In the next in our series of interviews with this year’s University Enterprise Fellows we meet Dr Richard Helyer, Senior Lecturer in Physiology. Rich’s journey is anything but conventional, and it’s this eclectic path that has shaped his innovative and entrepreneurial approach to teaching.
A Career Built on Curiosity (and a Bit of Chaos)
Rich’s career path is anything but linear—and that’s what makes his story so compelling. “I get easily distracted and easily bored,” he says with a grin, “so every time I’ve changed a role, I’ve done something completely different.”
Rich began with a degree in microbiology at the University of Bristol, with ambitions of becoming a plant pathologist. But when a PhD opportunity in this area fell through, he pivoted to marine microbial biology and took up a studentship at Strathclyde. That, too, didn’t go to plan. “My supervisor was often travelling, and on my first day, a friendly postdoc told me that the equipment I was supposed to use hadn’t worked in years,” he recalls. “It was a disaster.”
Undeterred, Rich returned to Bristol to pursue a PhD in pyrolysis mass spectrometry—a bit of a pivot, admittedly, but still relevant to microbiology, as the technique can be used to identify bacteria. It was a highly technical and quite niche field, and after completing his doctorate, he found himself at another crossroads. “I was a bit bored and didn’t know what to do,” he says. Around this time his father, who ran a construction contracting firm, was in need of support, so Rich offered to help out in the family business, just for the short term. That temporary stint turned into a career pivot that lasted seven years!
Eventually, when his father retired Rich had to decide between stepping into that company leadership role, or another path. He considered running the family business but ultimately thought “no, this is too much like hard work for me,” and decided to return to science. He landed a role in physiology—despite having no formal background in the subject—because the recruiting manager had had such difficulty finding someone to fill the role. “I thought, I don’t know much about physiology, but as long as I can stay one page ahead of the students, I’ll be fine,” he laughs.
From there, he taught himself physiology, gradually specialising in several different areas including a fellowship in inner ear electrophysiology, and stayed in Bristol even after the research group he was part of disbanded. A temporary lectureship turned into a permanent role, and over time, Rich became a general physiologist with a passion for teaching. “I love teaching first- and second-year physiology to anyone who needs it—scientists, medics, vets, dentists,” he says. “Even if it’s not always their favourite subject!”
His story is a testament to the power of adaptability, curiosity, and saying “yes” to opportunities—even when you’re not quite sure where they’ll lead. “Academia, if you get it right, lets you follow what you enjoy,” he reflects. “And I still enjoy it.”
Simulation with Substance: Teaching the ‘Why’, Not Just the ‘What’
As an education-focussed academic – Pathway 3 in Bristol terminology – Rich’s role involves a lot of teaching and assessment. In particular he teaches physiology using simulation – but not in the way that simulation is commonly used.
“Simulation in medical education is often used to rehearse clinical procedures—how to stop bleeding, restart a heart, or manage a crisis”, Rich explains, but he has spent the last 15 years pushing simulation in a different direction: one that doesn’t just assess the “what would you do in this situation” question, but allows the students to really probe the science behind the symptoms, and to dive deeper into the underlying mechanisms of health and disease to enrich their understanding and professional development.
At the core of his work is a sophisticated physiological model embedded in high-fidelity human patient simulators. These simulators don’t just mimic symptoms—they respond in real time to interventions like blood loss or drug administration, based on integrated models of cardiovascular, respiratory, and other systems. “Most people rush to the clinical scenario,” Rich explains. “We slow it down. We ask: what’s happening in the body? What systems are involved? What’s the underlying physiology?”
This approach—what Rich proudly calls “basic science simulation”—is rare and technically demanding. Writing these scenarios requires a deep understanding of systems physiology and the ability to translate that into dynamic, interactive teaching tools. “It’s hard,” he says. “You need someone who understands how all the systems integrate. That kind of expertise is rare.”
The real breakthrough came with the advent of virtual patients. Unlike physical manikins, which are limited by space and cost, virtual patients can be projected to large groups, making simulation-based teaching scalable. “Suddenly, we could bring the patient into the lecture theatre,” Rich says. “Students could see the signs, the monitors, the changes in real time—and we could talk through the physiology as it happened.”
Rich’s team has developed a suite of scenarios that can be used not just for clinical drills, but to teach physiology to scientists, early years health professionals, and even engineers. These scenarios are now being referred to by some as “The Bristol Method”—a testament to their originality and impact. It also got Rich to thinking that this model, this novel approach, wasn’t just useful in Bristol – it could be applied to clinical and science education all over the world.
This innovation caught the attention of a major simulation company. One of their senior figures saw the potential for a global digital textbook based on Rich’s scenarios—a resource that could teach physiology through simulation to students around the world. But just as the partnership was gaining momentum, the company’s healthcare division was sold off. “It was like a cull,” he says. “I had to ask myself—was this the end of the road?” Instead, it became a turning point.
The Fellowship That Reignited the Flame
The University Enterprise Fellowship arrived at exactly the right moment. “I saw it as a last chance to get this off the ground again,” Rich explains. “I needed the headspace, the leeway, and the access to expertise, to figure out what to do next.” The Fellowship gave him all of that—and more.
The fellowship was fortuitously timed, as it was awarded around the same time that Rich reconnected with one of the key figures in the simulation world: Willem van Meurs, one of the original developers of the physiological model used in simulators. Encouraged by a mutual contact, they began collaborating and co-authored a short book, Learning Physiology in Context, which helped raise the profile of Rich’s approach internationally. “Willem is incredibly respected in the field,” Rich says. “he is an incredible mentor and having him champion our work gave it real credibility. Not only that our collaboration opened new avenues and we have become firm friends”
This encouragement and mentorship, coupled with the experiences Rich gained more directly through his Fellowship, gave him the confidence and credibility to engage with new industry partners. “I’ve learned how to assess whether a company is the right fit,” he says. “I understand funding stages, risk, and how to speak their language. I can differentiate, recognise whether a prospective partner is a good fit for me, rather than feel I have to engage with any and every potential deal. That’s all thanks to the Fellowship and the support from the Research Commercialisation team.”
Through the Fellowship, Rich has been able to explore new commercial pathways beyond traditional licensing—such as commercial research partnerships and scenario development funding. “Before, I only really knew about licensing,” he says. “Now I understand there are other models that might be a better fit for what we’re doing.”
And while the journey hasn’t been linear, it’s been transformative. “Without the Fellowship, I think I’d have called it a day,” he reflects. “Now, we’re further down the pipeline than I ever expected—and we’re just getting started.”
A New Chapter: Digital Twins and Global Reach
Now, Rich is working closely with a dynamic new company developing human digital twins—virtual models of the human body that could transform healthcare education. They’ve already run a successful pilot with Bristol medical students and are exploring ways to integrate Rich’s scenarios into their platform.
“This isn’t just about licensing anymore,” he says. “It could be a commercial research partnership, or a model where the company funds scenario development within the university.”
And it’s not just about Rich. He’s already involving early-career colleagues in the work, offering them a taste of enterprise and a chance to shape the future of physiology education. “We’ve got some brilliant early-career academics on board,” he says. “They’ve got the energy, the ideas—and now, the opportunity.”
Rich is passionate about creating space for others to grow. “You can’t overestimate the value of a young, enthusiastic person,” he says. “They bring energy, fresh thinking, and they’re not bogged down by the same pressures. Time doesn’t work the same way for them—it’s a real asset.”
But he’s also quick to point out the importance of mentorship. “It’s a pleasure of my job—seeing younger people come up the tree and go above me. That’s absolutely brilliant.” One of his team members, a teaching associate and systems integrative physiologist, joined while finishing her PhD and was unsure about her future on the teaching track. “This has opened her eyes to what academic work can be,” Rich says. “It’s not just lectures and marking—it can reach into healthcare, industry, education policy. That’s what the Fellowship has helped me to facilitate.”
By including early-career colleagues in meetings, conferences, and collaborative projects, Rich is not only building capacity for his enterprise work—he’s also helping to cultivate a new generation of enterprising academics.
Advice for Future Fellows
Rich’s advice to the next cohort of Enterprise Fellows is simple: be open, be brave, and make time. “The business world isn’t as scary as you think,” he says. “And even if you’ve worked with industry before, you’ll still learn a lot. Just make sure you carve out time to engage with everything the Fellowship offers—you won’t regret it.”
From simulation suites to international partnerships, Rich’s story is a testament to the power of persistence, creativity, and the right support at the right time. As he puts it: “Without the Fellowship, we’d probably have called it a day. Now, we’re just getting started.”