Co-Founder & Clinical Educator
GDC-Registered Dentist | Medical Aesthetics Practitioner
Dr Janice Lim is a UK-registered dentist and aesthetic practitioner with a particular interest in facial anatomy, skin health, regenerative treatments and natural aesthetic outcomes. Her background in dentistry has shaped the way she approaches aesthetic medicine: detailed anatomical knowledge, careful assessment, precision and patient communication are integral to everyday dental practice. Her approach is considered rather than formulaic, beginning with the individual patient — their anatomy, concerns, expectations and wider treatment goals — before deciding whether, what or how to treat. Why I Teach: For Janice, some of the most valuable learning in aesthetics happens when someone has the time and confidence to ask why. Why this treatment? Why this technique? Why this patient? And sometimes, why should we choose not to treat? Her teaching style is calm, approachable and detail-focused, helping delegates connect anatomical knowledge with practical decision-making through understanding and supported experience.
Co-Founder & Clinical Educator
GMC-Registered Doctor | NHS Specialty Trainee in Psychiatry | Medical Aesthetics Practitioner
Dr Jia Rou Tan is a UK-registered doctor, NHS Psychiatry Specialty Trainee and aesthetic practitioner whose approach combines medical assessment, precision and careful attention to the individual patient. She places particular importance on understanding a patient’s motivations and expectations alongside their physical assessment — recognising that good aesthetic practice involves knowing both how to treat and when treatment may not be the right decision. Within aesthetic medicine, Jia Rou has a particular interest in treatments that respect individual facial features and create subtle, balanced outcomes rather than pursuing a standardised aesthetic ideal. Why I Teach: Jia Rou believes that good technique becomes more valuable when a practitioner understands the clinical reasoning behind it. Her teaching encourages delegates to slow down, observe carefully and understand the reasoning behind each stage of treatment, including communication, expectations and the psychological context surrounding care.
Our Teaching Philosophy
Understand before you treat.
Understand Before You Treat
We want delegates to understand the anatomy, assessment and reasoning behind a technique rather than simply memorising a protocol.
Small Groups for a Reason
Clinical skills require observation, practice and feedback. Small groups let us teach the person, not simply deliver the material.
Questions Are Part of Learning
A good learning environment makes it easy to say, “I’m not sure.” Those conversations often create the most useful learning.
Your Certificate Isn’t the End
Becoming a confident practitioner takes time. We remain part of that development through further education, case discussion and mentorship.
Safety Is Not a Module
Patient selection, consent, anatomy, complications and professional judgement should run through every part of education.