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

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

Use of LabTutor improves student engagement and achievement in nerve conduction and autonomic physiology practical classes

Use of student-created video resources to enhance practical training in Objective Structured Practical Examinations (OSPE's)

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

Impact of a final year project skills workshop series

Student engagement in practical assessment

Impact of a final year project skills workshop series

What does the future hold for the teaching of physiology in UK Higher Education Institutions?: Seeking meaning in a constantly shifting landscape

Supporting international dissemination of teaching innovations in the life sciences

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

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

A hearty dose of simulation - sharing best practice and resources across different disciplines in medicine and medical sciences

Developing physiology graduate skills and attributes with Objective Structured Practical Examinations (OSPE’s)

Developing practical skills in drug discovery and screening for a diverse student population

Enhancing student engagement with physiology using Infographics presentations

To pee or not to pee? A urine-free renal practical

Use of high fidelity human patient simulators (HFHPS) for science teaching

Using Objective Structured Practical Examinations (OSPE's) to consolidate practical skills and assess graduate attributes in life sciences

Using Objective Structured Practical Examinations (OSPE's) to consolidate practical skills and assess graduate attributes in life sciences

Adapting Objective Structured Practical Examinations (OSPE's) to assess clinically-related science skills

An assessment of students', academics' and health professionals' abilities to site stomas accurately on human cadavers

Are high fidelity human patient simulators an effective tool when teaching renal physiology?

Can high fidelity human patient simulators help biomedical science students better understand complex concepts such as anticholinergic burden?

Effectiveness of High Fidelity Human Patient Simulators in Neuroscience and Neuropharmacology Teaching

High fidelity human patient simulators and anticholinergic burden

Use of iPads for Objective Structured Practical Examination (OSPE) to assess clinically-related skills

Use of LabTutor improves student engagement and achievement in ECG and EEG practical classes

Using High-Fidelity Human Simulators to teach guidelines for the use of amiodarone in Advanced Life Support in silico – A Pilot Study

The effectiveness of high fidelity human patient simulation in neuroscience and neuropharmacology teaching - a pilot study

The power of collaboration: working together to evolve undergraduate active learning tools into powerful professional development experiences

The use of LabTutor for the development of new educational materials in a partnership between pharmacy and biomedical undergraduate students and academic staff.

Use of LabTutor improves student engagement and achievement in ECG and EEG practical classes

Introduction of formal assessment criteria into Anatomy Honours dissection exercises

Introduction of Objective Structured Practical Examination (OSPE) assessments

Planting the Seeds of Cross-Disciplinary Teaching & Assessment

Use of iPads for Objective Structured Practical Examination (OSPE) assessments

2012 revised international chapel hill consensus conference nomenclature of vasculitides

The value of myocardial perfusion scintigraphy (MPS) in coronary artery disease (CAD)

Trace element absorption by human small intestine

Developmental changes in DMT-1 mRNA expression correlate with the magnitude of Fe2+-evoked electrogenic transport in human intestinal Caco-2 cells

cGMP/PKG II-dependent inhibition of a pH-dependent Zn2+-evoked electrogenic transport pathway in human intestinal Caco-2 epithelia

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