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Dr Scott Border

Dr Scott Border has embedded a sustainable partnership learning community that goes way beyond standalone projects. His philosophy of working is defined as much by its processes as it is its outcomes. He has uncompromisingly blurred the boundaries between staff/student identities in a very traditional university setting, leading to transformational learning experiences.
University of Southampton
Job Title
Principal Teaching Fellow

Scott is a Principal Teaching Fellow in Anatomy, Deputy Head of Medical Education, Fellow of The Anatomical Society and Fellow of the Higher Education Academy (Advance HE). At Southampton he has developed a thriving and internationally renowned centre of excellence for clinical neuroanatomy education that has served to vertically integrate the subject within the medical curriculum. In the face of continued curriculum reform, the highest standards and resources for neuroanatomy education have been transformed to meet the educational needs of tomorrow’s doctors. He is driven through his passion for working in genuine partnership with students which reflects all aspects of academic engagement.

Scott has become a leading expert on the efficacy of “near-peer” teaching in medical education and has published extensively, given invited keynote talks, and delivered workshops at international scientific meetings. He is the founder of the prestigious undergraduate and postgraduate neuroanatomy competition which has had a meaningful impact upon the career progression of countless UK students and junior doctors who have won prizes and distinction awards.

Scott has pioneered innovative, open-access, digital learning tools in neuroanatomy education via student partnership that have been quality assured by leading learned societies and have a global reach. Furthermore, he is also involved in the mentorship and training of future generations of clinical anatomists. 

There are over one billion sufferers of neurological disease world-wide and in order to design effective therapeutic strategies, doctors must understand the exact mechanisms of disease and identify their anatomical characteristics. Peer training to create carefully dissected human brain specimens is a privilege for medical students and Scott is at the forefront of providing them with a unique and distinctive experience, as well as raising the profile of neuroanatomy education nationally. His practices are ultimately transferrable and Scott is ideally placed to design and lead the strategic direction of how clinical neuroanatomy is taught. He has instigated a cultural awareness of student partnership best practice in higher education which is based on robust empirical evidence, and original lines of enquiry that seek to understand differences in the perceptions of the partnership model among students and staff.

Advance HE recognises there are different views and approaches to teaching and learning, as such we encourage sharing of practice, without advocating or prescribing specific approaches. NTF and CATE awards recognise teaching excellence in a particular context. The profiles featured are self-submitted by award winners.