Phil is the Director of Learning and Teaching, having oversight of all taught programmes within the Swansea University Medical School. He teaches neuroscience and educational theory to students in the school and was the 2015 BMA Cymru Swansea Teacher of the Year.

His research interest is in the area of Evidence-based Education, particularly Academic Integrity, and he is the programme director for the Research in Health Professions Education (RiHPE) professional doctorate programme.

Areas of Expertise

  • Academic Integrity
  • Higher Education
  • Neuroscience

Publications

  1. Are we educating educators about academic integrity? A study of UK higher education textbooks. Assessment & Evaluation in Higher Education, 1-12.
  2. & Custom Essay Writers, Freelancers, and Other Paid Third Parties. In Tracey Bretag, Helen Marsden (Ed.), Handbook of Academic Integrity. (pp. 249-271). Springer.
  3. & The student’s experience of applied equivalence-based instruction for neuroanatomy teaching. Journal of Educational Evaluation for Health Professions 13, 32
  4. & Are Essay Mills committing fraud? An analysis of their behaviours vs the 2006 Fraud Act (UK). International Journal for Educational Integrity 13(1)
  5. & Evidence-Based Higher Education – Is the Learning Styles ‘Myth’ Important?. Frontiers in Psychology 8
  6. Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education. Assessment & Evaluation in Higher Education, 1-16.
  7. The Learning Styles Myth is Thriving in Higher Education. Frontiers in Psychology 6
  8. & Turnaround time and market capacity in contract cheating. Educational Studies 40(2), 233-236.
  9. & Frozen with fear: Conditioned suppression in a virtual reality model of human anxiety. Behavioural Processes 118, 98-101.
  10. & When Medical News Comes from Press Releases—A Case Study of Pancreatic Cancer and Processed Meat. PLOS ONE 10(6), e0127848
  11. & The Educational Impact of Exposure to Clinical Psychiatry Early in an Undergraduate Medical Curriculum. Academic Psychiatry
  12. & Use of the ‘Stop, Start, Continue’ method is associated with the production of constructive qualitative feedback by students in higher education. Assessment & Evaluation in Higher Education, 1-13.
  13. & Acquired equivalence and generalized suppression in a virtual reality environment. Learning & Behavior
  14. & (2013). Medical education: A review of international trends and current approaches in Pacific Island countries (Human Resources for Health Knowledge Hub at the University of New South Wales).
  15. & (2013). Commissioning the education of healthcare professionals: A review of international trends and approaches (Human Resources for Health Knowledge Hub at the University of New South Wales).
  16. & (2013). Expanded and advanced health practitioners, and their role and relevance in the Pacific (Human Resources for Health Knowledge Hub at the University of New South Wales).
  17. & (2013). Regulation and licensing of healthcare professionals: A review of international trends and current approaches in Pacific Island countries (Human Resources for Health Knowledge Hub at the University of New South Wales).
  18. & (2013). Accreditation of healthcare professional education programs: A review of international trends and current approaches in Pacific Island countries (Human Resources for Health Knowledge Hub at the University of New South Wales).

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Teaching

  • PM-140 Anatomy and Embryology

    This module will provide knowledge of the structure of the human body, and how this adult anatomy develops during embryonic and foetal development. It will study human anatomy in a systems approach, focusing on the cardiovascular, gastrointestinal, musculoskeletal, urogenital, and nervous systems. Anatomy is a fundamental science and supports many areas of biology. As such the topics chosen for this module are those most useful to other areas of biological science, and are often clinically significant. This module will use practical classes to study human tissue and will develop the skills needed to dissect and study cadavers. Support materials and laboratory space for self directed learning will be available, including plastic anatomical models, bones and skeletons, and computer based anatomical models.

  • PM-239F Doctor as Scholar and Scientist 1

    This module provides medical students with the foundation of scientific knowledge, which is required for the practice of medicine. Focusing on the principle of the Doctor as Scientist and Scholar (Tomorrow's Doctors, GMC 2009), this module enables students to develop their scientific knowledge within a clinical context.

  • PM-257 Neuroscience

    In order to help students understand the biological basis for behavioural neuroscience and neurological disorders, this module seeks to integrate the multidisciplinary sciences ¿ for example, anatomy, physiology and biochemistry - that have combined to build the emerging field of neuroscience. The aim is to gain a mechanistic and holistic knowledge of the nervous system that builds from the molecular, cellular and developmental, to the systems level. In addition to exploring normal function, this module will introduce common disorders of the central and peripheral nervous systems in an integrated way. Students will be guided in exploring the scientific evidence around what is known and unknown and will be introduced to current research findings in the scientific literature.

  • PM-304 Biomolecular Research Project

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  • PM-342 Pharmacology

    Pharmacology is the science of how drugs act on the body and how the body acts on drugs. Pharmacology investigates the chemical and physical properties of drugs, how those properties confer actions on living tissues and how those actions affect health and disease. The beneficial, therapeutic effects of drugs will be discussed, but also some negative consequences of drug administration, such as toxicity, addiction and microbial drug-resistance.

  • PM-349D Doctor as Scholar and Scientist 2

    This module further develops the student's scientific knowledge, building on the foundations laid in Year 1. Focusing on the principle of the Doctor as Scientist and Scholar (Tomorrow's Doctors, GMC 2009), this module enables students to enhance their scientific knowledge and understanding of its importance to clinical practice within a clinical context.

  • PM-358I Doctor as Scholar and Scientist 3

    This module enables medical students to integrate their scientific knowledge and clinical skills in order to apply it within the context of clinical practice, thus enhancing their ability to practice medicine. This module builds on the knowledge learned in the previous years, focusing on the notion of the Doctor as a Scientist and Scholar (Tomorrow's Doctors, GMC 2009).

  • PM-367C Doctor as Scholar and Scientist 4

    This module enables medical students to consolidate their scientific knowledge within the context of clinical practice, and prepares them for the Foundation Year training programme. This module builds on the knowledge learned in the previous years, focusing on the notion of the Doctor as Scientist and Scholar (Tomorrow's Doctors, GMC 2009).

  • PM-M29 Evidence and Theory Based Education (Taught Masters)

    This module is intended for students undertaking taught courses education for the health professions. It runs in parallel to, and shares content with, PMRM06 which is a 20 credit module of the same title undertaken by students on the on the D.Prof and M.Res in Education for Health professions. The module will cover the evidence base for many of the common concepts of learning and instruction that are currently in use in the higher education generally, particularly the education of healthcare professionals. These will include learning theories, learning styles, feedback, cognitive load theory, small/large group teaching, deep/strategic/surface learning and the educational applications of the neuroscience of learning and memory. These will all be considered in detail, alongside their application to the context of the education of health professionals.

  • PMEM01 Integrated Portfolio

    This module enables students to create a portfolio of assignments to support their entry into the research phase of their doctorate. They prepare a detailed plan for their research, supported by evidence and a reflective commentary, building upon assignments completed for PMRM06, 07 and 08. Part time students complete this module in year 2 of the programme. Full time students complete in year 1, alongside the aforementioned modules.

  • PMRM06 Evidence and Theory Based Education

    This module is intended for students undertaking taught courses on the D.Prof and M.Res in Education for Health professions, where it compliments the content of PMRM07 (Critical Appraisal and Evaluation) and PMRM08 (Data Analysis for Health and Medical Sciences). It may also be taken as a standalone course by anyone with an interest in how evidence is generated for educational practice, in the healthcare professions and across Higher Education more widely. The module will cover the evidence base for many of the common concepts of learning and instruction that are currently in use in the education of healthcare professionals. These will include learning theories, learning styles, feedback, cognitive load theory, small/large group teaching, deep/strategic/surface learning and the educational applications of the neuroscience of learning and memory. These will all be considered in detail, alongside their application to the context of the education of health professionals.

  • SHTM34 Teaching and Learning for the Health Professions' Educators

    This module has been designed to prepare educators from a variety of health professions for a role in teaching, supervising and assessing students and trainees in practice and academic settings. It aims to prepare educators to work within a developmental framework in the context of interprofessional learning and modern day health services. This module will form part of the Postgraduate Certificate in Education for the Health Professions.

Supervision

  • Dual Trained Radiography Graduates: Back to the Future (current)

    Student name:
    DProf
    Other supervisor: Prof Phil Newton
    Other supervisor: Prof Andrew Grant
  • Assessment of Competency in training on Point of Care Testing Devices (current)

    Student name:
    DProf
    Other supervisor: Prof Phil Newton
    Other supervisor: Dr Ana Sergio Da Silva
  • TBC (current)

    Student name:
    MRes
    Other supervisor: Prof Phil Newton
    Other supervisor: Dr Owen Bodger
  • Do Instructional Procedures based on Cognitive Load Theory Effects improve Learning? (current)

    Student name:
    PhD
    Other supervisor: Prof Phil Newton
    Other supervisor: Dr Alice Hoon