Reverse mentoring – a role-reversal initiative where students mentor staff about a specific topic – is designed to strengthen inclusion across the Faculty by giving staff a deeper understanding of marginalised and minoritised student perspectives.
Inspired by ACMS’ success, Siani and Kathryn launched their scheme in September 2024, beginning with five academics, including professors and senior staff, who were paired with medical students who identify as LGBTQ+.
For staff, the aim was to open a valuable window into lived experiences of students, encouraging reflection on how teaching and culture can better support LGBTQ+ communities. For students, it was intended to create an opportunity to share their insights directly with senior decision-makers while also developing their own communication skills.
Over the course of the academic year, each partnership met a minimum of four times. Conversations ranged widely, from what it is like to be an LGBTQ+ student at medical school, to questions of professional identity, inclusivity in medicine, and broader issues such as healthcare inequalities. Kathryn explained that the scheme created “a new way to communicate lived experience directly with staff, while helping staff reflect on how they can improve outcomes for students.”
Training and support for mentors
Recruitment for the programme took place through society newsletters, WhatsApp groups and mailing lists. Students who applied were asked to write a short paragraph about why they would be a good fit, while staff participants were invited through newsletters and internal calls for interest.
To ensure student mentors felt supported, they received training from Faculty with experience of reverse mentoring scheme delivery on how to be a mentor, guidance on maintaining psychological safety, and a dedicated handbook. This approach builds on longstanding traditions in medical education, where mentorship is central to learning and development. Taking part was not only an opportunity to influence change, but also a valuable form of professional development.
In recognition of the additional commitment involved, mentors were also paid the London Living Wage. Siani emphasised that “this decision recognised the extra burden often placed on minority students, sometimes called the ‘minority tax’, and ensured the students’ time felt valued.”
Breaking down hierarchies
Kathryn and Siani organised meetings with participants halfway through the programme and again towards the end, providing a chance to share reflections. Feedback from both staff and students has been overwhelmingly positive.
Staff described how refreshing it was to step outside the usual hierarchy of teacher and student and instead meet as equals. Kathryn reflected that “it’s quite interesting to see how that normally quite senior Faculty versus student relationship, or hierarchy has been dismantled.” Students similarly valued being able to share their perspectives in open, constructive conversations, beyond the boundaries of formal systems.
Although Kathryn and Siani provided some initial talking points, the discussions often grew organically. “The mentors really took the lead, answering mentees’ questions and bringing up topics they felt passionate about,” Kathryn explained. In some cases, conversations extended beyond Faculty life, touching on the politics of being LGBTQ+ in London and how these wider contexts may shape future medical careers.
Recognition and next steps
The scheme has already gained recognition, having been presented at the Association for the Study of Medical Education (ASME) conference, where it attracted significant interest from medical schools across the country. Siani reflected on the experience: “We’re definitely hoping to do this programme again this year and also to spread the word across different medical schools. When we went to the ASME conference, which is a teaching conference for medicine, there was an interest from academics across different universities. So, to have this published formally would be an exciting next step.”
Looking ahead, and with the support of Dr Sam Thenabadu, the Medicine MBBS Programme Director, and Dr Fleur Cantle, Head of Stage 3 and the Inclusive Education lead in the Centre for Education, the team plan to expand the scheme with new mentor recruitment this year. Their hope is to build long-term momentum for cultural change within the Faculty, ensuring as many staff as possible have the opportunity to engage directly with the lived experiences of LGBTQ+ students.