Dr Sarah Bailey


Deputy Director of Learning and Teaching, Senior Lecturer in Physiology
DPhil, BSc(Hons), Grad Cert L&T, SFHEA.
+44 (0)1483 684463
27 AY 04
Office Hours: 08.30 - 16.30

Academic and research departments

School of Biosciences.

About

University roles and responsibilities

  • BSc Biochemistry Programme Director - November 2023 to present
  • Deputy Director of Learning and Teaching - January 2024 to present

    My qualifications

    September 2023
    Senior Fellow of Higher Education Academy (SFHEA)
    This demonstrates the ability to lead and influence other academics in their practice in higher education It demonstrates the ability to work with others and enable them to develop their own practice in teaching and learning with your support and guidance to be effective in a way that will benefit the student experience and student learning in a host of different ways.
    University of Surrey
    01/2017 - 07/2018
    Graduate Certificate in Learning and Teaching
    (Achieving Distinction and Fellow of HEA status)
    This aims to develop an understanding of the complex interrelationship between learning and teaching in Higher Education, there is an introduction to principles of pedagogy informed teaching and how to engage in pedagogic research, aimed to develop an enquiry based approach and enable graduates of this course to development of their own future practice.
    University of Surrey
    09/2004-01/2009
    DPhil Biochemistry
    Thesis title: Investigation of the interaction of Epstein-Barr Virus protein Zta with 53BP1: a DNA damage response protein
    University of Sussex
    09/2000 - 06/2004
    BSc (Hons) Molecular Biology 1st Class
    Includes Professional Training Year

    Final Year Project title: Characterisation of glutamate receptor-evoked intracellular calcium elevation in purified oligodendrocytes.
    University of Surrey
    June 2002-August 2003
    Award for University of Surrey (Distinction) – for Professional Training Year
    This consisted of three supervisor assessments, assessment of practical ability and a written report of the research project undertaken at Weill Medical College of Cornell University, New York, USA.

    Project: Interactions between Histamine H3 and Angiotensin AT1 receptors in cardiac sympathetic nerves: relevance to the control of noradrenaline release during myocardial ischaemia. Supervisor: Professor Roberto Levi
    University of Surrey

    Previous roles

    September 2021 - March 2024
    Pedagogic Development Coordinator
    In September 2021 I took on this role In this role I work with peers to ensure that pedagogic approaches are incorporated into teaching, learning and assessment approaches and that those that are successful in contributing to key performance indicators are disseminated across the school and University. Collaboration with these types of projects is a major contributor to success and is therefore also a key part of my job, connecting likeminded colleagues, to enhance the student experience and student success. This gave me the opportunity to be involved in curriculum development and also organisation of our Faculty Teaching and Learning Away Days.
    University of Surrey
    January 2018 - December 2023
    Disability and Neurodiversity Coordinator.

    In this role I took responsibility for the implementation of learning and assessment adjustments for students in the School of Bioscience and Medicine across both undergraduate and postgraduate students (around 1300 undergraduate and 50 postgraduate students). This role requires excellent communication skills to work with both staff and students to craft an effective solution that will optimise student performance while not compromising the quality of work expected by the student and managing staff expectations and workload to provide reasonable learning and assessment adjustments. For postgraduate students the access to the disability and neurodiversity service seemed much less developed so I have recently been working with colleagues to develop a workflow to identify how we can better identify when a student needs support so that they can quickly and efficiently be directed to the right person for reasonable adjustments to be implemented. I had to manage the account with a budget from Office for Students and ensure that this was used wisely and equitably to support students in our school.
    University of Surrey
    August 2020 - February 2022
    Student Staff Liaison Chair (Level 5)
    In this role I worked with students to identify areas for praise and dissemination of good practices to staff and to encourage students to provide critical and constructive feedback for the development of areas of their curriculum where they find barriers to learning and areas that are a source of increased mental stress. This role requires diplomatic, constructive and clear communication skills, ability to identify recurring themes and where to highlight that support is needed, working with both staff and students to suggest a mutually aggregable solution.
    University of Surrey

    Research

    Research interests

    Indicators of esteem

    • Senior Fellow of Higher Education Academy (SFHEA)

      Supervision

      Postgraduate research supervision

      Teaching

      Publications

      William Farr, Ian Male, Dido Green, Christopher Morris, Heather Gage, Sarah Bailey, Sandra Speller, Val Colville, Mandy Jackson, Stephen Bremner, Anjum Memon (2017)Methodological Issues of using Placebos in Interventions Based on Digital Technology, In: Journal of Mobile Technology in Medicine6(2)pp. 56-63 Journal of Mobile Technology in Medicine (jMTM)

      Background/Aims: Use of placebo is the ideal for comparison in clinical trials to reduce biases. With digital technology being used more frequently in healthcare interventions, how do we determine the placebo effect where interventions exploit technology? If placebo in medicine is traditionally defined by a lack of pharmacological agents, how might we begin to move towards controlling for effects of digital technology? Method: This paper explores the traditional placebo effect and discusses its impact in healthcare contexts with digital technology with reference to a particular trial. Different meanings of placebo in the context of evaluating technology suggest new challenges and positive consequences. Results: Methodological considerations are discussed, which enabled the development of a placebo-controlled evaluation of a digital technology in healthcare and rehabilitation. Conclusion: Digital placebo was controlled in our trial by employing technology across all groups in the absence of evidence-based practice and shows how to control for unknown and hidden effects of technology.

      Joana G Aguiar, Alfred E Thumser, Sarah G Bailey, Sarah L Trinder, Ian Bailey, Danielle L. Evans, Ian M Kinchin (2019)Scaffolding a collaborative process through concept mapping: a case study on faculty development, In: PSU Research Review3(2)pp. 85-100 Emerald Publishing Limited

      Purpose Concept maps have been described as a valuable tool for exploring curriculum knowledge. However, less attention has been given to the use of them to visualise contested and tacit knowledge, i.e. the values and perceptions of teachers that underpin their practice. This paper aims to explore the use of concept mapping to uncover academics’ views and help them articulate their perspectives within the framework provided by the concepts of pedagogic frailty and resilience in a collaborative environment. Design/methodology/approach Participants were a group of five colleagues within a Biochemical Science Department, working on the development of a new undergraduate curriculum. A qualitative single-case study was conducted to get some insights on how concept mapping might scaffold each step of the collaborative process. They answered the online questionnaire; their answers were “translated” into an initial expert-constructed concept map, which was offered as a starting point to articulate their views during a group session, resulting in a consensus map. Findings Engaging with the questionnaire was useful for providing the participants with an example of an “excellent” map, sensitising them to the core concepts and the possible links between them, without imposing a high level of cognitive load. This fostered dialogue of complex ideas, introducing the potential benefits of consensus maps in team-based projects. Originality/value An online questionnaire may facilitate the application of the pedagogic frailty model for academic development by scaling up the mapping process. The map-mediated facilitation of dialogue within teams of academics may facilitate faculty development by making explicit the underpinning values held by team members.

      Danielle L. Evans, Sarah G. Bailey, Alfred E. Thumser, Sarah L. Trinder, Naomi E. Winstone, Ian G. Bailey (2020)The Biochemical Literacy Framework: Inviting pedagogical innovation in higher education, In: FEBS Open Bio10(9)pp. 1720-1736 Elsevier

      When developing meaningful curricula, institutions must engage with the desired disciplinary attributes of their graduates. Successfully employed in several areas, including psychology and chemistry, disciplinary literacies provide structure for the development of core competencies‐pursuing progressive education. To this end, we have sought to develop a comprehensive blueprint of a graduate biochemist, providing detailed insight into the development of skills in the context of disciplinary knowledge. The Biochemical Literacy Framework (BCLF) aspires to encourage innovative course design in both the biochemical field and beyond through stimulating discussion among individuals developing undergraduate biochemistry degree courses based on pedagogical best practice. Here, we examine the concept of biochemical literacy aiming to start answering the question: What must individuals do and know to approach and transform ideas in the context of the biochemical sciences? The BCLF began with the guidance published by relevant learned societies – including the Royal Society of Biology, the Biochemical Society, the American Society for Biochemistry and Molecular Biology and the Quality Assurance Agency, before considering relevant pedagogical literature. We propose that biochemical literacy is comprised of seven key skills: critical thinking, self‐management, communication, information literacy, visual literacy, practical skills and content knowledge. Together, these form a dynamic, highly interconnected and interrelated meta‐literacy supporting the use of evidence‐based, robust learning techniques. The BCLF is intended to form the foundation for discussion between colleagues, in addition to forming the groundwork for both pragmatic and exploratory future studies into facilitating and further defining biochemical literacy.

      William J. Farr, Dido Green, Stephen Bremner, Ian Male, Heather Gage, Sarah Bailey, Sandra Speller, Valerie Colville, Mandy Jackson, Anjum Memon, Christopher Morris (2019)Feasibility of a randomised controlled trial to evaluate home-based virtual reality therapy in children with cerebral palsy, In: Disability and Rehabilitationpp. 1-13 Taylor & Francis

      Purpose:Evidence is increasing for effective virtual reality therapy for motor rehabilitation for children with Cerebral Palsy. We assessed the feasibility of a virtual reality therapy mode of intervention, appropriateness of measures, and potential cost-effectiveness. Methods:A 12-week, 2-group, parallel-feasibility trial (ISRCT 17624388) using Nintendo Wii FitTM at home. Children aged 5–16, with ambulatory Cerebral Palsy, who were able to follow simple instructions were randomised to two groups; one supported by physiotherapists (individualised activity programme), the other unsupported with children having free choice (control). Children were assessed in clinic at baseline, week 6, and week 12 by blinded assessors. Feasibility of the intervention was assessed via recruitment, adherence, and usefulness of measurement tools. Results:Forty-four children were eligible (out of 48 approached): 31 consented, 30 were randomised, 21 completed the study; 10 in the supported group and 11 in the unsupported group. Nine children discontinued from tiredness, after-school activities, homework, surgery, technical difficulties or negative system feedback. The supported group completed 19 of 36 (IQR 5-35) possible sessions; the unsupported group 24 of 36 sessions (IQR 8-36). Gross Motor Function Measure scores varied by Cerebral Palsy severity after the intervention. There were no adverse events. Conclusion: Virtual reality therapy offers potential as a therapeutic adjunct for children with Cerebral Palsy, warranting substantive confirmatory study. Gross Motor Function Measure, with modifications to improve sensitivity, appeared appropriate as a primary measure, with Timed up and Go test secondary. The intervention was inexpensive costing £20 per child. An explanatory trial to evaluate the clinical/cost effectiveness of commercial system virtual reality therapy is feasible with minor methodological adaptation.

      Additional publications