Dr Neil Thakrar

Born and bred in Leicester, I am passionate about serving the community that raised me as a clinical-academic. 

Clinically, I am an Internal Medicine Trainee and aspiring geriatrician with sub-speciality interests in cardio-geriatrics and perioperative medicine for older people undergoing surgery (POPS). I was privileged to receive The Kate Granger Prize in 2025 from the British Geriatrics Society for my role in the service development and quality improvement of POPS in Leicester. 

Academically, I am an Honorary Fellow in Medical Education, with a passion for teaching clinical reasoning. My mission is to improve patient care by formalising students’ learning of, and enhancing the way clinicians convey, the diagnostic and decision-making process. I was honoured to be awarded the national Teaching Innovation & Excellence Prize at the ASME Annual Scholarship Meeting in 2023 for leading the design, delivery and two-centre evaluation of a clinical reasoning course for third-year Leicester medical students. My focus now is on faculty development in clinical reasoning. 

I strive to support the development of early-career clinical educators, serving as former awards lead and vice-chair of TASME (Trainees in the Association for the Study of Medical Education), a national committee. I am now a supervisor for Specialised Foundation Programme (SFP) doctors in medical education. 

Academia aside, I enjoy sports (cricket/badminton/swimming and, of course, LCFC foxes), composing music, and baking (eating!) dessert. 

Educationally, my first and foremost passion is clinical reasoning, with a particular interest in the domain of problem identification. My other educational interests are: 

• Curriculum design 
• Faculty development 
• Assessment
• Early-career development in medical education
• Languages other than English in undergraduate medical education 

Clinically, having undertaken an intercalated BSc in medical research at the Leicester Diabetes Centre, I am interested in endothelial dysfunction bridging diabetes and cardiovascular disease. I also dabble in quality improvement pertaining to my sub-speciality aspirations in cardio-geriatrics, mainly frailty associated with heart failure, and POPS, including comprehensive geriatric assessment, optimisation and shared decision-making in surgical patients. 

I am currently supervising an incoming SFP doctor in medical education, exploring the use of interpreter services and languages other than English in undergraduate medical education. 

I am open to supervising future SFPs in Education/Leadership in any field, but particularly in the subject of clinical reasoning, for which I have a number of available projects, including: 

• Tutor perceptions of their own development since teaching a clinical reasoning course 
• The longitudinal impact of an undergraduate clinical reasoning course in resident doctors 
• Barriers and facilitators to third-year medical students’ use of a pre-clerkship clinical reasoning course (CHDD) in practice

I regularly run case-based clinical reasoning tutorials for Phase 2 Leicester medical students, and I also contribute to teaching in Phase 1 of the MBChB, including the Pathophysiology of Heart Failure lecture in the cardiovascular unit. 

I also deliver a clinical reasoning tutorial for resident doctors in cardiology as part of their departmental teaching programme. 

I was extensively involved in peer-led teaching with Leicester Insight throughout my time as an undergraduate medical student, with an emphasis on integrating content across the curriculum and applying a structured approach to problem solving through delivering large-group lectures, dissection room tutorials, small group case-based learning and large-scale mock OSCEs. 

During my foundation years, I was an OSCE examiner in the end of block Medicine and Emergency Medicine formatives, offered bedside teaching for medicine apprenticeship students, and worked with the simulation leads on writing and refining content for the Year 5 Ward and Documentation Sims, prior to the appointment of simulation fellows. 

Post-foundation programme, I was a Phase 1 Clinical Teaching Fellow facilitating group-work, cadaveric dissection, bedside teaching, writing examination questions and contributing to standard setting. I piloted the Year 3 Clinical Reasoning Course in this year. 

I subsequently undertook a Phase 2 Clinical Teaching Fellowship, preparing Blackboard resources and working on implementation of the clinical reasoning longitudinal theme in the MBChB curriculum. 

Alongside internal medicine training, I have delivered a teaching series to the multidisciplinary team on the Vascular unit on identifying and managing frailty and geriatric syndromes, as part of a perioperative medicine pilot. 

Advisory Group Member, University of Exeter 2025 – Present
I sit on an advisory group for a project on resident doctor retention in the NHS, conducted at the University of Exeter. I have formerly been on an advisory group for a project on frailty and uncertainty at the University of Leicester. 

NIHR Associate Principal Investigator, POPS-SUp Leicester 2025 – 2026
I played a leading role in the service development and quality improvement at the Leicester site of a national, multicentre study to upscale perioperative medicine services for older people undergoing surgery. This work culminated in The Kate Granger Prize from the British Geriatrics Society. 

Advisor, MedEd Society 2023 - 2025 
I have been an advisor to the student-led committee for the undergraduate Medical Education society, providing guidance on their conference organisation, workshop planning and contacts for guest speakers. 

Abstract Reviewer, Association for the Study of Medical Education 2023 – 2025
I reviewed abstract submissions for the ASME Annual Scholarship Meetings during this period. 

Vice-Chair, Trainees in the Association for the Study of Medical Education 2024 – 2025 
I helped to shape the committee’s strategic direction and organisation of a national conference, and managed sub-teams for awards and communication/media channels, deputising for the chair when required. 

Awards Lead, Trainees in the Association for the Study of Medical Education 2023 – 2024
I led the assessment of prize/grant applications and the quality assurance of awards processes for the trainees committee of a national organisation. 

Inaugural Year 3 Mock OSCE Lead 2018 – 2019 
Along with two colleagues from Leicester Insight, I was appointed by the medical school to design and deliver a bespoke mock OSCE for students in the transition of a curriculum reform, in collaboration with assessment faculty. 

Author, TeachMePhysiology 2016 – 2018
I authored several endocrine physiology articles for this online resource.  

Leicester Insight 2014 – 2019 
I served on the committee for the most established peer-led teaching society at Leicester Medical School throughout my time as an undergraduate medical student, the highlights of which are as follows: 

2nd Year Co-ordinator 

• Introduced SBAs for the first time in revision sessions, using the Socrative platform on iPads.
• Re-established Anatomy Express, a series of cadaveric revision tutorials in the dissection room. 

• Developed the inaugural ESA3 Insight, integrating material from the first three semesters in a case-based format. 
• Developed revision resources for students resitting examinations over the summer. 

Co-President 

• Redesigned Phase 1 Insight to include an integrated case-based lecture, SBA questions and group work for case-based learning. This was attended voluntarily by more than 100 students for 10 consecutive weeks.  
• Wrote 200+ SBA questions and 30 ten-mark SAQs for student practice. 
• Significantly expanded the number of students catered for in the Phase 1 mock OSCE. All students in this entire cohort subsequently passed their Phase 1 OSCE on the first sitting. 
• Managed a committee of 15 members, overseeing peer-teaching across all five cohorts of the MBChB. 
• This work culminated in a Teaching Partnership Award from the University. 

Webmaster & Secretary

• Founded the website www.leicesterinsight.co.uk 

Webmaster & 5th Year Co-ordinator

• Organised the Finals Revision Weekend.
• Mentorship of junior committee members.

Alumnus

• Teaching on Finals Revision Weekend.
• I maintain ownership of the website domain and act as an advisor to the current committee, as needed. 

MedReach Mentor, University of Leicester 2013 – 2019
I provided regular mentorship to prospective medical students through a formal University widening participation scheme.

Most Inspiring Role Model, University Hospitals of Leicester Educator Awards 2025 
Winner in the resident doctor category, nominated by staff and students with particular reference to my clinical reasoning based teaching. 

The Kate Granger Prize, British Geriatrics Society 2025 
National award for “dedication to improving standards of care for older people” demonstrated through the best poster at the Geriatrics for Juniors Conference,
Top of the POPS: improving clinical frailty score accuracy and confidence in managing geriatric syndromes on a vascular unit. 

Outstanding Contribution to Medical Education, Northampton General Hospital Awards 2024
Awarded for the best contribution in the trust for teaching medical students and doctors, nominated by staff and students. I was also shortlisted for Medical Leader of the Year and Team Player of the Year.  

Teaching Innovation & Excellence Prize, ASME Annual Scholarship Meeting 2023
National award through competitive process for developing a clinical reasoning course and two-centre mixed-methods evaluation at Leicester and Aston medical schools.  

Junior Doctor of the Month, University Hospitals of Leicester July 2021
Awarded for “his manner to patients and staying calm under pressure”.

Mock OSCE Award, Leicester Medical School 2019 
Awarded by the Head of Leicester Medical School at MBChB graduation for leading the design and delivery of a bespoke mock OSCE with two colleagues, in partnership with assessment faculty for students in the transition year of a curriculum reform.  

Runner Up, Best Quality Improvement Poster, RCGP Annual Conference 2018 
National runner up at the Royal College of General Practitioners for my quality improvement poster, “Nitrofurantoin induced pulmonary toxicity: a requirement for regular monitoring”.

Best Quality Improvement Project, Leicester Medical School 2017
Awarded for the best quality improvement project in the Jubilee academy, primary care block, entitled “Nitrofurantoin induced pulmonary toxicity: a requirement for regular monitoring”.

Teaching Partnership Award, University of Leicester 2017 
Awarded for the most outstanding contribution to peer-led teaching by a student in the entire University. This award is the student equivalent of the University Distinguished Teaching Fellowship for staff. 

Best MedReach Mentor, University of Leicester 2017 
Awarded for being the best mentor of prospective medical students from a widening participation background at a University-led summer school.  

A systematic review exploring the impact of group formation based on the Belbin Team Role model on academic outcomes in medical education
J. Lambotharan, N. Thakrar
Leicester Medical School Research Conference, Leicester, UK, April 2025 (Local)

A two-centre mixed-methods evaluation of a pilot clinical reasoning course
N. Thakrar
ASME Annual Scholarship Meeting, Birmingham, UK, July 2023 (National)

What is the impact of a taught clinical reasoning programme in 3rd year medical students? 
N. Thakrar, Z. Hassan-Smith, S. Gay
9th International Clinical Skills Conference, Prato, Italy, May 2023 (International)

Peer-led mock OSCE: an efficacious tool in supporting students through a transition curriculum
W. Channell, A. Nehra, N. Thakrar, R. Westacott
AMEE, Vienna, Austria, August 2019 (International)

Charting your path as a developing educator: a TASME/DMEG workshop
O. Mercer, N. Thakrar, J. Jie Lim, D. Proctor
ASME Annual Scholarship Meeting, Edinburgh, UK, July 2025 (National)

Maximising your potential as a developing educator: a workshop for early career educators looking for the next step
O. Mercer, A. H. Bluemel, D. Little, N. Thakrar
ASME Annual Scholarship Meeting, Warwick, UK, July 2024 (National)

Tacit to tangible: a teaching clinical reasoning workshop
N. Thakrar
TASME Spring Conference, Preston, UK, April 2024 (National)

Deconstructing the diagnostic hunch: a teaching clinical reasoning workshop
N. Thakrar
Clinical Teacher Faculty Development Day, Leicester Medical School, UK, April 2022 (Local)

Peer-led Teaching 
N. Thakrar
Royal Society of Medicine, Advancing Global Health Conference, London, UK, May 2018 (National)

Top of the POPS: improving clinical frailty scoring accuracy and confidence in managing geriatric syndromes on a vascular unit 
N. Thakrar, V. Gajjar, A. Clayton, R. Cole, C. Atkin
British Geriatrics Society, Geriatrics for Juniors, Nottingham, UK, November 2025 (National)

Collaboration between students and staff supports students’ summative preparation: a peer-led mock OSCE
A. Nehra, W. Channell, N. Thakrar, R. Westacott
ASME Annual Scholarship Meeting, Glasgow, UK, July 2019 (National)

Nitrofurantoin-induced pulmonary toxicity: a requirement for regular monitoring
N. Thakrar, S. Makda
RCGP Annual Conference, Glasgow, UK, October 2018 (National)

Pulse wave amplitude analysis: a novel technique for measuring flow-mediated dilatation
N. Thakrar, J. Dales, K. Ramnarine, F. Zaccardi, T. Yates, D. Webb
British and Irish Hypertension Society ASM, Glasgow, UK, September 2017 (National)

Testing novel in vivo models of early endothelial injury
N. Thakrar, K. Ramnarine, T. Yates, D. Webb
East Midlands Student Research Conference, Leicester, UK, September 2016 (Regional)

I have had a desire to shape curricular design since the start of my medical school journey. In my first year as a medical student, I proposed the prioritisation of Basic Life Support and first aid skills at the very start of medical school based on my lived experience of their necessity, following which this mandatory cohort-wide training, previously delivered in the middle of Year 2, was promoted to Year 1 induction for future cohorts. 

In addition, I pitched my perspective on medical students training as Healthcare Assistants (HCAs), informed by my experience as a ward support volunteer, to the then Head of School, who presented my case to hospital management. This contributed to the implementation of the HCA certificate in the current undergraduate curriculum. 

More recently, aside from the implementation of formal clinical reasoning tuition, I am working on integrating Languages other than English in the curriculum so we can best serve our diverse community in the UK’s first plural city. 

• Doc Niki: How do I know I’m making a sound clinical decision?
• Faculty Focus: Building the future of medical education 
• TASME TiME: Cognitive bias in clinical reasoning 
• TASME TiME: TASME Awards