Personal Statement
Dr Matthew Ayre has gained extensive experience across a range of healthcare settings, including hospital, community and general practice. He completed a PhD at the University of Manchester investigating psychotropic safety for patients with mental illness in primary care. Following completion of his doctorate, he developed specialist clinical expertise through experience in psychiatric inpatient settings and collaboration with community mental health teams, integrating clinical expertise with a strong research foundation.

He joined the University of Liverpool in 2026, where his clinical research focuses on improving psychotropic safety for patients with mental illness across primary, secondary and community care. He also has a particular interest in complex neuropsychopharmacology and the clinical challenges involved in balancing efficacy, safety and individual patient needs.

In his academic role, he aims to bring his clinical and neuropsychopharmacological expertise into teaching, ensuring that education is research-informed and grounded in real-world clinical practice. He is particularly interested in translating research and clinical practice into the university environment to enrich learning, enhance the student experience and support the development of competent prescribers.

His scholarship interests focus broadly on active learning and innovative approaches to undergraduate education, with an interest in enhancing student engagement, confidence and understanding of psychiatry. He also has a strong interest in widening participation and outreach, particularly in introducing younger students to mental health, neuroscience and scientific enquiry while supporting wellbeing and educational transition.

Research Overview
Dr Matthew Ayre has clinical research interests focusing on understanding and improving the safety of psychotropic medications for patients with mental illness across primary, secondary and community care settings. He has a particular interest in complex neuropsychopharmacology and the clinical challenges involved in balancing treatment efficacy, safety and individual patient needs. His work aims to generate practical, evidence-based insights to support safe and effective treatment for patients with mental illness.

His scholarship and education research focuses broadly on active learning and innovative approaches to undergraduate education. This includes exploring approaches that enhance student engagement, learning experiences and confidence, as well as improving the teaching and understanding of mental health within undergraduate curricula.