Faculty Opportunities

Education
Faculty Opportunities

In learning you will teach, and in teaching you will learn.

Phil Collins

Faculty Opportunities

The Office of Education is delighted to offer teaching, mentorship, interviewer and leadership opportunities for our faculty and alumni. These roles are integral to supporting students throughout their medical education while strengthening the bonds within our Duke-NUS community. We warmly invite you to explore and take part in these meaningful ways to contribute.

Phase I

Content Expert in Foundations of Patient Care 1 & 2 (FPC)

Content Experts are essential to the success of Team-Based Learning (TBL) in FPC1 and FPC2. They ensure the scientific accuracy, clinical relevance, and educational alignment of TBL materials with course learning objectives. Working closely with the curriculum team and facilitators, Content Experts review and refine pre-readings, craft and edit readiness assurance test questions (IRAT/GRAT), and develop application exercises (TeamLEAD). During sessions, they provide clinical context, clarify complex concepts, and guide discussions to strengthen students’ understanding and clinical reasoning skills.

Clinical Skills Foundations Core Faculty (CSF Tutors)

CSF Core Faculty guide first-year medical students in building essential clinical skills foundations for clinical practice. Through small-group, hands-on sessions, tutors teach history-taking, systems-based physical examination, clinical and diagnostic reasoning, and oral presentation skills. They serve as longitudinal mentors throughout the first year, fostering professional identity formation and supporting students’ growth as compassionate, competent future clinicians.

Phases II & IV

Clerkship Leadership Roles (Coordinators and Site Coordinators)

They oversee the organisation and delivery of clerkships, ensuring alignment with learning objectives, assessment requirements, and accreditation standards. Working closely with faculty, clinical sites, and administrative teams, they coordinate teaching activities and address logistical or educational challenges. They also mentor students, monitor progress, and foster a supportive learning environment across diverse clinical settings. Clerkship Coordinators are responsible for the overall clerkship and coordinating across multiple sites, while Site Coordinators manage and supervise the clerkship within a single site.

Longitudinal Ambulatory Programme Mentors

LAP Mentors guide final-year students through an almost year-long outpatient clinical experience, helping them integrate and apply knowledge, skills, and professional values in a real-world ambulatory care setting. They supervise students’ clinical work, provide direct observation and feedback, and facilitate continuity of care and follow-up with patients. Mentors play a key role in fostering clinical reasoning, patient-centred care, and professional identity formation, supporting students as they move from studying medicine toward practising it and exploring possible future career paths.

Student-in-Practice (SIP) Coordinators

SIP Coordinators are responsible for the organisation and delivery of a specific 4-week SIP placement in their discipline (e.g., Medicine, Surgery, Paediatrics, Obstetrics & Gynaecology, Orthopaedics). These placements are designed to prepare final-year students for the responsibilities and workflows of PGY1 practice, by immersing them as active members of the clinical team under supervision. Students help with patient management, perform procedures, and contribute to ward and clinic activities while developing the judgement, efficiency, and teamwork skills essential for internship. Coordinators ensure each placement provides structured, meaningful learning aligned with SIP objectives.

CARE – Longitudinal Integrated Programme

CARE Faculty

CARE Faculty contribute to one or more longitudinal threads of the Connect, Assimilate, Reflect, Explore (C.A.R.E.) programme. They design and deliver teaching aligned with their thread’s objectives, ensuring integration with the broader curriculum and the Ministry of Health’s National Outcomes Framework. Thread faculty work closely with other educators to provide consistent, high-quality learning experiences that support students’ professional identity formation, clinical competence, and systems-level understanding.

CARE2 Core Tutors

CARE2 Core Tutors work with a dedicated group of 12–13 Phase II students throughout the year, guiding them through small-group clinical reasoning sessions and reflective practice discussions. They provide longitudinal mentorship, observe and give feedback on students’ performance, and support their development in clinical reasoning, communication, and teamwork.

Procedural Skills Faculty (CARE1, 2, and 4)

Procedural Skills Faculty teach and assess essential procedural skills, using hands-on training with task trainers, simulation, and hybrid scenarios with standardised patients. They ensure students understand indications, contraindications, anatomy, aseptic technique, and patient communication for each skill, progressively building competence across all phases.

Simulation Faculty (CARE1, 2, and 4)

Simulation Faculty design and facilitate immersive simulation scenarios that integrate medical knowledge, technical skills, teamwork, and communication. They provide structured debriefing and feedback, helping students apply learning to real-world clinical contexts and prepare for increasingly complex patient care situations.

Ethics, Professionalism, and Communication Skills Tutors (CARE1, 2, and 4)

Tutors in the Ethics, Professionalism, and Communication Skills thread lead case-based discussions, role-play, and reflective exercises to help students navigate ethical dilemmas, uphold professional standards, and communicate effectively with patients, families, and healthcare teams.

Clinical Reasoning and Knowledge Content Experts (CARE1, 2, and 4)

Content Experts in Clinical Reasoning and Knowledge Threads develop and deliver case-based sessions, integrating biomedical science with patient care. They ensure scientific accuracy, clinical relevance, and alignment with learning objectives, guiding students to synthesise data, generate differential diagnoses, and plan appropriate investigations and management.

Other Roles

Academic and Clinical Skills Support & Remediation Faculty

These faculty provide targeted support for students who need additional help in academic or clinical skills. Working in close collaboration with course directors and clinical educators, they assess individual learning needs, develop tailored improvement plans, and deliver focused coaching in knowledge, reasoning, procedural skills, or communication. They play a key role in helping students regain confidence, achieve competence, and meet progression requirements.

College Masters

College Masters are senior faculty who provide longitudinal personal and professional mentorship to students throughout the MD Programme. They foster a supportive learning community within each College, guiding students in career planning, professional identity formation, and wellbeing. College Masters serve as role models, advocates, and advisors, helping students navigate the challenges of medical school while developing as compassionate, competent, and resilient future doctors.

For more information, please click here.

MD Interviewer

MD interviewers at Duke‑NUS play a key role in shaping the next generation of doctors. By reviewing participating in structured interviews, and offering thoughtful evaluations, they help identify applicants who combine strong academic ability with the professional qualities that define Clinicians Plus. Beyond assessing qualifications, interviewers inspire and guide prospective students, ensuring that Duke‑NUS continues to cultivate compassionate, capable, and forward-thinking physicians.

Mentor for Conditional Admissions (CA) Students

The Conditional Admissions (CA) Programme is a partnership with selected faculties of leading universities for students with dual passions, one of which is medicine. It allows them to pursue two fields of study consecutively before progressing to medical training. Alongside academics, the programme offers curated clinical and healthcare-related enrichment activities that provide early exposure to the medical field. As mentors, faculty are expected to meet students regularly, at least twice a year, to offer guidance, affirm their interest in medicine, and help them explore different facets of healthcare. Mentors also facilitate opportunities for students to gain meaningful exposure to the medical field in Singapore.

Alumni Speakers

Alumni speakers act as ambassadors for Duke-NUS, sharing personal experiences and career journeys to illustrate the impact of their education. They inspire prospective students, offer guidance on academic and professional development, and reinforce the institution’s mission and values. Additionally, they help identify and encourage fellow alumni to engage with the school, fostering a broader network of mentors, speakers, and supporters.

Contact Us

To register your interest or explore further, please email gmsbx282@nus.edu.sg.

In learning you will teach, and in teaching you will learn.

Faculty Opportunities

Contact Us

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