In a quiet corner of south London, behind the doors of a specialist health university, a different kind of frontline is taking shape. At City St George’s, University of London, learning support is no longer treated as an add‑on service or a remedial safety net. It is indeed embedded in the fabric of campus life, shaping how future doctors, nurses, biomedical scientists and health professionals study, think and ultimately practice.
From tailored academic skills coaching and inclusive teaching practices to targeted assistance for students with disabilities, the institution is re‑engineering support around the realities of modern higher education. Rising costs, mounting pressure on healthcare systems and widening participation targets have transformed who enters university-and what they need to succeed once they are there.This article explores how City St George’s is reimagining learning support: the people behind it, the tools they use, and the impact it is having on student outcomes. At stake is more than individual grades. For a university training the next generation of health professionals,effective learning support is rapidly becoming a question of public interest.
Accessible academic mentoring and subject specific tutoring at City St Georges University of London
At City St George’s, students gain direct access to a network of experienced mentors and specialist tutors who understand both the academic demands and professional realities of health and life sciences. One‑to‑one and small‑group sessions are offered on campus and online, with flexible scheduling designed to fit around placements and part‑time work. Dedicated mentors help students navigate complex course content, exam planning and clinical reasoning, while also addressing confidence, study strategies and transition points such as moving from pre‑clinical to clinical years.
Subject specialists work closely with course teams to align support with current modules, ensuring that guidance is timely, targeted and grounded in real assessment criteria. Students can book support for:
- Evidence‑based writing for lab reports, case studies and dissertations
- Quantitative skills, including statistics and data interpretation
- Clinical and bioscience concepts that need extra consolidation
- OSCE and viva preparation using scenario‑based feedback
| Support Type | Format | Booking |
|---|---|---|
| Academic mentoring | 1:1 on campus / online | Weekly or fortnightly slots |
| Module-specific tutoring | Small groups | Linked to term timetable |
| Drop‑in study clinics | Open access | No appointment needed |
Personalised support plans and disability services bridging learning gaps
Every student at St George’s learns differently, and our specialist team works with you to map out a clear route through your course. Together, we co-create a personalised support plan that may include tailored study strategies, flexible assessment arrangements, and one‑to‑one sessions focused on the demands of clinical and scientific learning. We liaise directly with academic departments so that your tutors understand the adjustments in place, reducing the need for you to repeatedly explain your circumstances and helping to remove administrative barriers that can distract from your studies.
Support is not limited to a single meeting; it is responsive and evolves as your confidence and course requirements change. Our disability and learning support services connect practical tools with academic expectations, ensuring that diagnosed and undiagnosed needs are recognised early and acted on quickly. This may involve:
- Assistive technology to streamline reading,note‑taking and revision
- Specialist mentoring for organisation,time management and exam preparation
- Reasonable adjustments in lectures,laboratories and clinical placements
- Collaboration with external agencies for Disabled Students’ Allowance (DSA) and other funding
| Need | Example Support |
|---|---|
| Concentration and focus | Structured study plans and short-focus techniques |
| Processing large volumes of content | Reading software and summarising frameworks |
| Assessment anxiety | Exam adjustments and performance coaching |
| Clinical skills practise | Additional rehearsal time and targeted feedback |
Digital learning tools workshops and library resources powering independent study
City St George’s places a powerful suite of digital platforms,workshops and online collections in your hands,helping you shape an independent study routine that fits around labs,placements and part-time work. From citation managers to anatomy apps, you can experiment with tools in hands-on training sessions, then refine your technique in your own time using on-demand guides, videos and self-paced modules. Librarians and learning technologists collaborate to demystify specialist software, show you how to interrogate databases like a researcher, and help you personalise your digital setup so it genuinely supports the way you think and learn.
Alongside these sessions, the library’s curated e-resources and learning technologies are woven into everyday study through embedded workshops, drop-ins and online support. Whether you are preparing for OSCEs, drafting your first literature review, or revising late at night, you can move seamlessly between physical spaces and digital environments that are designed to work together, not compete for your attention.
- Hands-on digital skills workshops integrated into course timetables
- On-demand video guides for rapid “how-to” support
- Subject-specific databases for evidence-based practice
- Reference management tools to streamline academic writing
- Specialist software access on campus and via remote login
| Tool / Service | What it supports | When to use it |
|---|---|---|
| Digital Skills Workshops | Search,evaluate and organize data | At the start of a new module or research task |
| Study Skills Drop-ins | Quick questions on tools,platforms and access | Between lectures or during revision weeks |
| E-book & E-journal Collections | Core reading and up-to-date clinical evidence | For coursework,projects and placement prep |
| Online Tutorials Hub | Short guides to key academic technologies | Any time you need a refresher,on or off campus |
Peer networks wellbeing initiatives and staff collaboration strengthening student success
Across City St George’s,informal connections between students are nurtured just as carefully as formal teaching. Study groups, cross-year mentoring circles and identity-based networks create a fabric of support that stretches beyond the classroom, helping students to navigate academic pressure, professional expectations and life in London. Our wellbeing initiatives are woven into this fabric rather than added on, ensuring that conversations about stress, confidence and belonging are as normal as discussions about exams or clinical placements. Through shared spaces and structured programmes, students are encouraged to become active partners in each other’s progress.
Behind the scenes, academic, pastoral and professional services staff collaborate to ensure that every learner can access tailored guidance when it matters most. Course leaders, librarians, counsellors and careers advisers share insights to coordinate interventions, refine teaching approaches and spot emerging trends in student needs. This joined-up approach is underpinned by:
- Co-designed workshops that respond quickly to feedback from student representatives.
- Regular cross-department briefings so support teams can act early, not react late.
- Embedded wellbeing checks in labs,seminars and clinical skills sessions.
- Shared digital spaces where resources, referrals and advice are easy to find.
| Initiative | Who Benefits | Key Outcome |
|---|---|---|
| Peer mentoring pods | New undergraduates | Smoother transition |
| Staff-student forums | All cohorts | Faster problem-solving |
| Wellbeing drop-ins | Overscheduled students | Early support access |
| Joint skills clinics | Exam-facing groups | Improved performance |
Insights and Conclusions
As St George’s continues to expand its academic ambitions and deepen its ties to the healthcare sector, the infrastructure around learning support is no longer a side note but a central pillar of its identity. From tailored academic skills workshops to targeted wellbeing services, the university is steadily building a framework that recognises the pressures of modern study and the realities of training for demanding professions.
For current and prospective students, the message is clear: help is not an emergency measure but an integral part of the learning journey. In a landscape where attrition and burnout are growing concerns across higher education, St George’s approach suggests that sustained, structured support may be one of the most powerful tools a university can offer. How far this model can go in reshaping outcomes-and expectations-will be closely watched, both within London and beyond.
