Dr Ana Sergio Da Silva

Research Highlights

1. Cooper, N., Sergio Da Silva, A., & Powell, S. (2016). Teaching Clinical Reasoning - ABC of Clinical Reasoning. ABC of Clinical ReasoningWilley & Sons

   SU Repository: https://cronfa.swan.ac.uk/Record/cronfa24383

   http://eu.wiley.com/WileyCDA/WileyTitle/productCd-1119059089.html#
2. Quince, T., Kinnersley, P., Hales, J., da Silva, A., Moriarty, H., Thiemann, P., Hyde, S., Brimicombe, J., Wood, D., Barclay, M., Benson, J., & Sergio Da Silva, A. (2016). Empathy among undergraduate medical students: A multi-centre cross-sectional comparison of students beginning and approaching the end of their course. BMC Medical Education, 16(1)

   https://doi.org/10.1186/s12909-016-0603-7, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa31314
3. Sergio Da Silva, A. (2014). Educational Interventions To Promote Clinical Reasoning: A Beme Systematic Review

   SU Repository: https://cronfa.swan.ac.uk/Record/cronfa24384

   www.bemecolaboration.org.
4. Sergio Da Silva, A., Mckimm, J., & Newton, P. (2014). Hidden in Plain Sight: Exploratory Study of Controversial Online Posting by Doctors. Medical Education, 48, 1-19.

   https://doi.org/10.1111/medu.12579, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa24378
5. Silva, A. & Sergio Da Silva, A. (2013). Critical Synthesis Package: Quick Discrimination Index (QDI)

   SU Repository: https://cronfa.swan.ac.uk/Record/cronfa17099

   www.mededportal.org/publication/9616
6. Mckimm, J., Newton, P., Silva, A., Campbell, J., Condon, R., Kafoa, B., Kirition, R., Roberts, G., & Sergio Da Silva, A. (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

   SU Repository: https://cronfa.swan.ac.uk/Record/cronfa15360

   http://www.hrhhub.unsw.edu.au/HRHweb.nsf/resources/46_SI_Accreditation_final.pdf/$file/46_SI_Accreditation_final.pdf
7. McKimm, J., Newton, P., Silva, A., Campbell, J., Condon, R., Kafoa, B., Kirition, R., Roberts, G., & Sergio Da Silva, A. (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.

   SU Repository: https://cronfa.swan.ac.uk/Record/cronfa17097
8. McKimm, J., Newton, P., Silva, A., Campbell, J., Condon, R., Kafoa, B., Kirition, R., Roberts, G., & Sergio Da Silva, A. (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.

   SU Repository: https://cronfa.swan.ac.uk/Record/cronfa17100
9. Mckimm, J., Newton, P., Sergio Da Silva, A., Kafoa, B., Campbell, J., Lin, S., & Roberts, G. (2012). Accreditation of healthcare professional education programs: A review of international trends and current approaches in Pacific island countries. Health Professionals Education in the Pacific, 18(2), 28-39.

   SU Repository: https://cronfa.swan.ac.uk/Record/cronfa24385
10. Mckimm, J., Sergio Da Silva, A., Newton, P., Campbell, J., Kafoac, ., Kiritonc, ., & Roberts, G. (2012). Expanded and extended health practitioner roles: a review of international practice. Original Papers Part 1 - The Series Health Professionals Education in the Pacifi, 18(2), 65-77.

    SU Repository: https://cronfa.swan.ac.uk/Record/cronfa24386
11. McKimm, J., Newton, P., Sergio Da Silva, A., Roberts, G., Campbell, J., Kiritonc , ., & Kafoac, B. (2012). Regulation and licensing of healthcare professionals: A review of international trends and current approaches in Pacific island countries. Health Professionals Education in the Pacific, 18(2), 53-64.

    SU Repository: https://cronfa.swan.ac.uk/Record/cronfa24387
12. Mckimm, J., Newton, P., Sergio Da Silva, A., Campbell, J., Kafoa, B., Kiriton, R., Lin, S., & Roberts , G. (2012). Commissioning the education of healthcare professionals: A review of international trends and approaches. Health Professionals Education in the Pacific Vol, 18(2), 16-27.

    SU Repository: https://cronfa.swan.ac.uk/Record/cronfa24389
13. Silva, A., Dennick, R., & Sergio Da Silva, A. (2010). Corpus analysis of problem-based learning transcripts: an exploratory study. Medical Education, 44(3), 280-288.

    https://doi.org/10.1111/j.1365-2923.2009.03575.x, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa15149
14. McLaughlin, D., Tunstall, R., Garrud, P., Silva, A., & Sergio Da Silva, A. (2010). Integrative Learning in the Medical Curriculum: Clinical Reasoning Assessments on the Graduate Entry Medicine Course. Teaching for Integrative Learning Innovations in University Practice (pp. 96-107). HEA: Centre for Integrative Learning

    SU Repository: https://cronfa.swan.ac.uk/Record/cronfa15153

    http://www.heacademy.ac.uk/resources/detail/employability/EEL_repository_CILCSV4_CETL_Case_Studies_Vol4
15. Vogan, C., McKimm, J., Da Silva, A., Grant, A., McCabe, C., & Sergio Da Silva, A. (2014). Twelve tips for providing effective student support in undergraduate medical education. Medical Teacher, 36(6), 480-485.

    https://doi.org/10.3109/0142159X.2014.907488, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa20213
16. McKimm, J., Da Silva, A., Edwards, S., Greenhill, J., Taylor, C., & Sergio Da Silva, A. (2015). Women and Leadership in Medicine and Medical Education: International Perspectives. Gender, Careers and Inequalities in Medicine and Medical Education: International Perspectives (pp. 69-98). MPS

    https://doi.org/10.1108/S2051-233320150000002005, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa23508
17. McLean, M., Da Silva, A., Major, S., McKimm, J., & Sergio Da Silva, A. (2016). “It’s a mind-changing game!”: Health professional educators working abroad. MedEdPublish, 5(2)

    https://doi.org/10.15694/mep.2016.000049, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa37435
18. McLean, M., Da Silva, A., McKimm, J., Major, S., & Sergio Da Silva, A. (2015). Medical educators working abroad: Who are they?. MedEdPublish

    https://doi.org/10.15694/mep.2015.004.0003, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa37444
19. Edwards, S., Sergio Da Silva, A., Rapport, F., McKimm, J., Williams, R., McKimm, J., Edwards, S., & Sergio Da Silva, A. (2015). Recruitment of doctors to work in 'our hinterland': first results from the Swansea Graduate Entry Programme in Medicine. Rural and remote health, 15(3)

    SU Repository: https://cronfa.swan.ac.uk/Record/cronfa37452

    https://www.rrh.org.au/journal/article/3187
20. Young, M., Thomas, A., Gordon, D., Gruppen, L., Lubarsky, S., Rencic, J., Ballard, T., Holmboe, E., Sergio Da Silva, A., Ratcliffe, T., Schuwirth, L., & Durning, S. (2019). The terminology of clinical reasoning in health professions education: Implications and considerations. Medical Teacher, 41(11), 1277-1284.

    https://doi.org/10.1080/0142159x.2019.1635686, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa52552
21. Daniel, M., Rencic, J., Durning, S., Holmboe, E., Santen, S., Lang, V., Ratcliffe, T., Gordon, D., Heist, B., Lubarsky, S., Estrada, C., Ballard, T., Artino, A., Sergio Da Silva, A., Cleary, T., Stojan, J., & Gruppen, L. (2019). Clinical Reasoning Assessment Methods. Academic Medicine, 94(6), 902-912.

    https://doi.org/10.1097/acm.0000000000002618, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa52917
22. Young, M., Thomas, A., Lubarsky, S., Gordon, D., Gruppen, L., Rencic, J., Ballard, T., Holmboe, E., Sergio Da Silva, A., Ratcliffe, T., Schuwirth, L., Dory, V., & Durning, S. (2020). Mapping clinical reasoning literature across the health professions: a scoping review. BMC Medical Education, 20(1)

    https://doi.org/10.1186/s12909-020-02012-9, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54007
23. Newton, P., Sergio Da Silva, A., & Peters, L. (2020). A Pragmatic Master List of Action Verbs for Bloom's Taxonomy. Frontiers in Education, 5

    https://doi.org/10.3389/feduc.2020.00107, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54688
24. Burns, L., Sergio Da Silva, A., & John, A. (2020). Shared decision-making preferences in mental health: does age matter? A systematic review. Journal of Mental Health, 30(5), 1-12.

    https://doi.org/10.1080/09638237.2020.1793124, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa54771
25. Newton, P., Sergio Da Silva, A., & Berry, S. (2020). The Case for Pragmatic Evidence-Based Higher Education: A Useful Way Forward?. Frontiers in Education, 5

    https://doi.org/10.3389/feduc.2020.583157, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa55950

    http://dx.doi.org/10.3389/feduc.2020.583157
26. PETERS, L., Sergio Da Silva, A., & Newton, P. (2022). What is the scope of teaching and training of undergraduate students and trainees in point of care testing in United Kingdom universities and hospital laboratories?. PLOS ONE, 17(8), e0268506

    https://doi.org/10.1371/journal.pone.0268506, SU Repository: https://cronfa.swan.ac.uk/Record/cronfa60703

All Research

• Healthy Transitions: professional identity development during transition from undergraduate to postgraduate medical training (current)

  PhD

  Other supervisor: Prof Ann John

• A study of the impact of the socio-economic, educational and demographic characteristics of people with Multiple Sclerosis (MS) on the time to diagnosis. (current)

  PhD

  Other supervisor: Dr Pete Arnold

• Assessment of Competency of laboratory staff in training on Point of Care Testing (POCT) (current)

  DProf

  Other supervisor: Prof Phil Newton

• PM-254C Meddygon, Cleifion a Nodau Meddygaeth

  Bwriad addysgol y modiwl yw caniatáu i'r myfyriwr ystyried arfer cyfoes Meddygaeth yn y Deyrnas Unedig. Bydd hyn yn cynnwys deall y rheoleiddiad proffesiynol, cyfyngiadau ariannol a'r heriau cymdeithasol a phersonol, y mae meddygaeth a gweithgareddau gofal iechyd eraill yn cael eu hymarfer ynddynt.

• PM-366 Teaching Science

  This module is for students with an interest in teaching, science communication and Medicine, and involves projects based in local schools/colleges, community groups , science outreach programmes (e.g. Oriel Science) or within Higher Education. The student will engage both in observation and in various teaching activities. The module will be assessed through various methods including a written report and the supervisor¿s report.

• PM-366C Addysgu Gwyddoniaeth

  Mae'r modiwl hwn ar gyfer myfyrwyr sydd â diddordeb mewn addysgu, cyfathrebu gwyddoniaeth a Meddygaeth, ac mae'n cynnwys prosiectau wedi'u lleoli mewn ysgolion / colegau lleol, grwpiau cymunedol, rhaglenni allgymorth gwyddoniaeth (e.e. Oriel Science) neu o fewn Addysg Uwch. Bydd y myfyriwr yn cymryd rhan mewn arsylwi ac mewn amrywiol weithgareddau addysgu. Asesir y modiwl trwy amrywiol ddulliau gan gynnwys adroddiad ysgrifenedig ac adroddiad y goruchwyliwr.

• PM-M25 Mentoring and Supervision

  This module aims to develop participants¿ awareness of the key issues, principles and practice of mentoring and educational and clinical supervision both from an individual and organisational perspectives. Through engagement in theoretical and practical activities and reflection, participants will enhance their skills and practice in supporting others professional development.

• PM-M26 Simulation and elearning

  This module aims to develop participants¿ skills in developing and evaluating educational resources and techniques using learning technologies, primarily elearning and simulation. Through engagement in theoretical and practical activities and reflection, participants will enhance their own educational practice and that of others using learning technologies.

• 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, retrieval practice and the science of learning. 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.

• PMEM0100 Teaching, Learning and Assessment Medical Education

  This module provides an introduction to the principles of effective teaching, learning and assessment, and to the perspectives used to guide educational practice across the various contexts where medical and healthcare professionals are trained. Through engagement in theoretical and practical activities, this module will focus on developing the knowledge, skills and professional behaviours of the expert teacher.

• PMEM0101 Digital Technologies in Medical Education

  This module aims to develop knowledge of the key issues, debates, theories and evidence relating to digital education, and enhance skills and capabilities in developing and evaluating educational approaches with digital technologies. Through engagement in discussions, reflection and practical activities, participants will enhance their own educational practice and that of others using digital technologies. There will be an emphasis on critical analysis and evidence throughout the module. The module will explore the benefits and limitations of digital technologies in medical and health professions education. Participants will consider contemporary issues and trends, which will be regularly updated to reflect the rapid pace of development within the field. The module will outline fundamental issues including inclusivity, accessibility, legislation, risk and ethical considerations.

• PMEM0102 Evidence Based Education

  This module is intended for students undertaking taught courses education for the health professions, mainly those on the Postgraduate Certificate/Diploma and MSc Medical Education. 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 the science of learning, learning theories, learning styles, feedback, cognitive load theory, small/large group teaching, and more. These will all be considered in detail, alongside their application to the context of the education of health professionals. The module includes weekly activities and content but is designed to be flexible, for busy working professionals, and so the content can be completed in the learners own time at their own pace, supported by optional Q+A.

• PMEM0130 Research project in Medical Education 1

  This module provides further opportunities for those who are familiar with some research methods and techniques but may benefit from supervision to advance their knowledge and skills educational research and evaluation. The current module aims to enhance the research skills and education and writing for publication by supporting learners to undertake a small-scale research or evaluation project in healthcare education.

• PMEM019 Assessment and Feedback

  This module aims to enable participants to explore the assessment processes that they themselves have to engage in, in respect of their learners, and how these relate to other forms of assessment required of those learners.

• PMEM0201 Research Methods in Education

  This module will help students to develop the skills necessary for conducting educational research. Both qualitative and quantitative and `mixed¿ methods of data collection are studied and analysed, and the `pragmatic¿ orientation of relating research methodology to the problem being researched is outlined in depth. The practical techniques of data collection are studied in detail. Analysis of varying data types is also explained and issues to do with the design of research also explored. The ethical foundations of research are also explored.

• PMEM0202 Innovations and Trends in Medical Education

  This module aims to develop participants¿ awareness of contemporary issues in medical and healthcare education. This module will provide the opportunity for critical discussion and appraisal of the evidence relating to current and emerging topics within the field.

• PMEM0203 Curriculum Development in Medical Education

  The current module will focus on discussing issues related to the curricula in medical and healthcare education form theoretical, evidence-based and practical perspectives. This module aims to develop participants¿ awareness of contemporary issues\his module in curriculum development in a broader sense encompassing issues related to the organisation and structure of content delivered a session, module, programme or across an institution.It will focus on critical discussion and appraisal exiting curriculum models, as well as the evidence-based around current/emerging topics within the field.

• PMEM0230 Research project in Medical Education 2

  The current module aims to enhance the research skills and education and writing for publication by supporting learners to undertake a small-scale research or evaluation project in healthcare education. Alongside, PMEM0130, this module provides further opportunities for those who are familiar with some research methods and techniques but may benefit from supervision to advance their knowledge and skills in: (i) a particular educational research or evaluation area (ii) conduct small research/evaluation project related to their educational practice (iii) enhance their writing for publication skills within the educational field (iv) gain experience in peer-reviewing of educational proposals/manuscripts.

• PMEM025 Mentoring and Supervision

  This module aims to develop participants¿ awareness of the key issues, principles and practice of mentoring and educational and clinical supervision both from an individual and organisational perspectives. Through engagement in theoretical and practical activities and reflection, participants will enhance their skills and practice in supporting others professional development.

• PMEM0301 Qualitative Data Analysis for Health and Medical Education

  This is module aims to enable the students to conduct high-quality qualitative research in education. The module will focus on the common qualitative research designs and explore the theoretical perspectives, ethical issues, epistemological standpoints and practice considerations underpinning those designs. Practical techniques of data collection, analysis, interpretation and data presentation will be explored.

• PMEM0330 Research Dissertation

  The current module aims to enhance the research skills and education and writing for publication by supporting learners to undertake a small-scale research or evaluation project in healthcare education. This module provides further opportunities for those who are familiar with some research methods and techniques but may benefit from supervision to advance their knowledge and skills in: (i) a particular educational research or evaluation area (ii) conduct small research/evaluation project related to their educational practice (iii) enhance their writing for publication skills within the educational field (iv) gain experience in peer-reviewing of educational proposals/manuscripts.

• 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.

• SHTM37 Dissertation - Professional Education in Practice and/or Academic Settings

  This is essentially a module of independent study for students doing the MA Education for the Health Professions. The module will enable participants to show that they can design, conduct and present a sustained conceptual exploration of a chosen study topic

• ESRC (economic and social Sciences reserch council 3+1 PhD) DTP: A study of the impact of the socio-economic, educational and demographic characteristics of people with Multiple Sclerosis (MS) on their healthcare interactions and clinical decisions 2019 - 2021

  , £83,034

• SDMF Seed Corn Grants: What Makes A Good Teaching? Comparing Student And Teacher Perceptions Of Teaching Quality. 2015 - 2016

  , with Hoon, A (PI) , £2588.90

• Texas Collaboration Funding Awards 2015: Texas Collaboration With Houston University on Executive Doctoral Training programme 2015 - 2015

  , with Berry S. (Co-I) , £2992

• Wolfson Research Institute For Health And Wellbeing Durham University: Special Interest Group In Clinical Reasoning – A national study 2014 - 2016

  , £3000

• European Social Fund and Portuguese Research Council: Science and Technology Foundation) Doctoral Grant Reference SFRH / BD / 39670 / 2007 2008 - 2012

  , £150,000

• Associate Professor, Swansea University Medical School

  March 2020 - Present

• Senior Lecturer, Swansea University Medical School

  March 2016 - 2020

• Lecturer, Swansea University Medical School

  January 2012 - 2016

• Researcher and interprofessional learning facilitator, University of Nottingham, Medical School

  2010 - 2011

• Educationalist – Faculty development Specialist and Researcher , University of Coimbra – Faculty of Medicine, Portugal

  January 2006 - 2008