Professor
Medicine
Telephone: (01792) 602173
Room: Academic Office - 310
Second Floor
Grove Building
Singleton Campus

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. How Common Is Commercial Contract Cheating in Higher Education and Is It Increasing? A Systematic Review. Frontiers in Education 3
  2. & Contract cheating: a survey of Australian university students. Studies in Higher Education, 1-20.
  3. & Contract cheating: a survey of Australian university staff. Studies in Higher Education, 1-17.
  4. & A legal approach to tackling contract cheating?. International Journal for Educational Integrity 13(1)
  5. & Are Essay Mills committing fraud? An analysis of their behaviours vs the 2006 Fraud Act (UK). International Journal for Educational Integrity 13(1)
  6. & Evidence-Based Higher Education – Is the Learning Styles ‘Myth’ Important?. Frontiers in Psychology 8
  7. & Are we educating educators about academic integrity? A study of UK higher education textbooks. Assessment & Evaluation in Higher Education, 1-12.
  8. & Custom Essay Writers, Freelancers, and Other Paid Third Parties. In Tracey Bretag, Helen Marsden (Ed.), Handbook of Academic Integrity. (pp. 249-271). Springer.
  9. & The student’s experience of applied equivalence-based instruction for neuroanatomy teaching. Journal of Educational Evaluation for Health Professions 13, 32
  10. 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.
  11. The Learning Styles Myth is Thriving in Higher Education. Frontiers in Psychology 6
  12. & Turnaround time and market capacity in contract cheating. Educational Studies 40(2), 233-236.
  13. & Frozen with fear: Conditioned suppression in a virtual reality model of human anxiety. Behavioural Processes 118, 98-101.
  14. & When Medical News Comes from Press Releases—A Case Study of Pancreatic Cancer and Processed Meat. PLOS ONE 10(6), e0127848
  15. & The Educational Impact of Exposure to Clinical Psychiatry Early in an Undergraduate Medical Curriculum. Academic Psychiatry
  16. & 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.
  17. & Acquired equivalence and generalized suppression in a virtual reality environment. Learning & Behavior
  18. & (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).

See more...

Teaching

  • PM-140 Anatomy

    This module will help to discover the anatomy of the human body in a systems based approach (cardiovascular, gastrointestinal, musculo-skeletal, respiratory 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 will be delivered through lectures and practical classes with demonstrators leading practical and self-studying activities. Support materials and laboratory space for self-directed learning, including prosections, plastic anatomical models, bones and skeletons, and computer based anatomical models will be available.

  • 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-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.

  • PME101 Origin and Theory of Education Research

    This module provides an introduction to the origins of the most common theoretical perspectives used in educational research.

  • 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 professionals behaviours of the expert teacher.

  • PMEM0102 Evidence and Theory 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. 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.

  • 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.

  • 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-based around those that are 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.

  • 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.

  • 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.

Supervision

  • Assessment of Competency in training on Point of Care Testing Devices (current)

    Student name:
    DProf
    Other supervisor: Dr Ana Sergio Da Silva
    Other supervisor: Prof Phil Newton
  • Using the Wisdom of the Crowd to Innovate in Health Professions Pre-Registration Curriculum Design. (current)

    Student name:
    DProf
    Other supervisor: Prof Andrew Grant
    Other supervisor: Prof Phil Newton
  • 'WHAT FACTORS AFFECT RECRUITMENT AND RETENTION OF GPS IN WALES?' (current)

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

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