Celebrated for his commitment to mentorship and inclusive teaching, Dr. Chaudhry exemplifies educational excellence in medical training.

Dr. Azhar Chaudhry, GP Trainer and Partner at Thistlemoor Medical Centre, has dedicated his career to guiding the next generation of medical professionals, especially those from B.A.M.E backgrounds. Named Educator of the Year 2024, Dr. Chaudhry’s journey reflects a deep commitment to equity, skill development, and mentorship in medicine. His voluntary work, including one-on-one coaching and the SCA-SOX training initiatives, has helped numerous international medical graduates (IMG) pass rigorous exams and thrive in their roles. His dedication is evident in the gratitude of trainees whose careers have flourished under his guidance, making him an inspiring force in medical education.

The B.A.M.E HCA caught up with Dr. Azhar after his win. This is what he had to say…

Can you tell us more about your journey into medical education and what inspired you to focus on supporting B.A.M.E. and international graduates?

As an international medical graduate, I faced many of the challenges IMGs encounter when transitioning into the UK medical field, including adapting to cultural differences and effectively communicating with patients in simple, layperson’s English. Over time, I developed strategies to overcome these obstacles, which not only shaped my growth as a GP but also sparked my passion for supporting B.A.M.E. and international graduates.

I understand the unique barriers they face, from language nuances to system-specific challenges, and I am committed to sharing the insights and skills I’ve gained to help them succeed. Through mentorship, tailored resources, and workshops, I aim to empower the next generation of GPs, fostering confidence, competence, and a more inclusive healthcare community.

How does it feel to be recognised as Educator of the Year 2024, and what does this award mean to you personally and professionally?

Being recognised as Educator of the Year 2024 is an incredible honour and deeply humbling. Personally, it validates the passion and commitment I’ve dedicated to supporting B.A.M.E. and international graduates. Professionally, it inspires me to continue making a meaningful impact in medical education, fostering inclusivity and empowering the next generation of healthcare professionals.

Your mentorship has had a significant impact on trainees from diverse backgrounds. Could you share some examples of how you tailor your approach to meet the unique challenges faced by B.A.M.E. medical graduates?

I tailor my mentorship to address the specific challenges that B.A.M.E. medical graduates often face, such as cultural adjustments, developing communication skills, and understanding the nuances of the UK healthcare system. For instance, I help trainees refine their consultation techniques by practicing how to explain complex medical terms in simple, patient-friendly language.

I frequently review trainees’ consultation videos in my own time and provide honest, constructive feedback to help them improve their skills. I also offer guidance on navigating cultural differences, sharing practical strategies for building rapport with patients from diverse backgrounds. Furthermore, I strive to create a safe and supportive environment where trainees feel comfortable discussing their concerns and gain the confidence needed to excel in their roles.

With healthcare constantly evolving, how do you keep your training methods current, and what resources or practices do you find essential in supporting your trainees’ success?

To keep my training methods current, I stay updated on healthcare developments, including clinical guidelines and new technologies and attend professional development courses and trainers’ workshops. I value trainee feedback to adapt my approach to their needs.

Key resources include simulation training, case studies and role-playing to enhance skills. By combining these with a tailored, supportive approach, I ensure my trainees are equipped to succeed in modern healthcare.

Mentorship plays a key role in your work. What is your vision for the future of mentorship in medical education, and how do you hope to ‘pay it forward’ in the years to come?

My vision for the future of mentorship in medical education is to create a more inclusive, collaborative and supportive environment where mentors and mentees can grow together. I believe mentorship should go beyond clinical skills, addressing personal development, cultural competence, and well-being to ensure trainees are well-rounded professionals.

In the future, I hope to “pay it forward” by continuing to mentor, particularly underrepresented groups like B.A.M.E. and international graduates. I aim to help build mentorship programs that equip future mentors with the skills to support trainees effectively, creating a ripple effect that ensures the next generation of doctors feel confident and well-prepared to make a positive impact in healthcare.

What changes or improvements would you like to see within the healthcare system to better support the career development of B.A.M.E. and international medical graduates?

To better support the career development of B.A.M.E. and IMGs, I would like to see more targeted mentorship programs that address their unique challenges, such as cultural differences, communication skills and navigating the UK healthcare system. It would be beneficial to create clearer pathways for career progression, offering tailored resources and training that focus on enhancing communication, leadership and cultural competence.

Additionally, promoting diversity and inclusion within healthcare organisations, providing equal access to opportunities and reducing systemic biases are essential steps in creating an environment where B.A.M.E. and IMGs can thrive and reach their full potential.