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)
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!
"A picture is worth a thousand words" - Confucius To encourage intellectual curiosity, critical thinking, observational and diagnostic skills, the ability to empathize with patients, and promote a general sense of well-being, Surgo will publish up to 5 images submitted by medical students in each issue. Images can be in the form of a painting, cartoon, photograph, still life drawing, doodle ... the list is endless - limited only by your imagination. Selection criteria: The image must be an original piece, submitted via email to the Editor in Chief, Surgo (format - JPEG or TIFF) It should be certified as original and be accompanied by a short description of what it represents/means to you / why it should be published. The best 5 will be selected for publication in Surgo by Professor Cindy Chew. Each successful submission is awarded £20. At the end of the year, all published images are eligible to compete for the Best Medical Vision prize - up to £100
Medicine has a funny way of taking over your life. When I got accepted, I was full of excitement and ambition for the journey ahead. But as the course progressed, I noticed a quiet contradiction—medicine demands so much of you, yet leaves little space for anything else. I found myself losing touch with who I was outside of lectures, placements, and revision. I needed a way to reset—something to manage stress, stay organised, and reclaim some control over my time. The Start of Something Small It began with a simple planner I designed for myself—minimal, structured, and low-pressure. It helped, and the process of creating it became an outlet. Soon, I was making more products, sharing them with friends and family, then selling online and at local markets. La Vida Facil, my small stationery brand, was born. Learning Outside the Lecture Hall Running a small business while studying medicine isn’t easy, but it taught me more than I expected. I learned to manage time more efficiently, communicate with suppliers and customers, solve logistical problems, and develop digital marketing skills. These are transferable skills that I know will serve me throughout my medical career, especially in a healthcare system that increasingly values innovation and adaptability. There’s also a financial upside. The hidden costs of studying medicine—from travel to placements to exam fees—add up. This side hustle helps fill the gaps. More than anything, it became a form of self-care. Designing products, packing orders, and connecting with customers offered a creative space that helped balance the pressure of clinical life. The Value of a Plan B I’ve thoroughly enjoyed my time at medical school so far. But I’ve also learned the importance of having something else—something that reminds me that I’m more than just this degree. While La Vida Facil will likely remain as a passion project, it’s taught me that having a side hustle isn’t necessarily a distraction in the negative sense. And who knows? If the medicine gig doesn’t work out, I might just have a future running a very organised little stationery store. You can check out La Vida Facil on Etsy or follow along at @lavidafacil_.
The Student-Staff Sustainability Partnership
The Student-Staff Sustainability Partnership aims to bring together like-minded people from across the medical school to promote the concept of planetary health and share resources that allow us to advance our understanding of OneHealth, sustainability, and how we as healthcare professionals can apply them into practice. From community facing events such as volunteering at the Glasgow Science Festival where we had a stand exploring the environmental impacts of the NHS, to the annual completion of the Planetary Health Report Card, and even sharing international workshop opportunities such as the U21 2025 SDG Workshop in Ireland - through the Partnership, students have gained many opportunities to be involved. Planetary Health Report Card The Planetary Health Report Card was created in 2019 as a tool for students around the world to audit their university's performance in implementing planetary health into the curriculum and practices. From 2020, students at the University of Glasgow have undertaken this project annually. 32 metrics, divided into 5 domains (Curriculum, Interdisciplinary Research, Community Outreach & Advocacy, Support for Student-Led Initiatives and Campus Sustainability), were used to calculate an overall grade. Areas of improvement were targeted using information collated from the report through staff-student liaisons. Since its adoption, the University’s overall score has improved from 40.5% to 58.71%. Since 2021, improvements have been made in all domains: Curriculum: The role of Planetary Health Vertical Theme Lead as a member of staff was created and appointed. Students across all the years were given more lectures that mapped to the metrics in the PHRC. Research: The University of Glasgow has joined the Global Consortium on Climate and Health Education. Community Outreach: The University of Glasgow hosted courses for the community during COP26. We have also partnered with Glasgow City Council to launch GALLANT - Glasgow as a Living Lab Accelerating Novel Transformation, which aims to co-produce sustainable solutions (with many health co-benefits) with a variety of communities Support for Student-Led Initiatives: Many student-run societies have started to host activities that aim to encourage sustainability, which receive great support from the University. Campus Sustainability: The University has now fully divested from fossil fuels. The medical school has also introduced guidelines to make its lab spaces more environmentally friendly. It is evident that there is steady progress as scores improve year after year. This shows that faculty take on board the feedback and work towards achieving a better score. The PHRC team has also grown since 2021, showing that more students wish to be involved in sustainability efforts. While there is more work to be done, it is obvious that there is a need for continuous auditing, and the Planetary Health Report Card offers an opportunity to highlight areas for improvement. A poster that audited the medical school’s sustainability efforts based on data from the PHRC was also presented internationally at the MS4SF Climate Health Equity Day Conference 2025 in Washington D.C. U21 2025 SDG Workshop The U21 2025 SDG Workshop was held at University College Dublin and participating students hailed from University College Dublin, Lund University, University of Glasgow and University of Nottingham from a variety of disciplines, including public health, medicine, biomedical science, human nutrition, agribusiness and veterinary science. From the University of Glasgow, our delegation included one student from Nursing, one from Veterinary Medicine, one from Vet Bioscience and three from Medicine. This diverse group was intentionally chosen to represent the concept of OneHealth - the overarching theme of the workshop. The WHO states that “One Health is an integrated, unifying approach that aims to sustainably balance and optimize the health of people, animals and ecosystems. It recognizes that the health of humans, domestic and wild animals, plants, and the wider environment (including ecosystems) are closely linked and interdependent.”(1) On Day 1, Lecturers from UCD gave talks covering a wide range of topics to illustrate how many solutions require interdisciplinary cooperation under the umbrella of OneHealth. These talks were: Cervical cancer elimination by Professor Patricia Fitzpatrick Global HIV epidemic: Achievements and Current Challenges in Treatment, Prevention and Cure by Dr Virginie Gautier Disability as an Issue in the University Sector - Insights from U21 Partners, by Associate Professor Deirdre O’Connor and Professor Paul Harpur A One Health mindset by Dr. Gerald Barry One Health and Sustainable Development by Professor Patrick Paul Walsh Biodiversity and Human Health by Associate Professor Barry McMahon Educating Public Health Leaders of the Future: A Global Health Perspective by Associate Professor Mary Codd As our delegation included students from a diverse range of degrees, we each brought forth our expertise in different subject areas. This was especially useful during Day 2 of the workshop, where the students were given case studies where the concept of OneHealth needed to be considered in order to assess the problem and devise solutions. A real-life example that was given of “Operation Cat Drop.”(2) In the 1950s, Borneo asked the World Health Organisation to help them with malaria control. The World Health Organisation sprayed dichlorodiphenyltrichloroethane (DDT) - an insecticide used to kill malaria-carrying mosquitoes. It was then noticed that the population of rats had increased and infestations were leading to diseases passed from them. The issue was that DDT was poisonous to cats. With the native cat population declining, the population of rats increased, and so did the diseases from them. Operation Cat Drop was planned to parachute cats into Borneo to increase the cat population there. It was fascinating to be able to hear and understand how the concept of OneHealth applied in the real world. The workshop taught us how we had to consider the interconnectedness of the environment to public health. References: 1. One health [Internet]. [cited 2025 Jun 20]. Available from: https://www.who.int/health-topics/one-health 2. Campbell N, Powers E, Cabrera L, Cabrera D. Cats, Rats, and Roofs: The Perils of Ignoring Relationships.
Competition Winner - Shraddha Meti What is a visual abstract? A visual abstract is a novel way of presenting research. It is a small graphic that gives a brief overview of the research question, methods, and conclusions of the project. In essence, it is an eye-catching summary of the research you have carried out. What do I need to submit? Your written abstract (introduction, methods, results, conclusion (250 words)) Your visual abstract The name of one project supervisor The date of submission to the competition Good luck!
Everyone talks about the end goal, becoming a doctor, but not enough is said about the torturous road that gets you there. Through the sleepless nights, plaguing imposter syndrome, friendships forged in lecture halls and hospital corridors, and the small moments that remind you why you chose this career in the first place. The journey through medical school is anything but linear; there are ups and many downs. It begins with wide-eyed enthusiasm, often mixed with a hefty dose of anxiety. You step into your first lecture hall expecting answers, and instead find more questions. How does anyone remember the Krebs cycle? What is the difference between all these types of shock? Why does every patient in the textbooks seem like a trick question? As the years pass, the theory builds and gives way to practice. You swap the library for the wards, and textbooks for actual patients. It is a very overwhelming and humbling transition as you realise that the real world does not always follow the textbooks. Through many bedside teaching sessions and countless CAPS sign-offs, you slowly build practical skills on top of the bank of human anatomy knowledge acquired through the first few years. Throughout all this, there is growth in both knowledge and character as you build both a strong professional and personal portfolio to help your career as a doctor flourish. Now this journey is not complete without its fair share of setbacks. Exam failures, burnout, self-doubt, or the universal experience of impostor syndrome. These challenges are something every medical student faces at various points in their journey. This all culminates in the final year, where you complete your final exam and the journey comes to an end, and the next step can truly begin. Overall, medical school is a journey that prepares you with the skills and knowledge required to be a doctor in both a practical sense and a more personal sense. Through the relationships built and challenges overcome, it is a stepping stone that better prepares you for the journey ahead in the healthcare environment.
With this being the final edition of Surgo for the year, and my final one as Editor-In-Chief, it's important to look back and reflect. This year has been very important for Surgo as we have finally managed to gain accreditation as an official publication. There has also been more of an online presence and push, in the digital age that we live in this is very important. While this is key to the advancement is Surgo going forward, it is important not to forget the origins of the journal. That is why we have continued to print and distribute physical copies of Surgo as well, to maintain the core essence of the brand. As a team, we have managed to deliver various topics, ranging from study skills to mental health. All of these had a key focus: students and their livelihood. Moving forward, this is something we want to build on and continue promoting, a better environment and sa afe space for students to voice their opinions and concerns. We also want this to be a place to highlight students' achievements, both academic and extracurricular. And on that note, from the entire Surgo team and our various co-authors, we are signing off for this year. - Daanyaal Ashraf, Surgo Editor-In-Chief 2024/25
Surgo Meets... Dr Christine McAlpine : First Woman President, MedChir Society
In this issue, we speak to Dr Christine McAlpine or “Christine Corbett” as she was known back in the days of Glasgow Medical School. Dr McAlpine broke through the ceiling and entered the history books as the first woman President elected to lead MedChir Society. Radiologists Brian Mucci and John Shand were on her committee while Sam Galbraith was her Honorary President (1945- 2014; https://www.scotsman.com/news/obituaries/obituary-sam-galbraith-brain-surgeon-and-politician-1528621; https://www.theguardian.com/politics/2014/aug/19/sam-galbraith). 1) Dr McAlpine, since it is graduation season, please tell us a little of your career after you qualified MBChB and why you chose the specialty you did. Up to my retirement 3 months ago, I was a Consultant Geriatrician and Stroke Physician. I find Geriatric Medicine interesting and a nice mix when compared to a single-organ-based specialty. I became interested in Stroke Medicine when it became a specialty in the 1990s. I really enjoyed the mix of acute and rehabilitation aspects of managing patients in the Stroke service. 2) Can you share some of your career highlights? I have always enjoyed being a doctor! Locally, I was for many years the clinical lead for the NHS GGC Stroke Managed Clinical Network, which was a varied and interesting role. I was, over the course of my career, the Geriatric Medicine Advisor to the Chief Medical Officer of Scotland and Chair of the British Geriatrics Society (Scotland). I had a long and fruitful collaboration with Healthcare Improvement Scotland and the Scottish Stroke Care Audit. I was co-Chair of the Scottish Care of Older People Audit until my retirement – and I am still on the committee to improve care of this group of people in Scotland. I was able to maintain an interest in research via the Scottish Stroke Research Network and had various roles in the Royal College of Physicians and Surgeons of Glasgow. I have been fortunate to have had a very enjoyable career. 3) Tell us a little of your time as a student at Glasgow University, especially about your time in MedChir? We celebrated the 45th reunion of our graduation just last week! I thoroughly enjoyed being a medical student in Glasgow and my time in MedChir. Take a look at the pristine MedChir membership book I found recently. The MedChir afforded me the opportunity to meet students from other year groups - it was good fun! I enjoyed working with Sam Galbraith and we were kept busy organising all the educational activities and lectures, at least once a month! Before each event, a couple of committee members would head to the Ubiquitous Chip with that evening’s speakers for dinner – those were the days! Outside of Medicine, I was part of the University of Glasgow Cecilian Society – still running today! – where I played the clarinet with the orchestra. As a “Western Infirmary” girl, I was sad to see it demolished, but I am very impressed with the new buildings appearing. 4) What would you say to your medical student self if you had the chance? “Believe that you can do things” and “Read up on Imposter Syndrome”. I think women in particular are more prone to this. 5)What would you say to medical students today? I would tell them something which was said to me as a student: “You are usually more content regretting the things you did, than the thing you didn’t do.” Take any opportunity you are offered. I generally did that when I was a student and most times I was glad for the experiences they brought. There were a few opportunities I didn’t take and I regretted later - for example I regret not taking the opportunity of intercalating to do a BSc. I wasn’t sure I wanted to do a science degree in the middle of my medical training. Now, with hindsight, it would have been a very good thing. But I think I have always been a ‘glass half full’ person, which I hope has stood me in good stead over the years!
Happy New Year! Hopefully, everyone had a restful festive break and is settling into the rhythm of the Glasgow Medical School routine. With the Academic year in its second term, it has been wonderful to meet you at teaching and in the hospitals. As you progress through your studies in medical school and life as a doctor – you may occasionally wonder “Is this it?” I grapple with this question regularly. Don’t get me wrong – I have wanted to be a doctor for as long as I remember and am so grateful for that opportunity. I possess all the ingredients to ensure happiness - but why can’t I shake that feeling of “something’s missing”. Thank you to everyone who came to visit the “Navigating Uncertainty” exhibition at the Clarice Pears last term. We were blown away by the response, especially the support from Professor Sir Kenneth Calman! If you missed it, the digital art collection can be viewed here: https://medicineandtheartsglasgow.com/ - QR code below. Big thank you to Julianna Sandoval Alfonso, Charlotte Duffus, Rueben Heaton, Laura Hewitt, Tazra Khan, Gregor McIntosh, and Grace So for your help filming the Active Bystander videos – you were all big hits in Liverpool as part of a collaborative project on medical student Active Bystander Training! We are busy planning new initiatives for you through MedChir and Surgo – so keep an eye out for these over the next few weeks. Seems I am not alone. In his “final prescription for the nation” last week, Dr Vivek Murthy summarises his observations after 2 terms as Surgeon General of America. Seems self-worth and fulfillment needs 3 ingredients: Purpose, Service, and Relationship. Remember when we did sports, volunteered in community service before medical school? Turns out all that is actually good for us! (Not just for the CV...). I encourage you to read this short piece – and come back to it often – I promise it will be more than worth your time. QR code below and link here: https://www.hhs.gov/sites/default/files/my-parting-prescription-for-america.pdf Meantime - keep your submissions coming for the Visual Abstract and Surgo Vision competitions Remember: 5 best submissions accepted for publication receive £20 with a chance to win the end of year £100 overall best submission prize – and is legitimate CV fodder! So get your skates on and showcase your work with the world! Till the next Tail Lights – I wish you much fulfillment! Remember: you are the OG! You have worked hard to get into one of the best medical schools in the world and you are well on your way to becoming doctors. That’s purpose and service checked: go work on your relationships.
"A picture is worth a thousand words" - Confucius To encourage intellectual curiosity, critical thinking, observational and diagnostic skills, the ability to empathize with patients, and promote a general sense of well-being, Surgo will publish up to 5 images submitted by medical students in each issue. Images can be in the form of a painting, cartoon, photograph, still life drawing, doodle ... the list is endless - limited only by your imagination. Selection criteria: The image must be an original piece, submitted via email to the Editor in Chief, Surgo (format - JPEG or TIFF) It should be certified as original and be accompanied by a short description of what it represents/means to you / why it should be published. The best 5 will be selected for publication in Surgo by Professor Cindy Chew. Each successful submission is awarded £20. At the end of the year, all published images are eligible to compete for the Best Medical Vision prize - up to £100. A few years ago, I looked in the mirror and made a declaration: I was going to commit to growing my hair as long as possible. Albeit a fairly small decision in the moment, it grew to become a feature that would softly shape the edges of my cementing teenage identity. I began to be acknowledged as ‘the girl with the long hair’ in school. In times of self-doubt, it could become a veil of confidence. On many more joyful occasions, it acted as a fun conversation starter, offering countless little moments of connection. A couple of years ago, I looked in the mirror and had a realisation: my hair was no longer growing as it used to. As I began to juggle health problems alongside university demands in my second year, getting through exams and coursework grew more challenging. Less time was available to be spent on ‘unproductive’ hobbies: taking extra time for haircare and carving out quiet moments of creativity was no longer possible. As the ends of my hair began to grow a little more ragged, the fringes of my broader identity began to fray slightly. Last year, I gave myself the space to really see my reflection, and I realised I needed to reconnect with the person I used to see in that mirror. During my intercalation year, I have regularly been making space for health, creativity, and some wonderfully therapeutic unproductiveness. A couple of months ago I observed that my hair was starting to look healthy again. As one of the first drawings I have done since I was around thirteen, this sketch felt like a moment of recoupling parts of my younger identity with the person I want to be now. I feel very fortunate to know that I am on a career pathway which aligns so deeply with my core values - it is truly the greatest privilege to know I will be in a position to help so many people at such vulnerable moments - though I don’t doubt there will be many more challenging periods ahead. It has felt significant to see this physical, visible representation of the importance of filling my own cup. My hair isn’t as long as this yet, but as I continue to prioritise self-care, perhaps someday it can be. To me, this image is a reminder that I always have the power to make positive changes: I can relearn to draw at 22; I can be joyously unproductive when I need to be; and, as my hair has taught me, it’s always possible to make some positive growth.
During my elective at Apollo Hospitals in India, I had a remarkable opportunity to immerse myself in the field of cardiothoracic surgery. Working alongside renowned surgeons, I observed, learned, and assisted in various complex procedures, from aortic dissections to coronary artery bypass grafts. Witnessing the precision, skill, and decision-making required in each surgery was humbling and deeply inspiring, reinforcing my passion for this field. An eye-opening experience early on was observing a minimally invasive CABG performed in a robotics suite using the DaVinci system. It felt almost futuristic, as though I was watching a scene from a movie, making me appreciate just how advanced medical technology has become. Over the 4 weeks, I was continuously challenged. I had just one week to familiarize myself with the rhythm of cardiac surgeries before being taught various suturing and knot-tying techniques. By the end of the 3rd week, I was harvesting saphenous veins for CABG procedures, which as a relatively young medical student, felt like the epitome of my career so far and has cemented my life-long passion for this profession. However, life in a private cardiac surgery institute was not all I expected. My time there also exposed me to the disparities in access to healthcare, especially outside of the NHS. A particularly shocking moment occurred when a patient's family had to purchase their own supply of AB+ blood for surgery due to the hospital’s limited supply. This stark reality heightened my appreciation for the healthcare services provided by the NHS. I think as medical students rotating through various hospitals, we often find ourselves as outsiders integrating into established teams, making it harder for us to learn and fit in. This elective was a beautiful experience due to the warmth and inclusiveness of the team. Furthermore, I had the opportunity to cherish the vibrant culture of India, which made my time there all the more memorable and I hope to rejoin them for my senior elective next year.
Mental health issues are not always evident from physical appearance or speech which highlights the need for a comprehensive psychiatric history. This became particularly clear to me during one of my early experiences in old-age psychiatry; an elderly woman who lacked insight into her dementia diagnosis. Although she appeared neat, organised in her speech, and showed no obvious neurological symptoms, she frequently experienced delusions of individuals breaking into her house—issues that only came to light when directly inquired about. Her confusion regarding everyday matters, such as visits from friends or upcoming appointments, revealed subtle cognitive impairments that were not apparent on the surface. This emphasised the importance of using specific diagnostic criteria and cognitive assessments to provide objective measures to accurately identify mental health conditions that may otherwise be overlooked. - Celeste Hernon For my junior elective, I did a placement in the cleft department here in Glasgow. As the cleft centre for Scotland, I got to see the breadth of cleft care. I was welcomed as part of the team and encouraged to get involved from the very start. From the very important task of holding and entertaining the newborn baby whilst the consultant talked to the parents, to harvesting bone from a child’s iliac crest and observing a speech and language therapist running a video fluoroscopy clinic there was always something to be a part of. My timetable was flexible and allowed me to meet and work with many members of the cleft team. By seeing new patient consultations, cases in theatre, post-op ward rounds, and follow-ups I was able to explore a cleft patient’s journey. Scrubbing in theatre every week was encouraged and re-affirmed by the aspiration to do surgery. It was so interesting to see operations that only happen here within Scotland, with the youngest patient I saw being only 18 weeks old and the oldest at 59 years. As I was assisting I got to look through the microscope for a cleft palate repair which meant I had one of the best viewpoints in the room. As a patient’s journey will span many years of their life, holistic care and support is so important, from a midwifes support when a cleft lip is diagnosed via ultrasound, to a clinical psychologist making time to check in on each patient, and to daily visits by the cleft nurses and consultants when in hospital. It was a fantastic experience to learn from and I appreciated how supportive all the team were. - Caitlin McEvoy
What is a visual abstract? A visual abstract is a novel way of presenting research. It is a small graphic that gives a brief overview of the research question, methods, and conclusions of the project. In essence, it is an eye-catching summary of the research you have carried out. ere is our first submission, from Grace So. The Top 5 submissions will win a £20 cash prize, with the winner receiving an even bigger reward!! What do I need to submit? Your written abstract (introduction, methods, results, conclusion (250 words)) Your visual abstract The name of one project supervisor The date of submission to the competition Good luck!
For my senior elective, I wanted to go abroad and experience medicine in a completely different setting than the UK. As I am interested in orthopaedics, this led to me applying for an elective at the University of Stellenbosch in South Africa. I had heard wonderful things from previous SSC and Elective supervisors about the fantastic experience in South Africa, after a bit of research I decided that Tygerberg Hospital in Cape Town seemed like the ideal destination. I also had other more personal motivations for pursuing an elective in South Africa, as Cape Town holds a very special place in my own family history. During the Second World War, my Great-Grandfather was posted to Cape Town with the Fleet Air Arm as an aircraft engineer. Here, he met and married my Great-Grandmother, originally from Muizenberg (A beachside town to the south of Cape Town). Before my trip I was able to do extensive ancestral research and was able to visit some of the areas where she grew up and lived, allowing me to experience the culture she left behind in 1944. Entering Tygerberg Hospital for the first time was very daunting. The hospital campus is the size of a small village and is the second largest hospital in South Africa - with 1899 beds. I was welcomed to the department with the 7:30 trauma meeting, where all the orthopaedic trauma patients admitted in the last day were discussed, and a surgical plan was formed for each. The 24hr emergency theatre list from the day and night before was also discussed, with the registrars presenting each case to the team of consultants. After this I would head to theatres, finding a different list to scrub in with every day. I was also able to shadow one of the registrars during their 24hr call shifts. Due to the high volume of trauma presenting to the hospital, there is an emergency orthopaedic theatre that runs 24/7, where surgeons can work through the backlog of trauma built up from the previous day. Outwith the hospital I had time to explore Cape Town as a city. Cape Town is a beautiful city with a vibrant cultural scene. There are regular tours to Robbin Island, a poignant activity that I feel is crucial in understanding the Apartheid era and inequality faced by so many South African Citizens. I would also thoroughly recommend a walk down Kloof Street, and a venture on the Table Mountain Cable Car, as well as surfing on Muizenberg Beach. Also, a trip to Cape Town is not complete without visiting the African penguin colony on Boulders Beach! The Western Cape is famous for its winemaking, and there were plenty of opportunities to explore the beautiful vineyards on the Franschhoek Wine Tram.