr Gilmore was a passionate academic and educator, contributing to medical and veterinary research across the globe and training countless generations of future scientists and doctors. Just as remarkable as this was his commitment to student welfare; taking a genuine interest into the livelihoods of his students and offering support using his vast experience. Arriving in Glasgow in 1972, following a PhD in his native Canterbury, Christchurch and post-doctoral fellowships in London and Massachusetts, he quickly immersed himself in the Glaswegian culture. A keen sportsman, he he joined the University Hares and Hounds Running club where he became Secretary and latterly President; a position he held proudly for thirty-seven years. Des was also a well-known Stevenson gym attendee and GUSA ball frequenter who always had time for a chat. Despite retiring in 2006, his commitments to the University never stopped there, choosing to facilitate medicine problem-based-learning sessions and running student selected components such as bouldering. His ability to engage students during these sessions with anecdotes and exhibits was unparalleled. Des was a man of many stories and a genuine good guy who will be sorely missed. He knew the challenges that surrounded studying in a demanding academic environment and dealt with this in the best way he knew how - good craic. Reference: 1.University of Glasgow - MyGlasgow - MyGlasgow News - Archives - 2014 - July - Queen’s Baton - 21 July [Internet]. Gla.ac.uk. 2025 [cited 2025 Sep 14]. :https://www.gla.ac.uk/myglasgow/news/archives/2014/july/headline_348177_en.html ‌
The Professor Stuart McDonald Anatomy Drawing Award
Professor Stuart McDonald was professor of Forensic and Clinical Anatomy at the University of Glasgow for over forty years and taught anatomy to numerous medical, dental and science students during his lifetime. To commemorate his invaluable memory, the Head and Neck anatomy drawing award was created. The intricacy and organic art of the human body is admirable to many, if not all students who study anatomy, and this award is a touching reminder of the indispensable relationship between art and science. The award is open each year for all year two Medical Students, year three Dentistry Students and year three BSc Honours Anatomy Students with the winner being awarded a prize of £200 and a certificate of achievement. The judges’ criteria included originality, creativity and anatomical accuracy – which were used when deciding upon a winner. The winner of this year's award was current Year three Medical Student Elliot McColgan for his original and intricately labelled pencil drawing of the muscles of facial expression. I would also like to congratulate the two joint runners up Zainab Mahmod and Ameerah Gardee as well as highly commended Linda McVey, Ruby McGill and Zaren Nacario. Each student's entry displayed an impressive level of creativity and talent. I managed to speak to Elliot, who explained that he drew his admission during the lighter final week of the Head Neck and Neuro block, and this allowed him to dedicate more time to his art. As this was the last week of teaching before the Easter break, Elliot commented that the process of creating his drawing was a helpful way to consolidate his understanding of the position and unique function of each muscle associated with facial expression. Drawn in coloured pencil, Elliot said he chose this as his preferred medium as it was the most efficient way to add the layers of detail needed to accurately depict the muscles of facial expression. There is so much content to learn and memorise when studying human anatomy, so it can be helpful to explore a variety of learning techniques. This could include drawings, paintings, mind-maps, flashcards, mnemonics, learning in groups of friends, teaching others or even creating games. Each student will find different methods more effective than others, and it is appreciable that the University of Glasgow actively encourages all Anatomy students to incorporate drawing and art into weekly learning. The introduction of the Stuart McDonald Anatomy Drawing award is a genuine celebration of the interconnectedness of art and science. For as long as I can remember I have loved art. I think this partly fuelled my interest in medicine as fundamentally, it integrates both scientific and artistic principles. There is not always a formula or ‘correct answer’. This is perhaps best seen in holistic healthcare, where evidence-based medicine is balanced with an emphasis on patient individuality, considering their physical, social and psychological needs. This appreciation for the mix between subjectivity and precision has shaped my interest in pursuing a career in plastic surgery and is ultimately why I chose to focus on the muscles of facial expression. It strengthens knowledge that will be essential later on and explores an aspect of human anatomy I find fascinating. Drawing has become an enjoyable and rewarding method of learning that I have incorporated into my revision. It allows me to look at things from a different, more detailed, perspective. This process led me to an ongoing discussion, whether the muscle of facial expression, ‘Depressor Supercilii’ is a distinct muscle, contributing to eyebrow depression, or actually part of ‘Corrugator Supercilii’ or ‘Orbicularis Oculi'. Engaging with this broadened my overall appreciation of the anatomy and highlighted that medicine is full of nuance and interpretation. To me, that is where its artistry stands out.
This Summer, I had the privilege of working under Siobhan Cantley and Professor Scott Border as a multimedia intern at the Anatomy Department of the University of Glasgow. Having seen the position advertised by the Student Opportunities Hub, I was intrigued by the prospect of self-directed content creation, utilising existing technology and practices to develop new teaching modalities for students at the college of Medical, Veterinary and Life Sciences. The Thompson building is home to the Clinical Anatomy Skills Centre of the Royal College of Surgeons of Glasgow, where trainees develop their surgical skills on cadavers under supervision. Separate from the MBChB and Anatomy BSc curricula, the team are keen to integrate training footage from these courses into undergraduate teaching, to give them a perspective of how an understanding of anatomy is utilised in clinical practice. For example, I used footage from an abdominal laparoscopic procedure to visualise the boundaries of the abdominal cavity. Learning how to make mini lectures while complying with the human tissue act was a huge challenge but one so important given the gratitude and respect owed to our body donors. Three-dimensional visualisation of anatomy is another modality I spent time trying to develop. Through attending training at the University of Edinburgh, I learned how to use the department’s Artec Spider 3D scanner; a highly impressive device that creates high precision 3D models of real-world objects. Prosection teaching is not without it’s challenges which include long-term sample preservation and accessibility in large cohorts, therefore I discovered the benefit of having digital 3D models of prosections to complement existing in-person teaching. A highly accessible modality that predates the Artec scanner is the MRI scan and as such I gained access to one of my own from a research study I took part in last year. Being able to demonstrate my own neuroanatomy in the mini lecture was quite the privilege and highlights how far we’ve come from looking at a film on a lightbox. Making anatomy more tangible is another goal of the department and 3D printing was one of their recent investments towards to this. Having converted my MRI scan into a 3D model on Blender, I set about printing a life size model which after a lot of trial and error I managed to complete. The department are not short of anatomy models therefore I was keen to make my prints of educational benefit. Few models of musculoskeletal joints can be physically manipulated and taken apart therefore this is something I hope to develop. Overall, the use of this innovative technology is likely to improve the anatomy learning experience. A learning point from the internship is the importance of keeping innovation relevant to the outcomes you are trying to achieve. Dopamine addicts like myself are very excited by fancy new technologies such as 3D printers, scanners and virtual reality devices such that we often don’t consider their impact and efficacy as learning tools. It is therefore essential that if these practices are introduced into the curriculum, they must be supported by robust evidence that supports enhanced learning outcomes and are not merely gimmicks. This is an exciting research space and one that I would like to contribute to following my internship experience. Reference:​ 1.University of Glasgow - Schools - School of Medicine, Dentistry & Nursing - Anatomy Facility [Internet]. Gla.ac.uk. 2022 [cited 2025 Sep 14]. https://www.gla.ac.uk/schools/medicine/anatomy/
Landscapes, Languages and Lessons: Reflections From The Summer of 2025
While setting out the agenda for a new year, making the most of the summer holidays has always been one of my key priorities. The definition of seasons in Glasgow is often imprecise; however, the summer of 2025 has presented a notable departure from previous years. A combination of intermittent rainfall and periods of sustained sunshine had given Glasgow the weather reminiscent of a continental European summer; and at the time of publication, the MET Office even projected 2025 to be the warmest year on record. Family tradition reminded me that summer has always been a time for experimenting, trying new things, pursuing side quests and most importantly, reflecting on past adventures to make the next one better. This year, I wanted a combination of experiences which could both provide opportunities for rest and renewal, while also positively contributing towards my professional development. I knew I had to act quickly if I wanted to make the best of it, and the summer of 2025 seemed to arrive sooner than expected. The morning after my final MBChB2 exam, I set off to join the Glasgow University Catholic Society’s week-long pilgrimage across Poland. Starting off in Krakow and then to Czestochowa, we visited countless churches while also weaving through museums, markets and sampling some authentic Polish cuisine. Poland offered numerous highlights, but celebrating my friend Daniel Hirshorn’s birthday at the terrace of the Sanctuary of St. John Paul II, and biking through the quiet streets of Czestochowa at midnight were certainly a few of the best memories. Apart from being one of the first pilgrimages I could participate in, visiting Poland proved to be not only a source of spiritual renewal but also a meaningful cultural experience — one that set the tone for the rest of my summer. An aspect I could reflect on was the benefit pilgrimages could offer both for the health of mind and body. For my next adventure, I turned East, making a spontaneous three-day stopover in Abu Dhabi, United Arab Emirates before arriving in Chengdu, China. The fragile nature of global travel quickly became apparent, as my onward journey was disrupted by the Iran–US–Israel strikes taking place at the time. Nevertheless, thanks to the University of Glasgow’s GoAbroad Fund, along with an all-inclusive waiver from the University of Electronic Science and Technology (UESTC) in Chengdu, I was lucky to join their three-week Chinese Language and Culture Summer School. Our days followed a full rhythm: 09:00 – lectures on the Chinese phonetic system (pinyin) 13:00 – lunch in one of the eleven vast UESTC canteens 15:00 – cultural excursions to museums, heritage sites, or blended activity classes 19:00 – dinners featuring a variety of local delicacies and Sichuan specialities 22:00 – games night (and pre-drinks) at one of our hotel rooms 02:00 – bedtime (or 04:00 on the nights we went clubbing). On the weekends, we took trips to neighbouring cities such as Chongqing – a city that felt like a vast maze of skyscrapers rising from steep hillsides, neon bridges stretching across wide rivers, and monorails that disappear into the sides of buildings. Immersing myself in Chinese culture alongside students from universities across the globe made this summer school one of the most memorable experiences of my holiday. What truly defined it, however, were the people I met along the way — many from countries I might never otherwise have had the chance to engage with. From Australia to Russia, each new friendship taught me that the key to meaningful connections lies not in dwelling on differences, but in celebrating shared experiences and finding common ground. It was a mindset that enriched every part of this trip. Language barriers aside, visiting China was an incredible experience. From witnessing the country’s technological advancements to observing the discipline and work ethic of its people, my admiration for China only grew stronger. It was difficult to categorise the trip: on the one hand, it felt like a holiday, with 4* hotel accommodation, all meals, travel, and excursions fully covered; yet on the other, it was deeply educational, offering invaluable opportunities to learn about China and its culture. As for the highlights, eating a Sichuan-style frog hotpot and singing a Chinese song for the closing ceremony was a fascinating experience. Each journey this summer seemed to build upon the last, drawing me deeper into new cultures, traditions, and communities. It felt only natural, then, that my travels would culminate in Italy – the heart of Roman Catholicism – for the Jubilee of Youth 2025, a once-in-a-generation gathering I had long anticipated. Together with one of my best friends, Matthew Donegan, we set out on a hybrid itinerary through Rome, Milan, and Bergamo, carefully balancing the pilgrim spirit of the trip with moments of sightseeing and spontaneous side quests. Italy offered an experience unlike any other: a seamless blend of pilgrimage and holiday. Our initial focus for the first few days was attending events centred around the Jubilee of Youth, with a key highlight being participating in mass celebrated by the newly elected Pope Leo XIV. We then shifted gears, allowing us to wander more freely through Italy’s cities, history, and landscapes – savouring the country’s beauty at a gentler pace. An aspect of this itinerary I was not prepared for was the evening vigil with Pope Leo XIV at Tor Vergata. Surrounded by herds of young Catholics, estimating to roughly 1 million – several aspects of the common belief, hope, and unity we all possessed were on display. Notably, some parts of this experience were truly remarkable – the feeling of being around a million Catholics, prayers offered for people in countries affected by conflicts, and most importantly the opportunity to attend the Benediction of the Blessed Sacrament. The next phase of my Italian adventure took us northwest to Milan and Bergamo, where we immersed ourselves in the cities’ rich cultural and historical heritage. From exploring grand cathedrals and bustling piazzas to tracing the quieter rhythms of local life, each stop revealed a different facet of northern Italy. A touch of spontaneity also carried us further afield to Lake Como, where the serene waters and dramatic mountain backdrop provided a sharp contrast to the energy of our cities. Returning to Glasgow, I knew there was still room to advance the professional development goals I had set before the summer began. Thanks to the generous support of Medical Research Scotland’s Undergraduate Vacation Scholarship, I began work on a novel project in collaboration with the General Practice & Primary Care team at the University of Glasgow’s School of Health and Wellbeing. Our research focused on exploring how access to parks – and the quality of those green spaces – can influence mental health outcomes, an area that felt both timely and deeply relevant. Looking back, the summer of 2025 became far more than a sequence of trips and projects – it was a season of growth, marked by faith, friendship, and discovery. From pilgrimages in Poland and Italy to cultural immersion in China, and finally to research back home in Glasgow, each experience added a new dimension to how I see the world and my place within it. What began as a desire to balance rest, renewal, and professional development evolved into a journey that challenged me, broadened my horizons, and left me eager to carry these lessons into the years ahead.
Widening access to medical education is a key priority for medical schools. Historically, there has been a stereotype of who becomes a medical student, which is no longer aligned with society today. Only four percent of doctors come from a working-class background¹ — a striking statistic which is often overlooked at a national level. It is crucial that doctors represent the population, to strengthen the doctor-patient relationship and ultimately improve health outcomes. The challenge of pursuing a medical career often starts in schools. Many from non-selective state schools face barriers when applying to medical school. There is often a lack of awareness of the application deadlines and selection process, which can lead to initial difficulties in applying. It is encouraging to see widening participation initiatives, such as the Reach programme, being implemented to overcome these barriers. However, the need for support doesn’t stop after admission. Medical students from widening participation backgrounds continue to face challenges throughout their time at medical school and beyond. Recognising these challenges is vital to understanding students’ experiences. Medical students from widening participation backgrounds are more likely to face mental health challenges². Imposter syndrome can make it difficult to establish a sense of belonging. Many may not be able to relate to their peers, which can perpetuate feelings of loneliness and isolation. A recent study has shown that a medical student’s background is associated with their specialty choice³, highlighting the lasting impact of background on career pathways. Understanding these ongoing challenges has driven national research initiatives. The National Medical Schools Widening Participation Forum conference in Glasgow provided a valuable opportunity to learn about the ongoing research in this area and connect with likeminded individuals committed to enhancing equity in medical education. Glasgow University Widening Access to Medicine Student Society aims to provide support for widening participation students across the medical school. Our key aims are to foster community, reduce isolation and help students connect with peers from similar backgrounds. We aim to support medical students across all years by providing education, career networking events and mentorship opportunities. Exemplary work across the UK has sought to understand the barriers to medical education. However, with so few doctors from a working-class background¹, there is a long way to go until equity is achieved. Key priorities moving forward include defining widening participation parameters and targeting support at the most under-represented groups. Further research into the challenges faced by widening participation students is needed to improve retention and support. Overall, doctors will truly represent society when opportunity is no longer limited by background. References: 1.White C. Just 4% of UK doctors come from working class backgrounds. BMJ. 2016;355:i6330. 2.Ravulapalli KC, Arroyave Caicedo NM, Zahra D, Mirza M. Quantitative Analysis of Challenges Encountered by UK Widening Participation Medical Students in Comparison With Their Non-Widening Participation Peers. J Med Educ Curric Dev. 2024;11:23821205241249012. 3.Ashley L, McDonald I. When the Penny Drops: Understanding how social class influences speciality careers in the UK medical profession. Soc Sci Med. 2024;348:116747.
The high level of assuredness expected of doctors in making life-altering decisions for their patients is juxtaposed with the inherent uncertainty in medicine. Medics must learn to navigate this uncertainty when faced with the everyday trials of balancing resource limitations, diagnostic uncertainty, ethical and social complexity, and multi-morbidity. When confronting uncertainty in medicine, even at the rudimentary stage of a medical student, there is implicit understanding that we are opening ourselves up to the increased risk of making errors that could have lasting impact on our patients. With this in mind, I was intrigued, and somewhat sceptical, when presented with the opportunity to undertake an elective in medical humanities, exploring how clinical uncertainty can be managed through the arts and wider humanities. Throughout the four-week elective, there was exposure to an array of disciplines including theatre, music, photography, ethics, and politics. Among the many experts sharing knowledge of their respective fields was Professor Strazzacappa, who facilitated a week-long workshop of Medical Education Empowered by Theatre (MEET), which serves as a compulsory component of the medical curriculum at the University of Campinas in São Paulo, Brazil1. The concept of MEET is founded on Boal’s Theatre of the Oppressed and Freire’s Critical Pedagogy1.These ideologies have been amalgamated to foster a learning environment of mutual respect that allows medical students to reflect upon, action change and resolve complex social scenes, often rooted in uncertainty, within the safe space of theatre1. Planning such scenes and improvising the performance in front of an audience, with no previous drama background, was both challenging and oftentimes uncomfortable. Feeling exposed, and subject to the analysis of others while performing incited vulnerability, not dissimilar to that experienced by patients who are also submitted to watchful observation in unfamiliar environments. Aside from allowing us to better empathise with our patients, the self-directed nature of theatre improvisation required ongoing reflection and cognisance of how performance and communication can be attuned to meet the demands of complex, evolving situations and dialogue1. By employing the theatre-instilled practices of improvisation, awareness of stage presence and continuous self-assessment, we found ourselves more equipped to react and adapt to the fast-paced unpredictability of clinical practice, and action a collective approach to managing medical uncertainty1. The elective was also useful in identifying a widespread variance in the interpretations of art amongst a group of medics. This disparity in opinions prompted healthy debate, receptivity to others’ perspectives and ultimately, reluctant recognition that art’s subjective nature means no one individual’s interpretation can be ‘correct,’ but rather shaped by our own individual experiences. Embracing this subjectivity allowed us to acknowledge that medical complexity cannot always be met with linear strategy or a definitive solution, and that accepting this is a step towards resolution in itself. Art harbours hidden depth in that it relays meaning beyond words. As such, it can prove challenging to interpret what message the artist intends to convey. Navigating this uncertainty draws upon lateral thinking, introspection and consideration of how individual elements come together to evoke a response from the observer. The application of this reflective process to medical contexts aids in the holistic interpretation of a patient’s overall clinical picture where the initial presentation is multi-faceted, and the diagnosis is unclear. While the underpinning of medicine follows an objective, evidence-based approach, the fundamental “human” core is where its innate subjectivity lies. Both patients and doctors are real people, whose unique experiences shape their perceptions, interactions, decisions and expectations of clinical care. These positions do not always align, and as such, an appreciation of the arts allows us to work alongside this subjectivity, rather than focus on the variables we cannot control. While the arts cannot eliminate the inherent uncertainty in medicine, nor diminish the cruciality that sound textbook knowledge and clinical competence hold, insight into their subjectivity and an awareness of the parallels within medicine allows for acceptance and reconciliation of the everyday variables and uncertainty doctors must negotiate. Overall, the elective showcased that the dichotomy between art and science is bridged in medicine. When the lessons of each are applied to clinical contexts, the pair form a mutualistic relationship in which the subjectivity of the arts coupled with the objectivity of science serve as a medical gateway to balanced decision making, well-informed professional reflection and therapeutic patient interactions. Widespread integration of arts-based learning within existing medical curricula could take form by means of similar modalities to MEET, exploration of anatomy and clinical presentations through illustrative work, or reflecting on medical encounters via creative outlets such as writing or drawing. Widening the modalities through which medical education is delivered could augment critical thinking and affirm a sense of professional identity among students, ultimately facilitating a rise in doctors armoured with the framework to capably navigate a future career of uncertainty in medicine. No AI was used in writing this article. Reference: 1. de Carvalho Filho MA, Ledubino A, Frutuoso L, da Silva Wanderlei J, Jaarsma D, Helmich E, Strazzacappa M. Medical Education Empowered by Theater (MEET). Acad Med. 2020 Aug;95(8):1191-1200. doi: 10.1097/ACM.0000000000003271. PMID: 32134785.
Language barriers are widely recognised as a major determinant of health equity. Such barriers in healthcare hinder effective communication between patients and clinicians, compromising patient safety through increased rates of adverse outcomes, diagnostic errors, and medication inaccuracies. They also diminish patient and healthcare professional satisfaction, reduce overall quality of care, and indirectly lead to prolonged consultation times along with increased healthcare costs.1 French is the fifth most spoken language globally, with 321 million speakers across Europe, Africa, North America, and Asia. It serves as an official language in 29 countries.2 For medical students, proficiency in French constitutes both a cultural asset and a practical means of lowering language barriers among diverse patient populations. The Anglo-French Medical Society (AFMS) organised an annual Medical French Weekend Residential Course in Lille. This program provided students with the opportunity to approach language as a clinical tool rather thana purely academic pursuit. The AFMS was established to foster collaboration and partnership between British and French healthcare professionals. Its annual Lille course is one of its leading student initiatives, intended to equip attendees with the history-taking skills, clinical vocabulary, and the opportunity to apply those skills in French. The programme merged specialty-based teaching, stimulated scenarios, and practical workshops. The sessions comprised of multiple disciplines, including emergency medicine, psychiatry, respiratory medicine, obstetrics and gynaecology, and cardiology along with a focus on humanitarian practice with tutors sharing their experiences of practising in Francophone healthcare systems. Above all, the course welcomed students of all levels, from beginners with a basic knowledge of the French language to near-fluent speakers focused on refining their clinical terminology. This inclusion embodies the ethos of organiser, Dr Zara Bieler, a clinician practising in both the UK and France. She stressed that language is not peripheral but central to medicine: “History-taking is the key part of the whole consultation. Even if you only speak a little of someone’s first language, it’s a very human part of the interaction and can go a long way.” This perspective highlights the integral role of language in clinical encounters. In the absence of a shared language, clinicians may fail to acknowledge necessary details during the history-taking process. Additionally, Dr. Bieler emphasised the global relevance of French for medical students and healthcare professionals pursuing international work or humanitarian medicine: “There are large parts of the world where French is one of the main languages. For someone wanting to work with Médecins Sans Frontières or abroad, it can open many doors.” French is one of the two official working languages of Médecins Sans Frontières (MSF). For those preparing for humanitarian vocations, command of French is not only advantageous but often imperative. Lastly, Dr. Bieler illustrated the clinical consequences of language skills with a case from her own training: “A patient of mine developed pre-eclampsia, and I was able to pick it up quickly. I was able to get her into hospital, that baby was born safely. I really think about her and having had that language skill, and that continuity of care really made a difference in that case." Dr. Bieler reflection on a case early in her training involving care for a Congolese refugee in the United Kingdom demonstrates that communication in a patient's primary language can have a direct, significant influence on clinical outcomes.” This emphasis on cultural as well as linguistic understanding was echoed by Dr Margaret Cant, a practising physician in France after many years as a GP in the UK, who tutors on the course in respiratory medicine. She underscored that the significance of language learning goes beyond vocabulary. “Apart from the obvious advantages of speaking the same language as the patient, learning a foreign language creates an awareness and sensitivity to cultural differences which might, if not recognised, create difficulties in the doctor-patient consultation.” Dr Cant exemplifies this notion with the phrase “la crise de foie”, which is directly translated to “liver crisis”, but in French it’s commonly used to describe digestive upset. If taken literally, it could mislead a non-native speaker. When understood culturally, it illustrates the different ways illness can be expressed and conceptualised. “Learning a foreign language helps you, as a doctor, to ‘tune in’ to the different ways in which the health of the body is understood by people not brought up with standard British ideas. And this sensitivity is a transferable quality, causing you to question the assumptions you make about the ideas and understanding of the patient in every doctor-patient consultation, whatever language is spoken by the patient.” Such perspective enhances clinical practice. By questioning assumptions and adjusting to and comprehending various explanatory models of illness, doctors can communicate more effectively with patients from diverse backgrounds. As Dr Cant concluded: “It enriches your experience as a doctor as well as enabling the patient to feel understood - a sentiment that is highly valued by patients but not necessarily recognised as such by doctors. From my own standpoint, the weekend I spent in Lille taught me that learning a new language in medicine does not demand fluency to be clinically valuable. Even partial proficiency, such as asking about allergies, explaining a diagnosis, or simply greeting in a patient’s native language, can build trust and rapport and reduce miscommunication. This lesson was particularly evocative. Arabic, my first language, has refined my outlook of how central communication is in medicine, even prior to significant clinical exposure. French, as another global language, offers a complementary dimension. It diversifies and expands the scope of patients I might one day connect with. Therefore, developing competency in both languages offers a pragmatic approach to breaking down those linguistic and communication barriers and preparing to practice in global healthcare settings. The AFMS Medical French weekend ultimately depicts the fundamental principle that language should be seen as a clinical skill rather than merely an optional adjunct. Apart from enhancing vocabulary, initiatives like this foster cultural competence and promote clinician-patient language concordance, outcomes that have been associated with improved patient safety, increased satisfaction, and consolidating trust and rapport between clinician and patients.​ With the ongoing globalization and diversification of healthcare, learning new languages offers medical students an effective approach to address health inequalities. Whether serving diverse communities in the NHS or working abroad with organisations such as Médecins Sans Frontières, the means to communicate with patients in their own language is crucial to providing equitable care. References: 1.Al Shamsi H et al. Implications of language barriers for healthcare: a systematic review. Oman medical journal, 2020, v35(2):e122.​ 2.Ministry for Europe and Foreign Affairs. The French language in figures. Ministry for Europe and Foreign Affairs, 2025.​
This summer, the Glasgow Straight Talk Society sent a group of eight second year medical students for a five-week outreach project in the Eastern Districts of Uganda. There, we educated young people about sexual and reproductive health and rights. We started fundraising in September of 2024, organising events such as bake sales, pub quizzes and mock exams. Later on, we were also granted the University of Glasgow’s Chancellor’s Fund, to help us with our project. Then on the 13th of June 2025, we set off! After orientation in Kampala, we set off to the first district, Bugiri. To teach, we started off by performing a skit to the whole school, often outside, under trees, to the children and young adults, who were often in their thousands. After our skit, we broke into classes and started our face-to-face sessions. In these classes, we went over general topics in more depth and then gave the students opportunities to ask their own questions. This was by either putting their hand up or writing it down on paper we gave them. We also did condom demonstrations and used visual aids (like female reproductive tract diagrams) to convey our message, as we were very aware of the language barrier. After completing our second district, Iganga, we estimated we spoke to 12,386 students, although this is probably a lot more! We collected all the written questions we received, which gave us insight on what topics were most asked about. Menstruation made up the overwhelming majority of questions asked (23%), some were basic questions about physiology and their personal menstrual cycle variation, whilst many were on period poverty. We know that period poverty was the most pressing problem young women faced. Many missed school for the entirety of their period or simply dropped out after their period began. Overall, the trip was incredibly rewarding. The Straight Talk Foundation do incredible work for young people in Uganda, equipping them with the knowledge to lead healthier and more empowered lives. Despite some of the students coming from very difficult environments, they were incredibly resilient and inspiring. I know the entire team return home with a fresh perspective and sense of gratitude for the privileges we have. We hope that, in reading this article, we can inspire a new team of second years to consider joining Straight Talk and and hopefully return to Uganda in coming years! We would also like to use this opportunity to thank the Straight Talk Foundation, The University of Glasgow, the schools and teachers and most importantly, the students.
This issue, we speak to Dr Oliver Blatchford of the Glasgow-Blatchford Score (GBS). Published in the Lancet (2000), the Glasgow-Blatchford score has had a significant impact on the management of patients with upper GI bleeding by improving risk stratification, guiding patient care, and optimising resource allocation. 1) Dr Blatchford, since it is graduation season when we meet, please tell us a little of your career after you qualified MBChB and why you chose the specialty you did. I had great fun during my career from a variety of different roles, responding to different challenges. From Obstetrics to General Practice to Public Health to Health Protection Scotland – from dealing with CJD to Legionella to TB and COVID. There’s always something new to be done, and it’s always FUN! I like interacting with people and coming up with the best patient-centred care together with the people being treated. Obstetrics allowed that and it’s about new life and caring for healthy people. Then I was diagnosed with melanoma by Professor Rona Mackie – that changes one’s perspective! So I moved into GP in Possilpark – where I thoroughly enjoyed figuring out every day “What can I do to help my patients?”. Gradually it felt that my work became more about money than people, so I left my partnership without a back up job to turn to. I was very lucky to end up in a Research fellow post with the Royal College of Physicians and Surgeons in Glasgow. That six months’ post extended to two years – leading to the GBS and an MD (after having already got my PhD investigating the cause of variation in emergency admissions and a Masters in Public Health). I am currently studying with the Open University for a degree in Mathematics…but that’s another story! 2) Can you share some of your career highlights? I am not going to bore you with what I did – the important message is: IT WAS FUN! Despite having never looked down an endoscope, the GBS is of course one of my career highlights. It has made a difference, saving NHS resources by using evidence to predict safely which patients with upper GI bleeds are low risk and do not need admitting to hospital. It is the first one to actually work! Even today people write to me from all around the world to try and make a “GBS Mark II”, a better prediction tool, it hasn’t quite come to pass. Maybe one day, someone will come up with the maths to predict this better. While the GBS gives me quiet personal satisfaction in having made a difference in patient care. It is nonetheless fun to see the change in medical students’ or gastroenterologists’ faces when they finally twig who I am. 3) Tell us a little of your time as a student at Glasgow University, especially about your time in MedChir? I came to Glasgow as a transfer student from South Africa. I was encouraged to sign up as the Year Rep in first year and was a year rep every year after that until Final Year when I was Treasurer of MedChir. I met lots of people and socialised in the many bars and pubs along Byres Road. I learnt to wind surf at Lochwinnoch when I was a student – we only stopped when our baby arrived. I walked a lot – till this day I belong to a walking club where I walk at least 10 -15km once a week. 4) What would you say to your medical student self if you had the chance? “Keep on going. It is always going to be fine! If things feel like it’s going wrong, something WILL work out. Be positive! Be a glass half full person. Believe in yourself!”
The Medico-Chirurgical Society (MedChir) host a range of social and educational events throughout the year on a Thursday night which are attended by students across all year groups. Kicking off the year is the Welcome Event; a relaxed evening the Glasgow University Union where you can meet classmates and get to know what the society is all about. A fortnight later, dust off those dancing shoes and show off those impeccable dance moves at their annual ceilidh. Want to meet new friends for life? The Medic Families event is a firm favourite, with hundreds of first years gaining Medic siblings and parents, who coach you through the first of medical school an beyond. Scottish and Northern Ireland Medical Students sports (SNIMS) is a fun two-night trip away to Dundee to play sports and explore the sights that Tayside has to offer! Finally, the MedChir ball at the end of November, is the perfect way to dress up let off some steam before the Christmas exam fun.
Freshers – Welcome to Glasgow, welcome to Medical School and a warm welcome to MedChir! “Getting into medical school is the hardest part, after that it’s so chill” is unfortunately the biggest lie in history! It’s a challenging degree but it’ll empower you and give you the greatest appreciation for this career & your impact on others. It’ll be the best and worst moments of your life so far, where you’ll meet your best friends, your future partners, and the greater medical community that you’ll be a part of for the rest of your life. There’s a famous reputation about medical students, that we work hard and party the hardest – that’s where MedChir comes in, to support every cram and every pint. Founded in 1802, we’re one of the oldest societies in Scotland – hosting esteemed educational events alongside equally esteemed – hopefully – social events on Thursdays, famously with free pints! (For my fellow beer haters, free pints of cider too don’t worry!). MedChir will fill your social calendar with our famous traditions and events where general Uni life can’t. We’re starting the year strong with our Freshers' event – where we’ll host our elections for First Year Reps – which myself & Innes both were! Free pints, new friends, good times, and afters at HIVE! Later, we have the Freshers' Ceilidh! If you’re not Scottish, I assure you come and experience the culture, it’s a good time! Medic Families, one of the biggest and busiest nights in the Union, is a must-do. We’ll sort you with parents and grandparents after you fill a wee form, and you’ll get some gentle-parenting - or not. You’ll get your bibs n' binkies and meet people in the years above who can become great mentors and friends! Semester one concludes with our fast selling-out Annual MedChir Ball, as well as SNIMS (Scottish & Northern Irish Medical Students Sports Tournament), which is basically a B-Rate Goblet of Fire. Fifteen hundred medical students gather in a city – this year Dundee – for two night-outs and a sports tournament (my personal favourite event). You need to be on a medic sports team to join so get browsing at which medic sport society is for you! A final note, please make the most of first year! In two or twenty years we want you to look back and have the fondest memories of good times and antics with friends where possible. And if the constant mention of parties is dissuading any of our fellow non-drinking freshers, I want to assure you we facilitate alcohol-free fun and disapprove of peer pressure or judgement at every event from Freshers to the Ball. We can’t wait to meet you! Welcome to Glasgow, Fàilte gu Glaschu and گلاسگو میں آگئے ہیں مبارک! Rohaid Riaz President of MedChir 2025-2026
I am delighted to have been voted Surgo’s Editor-in-Chief for 2025/26 at MedChir’s Annual General Meeting! I am excited to continue the legacy that Danyaal has left us, continuing to inform, educate and entertain members of the medical school and beyond. Expect interesting stories, student experiences and events to feature in Surgo, with more reader engagement through interactive competitions and collaboration with clubs and societies. Look forward to big things over the coming year, not least our fresh new format, but new regular features and quizzes to keep you on top of all things Glasgow medicine. This edition, read about a pioneering public health academic, who transformed the management of upper GI bleeds, student electives, humanitarian missions overseas and exciting new societies which are having a positive impact on improved accessibility to medical school; to name a few! Alongside an excellent committee, I want to make Surgo the cornerstone of our shared medical school experience and a source of support to help people get through the throes that come with it! Innes Crawford Surgo Editor-in-Chief 2025-2026
This edition, read about a pioneering public health academic, who transformed the management of upper GI bleeds, student electives, humanitarian missions overseas and exciting new societies which are having a positive impact on improved accessibility to medical school; to name a few!
I hope everyone has enjoyed the wonderful Spring weather, this academic year and is now looking forward to the Summer holidays! (Not too long to go now till you too are done, MB4!) What a busy few months it has been for you. MedChir Revue in May was of course a highlight in the calendar. A fantastic array of talent was on display – from high culture opera to artistic sports people. Wonderful to see the (it-must-be-a-record-breaking-number-of) judges unanimously award the top prize to the terrific Otago Street Boys (final years William Heeley, Rueben Heaton and William Strachan). Bravo and totally well deserved! It is great to see some of your audits being submitted as Visual Abstracts. Keep them coming! Remember: submissions accepted for publication receive £20 and is legitimate CV fodder (citable DOI)! Students presenting their work at conferences is always impressive. Everyone was blown away by one of our 3rd year students competing against Radiology Residents at the Scottish Radiological Society Spring Meeting for the SRS Dr Sarah Jenkins QI Prize. It was a close run thing and she was just pipped to the post. You can read Shraddha’s visual abstract in this issue of Surgo and the other works here: https://www.radiology.co.uk/spring-2025-qi-presentations. Graduation is in a couple of weeks while 335 MB5’s are heading to Crieff for their Graduation Ball. Epsilon 2025 is a significant cohort for many reasons. As a 25-year old Epsilonian myself, I am extra proud of this group of graduands. Not only are they the first cohort to officially sit the GMC Medical Licencing Assessment, they also did this after starting their medical school journey during the COVID pandemic. What a fantastic achievement! Super well done everyone! YOU ARE THE OG! Remember you have resilience in spades – the world is your oyster: go make your mark! Dr Christine McAlpine is the subject of this issue’s interview. Be inspired by her incredible journey from being the first woman president of MedChir Society to Consultant Stroke Physician at Glasgow Royal Infirmary today. Until the next Tail Lights, have a fabulous summer and see you all in the Autumn! Remember to send in your holiday pictures as Surgo Vision or turn your audits into Visual Abstracts!