“What does it mean to educate for the future?”
That’s the question Dr Yetunde Kolajo invited more than 200 GP educators to explore during her interactive session at the 2025 Kent and Medway Medical School (KMMS) and Primary Care Training Hub Educators’ Conference. Her talk, “Piecing Together the Puzzle of Learning – Educating For The Future” didn’t just resonate; it inspired a collective shift in thinking.
Held at the Ashford International Hotel on 3rd April 2025, the conference focused on Empowering the Multi-Professional Workforce of the Future. For Student Success at the University of Kent, it was an ideal opportunity to contribute meaningfully to conversations about student success, inclusion, equity, and educational transformation in clinical settings.
Dr Kolajo, a Research Associate for Student Success, delivered a session that combined research, reflection, and real-world relevance. Through reflective thinking and questions, she helped educators consider how diverse learner experiences, particularly those of International Medical Graduates (IMGS), can be better understood, supported, and included in learning environments.
The session wasn’t just timely, it was strategic. It directly supports the University of Kent’s Access and Participation Plan (APP), which sets out bold commitments to closing awarding gaps in higher education. Student Success plays a key role in delivering this plan, translating institutional goals into teaching practice.
Dr Kolajo’s talk embodies the Student Success ethos: bridging research and pedagogy and translating insight into impact. By working with GP educators, she helps extend the university’s commitment to a student-centric agenda and equity well beyond the classroom.
From Reflection to Action: What Educators Took Away
Educators engaged deeply with a model of reflective practice grounded in the Pre-action, In-action, and Post-action reflection framework (Schön, 1983; Ghaye, 2011). This gave them practical tools to become more self-aware and learner-focused in their teaching.
Here’s what participants said they learned:
- Greater awareness of the unique challenges faced by IMGs
- The importance of compassionate and culturally responsive teaching
- How to balance pastoral and academic roles in busy clinical environments
- Understanding cultural differences and how they shape learning behaviours
- The power of reflecting during and after teaching interactions
One educator shared, when asked about the ‘three significant insights gained that could meaningfully shape their future approach as a GP educator, they said:
“1. Understand the social and personal challenges 2. To give them equal opportunities 3. Be empathetic.”
Looking Ahead
Student Success will continue to support cross-sector partnerships that amplify student success, reflective teaching and inclusive practice. As Dr. Kolajo’s session shows, when we combine theory, reflection, and lived experience, we can create profound change, one learning encounter at a time.
“The puzzle of learning is complex, but when we listen deeply, reflect honestly, and teach inclusively, we begin to see how the pieces fit.”
– Dr Yetunde Kolajo
Want to Learn More?
Explore the University of Kent’s Access and Participation Plan or get involved in Student Success initiatives by contacting studentsuccess@kent.ac.uk.