Teaching
Rachel’s teaching ethos centres on developing confident, reflective and “prescriber‑ready” pharmacists through authentic, practice‑anchored learning that prioritises patient safety, professional values and interprofessional collaboration. She designs learning environments where students are challenged and supported in equal measure, using real‑world cases, longitudinal placement experiences and structured feedback to help them integrate scientific, clinical and professional knowledge. She places particular emphasis on partnership with students and stakeholders, co‑creating activities and assessments that mirror contemporary practice and prepare graduates for evolving roles across healthcare settings.
At Liverpool, she leads the design and implementation of experiential learning and placements within the new MPharm, explicitly mapping these experiences to the Liverpool Learning Framework and Curriculum 2027 through research‑connected teaching, authentic assessment and workplace‑linked learning. Experiential activities are sequenced to provide early and increasing exposure to diverse care settings, with prescribing‑focused outcomes, clinical reasoning and interprofessional learning embedded from the outset. Her assessment approach draws on principles of constructive alignment, using tools such as OSCEs, portfolios and workplace‑based assessments to generate rich feedback, support progression and evidence GPhC‑aligned outcomes across the programme.
Rachel’s pedagogic practice is underpinned by formal qualifications and recognition in learning and teaching, including a Postgraduate Certificate in Teaching and Learning, Fellowship of the Higher Education Academy and institutional teaching excellence awards. She engages in ongoing scholarship of teaching and learning, using evaluation, educational research and external collaboration to refine her practice and contribute to sector‑wide conversations on experiential learning, placement quality and the development of future pharmacy educators and prescribers.