Summary
Nina is the Year 3 MICA (Medicine in the Community Apprenticeship) Course Lead. This innovative course provides the opportunity for year 3 medical students to spend 8 weeks in primary care, learning essential principals of holistic patient-centred care.
Nina is also Faculty Development Lead of the Undergraduate Primary Care Education Team. Here, she works with the Faculty Development Team on recruitment, retention and quality assurance of community teachers. The team also supports community teachers with educational CPD via teacher training courses including the TACTIC and ASTIC course.
Diversity and inclusion is a particular interest for Nina. She runs the department’s WATCCH (widening access to community careers in healthcare) programme. This is a programme which offers work experience, mentoring and education workshops to 16-17 year olds from diverse and disadvantaged backgrounds across London.
Nina leads the Diversity and Inclusion Theme within the Medical Education Innovation and Research Centre. She has research interests in widening access, role modelling and gender in medical education. She holds a masters in clinical education from the Institute of Education and UCL with her dissertation exploring the influence of gender in role models for female medical undergraduate students.
Nina was awarded The Imperial College President's Award for Excellence in Education in 2020.
Nina studied medicine at The Queen’s College and Green Templeton College at the University of Oxford. She completed her foundation training in the Oxford Deanery, before moving to London to undertake general practice training on the Riverside VTS. She completed the National Medical Director’s Fellowship in 2016-17 where she worked in the policy team of the Royal College of Physicians. She currently works as a GP in West London alongside her educational role.
Selected Publications
Journal Articles
Coster S, Dutta N, Forrest D, et al., 2023, Community action projects: community-engaged quality improvement for medical students, Education for Primary Care, Vol:34, ISSN:1367-8523, Pages:184-191
Harding D, Uppal S, Meiring S, et al., 2023, Community-engaged primary care medical education, The Clinical Teacher, Vol:20, ISSN:1743-4971, Pages:1-5
Bharmal S, Dutta N, Engineer N, et al., 2022, Supporting medical students who experience discrimination: perspectives of General Practice tutors in primary care, Education for Primary Care, Vol:33, ISSN:1473-9879, Pages:371-371
Forrest D, George S, Stewart V, et al., 2022, Cultural diversity and inclusion in UK medical schools, Clinical Teacher, Vol:19, ISSN:1743-4971, Pages:213-220
Dutta N, Scott K, Horsburgh J, et al., 2022, WATCCH: a multiprofessional approach to widening participation in healthcare careers., Educ Prim Care, Vol:33, Pages:102-108
Agravat P, Ahmed T, Goudie E, et al., 2021, Medical applicant general practice experience and career aspirations: a questionnaire study., Bjgp Open, Vol:5
Maini A, Pistoll C, Dutta N, et al., 2020, Digitally converting undergraduate primary care, The Clinicalteacher
Till A, Dutta N, McKimm J, 2016, Vertical leadership in highly complex and unpredictable health systems., British Journal of Hospital Medicine, Vol:77, ISSN:1750-8460, Pages:471-475
McGovern AP, Dutta N, Munro N, et al., 2014, Dapagliflozin: Clinical practice compared with pre-registration trial data, British Journal of Diabetes and Vascular Disease, Vol:14, ISSN:1474-6514, Pages:138-143
Dutta N, Crossan D, Munro N, et al., 2014, Skin complication of insulin pump therapy - Contact dermatitis from patch pump adhesive, British Journal of Diabetes and Vascular Disease, Vol:14, ISSN:1474-6514