Sophie Paynter
Faculty of Medicine, Nursing and Health Sciences
Championing continuous reflection, curiosity and innovation in education
Sophie is creating safe and inclusive spaces for lifelong learning and growth.
What are you doing differently in your field that you believe is driving real change?
Being involved in the process of course assessment review and redesign. I'm reviewing that assessments across a course are meaningful for students and their learning. This is to ensure students do more than pass assessments. I want to help students see value in what they're doing, and how it links with their future professional lives.
How do you help students build confidence, not just knowledge?
As a facilitator, I view myself as a partner with students as they share a brief segment of their learning journey with us. I greatly value establishing safe learning environments and building meaningful learning relationships with students.
Is there a student moment you’ll never forget, and why?
Sharing with a small group of students (after a tutorial) about an educator I'd had at university that shaped my subject choice and ultimately, my career. This educator introduced me to the subject of anatomy, which I love. This group of students said I had done something similar for them, and I was at a loss for words. I was very moved, and I won't ever forget it.
[Being a changemaker means] having the courage to try new approaches, even when the outcome isn’t guaranteed. It’s about being open to new ideas, learning from setbacks, being persistent and staying curious. ”
What mindset do you want your students to carry into their careers?
I hope students carry a curious mindset, to be focused on the people that they provide care for, and keep striving to do this at a high level, throughout their careers.
What legacy or ripple effect do you hope to leave behind?
We know that learning is an active process, and so is being an educator. If you're not aware of students' perspectives or their 'bigger picture', then you may not have the impact you were hoping for. I hope the 'ripple effect' I have is in how I encourage colleagues with a similar approach to their education practice, and in helping students to stay curious and approach new situations with confidence.
What does being a 'Changemaker’ mean to you personally?
Having the courage to try new approaches, even when the outcome isn’t guaranteed. It’s about being open to new ideas, learning from setbacks, being persistent and staying curious.
What motivates you to continue pushing boundaries in your work?
Education is not about reaching a fixed destination—it's an ongoing, iterative process. Healthcare, by its nature, is complex, dynamic, and often unpredictable. If we expect students to develop the skills to navigate these challenges, we must as well—constantly re-evaluating and evolving our teaching practices to meet those demands.
How do you tailor your teaching approach to engage and inspire today's students?
To centre students' perspectives and make an effort to consider the session or course from their point of view. Also, I always aim to highlight early 'this is why you care' as a future practising professional (physiotherapist)- i.e. here's how the activity or content or experience I'm asking students to engage with, links with the requirements of their practice.
What does being a teacher allow you to do that nothing else can? Was there a moment you realised that your work as an educator goes beyond what happens in the classroom?
It allows me to play a small part in shaping how students see themselves and their potential to make a difference. There’s something powerful about watching someone grow in confidence—not just in their knowledge, but in their belief that they can positively impact others as future health professionals.
I've had a few moments where I've caught up with our graduates, and they remembered something I taught that helped them support a client, or when they recall a time I offered encouragement and support when they needed it most. You can't really beat that.