Phil teaches Neuroscience across a variety of programmes in the School. He also teaches on evidence-based education as part of the Schools online MSc in Medical Education.
Phil came to Swansea in 2009 from the University of California at San Francisco, having completed a Ph.D in Biochemistry and Molecular Biology at the University of Leeds (2001) and a B.Sc in Biology at Aberystwyth University. He also holds an M.Sc in Medical Education from Cardiff University (2012).
Professor Newton teaches neuroscience across a number of programmes, including MBBCh Graduate Entry Medicine, MSc Physicians Associates and a variety of undergraduate BSc courses in Medical Science.
Professor Newton also leads teaching focused on the evidence base for educational practice, particularly on the online MSc in Medical Education
The pragmatic evidence base for educational practise in Higher Education
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 PGCert/PGDip/MA in Education for the 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.¿The module also aims to develop participants¿ awareness of the key issues, principles and practice of educational research and to provide the knowledge and understanding required to conduct small-scale research into their own practice.
This module will help to discover the anatomy of the human body in a system-based approach (cardiovascular, gastrointestinal, musculo-skeletal, respiratory, uro-genital and nervous systems). Anatomy is a fundamental science and supports many areas of biology and medicine. As such, the topics chosen for this module are those most useful to other areas of biological science, with clinical significance.
This module introduces you to the scientific foundations of medical practice. You will explore how the body functions in health and what happens in disease, drawing on key areas such as anatomy, physiology, biochemistry, genetics, microbiology, and pathology. Alongside this, you will examine how psychological and social factors shape health behaviours, illness experiences, and healthcare delivery. The module also develops your understanding of population health and epidemiology, helping you interpret data on disease patterns and health improvement. Throughout, you will learn how scientific evidence is generated, evaluated, and applied in medicine, and how to integrate knowledge from multiple disciplines to explain clinical problems. By the end of the module, you will have built a strong foundation of scientific understanding to support your ongoing clinical learning and future medical practice. (Based on the professional knowledge domain of the GMC¿s ¿Outcomes for Graduates (2020))
Er mwyn helpu myfyrwyr i ddeall y sail fiolegol ar gyfer niwrowyddoniaeth ymddygiadol ac anhwylderau niwrolegol, mae'r modiwl hwn yn ceisio integreiddio bioleg celloedd, ffisioleg a biocemeg i ddeall egwyddorion sylfaenol niwrowyddoniaeth. Y nod yw meithrin gwybodaeth fecanistig a chyfannol o'r system nerfol sy'n adeiladu o'r lefel foleciwlaidd, gellog a datblygiadol, i lefel systemau. Yn ogystal ag archwilio gweithrediad normal, bydd y modiwl hwn yn cyflwyno anhwylderau cyffredin y brif systemau nerfol a pherifferol mewn ffordd integredig. Caiff myfyrwyr eu harwain i archwilio'r dystiolaeth wyddonol ynghylch yr hyn sy'n hysbys ac yn anhysbys a byddant yn cael cyflwyniad i ganfyddiadau ymchwil cyfredol yn y llenyddiaeth wyddonol.
This module offers an integrated exploration of the nervous system by drawing on key concepts from cell biology, physiology, and biochemistry. Focusing on the structure and function of the human central and peripheral nervous systems, it bridges foundational neuroscience with clinical neurology. Students will examine both normal neural function and the pathophysiology of common neurological disorders, spanning molecular and cellular mechanisms to whole-system processes. Emphasis is placed on critical engagement with current scientific literature, encouraging students to assess established knowledge alongside emerging research. The module is delivered by a multidisciplinary team of neuroscientists and clinical neurologists, providing both theoretical insight and real-world clinical relevance.
Mae'r modiwl hwn yn cynnig archwiliad integredig o'r system nerfol gan dynnu ar gysyniadau craidd o fioleg celloedd, ffisioleg a biocemeg. Gan ganolbwyntio ar strwythur a gweithrediad systemau nerfol canolog a pherifferol dynol, mae'n pontio niwrowyddoniaeth sylfaenol a niwroleg glinigol. Bydd myfyrwyr yn archwilio gweithrediad niwral normal a phathoffisioleg cyflyrau niwrolegol cyffredin, sy'n cynnwys mecanweithiau moleciwlaidd a chellol i brosesau system gyfan. Rhoddir pwyslais ar ymgysylltu'n feirniadol â llenyddiaeth wyddonol gyfoes, gan annog myfyrwyr i asesu gwybodaeth sefydledig ochr yn ochr ag ymchwil sydd ar ddod. Mae'r modiwl yn cael ei gyflwyno gan dîm rhyngddisgyblaethol o niwrowyddonwyr a niwrolegwyr clinigol, gan ddarparu gwybodaeth ddamcaniaethol a pherthnasedd clinigol y byd go iawn.
The aim of this module is to provide a capstone experience to students¿ learning, through participating in their own enquiry-based research project, with guidance from an academic supervisor. The project may be laboratory or non-laboratory based, but it will always involve a research question that is drawn from the literature, and focused on a topic relevant to the life sciences. It will ask a research question and involve the critical analysis of research findings. Students will refine their oral and written communication skills to a graduate level through an oral presentation and dissertation on their research findings and conclusions.
This module extends and deepens the student¿s engagement with the scientific foundations of medicine, building on the fundamental knowledge developed in the Year 1 5 Doctor as a Scholar and a Scientist module. Based on the Professional Knowledge domain of the GMC¿s Outcomes for Graduates (2020), it enables students to apply and integrate biomedical, psychological, social, and population health sciences to clinical contexts with increasing independence and critical insight. Students will enhance their ability to evaluate scientific evidence, apply research-informed reasoning to clinical decision-making, and appreciate the dynamic relationship between scientific discovery and patient care. Through a case-based and spiral curriculum, students will consolidate and expand their understanding of normal and abnormal human function, preparing them to translate scientific principles into safe, effective, and compassionate medical practice.
This module is for students with an interest in teaching, science communication, and medicine. Students will complete an enquiry-based research project, based within the field of pedagogy or science communication, with guidance from an academic supervisor. Projects may be completed in collaboration with local schools/colleges, community groups, science outreach programmes (e.g. Oriel Science), in clinical/patient settings, or within Higher Education. Students will engage with workshops and digital resources to introduce various themes surrounding pedagogy and science communication to prepare them for their research project. Students will be required to critically analyse their research findings and produce a teaching or outreach activity/resource. Students will refine their oral and written communication skills to graduate level through an oral presentation and dissertation.
Mae'r modiwl hwn ar gyfer myfyrwyr sydd â diddordeb mewn addysgu, cyfleu gwyddoniaeth a meddygaeth. Bydd myfyrwyr yn cwblhau prosiect ymchwil sy'n seiliedig ar ymholiadau, ym maes addysgeg neu gyfleu gwyddoniaeth, o dan arweiniad goruchwyliwr academaidd. Gellir cwblhau prosiectau mewn cydweithrediad ag ysgolion/colegau lleol, grwpiau cymunedol, rhaglenni allgymorth gwyddoniaeth (e.e. Oriel Science), mewn lleoliadau clinigol/cleifion neu ym myd Addysg Uwch. Bydd myfyrwyr yn ymgysylltu â gweithdai ac adnoddau digidol i gyflwyno themâu amrywiol ynghylch addysgeg a chyfleu gwyddoniaeth i'w paratoi ar gyfer eu prosiect ymchwil. Gofynnir i fyfyrwyr ddadansoddi canfyddiadau eu hymchwil yn feirniadol a llunio gweithgaredd/adnodd addysgu neu allgymorth. Bydd myfyrwyr yn mireinio eu sgiliau cyfathrebu llafar ac ysgrifenedig i lefel raddedig drwy roi cyflwyniad poster a llunio traethawd hir.
How do we perceive and make sense of the world? How do we learn? Why do we learn? What happens when these things go wrong? Learning, memory and cognition will be explored from a neuroscience perspective. We will consider the functional anatomy of the brain, and medical situations which affect learning, memory and cognition.
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.
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.¿
This module is intended for students undertaking taught courses in 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 higher education generally, particularly the education of healthcare professionals. These will include the science of learning, learning theories, feedback, cognitive load theory, small/large group teaching, common assessment methods, `learning styles¿, artificial intelligence, flipped classrooms, retrieval practice, problem based learning 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.¿
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. Alongside PMEM0230, 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.
This module equips students with the skills needed to conduct educational research. It covers qualitative, quantitative, and mixed-method approaches to data collection, emphasising a pragmatic alignment between research methodology and the specific problem under investigation. Students will examine practical techniques for gathering data, explore methods for analysing different types of data, and address key considerations in research design. The module also provides a thorough grounding in the ethical principles underpinning research practice.
This module invites participants to engage with contemporary trends and emerging developments in medical and healthcare education. Through critical dialogue, engagement with key debates, and appraisal of current evidence, participants will develop a deeper understanding of emerging trends and the transformative impact of the latest innovations on educational practice. The module creates space to question assumptions, examine new technologies, and evaluate transformative approaches influencing the future of teaching and learning in healthcare.
The current module aims to enhance learners¿ research skills and their capacity for scholarly writing for publication by supporting them to undertake a small-scale research or evaluation project in healthcare education. Alongside PMEM0130, this module offers further development opportunities for participants who already have some familiarity with research methods and techniques, and who would benefit from structured supervision to advance their knowledge and skills in: (i) a specific area of educational research or evaluation; (ii) the design and conduct of a small-scale research or evaluation project aligned with their educational practice; (iii) scholarly writing for publication within the field of education; and (iv) peer review of educational research proposals and manuscripts.
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.¿
How and why do we learn? What happens when learning goes wrong? Many common health conditions have a surprising basis in learning and memory. In this module we will consider the neuroscience of learning, memory and cognition, with a focus on problems and perspectives from medicine, health and education.
This module will allow students to choose from a range of short contemporary topics in Medical Sciences including screening for new therapeutic compounds, using model systems to understand human disease and disorders, using behavioral tools and open-source analysis software to answer contemporary questions in neuroscience such as how defects in genes or drugs influence behavior. There will also be the opportunity to select introductory journal club or lean sessions with potential dissertation supervisors. The focus on techniques is complemented by seminars on the ethics of human and animal studies. Each topic will be approximately 1 day and students will be able to pick 4-5 topics.
This module will take core theoretical principles of neuroscience and apply them in the context of neurology and psychiatry. 10 contact days will take the form of theory in the morning followed by practice in the afternoon. Each day will be focused on a clinical case. The assessment will be primarily in the form of an objective structured practical exam (OSPE). Participants will first be given a formative, short OSPE. They will then be given feedback on their performance, and then assessed on a reflective response to that feedback that helps them prepare for the summative OSPE.
How and why do we learn? What happens when learning goes wrong? Many common health conditions have a surprising basis in learning and memory. In this module we will consider the neuroscience of learning, memory and cognition, with a focus on problems and perspectives from medicine, health and education.
In this module the student will be able to gain extensive specialist expertise in a chosen topic which could be targeted to their future career in the field of nanomedicine. Students will be supervised by University academics and/or members of their research and innovation teams. A variety of project types are available that include: 1. Laboratory based experimental research and data analysis (dependant on laboratory access and capacity). 2. Analysis of experimental data originating from the project supervisor¿s laboratory* 3. Meta-analysis of publicly available experimental data* 4. Systematic analysis of publicly available reported data* *potentially linking with Swansea¿s data health science or clinical trials unit. Working with a dedicated academic supervisor students will develop a clear research question, experimental plan and derive, analyse and present research data. The research topic choice will be made in conjunction with the supervisor, based upon novelty, feasibility and practical considerations on a 'first come first served' basis. The final approval of the topic rests with the project supervisor. The module lead and academic tutor will provide additional support available throughout the module period. A series of information sessions and engagement events such as the 3 Minute Thesis and employability for an innovative and integral part of this module. A small number of placement opportunities may arise with external academic and industry partners. These opportunities will be highlighted early in the first semester, with placements, in the event of high demand, based on student academic performance.
PMP303 New Knowledge is the dissertation research project for the MPharm Pharmacy (Hons) programme, conducted in semester 2 of year 3. This semester-long (11 weeks) module comprises largely of independent experimental/research work and production of a written dissertation demonstrating in-depth knowledge of research methodology and enquiry through designing and conducting a research project (under the direction of one or more project supervisors) in areas of the science or practice of pharmacy including but not limited to clinical pharmacy, digital pharmacy, drug delivery, pharmaceutical chemistry, microbiology, cell and molecular biology, immunology, pharmacology, data science, pharmacy education and public health. The aim of this module is to provide the opportunity for students to explore a specific issue of improving the science or practice of pharmacy including health and well-being of the patients through participating in their own enquiry-based research project. The research project maybe completed individually or are completed collaboratively in small groups (4-5 students; students will be responsible for their own area of a larger research project) under the direction of one or more project supervisors (e.g., university academic and external supervisor e.g. a hospital or community pharmacist). The focus of the projects varies but the science or practice of pharmacy remains at the core of all projects. Like in previous modules PMP302 also horizontally spirals up with the 7 subject themes: pharmaceutics, pharmaceutical chemistry, cellular & molecular biosciences, anatomy & physiology, pharmacology & therapeutics, clinical pharmacy, and pharmacy practice ¿ forming the basis of student research projects with the inclusion of additional themes (where appropriate) for example, data science (prescribing) and pharmacy education. Where projects are external to the university, they have been pre-agreed between the university and the project placement site. The project may be laboratory or non-laboratory based, but it will always involve a research question that is drawn from the literature and focused on a topic relevant to Pharmacy. It will ask a novel research question and involve the critical analysis of research findings. Students have dedicated time to spend on their project. This time is allocated to tasks such as project planning, literature review, developing a specific tool/resource, collecting data, analysing data that they collect or that has been collected by others (data science), meeting with supervisors, meeting with wider research team, reflecting on findings and problem-solving. Students will refine their project management, and oral and written communication skills to FHEQ Level 6 through creating a project overview and Gantt chart on scoping the project background, an appropriate PICO based research question, study methodology including research ethics/governance and timeline; and presentation of an academic poster summarising their research at an in-house `MPharm conference¿ and a written dissertation on their research including conclusion and suggested further research. Successful projects will require significant self-directed learning and the ability to work well in a team.
PMP303 Gwybodaeth Newydd yw'r prosiect ymchwil traethawd hir ar gyfer y rhaglen MPharm Fferylliaeth (Anrh), a gynhelir yn semester 2 blwyddyn 3. Mae'r modiwl hwn, a gynhelir dros gyfnod o semester (11 wythnos), yn seiliedig yn bennaf ar waith arbrofol/ymchwil annibynnol ac ysgrifennu traethawd hir ysgrifenedig. Y nod yw dangos gwybodaeth fanwl am fethodoleg ymchwil drwy gynllunio a chynnal prosiect ymchwil (dan gyfarwyddyd un goruchwyliwr prosiect neu fwy) mewn meysydd sy'n gysylltiedig â gwyddor neu ymarfer fferylliaeth gan gynnwys fferylliaeth glinigol, fferylliaeth ddigidol, cyflenwi cyffuriau, cemeg fferyllol, microbioleg, bioleg celloedd a moleciwlaidd, imiwnoleg, ffarmacoleg, gwyddor data, addysg ym maes fferylliaeth ac iechyd cyhoeddus, ond heb fod yn gyfyngedig i¿r meysydd hyn. Nod y modiwl hwn yw rhoi'r cyfle i fyfyrwyr archwilio agwedd benodol ar wella gwyddor neu ymarfer fferylliaeth, gan gynnwys iechyd a lles y cleifion, drwy ymgymryd â phrosiect ymchwil sy'n seiliedig ar eu hymholiadau eu hunain. Gall y prosiect ymchwil gael ei gwblhau'n unigol neu ar y cyd mewn grwpiau bach (4-5 myfyriwr; bydd myfyrwyr yn gyfrifol am eu rhan benodol o brosiect ymchwil ehangach) dan gyfarwyddyd un goruchwyliwr prosiect neu fwy (e.e. goruchwyliwr academaidd yn y Brifysgol a goruchwyliwr allanol e.e. fferyllydd mewn ysbyty neu yn y gymuned). Mae ffocws y prosiectau'n amrywio ond mae gwyddor neu ymarfer fferylliaeth yn parhau i fod yn rhan greiddiol o'r holl brosiectau. Fel yn achos modiwlau blaenorol, mae PMP302 hefyd yn cyd-fynd â 7 thema'r pwnc: fferylleg, cemeg fferyllol, y biowyddorau cellog a moleciwlaidd, anatomeg a ffisioleg, ffarmacoleg a therapiwteg, fferylliaeth glinigol, ac ymarfer fferylliaeth - sy'n darparu'r sail i brosiectau ymchwil y myfyrwyr, gan gynnwys themâu ychwanegol (pan fo'n berthnasol) er enghraifft, gwyddor data (rhagnodi) ac addysg fferylliaeth. Pan fo prosiectau'n cael eu cynnal y tu allan i'r Brifysgol, rhaid i¿r Brifysgol a lleoliad gwaith y prosiect gytuno arnynt ymlaen llaw. Gall y prosiect fod yn un sy'n cael ei gynnal yn y labordy neu¿r tu allan iddo, ond bydd bob amser yn cynnwys cwestiwn ymchwil sy¿n deillio o'r llenyddiaeth ac sy'n canolbwyntio ar bwnc sy'n berthnasol i Fferylliaeth. Bydd yn gofyn cwestiwn ymchwil gwreiddiol ac yn cynnwys dadansoddiad beirniadol o ganfyddiadau'r ymchwil. Mae gan fyfyrwyr amser dynodedig i¿w dreulio ar eu prosiect. Caiff yr amser ei ddyrannu i dasgau megis cynllunio'r prosiect, adolygiad llenyddol, datblygu offeryn/adnodd penodol, casglu data, dadansoddi'r data a gasglwyd ganddyn nhw neu gan eraill (gwyddor data), cyfarfod â goruchwylwyr, cyfarfod â'r tîm ymchwil ehangach, myfyrio ar ganlyniadau a datrys problemau. Bydd myfyrwyr yn mireinio eu sgiliau rheoli prosiect a'u sgiliau cyfathrebu ar lafar ac yn ysgrifenedig i FHEQ Lefel 6 drwy greu trosolwg o¿r prosiect a siart Gantt sy'n cwmpasu cefndir y prosiect, cwestiwn ymchwil perthnasol sy'n seiliedig ar PICO, methodoleg astudiaeth gan gynnwys moeseg/llywodraethiant ymchwil ac amserlen. Byddant hefyd yn cyflwyno poster academaidd sy'n crynhoi eu hymchwil mewn cynhadledd MPharm fewnol, ynghyd â thraethawd hir ysgrifenedig ar eu hymchwil gan gynnwys casgliad ac awgrym ar gyfer gwaith ymchwil pellach. Bydd elfen sylweddol o ddysgu hunangyfeiriedig a'r gallu i weithio'n effeithiol mewn tîm yn hanfodol ar gyfer cyflawni prosiectau llwyddiannus.
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.
