Professor Derek Scott

BSc (Hons) BioMedSci, PG Cert, PhD, FRSB, Education Lead for Institute of Education for Healthcare & Medical Science

Chair in Physiology & Pharmacology Education

51cg

Email Address: d.scott@abdn.ac.uk
Telephone Number: +44 (0)1224 437566
Office Address: 6.37 Institute of Medical Sciences
Foresterhill Campus
Ashgrove Road West
AB25 2ZD
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School/Department: School of Medicine, Medical Sciences and Nutrition

Biography

Professor Derek Scott completed secondary education at Millburn Academy, Inverness (1988-1994) before coming to the University to read for his undergraduate degree.

He is Lead for Physiology and Education Lead for the Institute of Education for Healthcare & Medical Sciences

Derek was the first person on the teaching/scholarship career track ever appointed to a professorship at the 51cg in 2019. He holds the Chair of Physiology & Pharmacology Education.

He has been announced as the winner of the for 2026, as part of the Society's 150th anniversary celebrations.

Professor Scott co-chaired policy reports covering the (launched at UK Parliament, Westminster) and (launched at the Scottish Parliament, Edinburgh).

He also contributed to the Scottish Government's recent Healthcare Science Review, Education Sub-Group.

Derek was the international member of the panel who developed the for the Human Anatomy & Physiology Society and was an expert reviewer for The Physiological Society's .

Qualifications

BSc (Hons) Biomedical Sciences (Physiology)
1999 - 51cg
Prize for top student in Biomedical Sciences, First class Honours.

Thesis title: The influence of intracellular cAMP and calcium on mucosal surface pH or rat small intestine in vitro.
PhD Physiological Sciences (Medicine)
2004 - 51cg
Jointly supervised by Professor Gordon McEwan (UoA) and Professor Harry McArdle (Rowett Institute of Nutrition & Health).

BBSRC-funded PhD focused on characterization of divalent metal ion transport in the human small intestine using electrophysiology and molecular biology. Physiological Society Pfizer prize for oral communication.

Thesis title: Characterisation and regulation of iron- and zinc-evoked electrogenic transport in human intestinal epithelial cells.
PGCert Therapeutics
2008 - The Robert Gordon University
Awarded with distinction

Memberships and Affiliations

Internal Memberships

Education Lead, Institute of Healthcare & Medical Sciences (IEHMS)
Member, IEHMS Executive
Lead for Medical Sciences, Science Teaching Hub Project Management Group
Chair, Life Sciences & Medicine Library Committee
Member, Medical Sciences Teaching Executive
Member, School Education Steering Group
Member, Physician Associate Steering Group
Member, Medical Sciences Marketing Group
Chair of School Library Committee

Derek was previously Deputy Director of Medical Sciences Teaching.

External Memberships

Education Theme Lead - Physiological Society of Great Britain (2016-2020)
Member of Physiological Society Education, Public Engagement & Policy Committee.
Member of Physiological Society EDI Committee
External Examiner in Phase I Medicine for the University of Newcastle (2008-12); MPharm for Robert Gordon University (2020-2025); BSc & MSc Personalised Medicine, University of Ulster (2021-2026); BSc/MSci Biomedical Sciences, University of Birmingham (Birmingham and Dubai campuses 2024-2028); Medicine, University of St Andrews (2025-2029).
Reviewer for British Journal of Nutrition & British Journal of Anaesthesia; European Journal of Nutrition; Social Science & Medicine; MRC Fellowships; HAPS Educator; Advances in Physiology Education.
External Member of Internal Teaching Review panel for Sports-related degrees at Heriot-Watt University, Edinburgh (2012); School of Biomedical Sciences, University of Leeds (2019), Deanery of Biomedical Sciences, University of Edinburgh (2023).
Reviewer for various textbook publishing companies.
Local co-organizer of Physiology 2019.
Fellow of the Royal Society of Biology

Latest Publications

Students’ perceptions on using generative AI to support their academic writing
2026 - Published
Cunningham, C., Malcolm, C., Scott, D. A.
Fit for the Future: Physiology Education and Teaching in the UK
Contributions to Conferences: Posters
- [OPEN ACCESS]
Generative AI workshops to enhance skills and confidence in academic practice
2025 - Published
Jenkinson, A. M., Scholz, M., Lionikas, A., Scott, D. A., Cunningham, C., Gregory, J.
Annual Academic Development Symposium 2025
Contributions to Conferences: Posters
- [OPEN ACCESS]
Reflections on designing and delivering educational escape rooms
2025 - Published
Caie, S., Cunningham, C., Mazzotta, S., Scott, D. A., Stewart, G., Stewart, L.
16th 51cg Annual Academic Development Symposium.
Contributions to Conferences: Posters
- [OPEN ACCESS]
Designing and delivering escape rooms: reflections from a multidisciplinary group of educators
2025 - Published
Cunningham, C., Caie, S., Mazzotta, S., Scott, D. A., Stewart, G., Stewart, L.
Challenges and Solutions for Physiology Education
Contributions to Conferences: Abstracts
- [ONLINE]
Creating the HAPS Physiology Learning Outcomes: terminology, eponyms, inclusive language, core concepts, and skills
2024 - Published
Tomicek, N., Cafferty, P., Casagrand, J., Co, E., Flemming, M., McFarland, J., O'Loughlin, V., Scott, D. A., Silverthorn, D.
Advances in Physiology Education, vol. 48, no. 1, pp. 21-32
Contributions to Journals: Articles
- [ONLINE] DOI:
- [OPEN ACCESS]

View My Publications

Prizes and Awards

Winner of The Physiological Society's Otto Hutter Teaching Prize & Lecture for 2026

College of Life Sciences & Medicine Excellence in Teaching Award (2010).

Inaugural Winner, Principal's Teaching Excellence Award (2018/19).

Inaugural Winner, Principal's Teaching Excellence Award (2021/22). Only person to win it more than once - also winning in 2022 and 2024.

Nominee for: Best Postgraduate Taught Lecturer, Best Undergraduate Teacher, Most Inspiring, Excellence in Digital Education, Mental Health Champion, Outstanding Contribution to Accessibility and Inclusivity in Blended Learning. Shortlisted for Outstanding Contribution to Accessibility and Inclusivity in Blended Learning.

Research

Research Overview

Objective structured practical examinations for science students.

The physiology of death and how we teach this.

Physiology learning outcomes

Accessing healthcare science/clinical physiology careers

Infographics, practical skills testing and high-fidelity human simulation to improve the teaching and learning experiences of students and staff in biomedical sciences.

Quality improvement

Research Areas

Biomedical Sciences

View Research Area

Research Specialisms

Pharmacology
Pharmacy
Healthcare Science
Physiology
Pre-Clinical Medicine

Our research specialisms are based on the Higher Education Classification of Subjects (HECoS) which is , published under the licence.

Collaborations

Dr Laura Ginesi, University of East Anglia - Physiology of death and dying

Teaching

Programmes

BSc Physiology
Undergraduate, 4 year, September start
MSc Clinical Pharmacology
Postgraduate, 3 stage, September start
BSc Pharmacology
Undergraduate, 4 year, September start
BSc Sports and Exercise Science
Undergraduate, 4 year, September start
MBChB Medicine
Undergraduate, 5 year, September start
BDS Dentistry
Undergraduate, 4 year, September start
MSc Physician Associate Studies
Postgraduate, 3 year, January start

Courses

Teaching Responsibilities

Course coordinator:

BM4301 The Science of Ageing: From Cradle to Grave
PY3002 Integrative Physiology
AN4003 Brain Function & Malfunction (with Anatomy)
BM3502 Neuroscience & Neuropharmacology
SM4902 Medical Sciences General Paper
SM3901 STEM Summer Research Programme
BM4009 Staying Alive: Adaptation in Physiological Systems

I previously coordinated BM3501 Cardiovascular Physiology & Pharmacology.

Non-course Teaching Responsibilities

Personal Tutor

Industrial Placement Tutor

I have also contributed to and 2023

Publications

Update

51cg

Biography

Qualifications

Memberships and Affiliations

Latest Publications

Students’ perceptions on using generative AI to support their academic writing

Generative AI workshops to enhance skills and confidence in academic practice

Reflections on designing and delivering educational escape rooms

Designing and delivering escape rooms: reflections from a multidisciplinary group of educators

Creating the HAPS Physiology Learning Outcomes: terminology, eponyms, inclusive language, core concepts, and skills

Prizes and Awards

Research Overview

Research Areas

Biomedical Sciences

Research Specialisms

Collaborations

Programmes

Courses

Teaching Responsibilities

Non-course Teaching Responsibilities

Students’ perceptions on using generative AI to support their academic writing

Generative AI workshops to enhance skills and confidence in academic practice

Reflections on designing and delivering educational escape rooms

Designing and delivering escape rooms: reflections from a multidisciplinary group of educators

Creating the HAPS Physiology Learning Outcomes: terminology, eponyms, inclusive language, core concepts, and skills

Challenges and opportunities in the phased introduction of R teaching for medical science students.

Introducing the HAPS Physiology Learning Outcomes

Physiology students can use Quality Improvement methodology to contribute to the prevention and management of falls during stroke rehabilitation.

Developing new online resources on statistics and data handling for medical science students

Educating the next generation of healthcare professionals: Contribution of Physiology teaching

How are Healthcare students taught about the physiology of dying?

Use of infographics to develop and assess students’ communication skills – a comparison between two institutions

Using Game of Thrones to teach physiology during lockdown and beyond.

We need to talk about death

Assessing science students’ practical skills – can we learn from healthcare education?: Healthcare educators have developed effective ways to assess a range of practical skills in their learners. What can other science educators learn from their example?

An evaluation of Medical Sciences skills to inform Co-curricular Enhancement

Developing online resources on statistics and data handling for medical science students

Virtual delivery: a panacea for the financial and ethical challenges associated with physiology laboratory classes?

Physiology students can use a quality improvement approach to support a safe and efficient medication pathway in geriatric rehabilitation

International educators’ attitudes, experiences, and recommendations after an abrupt transition to remote physiology laboratories

Insights Arising from Virtual Laboratory Experiences of 2020. A Focus on Financial and Ethical Challenges of Face-to-Face and Online Physiology Laboratories

Physiology educators’ attitudes, experiences and recommendations after an abrupt transition to remote laboratories

Pupil-led biomedical lessons for primary school children: a pilot study

Soapmaking 101 - Exploiting COVID-19 to teach practical science and analytical skills remotely

Using Game of Thrones to teach neuroscience and neuropharmacology during lockdown

Virtual laboratories: a panacea for the financial and ethical challenges associated with face-to-face physiology laboratories?

Insights Arising from Virtual Laboratory Experiences of 2020: A Focus on Financial and Ethical Challenges of Face-to-Face and Online Physiology Laboratories.

Physiology students can use a quality improvement approach to support a safe and efficient medication pathway in geriatric rehabilitation

Primary School Children can Take the Lead in Teaching Anatomy and Physiology to their Peers

Student Perceptions of Infographics for Poster Projects – A Cohort Comparison

Using Infographics to Help Students Understand and Communicate Anatomy and Physiology

Physiology 2019, Aberdeen

Student-created video resources can enhance medical science practical class assessment

Image fraud and confidentiality as vehicles for learning about ethical issues in medical science teaching, a pilot study

Perceptions of using infographics for physiology poster projects – a comparison between cohorts: Help students communicate science to a wider audience: Use infographic posters

Assessing Geriatric Proton Pump Inhibitor Prescribing and Polypharmacy in General Practice with an Educational Intervention by Physiology Students

Clarifying Renal Clearance: An educational approach using visualisation of virtual volumes via student-developed video resources

Easy as 4-AT: Improving Delirium Screening in Acute Elderly Admissions with a Targeted Educational Intervention –A Pilot Study: Physiology students can help the NHS identify reasons for poor staff compliance with physiology screening tools

Emerging Ideas for Paperless Laboratory Classes

Impact of a Final Year Skills Workshop Series for Undergraduate Medical Science Students

Use of student-created video resources to enhance science practical skills training

Adapting Objective Structured Practical Examinations (OSPE’s) to assess laboratory science skills

Bringing Science to Life – Teaching Metabolism through Augmented Reality

Effectiveness of a Final Year Honours Project Skills Workshop

Exploring the “Paperless” Lab – New Ideas and Novel Pedagogy

Use of gamification to improve student revision of physiological and pharmacological concepts—a pilot study

Use of student-created video resources to enhance science practical skills training

Using infographics to revitalise a physiology communications skills assessment

Women in Physiology: Development of an educational resource to improve awareness of the contributions of historical female physiologists

An Assessment of Students’ and Health Professional’ Abilities to Site Stomas Accurately on Human Cadavers

Using infographics to revitalise a physiology communication skills assessment

Physiology 2019

Student perceptions of Objective Structured Practical Examination (OSPE) assessments

Easy as 4-AT: Improving Delirium Screening in Acute Elderly Admissions with a Targeted Educational Intervention

Two Years On: How the Core Curriculum has Shaped Pharmacology Courses at the 51cg

Development of a LabTutor experiment to simulate an in vitro Ussing chamber frog skin practical

Enhancing engagement with physiology using infographic presentations

Impact of a final year project skills workshop series

Student perceptions of Objective Structured Practical Examination (OSPE) assessments - a comparison between disciplines

Use of gamification to improve student revision of physiological and pharmacological concepts