Edmund Bailey
Interviewed by Zehra Azim
Dr Edmund Bailey, a Clinical Reader and Honorary Consultant in Oral Surgery at Queen Mary University of London, is revolutionising dental education and patient safety. His journey from Leicester to becoming a leader in his field exemplifies resilience and dedication. Dr Bailey's groundbreaking work has significantly influenced clinical practices globally, while he continues to shape dental education and advocate for inclusivity.
Can you tell me a bit about your background and upbringing?
I was born in Leicester as the second of four children. My family encouraged learning and exploration from an early age. We often visited museums and travelled to London, fostering a sense of curiosity. I came out as gay when I was 19 or 20 years old, during my second year at university in Liverpool. This period of self-discovery led me to get involved with the Students' Union LGBT group, where I made lifelong friends who I'm still close with 20 years later. It's worth noting that coming out is an ongoing process for many LGBTQ+ individuals - you find yourself doing it repeatedly when you meet new people or start new jobs.
What was your childhood like, and how did it shape your interests and aspirations?
My childhood was rich with experiences that nurtured my curiosity. My father was a botanist and my mother a teacher, and my grandparents lived nearby. We were encouraged to be inquisitive and to collect things - I remember having collections of seashells and making scrapbooks. I developed an interest in history, and we took trips to places like the Cutty Sark in Greenwich. Our garden was full of animals, which fascinated me. I was also involved in activities like choir and swimming. This upbringing undoubtedly shaped my interests and laid the foundation for my future academic pursuits.
How do you balance your personal life with the demands of your research career?
I try to maintain a clear separation between work and personal life, though it's not always possible. I make a conscious effort to "draw a line" at the end of each workday and plan activities for the weekends. My partner is a doctor specialising in haematology, so we both understand the demands of medical careers. While he does on-call work and I don't, we both recognise the importance of relaxation and maintaining interests outside of work. In academia, there's often a culture of constant connectivity, with emails flying at all hours. I try to be protective of my personal time and avoid getting caught up in work communications during off-hours. It's a constant balancing act, but one that's crucial for long-term wellbeing and productivity.
Can you walk me through your educational journey?
I graduated with BDS (Honours) from the University of Liverpool in 2007. After completing junior rotations in general dentistry and Oral & Maxillofacial Surgery in the North West, I was appointed as an Academic Clinical Fellow/Specialty Registrar in Oral Surgery at the University Dental Hospital of Manchester in 2011. During my five years there, I completed an MPhil focused on pain control. In 2015, I relocated to London, initially taking up a locum Consultant post at the Eastman Dental Hospital. In January 2017, I was appointed as Senior Lecturer/Honorary Consultant in Oral Surgery at Queen Mary University of London (QMUL). To further develop my teaching skills, I completed a PGCert, which was a two-year part-time course. Recently, in 2023, I was promoted to Clinical Reader. Throughout this journey, I've also obtained several professional qualifications, including MFDS RCS (Ed), MOral Surg RCS (Ed), and FDS RCS (Ed).
What inspired you to pursue your field of study?
My path to dentistry became clear during my A-levels. While I had a strong interest in the arts and history, I was drawn to a career with a more tangible endpoint and conventional structure. During work experience placements, I found myself intrigued by dentistry. I was attracted to its combination of scientific and creative aspects, as well as the passion I saw in the professionals I met. The structured career path, coupled with the opportunity for creativity and patient care, really appealed to me. Looking back, I can say I'd choose this path again - the five-year course was demanding but fascinating, and I made lifelong friends along the way.
Were there any particular mentors or experiences that influenced your academic path?
Absolutely. After graduating, I was fortunate to have several influential mentors. One of my main mentors is Paul Coulthard, who was previously the Dean of Dentistry at QMUL. He supervised my research when we were both at Manchester. Another significant mentor was Judith Jones, formerly a professor in oral surgery at QMUL. She was instrumental in helping me navigate the systems and establish myself when I first joined this prestigious institution, which can be quite daunting for a newcomer. These mentors played crucial roles in shaping my academic journey and professional development.
Can you explain the focus and significance of your research work?
My research has primarily focused on patient safety and evidence-based surgical techniques. At Manchester, I worked on an NIHR-funded project on patient safety in dentistry, one of the first studies in this field. We looked at "Never Events" in the NHS, with a particular focus on wrong tooth extraction. This work has been instrumental in developing policies and procedures to prevent such incidents.
I've also made significant contributions to systematic reviews. I've co-authored three Cochrane systematic reviews, focusing on pain management and wisdom tooth extraction techniques. These reviews have been widely accessed and cited, informing clinical practice globally.
Another key area of my work has been in dental education and evidence-based surgical techniques. In 2018, I co-authored the textbook 'Core Oral Surgery for Dental Students' with Andrew Sadler, which has become a valuable resource for undergraduate dental education.
What are some of the key contributions or breakthroughs you've made in your area of study?
One of my most significant contributions has been in the field of patient safety. The systematic review I published has been accessed thousands of times and has been used to inform policies and standardised procedures to prevent adverse events in dental practice.
The Cochrane reviews on wisdom tooth extraction techniques have also had a substantial impact. These reviews have been widely cited and have influenced clinical practice guidelines in oral surgery.
In addition to my research, I'm particularly proud of developing the DClinDent in Oral Surgery programme at QMUL, which launched in 2020. As the Programme Director, I've been involved in all aspects of its creation and implementation, from admissions to curriculum design to assessment strategies.
Do you engage in any public outreach efforts?
Currently, my focus is primarily on teaching, so I'm not as actively involved in public outreach as I once was. However, I have conducted audits and evaluations that involve gathering patient feedback and measuring outcomes. This kind of engagement with patients is crucial for improving our services and understanding the impact of our work from the patient's perspective.
How important is it for researchers to communicate their work to the general public?
It's extremely important, but it can also be quite challenging. Translating complex research findings into lay terms is not always straightforward. During my time working in Manchester, I received guidance on how to present our work to the public, as some people didn't fully grasp the significance of academic achievements like publishing papers. It made me realise how crucial it is to communicate our work in a way that highlights its real-world impact and importance to the general public.
Have you encountered any challenges or rewarding experiences in making your research accessible to broader audiences?
One particularly rewarding experience has been my involvement with the LocSSIPS NHS England group on patient safety. This opportunity came about as a result of my research work, and it's been gratifying to see how our findings can directly influence policy and practice at a national level.
What does it take to be a successful researcher in your field?
Success in research requires dedication and an openness to new ideas. It's crucial to approach your work without preconceived notions and to be prepared for unexpected findings. Maintaining an open mind and actively working to minimise bias is essential, as it's all too easy to inadvertently skew your perspective. I also believe in the importance of nurturing the next generation of researchers. We should strive to make research an enjoyable and engaging process, always keeping in mind that the ultimate goal is to improve patient care.
Are there any challenging aspects or obstacles you've had to overcome in your role?
One of the main challenges I face is balancing my dual roles. I'm employed by QMUL but also hold an honorary consultant position at Barts Health NHS Trust. This means navigating the different priorities and pressures of two organisations. The NHS is primarily focused on delivering high quality and timely patient care, while the university prioritises research, education, and producing high-quality graduates. Balancing these sometimes competing demands and managing expectations from both sides can be challenging.
What skills or qualities would you say are essential for being innovative and entrepreneurial in science?
Curiosity is paramount. You need to be hardworking, but also creative and able to see the bigger picture. It's easy to get bogged down in details, but it's crucial to understand the broader context of your work - what it's becoming, what you can gain from it, and how you can give back to your field. Passion is also essential; without it, the work becomes tedious. I always encourage my graduate students to take ownership of their work. Seeing their pride during their viva examinations is incredibly rewarding.
Has anything surprised you or challenged your preconceptions about your role as a researcher?
I've been pleasantly surprised by the impact of my teaching. When you're in the thick of daily teaching, it's sometimes hard to see the bigger picture. But at events like graduation balls or at the end of courses, students often approach me with feedback. It's deeply touching when they point out specific things I've said or done that have made them better clinicians. Recently, we took our postgraduate students out for dinner to celebrate the completion of their course - the first cohort to finish our new programme. Their enthusiasm and appreciation were incredibly encouraging and reminded me why the hard work is worthwhile.