Rachel Pogson

Biography

Rachel joined Keele University in 2022 as a lecturer in Paramedic Science. She currently leads the level 5 Introduction to Evidence-Based Practice & Research module, and the level 6 modules of Older Persons & Frailty and Evidence-Based Practice on the Paramedic Science MSci programme. She has contributed to the development of MSc Paramedic Science modules and teaches across both undergraduate and postgraduate programmes, as well as other courses within the university.

Rachel is the School of Medicine interprofessional education (IPE) lead and serves as Equality, Diversity and Inclusion (EDI) lead, Decolonising the Curriculum (DtC) lead, and  Disability Inclusion Tutor (DIT) for the Paramedic Science MSci and MSc programmes, alongside supporting other postgraduate courses. She is also member of the School of Medicine School-Student Project Ethics Committee (S-SPEC), where she reviews applications for research projects. Rachel is currently undertaking an MSc in Health Sciences (Ethics and Law).

Before joining Keele, Rachel was a Senior Lecturer at Edge Hill University, where she completed her Postgraduate Certificate in Teaching in Higher Education (PGCTHE), gained Fellowship of the Higher Education Academy (FHEA) and held roles as student recruitment lead for the paramedic programme, as well as other responsibilities within inclusion and wellbeing.

Her earlier career was in frontline paramedic practice, working for the North West Ambulance Service on double-crewed ambulances, as a solo responder, and as a Practice Educator for student paramedics. Rachel also participated in a pioneering frailty pilot project alongside physiotherapists and occupational therapists, attending frailty related 999 calls, creating alternative care pathways, developing direct hospital admissions, and supporting community-based falls referrals. Rachel began her career with the London Ambulance Service, having  completed a BSc (Hons) in Paramedic Science  at the University of Hertfordshire in 2015.

Rachel has a strong commitment to inclusive and innovative teaching, ensuring academic learning translates into compassionate, safe and effective patient care. She is an active author and collaborator on academic publications and drives pedagogical projects that enhance student engagement, professional values and interprofessional collaboration.