Please introduce yourself and tell us about your background and experience in neuroscience and psychology.

I gained my PhD in neurobiology from University College London and honed my research skills through post-doctoral positions at Cancer Research UK, the National Institute for Medical Research and the Dana Faber Cancer Institute. I became a principal investigator and lecturer at University College London before moving to the Institute of Psychiatry, Psychology and Neuroscience (IoPPN), King’s College London where I’m now a Reader in Neuroscience Education. I work to enhance the student experience through evaluating and improving assessment and feedback practices and promoting skills development. Being a firm believer in diversity and inclusion, I’ve led the development of two successful online learning MSc programmes at the IoPPN (Institute of Psychology, Psychiatry & Neuroscience at King’s College London) and now work as Programme Lead for one of these programmes, the MSc Applied Neuroscience. As Deputy Head of Department (Education) for Basic and Clinical Neuroscience, I engage with colleagues and students to integrate and promote innovative neuroscience education. I have a passion for encouraging interest and understanding of the Biosciences in schools and the wider general public, and do this as a member of the Royal Society of Biology London Branch Committee and as a scientific advisor for the Batten Disease Family Association.

What’s your area of expertise?

Neural stem/progenitor cells, neuron-glial interactions, assessment and feedback, neuroscience education.

What interests you most about the current mental health and neuroscience landscape?

That researchers in psychology, neuroscience and mental health are working together to better understand and develop treatments for neuropsychiatric and neurodevelopmental disorders. Moreover, educators can play a pivotal role by providing a landscape where students can explore how these subjects are linked; how basic neuroscience can aid the development of such treatments. Research and understanding have grown around mental wellbeing and neurodiversity, but I still feel we need to go further in making sure our schools, universities and workplaces are spaces where everyone feels comfortable.

What key skills will our students take away with them?

Our students will gain an enhanced ability to critically appraise the scientific literature and an in-depth understanding of how neurobiological research and techniques can be applied to understanding the mechanisms underpinning disease and improving treatments. They’ll learn to appreciate how technological advances and cross-disciplinary expertise can enhance our understanding of brain function. In general, students will develop their ability to be self-motivated and independent learners, present a coherent and evidence-based argument, use knowledge to solve problems. In short, students will develop transferable skills that will serve them well in whatever they choose to do next.

If you had to choose a favourite module from this course, what would it be and why?

This is difficult because our modules are diverse, and all of them have important learning objectives. Perhaps I’ll go for Neuroscience in Society because it evaluates how neuroscience is used outside of academia and debunks some neuromyths. This module highlights the importance of effective communication about neuroscience and promotes discussion around its uses in society.

What would you say to a potential student deciding whether to apply for this course?

I’d ask them to reflect on how they believe their journey throughout the programme would align with and contribute to their personal development and professional goals. I’d also ask them to assess their readiness to start their journey in the programme; some of the modules will draw heavily on theoretical, experimental and methodological aspects of psychology and neuroscience. These more technical building blocks are a necessary foundation upon which more advanced and applied aspects of the course will be laid. This is an excellent course for the right person, so students should make sure they can commit time to successfully navigate a level 7 course. I’d also say that despite the inherent challenges of undertaking an MSc course, Applied Neuroscience offers students an exciting opportunity to be part of a thriving academic community and learn from world experts on the most recent, ground-breaking research in the fields of neuroscience, psychology and mental health.

What would you say to a potential student deciding between our Applied Neuroscience and Psychology & Neuroscience of Mental Health courses?

Both programmes draw upon cutting edge research to bring together an understanding of mental health that is current, multidisciplinary and evidence-based. However, students who wish to achieve an in-depth understanding of the neuroscientific underpinnings of mental health in academic and applied settings should consider the Applied Neuroscience programme. Those aiming to understand mental health from both a psychological and neuroscientific perspective should consider applying for Psychology & Neuroscience of Mental Health, especially if they have a more focused interest in topics such as addictions, mindfulness, child and adolescent mental health and global mental health.

Do students need a background in neuroscience to be able to take this course?

Psychology and neuroscience are interdisciplinary areas, and students from backgrounds other than standard psychology or biology degrees should navigate the content with success, provided they have the time commitment and independent learning skills necessary to catch up with the content. This is a level 7 qualification, so a sustained level of excellence from students will be the standard expectation. Besides, the successful completion of foundation modules, for example, will largely depend on the student’s ability to engage with content that is based on technical, methodological and experimental paradigms in psychology and neuroscience. Prospective students must be aware of this so they can make an informed decision on whether our programmes are the most appropriate academic route for them.

What do you look for in a postgraduate student?

I look out for evidence that they’ve thought through what doing a master’s means and for whom the course achieves a clear purpose. Someone who’s interested in learning, passionate about gaining in-depth knowledge in the field and who’ll engage with the programme and fellow students will do well with this course. At the post-graduate level, I expect a student to be an independent, self-directed learner and have the ability to reflect on their learning and feedback. To be successful on this distance learning programme, they also need excellent time management and organisational skills and a flexible approach to learning.

What research are you involved in at this moment in time?

Can you tell us about it? My current research is pedagogical – around e-assessments, using laboratory simulation to promote understanding of neuroscientific techniques and supporting student diversity, learning and wellbeing. Dr Gisele Dias (An academic for our Psychology & Neuroscience of Mental Health course) and I are working together on two projects, one looking at decolonising the curriculum around Neuroscience and Psychology and the other around supporting the mental health of our online students.

In your opinion, what is the best thing about studying with King’s?

The diverse staff and student community and the College’s commitment to ‘put people first and centre’.