After starting a career in medical research at Guy’s Hospital, Felicity Moir moved into Chinese medicine (CM) as she found the philosophical basis of the medicine resonated with her developing understanding of ecology and the resonance of man’s body/mind/spirit with the world around. She has been in practice since 1980 adding further training in acupuncture in Nanjing, China in 1982 and 1987 and Chinese herbal medicine in 1986.
Her move into education started in 1983 with the founding of the London School of Acupuncture and Traditional Chinese Medicine. Since 1995 Felicity has been primarily involved in the development of professional training in a University setting as a way of supporting the professionalisation of medicine. She was involved in the validation of the course as a BSc (Hons) TCM: Acupuncture and moving it into the University of Westminster in 1997. Subsequently a Diploma in Qigong Tuina and an MSc in Chinese Herbal Medicine (CHM) has been validated. Felicity’s interest in education has involved her in the British Acupuncture Accreditation Board as a visiting panel member at accreditations; being a chair of reviews and validations in the University of Westminster; as external examiner in the UK and abroad; and as editor for the education section of the Thieme Almanac of Chinese Medicine. Felicity was on the steering group that developed Standards for the Practice of Acupuncture for the professional body, the British Acupuncture Council.
Felicity teaches across all levels on the acupuncture course and on some modules of the MSc. She is also a clinical teacher in the University Polyclinic. At the core of this is, according to Felicity, the concept that learning is best done in a professional work place context. Under supervision, final year students take on developing levels of responsibility for patients using a reflective model to support their professional development. For her MSc dissertation she modelled this process by exploring her clinical teaching using a reflective method to illuminate her personal knowledge of teaching adult students.