Role conflict within medical education

I was a finalyear medical student in front of a group of postgraduate Masters students on a research methods module. Two years beforehand, I had studied an MSc in Medical Education. Subsequently, I was invited back to lecture on the Masters courses, on both research methods and medical education. On the one hand, I was the lowest rung on the medical career ladder – a medical student. On the other hand, I have a postgraduate degree, several publications and am a fellow of the Higher Education Academy – a UK ‘national body which champions teaching excellence’.1