Medical student with masters in Biotech and BSc (Hons) Biomedicine. Happy to help!

Believe it's important to start with a conversation, see how everything is going. Students are usually wrong about where their problem actually sits — a recall gap and an application gap feel identical from the inside but need opposite fixes — so I use that first session to talk and work through a few past-paper questions until I know which one I'm dealing with. From there I teach to the specific exam board specification rather than a generic syllabus, and lessons follow a simple loop: I explain the concept, we work an exam question together while I think aloud so the reasoning is visible, then the student answers one alone and marks it against the real mark scheme. That last step does most of the work, because marking your own answer is what teaches you where the marks actually are. Between sessions I set active recall and spaced practice rather than re-reading, and I ask students to explain things back to me, if you can't teach it, you don't know it yet. A lot of this comes from coaching chess, where improvement comes from reviewing your own games and understanding why a move failed rather than memorising openings; biology rewards the same habit. And where it helps, I'll show what a mechanism looks like in the real world, because it sticks far better when it's attached to something real.