Meet your teachers
Our teaching methods are based on research into what works best and evidence from medical education across the world – so we don't just teach, but actively ensure that we teach in the best way possible.
Our teaching is delivered by people who are clinicians and researchers of international renown – you'll be learning from and working alongside some of the leading experts in their fields.
Here are a few of our teaching staff...
Dr Marcus Coffey. Reader in Pharmacology and Senior Fellow of the Higher Education Academy
I teach the subject of Pharmacology to our Medical and BSc students.
Although we only ever want drugs to have a therapeutic effect in patients, we also have to recognise that all drugs have the potential to cause unwanted side effects. So the more we understand about the composition of drugs, how they have their effects and how the body responds to the presence of a drug in the system, the safer prescribing medicines becomes.
To more fully understand the actions of drugs in the body, I teach our students everything from cardiac electrophysiology to epigenetics and everything in between.
My teaching uses interactive computer animations to help explain scientific processes, plus I give our students hands-on practical experiences of using drugs in clinical scenarios (they get to experiment on each other!)
Dr Rhian Goodfellow. Clinical Reader
As an inherently chatty, inquisitive and perhaps some may say nosy individual, medicine was the ideal career choice for me and to date it has surpassed all expectations.
Professor Paul Kinnersley. Chair, Centre for Medical Education
I have just retired as a general practitioner in Cardiff after 25 busy but happy years. My main job now is being in charge of the teaching of Clinical Skills. This covers learning how to talk to patients, how to examine patients, how to carry out practical skills like taking blood and giving injections and how to care for acutely sick patients using simulation manikins.
Learning how to talk to patients may sound simple and most medical students are pretty good at communicating in a range of settings. But our students need to be experts at helping patients who are in pain or feeling ill or worried, or all three. They also need to be able to explain the diseases that patients are suffering and the treatments they will need. Technological advances mean that medicine can do more for people but people need these complex treatments explained to them by someone that they know cares for them. For this teaching we use actors and scripts for staged sessions to allow our students to practise and refine their approach. But at the same time, students get lots of opportunities to talk with real patients and hear the stories of their illnesses.
For practical skills, again you learn in the classroom first as this is safe for students and protects patients from harm, then you will move on to wards and clinics and practice your skills on patients under close supervision.
Professor Paul Morgan. Director of the Systems Immunity Research Institute
I am a Clinical Biochemist with a strong research record in Immunology.
I was formerly Dean and Head of the School from 2008-2013 but made the decision to step back allowing me to spend more time on research and clinical work.
I enjoy teaching, particularly one-to-one and small groups, and relish the challenges of the new curriculum.
I have learned an enormous amount from interacting with students and come to realise that our students are the medical school – our most valuable resource and best source of advice on improving the course and student experience.
Dr Steve Riley. Reader and Dean of Medical Education
Sian Williams. Senior Lecturer and Clinical Procedures Lead
My professional background lies within nursing and palliative care, but I now lead the clinical procedures programme.
Medical students need to learn clinical skills in a safe environment before going into clinical areas to work and practice procedures on patients. My role is to ensure our students learn clinical procedures to a standard that ensures patient safety, but also helps them recognise that good communication skills, empathy and compassion are all part of that learning process.