Emily Róisín Reid, Director of Student Experience, Employability and Progression, Warwick Medical School

Associate Professor, Medical Education, Unit for Social Sciences and Systems in Health, Division of Health Sciences

Chair: Inclusive Education subgroup of Education Committee

Module Leadership: Welcome and Induction (UG, MBChB), Masters in Medical Education, Evidence and Values (co-Lead).

Pronouns: she/her, they/them

• Working as part of the Education Management Team, my role involves influencing the strategic development of enhancement activity in relation to the student experience by creating and driving forwards the implementation of the WMS departmental-wide Student Experience Strategy. This was approved in 2020 by Education Committee and implemented across the School, with a reach of influencing practice relating to the 200+ colleagues who teach and support learning and ~2000 students. The purpose was to provide colleagues from across the School with a shared vision and a framework for practice relating to excellence in the SE.
• My role involves developing and leading on strategic projects and initiatives to enhance the experience throughout the student lifecycle. These range from: activities designed to widen participation, leading in-programme activities (i.e. Welcome Week), ensuring progression through development of inclusive education action plans to address awarding gaps, and managing SE transitions within course through to and including their employability.

Areas of special interest:

• Inclusive Education and Widening Participation

I am chair of the Inclusive Education subgroup of WMS Education Committee, leading our strategy across the school.Since 2016, I have supported a range of student-led Widening Participation initiatives providing a reach of ~3000 prospective students from WP backgrounds keen to pursue careers allied to medicine. These include our annual WMS Widening Participation Summer Schools (~200 pupils/students), an annual preparatory course to support WP pupils access medicine, called ‘MMI-for-all’ (~400 pupils/students),and supported 900 students via PrimaryAid which is an initiative to offer Basic Life Support in addition to. As Academic Lead, I support the School to consider factors relating to Inclusive Education practice, so that we are widening participation throughout our degrees, in addition to access via our admissions procedures.

• Anti-racism practice

As one of the co-founders of the WMS Awarding Gap Working Group, I work with colleagues to create and drive forward our action plan. I led the design and development of the WMS Anti-racism module which was launched in Spring 2022, with the online learning component being launched institutionally across Warwick in 2023/4.

• Careers

Select Publications:

Reid, E.R. and Kelestyn, B. (2022). Problem representations of employability in higher education: using design thinking and critical analysis as tools for social justice in careers education Special Issue of the British Journal of Guidance and Counselling. https://doi.org/10.1080/03069885.2022.2054943

Brierley, C., Ellis, L., Reid, E. R. (2021). Systematic review investigating the impact of peer-teaching programmes on medical student performance. Medical Education.

Reid, E. R. (2021). Impacts of Shortening the length of career guidance: implications for practice, professionalism, service delivery and social justice. British Journal of Guidance and Counselling.

McGrath, A.P. Gadie, A., Cunningham, C., Laake, J-P. and Reid, E. R. (2021). ‘We need to move towards a student-centred application process for foundation training’. British Medical Journal available online 

Reid, E. R. (2021) Career and Career Guidance in the Nordic Countries, British Journal of Guidance & Counselling, doi: 1080/03069885.2021.1876839.

Adeeko, S. and Reid , E. R. (2020). A narrow approach to Widening Participation? A critical analysis of impact in relation to efforts to Widen Participation in Medicine. The Clinical Teacher. 17 (Supp.1): 63.

Reid , E. R. (2020). Psychological Contracting with new medical students: co-production of a student guide to learning. The Clinical Teacher. 17 (Supp.1): 54.

Reid , E. R. (2020). The relevance of Community Interaction Theory to ‘Widening Participation’: A role for the guidance practitioner as applied psychologist and sociologist? National Institute for Career Education and Counselling Journal. 45: 51-58.

Reid , E. R. (2020). Place-Identity in ‘Boundaryless’ Careers: Narratives of medical students from lower socio-economic class backgrounds. National Institute for Career Education and Counselling Journal. 44(1): 28-34.

Reid, E. R. and Manley, C. (2016). ‘Graduate Attributes: The Demise of Diversity?’ Phoenix Journal for the Association of Graduate Careers Advisory Services.

Previous Career History

Previously to my current post, I spent 11 years working as a qualified Career Guidance Practitioner within Higher Education and the Welfare-to-Work Sectors; designing, developing and delivering programmes of careers education to a diverse range of audiences. My experience within the latter setting involved working in a team with clinical colleagues to help individuals rehabilitate towards work, benefitting me with sound knowledge of the societal determinants of health, and the extent to which career support can help as part of a rehabilitation process.

Prior to this, I spent 6½ years as Area Manager within a fast-paced retail environment, involved leading £30 million turnover business with significant responsibilities in Organisational Culture and Learning & Development. Over that time period, I amassed specialist knowledge and subject expertise in organisational development, career development and business leadership and management.

Education

I completed my undergraduate (Hons) degree at University of Leeds, majoring in English with a minor in French. I have completed 4 postgraduate & professional qualifications relating to my practice including a Masters in Career Development and Coaching Studies (Distinction) at the University of Warwick. I am currently working prospectively towards a PhD by published works.