Dr. Robert Finn, an esteemed Associate Professor of Biochemistry and Assistant Dean of Basic Sciences, has dedicated his career to advancing the understanding of biochemistry’s role in medical education and research. With an academic background spanning from University College Cork to St. George’s University, Dr. Finn’s work, particularly in anti-cancer drug metabolism, has made significant contributions to the field. In an exclusive interview, Dr. Finn shares insights into his journey, the evolving role of biochemistry in medical curricula, and the future of scientific research.
Q. Can you walk us through your journey in biochemistry, from your early education to your current role as Assistant Dean of Basic Sciences?
Growing up in Ireland, education was always a means to improve one’s future, especially in a family where both my parents left school early without major qualifications. I was always fascinated by nature, building things, and understanding how things worked, which steered me towards a career in science. In high school, I struggled to choose between biology and chemistry, so combining both seemed ideal—biochemistry was the perfect path. After completing my BSc and PhD at University College Cork, I moved to Ninewells Hospital/University of Dundee, Scotland, to advance my research career in collaboration with the Medical Research Council and Cancer Research UK. A decade later, I moved to Northumbria University in 2010, where my journey with St. George’s University began, initially teaching into the MD programme. Over the years, my role evolved, leading to my current position as Assistant Dean of Basic Sciences at St. George’s University. As they say, good work leads to more work, and with it, doors opened, offering me incredible opportunities.
Q. Your work in anti-cancer drug metabolism and toxicology is notable. What were some of the key challenges and breakthroughs you encountered in developing transgenic models for this research?
While drug metabolism and toxicology weren’t initially my research focus, stepping into these areas presented both challenges and rewards. One of the key hurdles was expanding my knowledge into these new fields, as well as bridging the gap between theory and practical application. Developing transgenic models for specific purposes revealed unexpected findings, such as the gene knockouts having functions we hadn’t anticipated. Another breakthrough came when we discovered links between dietary fatty acids and liver drug metabolism pathways, which was both surprising and significant for our understanding of metabolic processes.
Q. How have you seen the role of biochemistry in medical education evolve over the years?
Historically, biochemistry was often seen as one of the less popular subjects in medical education, though I may be somewhat biased. However, advancements in computer animation and illustration have greatly enhanced how students understand its relevance, particularly by connecting biochemical processes to clinical symptoms and mechanisms. Additionally, the shift towards systems-based curricula, as seen at St. George’s University, has integrated biochemistry more effectively with other disciplines, helping students appreciate its broader medical context.
Q. In your experience, what are the most important qualities a biochemistry programme should have to best prepare students for careers in medical sciences or research?
A strong biochemistry programme should focus on two critical qualities: Firstly, the curriculum should be structured to reinforce concepts over time, creating a spiral learning model. Secondly, biochemistry should be well-integrated with other disciplines, demonstrating how it connects with the manifestation of symptoms through anatomical and physiological changes.
Q. How do you think academic leadership in scientific departments can be improved to foster more effective teaching and research?
Effective academic leadership begins with recognising the importance of every individual in both teaching and research. Encouraging faculty to understand their limitations while providing opportunities for growth—whether through training sessions or collaboration with peers—can significantly improve both teaching quality and research outcomes.
Q. What are some of the most effective strategies you’ve implemented to ensure that the basic sciences curriculum stays relevant and effective?
Maintaining a relevant curriculum is a collective effort. At St. George’s University, we provide faculty with the means to attend conferences in medical education, where they can learn new innovations and engage with peers from other institutions. Additionally, we conduct regular, detailed reviews of the curriculum at all levels, from resources to learning objectives, ensuring it remains up-to-date and impactful.
Q. In your opinion, what are some of the most promising areas of biochemistry research that could shape the future of medical science?
Gene editing techniques, particularly CRISPR, and the groundbreaking work being done on mitochondrial diseases, which are being pioneered in Newcastle Upon Tyne, represent some of the most promising areas of biochemistry research. These advancements have the potential to revolutionise how we approach medical treatments in the future.
Q. What insights can you share regarding the intersection of higher education and scientific research? How does this influence your approach to teaching and mentoring students?
Higher education should always be evidence-based and research-led, which is the core philosophy at St. George’s University. A significant portion of our faculty are active researchers, creating a culture of inquiry that permeates our teaching. I encourage my students to ask questions, bridging the gap between knowledge and its real-world application, which is essential for their growth as future scientists and healthcare professionals.
Q. Finally, looking ahead, how do you see the future of biochemistry in medical education and research? Are there emerging trends or technologies that you believe will significantly impact the field in the next 5–10 years?
Biochemistry will always be a cornerstone of medical education and research, forming the foundation for understanding many clinical disorders. The challenge ahead is making the subject more engaging, especially for students who find it intimidating. In terms of emerging technologies, advances such as CRISPR and mitochondrial disease research will undoubtedly change how we diagnose, understand, and treat diseases in the coming decade.
Dr. Robert Finn’s career reflects a deep commitment to advancing biochemistry’s role in medical science. From his groundbreaking research in anti-cancer drug metabolism to his dedication to educational leadership, Dr. Finn’s insights are helping shape the future of both the biochemistry field and medical education. As technology continues to evolve, so too will the ways in which we understand and treat diseases, with biochemistry remaining at the heart of these transformations.
