Professor Scott Border

  • Professor in Anatomy (Life Sciences Human Life Sciences)


Current Projects


External Roles

Professor Scott Border is currently chair of the education committee for the Anatomical Society where he selects and works with a national committee to deliver anatomical education strategies. An elected council member of the Anatomical Society and a Fellow of The Society, he has been an assessor for the Anatomical Society’s Anatomy Training Programme (ATP) for over four years, which is a scheme aimed at training future anatomy educators in the US and UK.

A selected reviewer for Anatomical Sciences Education, Professor Border has also reviewed numerous times for Medical Sciences Educator, BMC Medical Education, Clinical Anatomy, The Journal of Anatomy, Medical Education Online and The European Journal of Anatomy. Between 2015-2018, he was an external examiner at St Georges for the pre-clinical years of their four-year MBBS degree programme and is currently external examiner at Oxford University.

Research interests

Professor Border's main areas of interest focus on innovative approaches to anatomy education. These include, but have not been limited to, the efficacy of near-peer teaching in anatomy, the development and application of technology enhanced learning resources and the origins of neurophobia.

Working with students as partners in anatomical education is a major investment of his time within my scholarship and this work was recognised with a National Teaching Fellowship from Advance HE in 2019. He has conducted extensive research into the application of near peer teaching in anatomy education. In particular, the focus has been to demonstrate evidence of impact and provide guidelines to others to optimise benefits for the student teachers, learners and the faculty.

Scott has written and spoken on the transferable features of this application providing longitudinal evidence for its revolutionary impact on enriching the student experience and its utility in alleviating neurophobia.

With the intra-curricular deployment of a sustainable Near-Peer Teaching Programme in neuroanatomy, he undertakes a number of scholarly approaches to inform his educational practice in this area. To date, Scott has provided empirical evidence in near peer teaching for: benefits to student teachers, optimal educational distance between teacher and learner, location within the curriculum, the influence of cognitive and social congruence on teaching dynamics, the impact on recipient knowledge and retention, comparisons between traditional approaches and problem-based learning, and the efficacy of our training programme on subject knowledge and teaching delivery.