School of Health and Life Sciences

From Lab to real-world relevance

Dr Mohamed Osman is a Senior Lecturer and Principal Investigator in Biomedical Science at Leeds Trinity University, where his work spans autoimmunity, vaccine development, and patient care. Alongside teaching future biomedical scientists, he leads research into circular RNA vaccines for neglected tropical diseases, using One Health approaches and low-cost diagnostics to improve healthcare in resource-limited settings while inspiring students to connect science with real-world impact.

After years at the bench, I became a senior lecturer. People asked me: "Don't you miss research?" 

The answer is no – because I never stopped doing research. I do both. I bring my active research into my teaching, and I bring my students' curiosity back to the lab. 

My teaching philosophy rests on three principles: 

Principle 1: Start with the patient – and the global challenge 

I don't start lectures with definitions. I start with stories. 

“Baby Oliver is six weeks old, and his mother has noticed some concerning changes in his health. What’s wrong with him?”

Suddenly, the science has purpose. Students aren't learning about CFTR mutations because they have to – they're learning because they need to diagnose a baby. 

And then I connect it further: 

"Now imagine you're in a village in rural Africa. Children are showing up with disfiguring skin ulcers. There's no diagnostic lab nearby. There's no vaccine. There's limited treatment. How would you approach this problem? What would you need to know?" 

This connects students to global health. To neglected diseases. The reason I do my research. 

Principle 2: Bring research into the classroom 

My students don't just learn from textbooks. They learn from my active research – and from the research of scientists around the world. 

• They learn about circular RNA vaccines – the same technology I'm developing in my lab.
• They learn about neglected tropical diseases – the diseases I'm trying to eliminate.
• They learn about One Health – because the next pandemic will come from animals.
• They learn about low-cost diagnostics – because a test that costs a penny can save a life. 

I don't just teach science. I teach science in action. 

Principle 3: Reflection turns learning into growth 

After every lecture, I ask students to reflect on: 

• What did you learn today?
• What surprised you?
• What questions do you still have?
• How does this connect to becoming a biomedical scientist?
• How could this knowledge help someone somewhere in the world? 

These reflections aren't just homework. They're evidence of transformation – of students becoming scientists who think globally. 

Dr Mohamed Osman teaches Clinical Immunology and Professional Skills, and he is always happy to talk to students about research opportunities and careers in biomedical science.

"During a recent visit to Melbourne, Australia, I had the opportunity to meet with colleagues in the social work department at the University of Melbourne. I was warmly welcomed by Professor Louise Harms and Dr Lauren Kosta. My visit quickly became a valuable exchange of ideas about social work education and practice across the two countries.

Our discussions highlighted both striking similarities and notable contrasts in how social work is taught and practiced in England and Australia. One area that stood out was Melbourne’s strong commitment to a trauma-informed approach, which is actively embedded across the curriculum. This reflects the growing global recognition of the impact trauma has on individuals and communities and the need for social workers to respond with sensitivity, insight and evidence-based approaches.  

Another notable difference is the flexibility of their programmes. Students can complete both undergraduate and postgraduate social work degrees on a part-time basis. It is perhaps worth considering that this adaptable approach supports a more diverse student population by creating additional routes into the profession. This may offer useful learning for us here in the UK.

Our conversation also explored the structure of the child protection workforce in Australia. I was surprised to learn that services are predominantly staffed by unqualified workers, reflecting the fact that social work remains an unregulated profession in Australia. It was good to hear that professionals, including academics, were planning and consulting with the Government to progress legislating social work registration. Despite these efforts, the Government decided to abandon the registration scheme in July 2026, citing financial cost to individual social workers as the reason.

In turn, I shared insights into recent legislative and policy developments in England, which included the Children’s Wellbeing and Schools Act 2026 and wider children’s social care reforms. These changes are shaping the future direction of practice, education and workforce development. This generated considerable interest among my colleagues in Melbourne.