![Michal Tombs](https://profiles-cardiff.imgix.net/attachments/2628?w=200&h=200&auto=format&crop=faces&fit=crop&q=90")
Yr Athro Michal Tombs
(hi/ei)
PhD, C. Seicolegydd, SFHEA, Arweinydd Ymchwil Ôl-raddedig mewn Addysg Feddygol
- TombsM2@caerdydd.ac.uk
- +44 29206 87431
- Neuadd Meirionnydd, Ystafell 9fed llawr, Ysbyty Athrofaol Cymru, Parc y Mynydd Bychan, Caerdydd, CF14 4YS
- Ar gael fel goruchwyliwr ôl-raddedig
Trosolwyg
Michal’s background is underpinned by Occupational Psychology, both as a practitioner and as an academic. She has spent over a decade teaching psychology and led and contributed to course developments at national and international levels. Michal moved into medical education as her research interests are aligned to this context. Teaching on both the face to face and the e-learning courses in Medical Education, she co-ordinates the MSc stage (dissertations) and leads the Learning & Teaching in Clinical Education module. Michal is also the PGR lead in Medical Education.
Cyhoeddiad
2024
- Godoi, A. et al. 2024. Construction and validation of a medical career readiness inventory. Clinical Teacher, article number: e13733. (10.1111/tct.13733)
2023
- Song, J. E. and Tombs, M. 2023. Teaching medical students about Kawasaki Disease: The development and evaluation of a digital educational resource. Advances in Medical Education and Practice Volume, pp. 515-522. (10.2147/AMEP.S399178)
- Emma-Okon, B., Akomolafe, R., Ayannuga, O. and Tombs, M. 2023. Teaching pre-clinical medical students remotely in Nigeria post Covid-19 pandemic: Can past experiences shape future directions?. [Online]. Research Square: Research Square. (10.21203/rs.3.rs-2854973/v1) Available at: https://doi.org/10.21203/rs.3.rs-2854973/v1
- Browne, J. and Tombs, M. 2023. How to turn your dissertation in medical education into a publication. Cardiff: Cardiff University. Available at: https://www.cardiff.ac.uk/medicine/resources/healthcare-professionals
2022
- Eun Song, J. and Tombs, M. 2022. Teaching medical students about Kawasaki Disease: The development and evaluation of a digital educational resource. [Online]. medRxiv: (10.1101/2022.10.01.22280590v1) Available at: https://www.medrxiv.org/content/10.1101/2022.10.01.22280590v1
- Pollard, J. and Tombs, M. 2022. Teaching undergraduate medical students non-technical skills: an evaluation study of a simulated ward experience. Advances in Medical Education and Practice 13, pp. 485-494. (10.2147/AMEP.S344301)
- Godoi, A. et al. 2022. XTRA study protocol: eXploring medical sTudents' caReer reAdiness-a cross-sectional study in the UK. Journal of Surgical Protocols and Research Methodologies 2022(2), article number: snac008. (10.1093/jsprm/snac008)
- Carrier, J. et al. 2022. A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic. [Online]. medRxiv: Cold Spring Harbor Laboratory. (10.1101/2022.03.04.22271892) Available at: https://doi.org/10.1101/2022.03.04.22271892
- Tombs, M. 2022. How to apply a pedagogy of care in the virtual environment: A guide for online educators in clinical education. How To Series, Cardiff University, pp. 1-2.
2021
- Hadjieconomou, S. and Tombs, M. 2021. Postgraduate students' perceptions of what makes for effective assessment feedback: a case study of a clinical masters course. Postgraduate Medical Journal 97, pp. 491-494. (10.1136/postgradmedj-2020-137538)
- Ahmed, R. A., Saeed, R. and Tombs, M. 2021. GP Trainees' perceptions and experiences of the training placement in Psychiatry - A qualitative study. BJPsych Open 7(S1), article number: S232. (10.1192/bjo.2021.618)
- Tombs, M. and Sait, S. 2021. Chest x-ray assessment is incomplete without the lateral view [Response to Letter]. Advances in Medical Education and Practice 12, pp. 287-288. (10.2147/AMEP.S311168)
- Sait, S. and Tombs, M. 2021. Teaching medical students how to interpret chest X-rays: the design and development of an e-learning resource. Advances in Medical Education and Practice 12, pp. 123-132. (10.2147/AMEP.S280941)
2020
- Holloway, S., Taylor, A. and Tombs, M. 2020. Impact of postgraduate study on healthcare professionals' academic and clinical practice. British Journal of Healthcare Management 27(7), pp. 171-178. (10.12968/bjhc.2019.0058)
- Tombs, M. and Pugsley, L. 2020. How to: understand research philosophies and paradigms in medical education. Cardiff University.
2019
- Salmon, G., Tombs, M. and Surman, K. 2019. Teaching medical students about Attention Deficit Hyperactivity Disorder (ADHD): The design and development of an e-learning resource. Advances in Medical Education and Practice 10, pp. 987-997. (10.2147/AMEP.S220390)
- Salmon, G. and Tombs, M. 2019. Teaching medical students child and adolescent psychiatry (CAP). Journal of Mental Health Training, Education and Practice 14(5), pp. 348-360. (10.1108/JMHTEP-07-2018-0041)
- Tombs, M. 2019. How to use the Critical Incident Technique (CIT) in medical education research. Cardiff: Cardiff University. Available at: https://www.cardiff.ac.uk/__data/assets/pdf_file/0004/1480540/How-to-Use-the-Critical-Incident-Technique-in-Medical-Education-Research.pdf
2018
- Salmon, G. and Tombs, M. 2018. Teaching undergraduate medical students Child and Adolescent Psychiatry (CAP): a Delphi study on curriculum content. BMC Medical Education 18, article number: 315. (10.1186/s12909-018-1427-4)
- Tombs, M. 2018. Expectancy based measures of trainees’ motivation to learn: an overview and practical implications. Assessment and Development Matters 10(3), pp. 8-11.
- Tombs, M. and Morgan, P. L. 2018. Changes in new recruits' motivation and intentions to use a learning portfolio: a longitudinal investigation. Police Journal 91(2), pp. 188-202. (10.1177/0032258X17699227)
2016
- Smy, V., Shelton, K. H., Tombs, M. and Patrick, J. 2016. Perceived transformational leadership, instructor behaviors, and motivation to learn: a mediated model. Le Travail Humain 79, pp. 169-185. (10.3917/th.792.0169)
2015
- Coombes, E. and Tombs-Katz, M. 2015. Interactive therapeutic music skill-sharing in the West Bank: An evaluation report of project Beit Sahour. Approaches: An Interdisciplinary Journal of Music Therapy 9(1), pp. 67-79.
2014
- Tombs-Katz, M. 2014. Fostering a continuous learning culture in the NHS: The role of leadership.. In: Tate, L. et al. eds. Implementing culture change within the NHS: Contributions from Occupational Psychology. Occupational Psychology in Public Policy (OPIPP) Group Report.. The British Psychological Society, pp. 45-51.
2013
- Tombs, M. 2013. Physical activity and cognitive function in a student population. Research in Higher Education 31, pp. 91-94.
2012
- Patrick, J., Smy, V., Tombs, M. and Shelton, K. H. 2012. Being in one's chosen job determines pre-training attitudes and training outcomes. Journal of Occupational and Organizational Psychology 85(2), pp. 245-257. (10.1111/j.2044-8325.2011.02027.x)
2011
- Tombs, M. 2011. Motivation to learn: test of a model in different training contexts. PhD Thesis, Cardiff University.
2009
- Patrick, J., Scrase, G., Ahmed, A. and Tombs, M. 2009. Effectiveness of instructor behaviours and their relationship to leadership. Journal of Occupational and Organizational Psychology 82(3), pp. 491-509. (10.1348/096317908X360693)
2004
- Tombs, M. 2004. The Personality Assessment Inventory (PAI) and its use within the occupational assessment process. Journal of Occupational Psychology Employment and Disability 6(2), pp. 79-84.
Adrannau llyfrau
- Tombs-Katz, M. 2014. Fostering a continuous learning culture in the NHS: The role of leadership.. In: Tate, L. et al. eds. Implementing culture change within the NHS: Contributions from Occupational Psychology. Occupational Psychology in Public Policy (OPIPP) Group Report.. The British Psychological Society, pp. 45-51.
Erthyglau
- Godoi, A. et al. 2024. Construction and validation of a medical career readiness inventory. Clinical Teacher, article number: e13733. (10.1111/tct.13733)
- Song, J. E. and Tombs, M. 2023. Teaching medical students about Kawasaki Disease: The development and evaluation of a digital educational resource. Advances in Medical Education and Practice Volume, pp. 515-522. (10.2147/AMEP.S399178)
- Pollard, J. and Tombs, M. 2022. Teaching undergraduate medical students non-technical skills: an evaluation study of a simulated ward experience. Advances in Medical Education and Practice 13, pp. 485-494. (10.2147/AMEP.S344301)
- Godoi, A. et al. 2022. XTRA study protocol: eXploring medical sTudents' caReer reAdiness-a cross-sectional study in the UK. Journal of Surgical Protocols and Research Methodologies 2022(2), article number: snac008. (10.1093/jsprm/snac008)
- Tombs, M. 2022. How to apply a pedagogy of care in the virtual environment: A guide for online educators in clinical education. How To Series, Cardiff University, pp. 1-2.
- Hadjieconomou, S. and Tombs, M. 2021. Postgraduate students' perceptions of what makes for effective assessment feedback: a case study of a clinical masters course. Postgraduate Medical Journal 97, pp. 491-494. (10.1136/postgradmedj-2020-137538)
- Ahmed, R. A., Saeed, R. and Tombs, M. 2021. GP Trainees' perceptions and experiences of the training placement in Psychiatry - A qualitative study. BJPsych Open 7(S1), article number: S232. (10.1192/bjo.2021.618)
- Tombs, M. and Sait, S. 2021. Chest x-ray assessment is incomplete without the lateral view [Response to Letter]. Advances in Medical Education and Practice 12, pp. 287-288. (10.2147/AMEP.S311168)
- Sait, S. and Tombs, M. 2021. Teaching medical students how to interpret chest X-rays: the design and development of an e-learning resource. Advances in Medical Education and Practice 12, pp. 123-132. (10.2147/AMEP.S280941)
- Holloway, S., Taylor, A. and Tombs, M. 2020. Impact of postgraduate study on healthcare professionals' academic and clinical practice. British Journal of Healthcare Management 27(7), pp. 171-178. (10.12968/bjhc.2019.0058)
- Salmon, G., Tombs, M. and Surman, K. 2019. Teaching medical students about Attention Deficit Hyperactivity Disorder (ADHD): The design and development of an e-learning resource. Advances in Medical Education and Practice 10, pp. 987-997. (10.2147/AMEP.S220390)
- Salmon, G. and Tombs, M. 2019. Teaching medical students child and adolescent psychiatry (CAP). Journal of Mental Health Training, Education and Practice 14(5), pp. 348-360. (10.1108/JMHTEP-07-2018-0041)
- Salmon, G. and Tombs, M. 2018. Teaching undergraduate medical students Child and Adolescent Psychiatry (CAP): a Delphi study on curriculum content. BMC Medical Education 18, article number: 315. (10.1186/s12909-018-1427-4)
- Tombs, M. 2018. Expectancy based measures of trainees’ motivation to learn: an overview and practical implications. Assessment and Development Matters 10(3), pp. 8-11.
- Tombs, M. and Morgan, P. L. 2018. Changes in new recruits' motivation and intentions to use a learning portfolio: a longitudinal investigation. Police Journal 91(2), pp. 188-202. (10.1177/0032258X17699227)
- Smy, V., Shelton, K. H., Tombs, M. and Patrick, J. 2016. Perceived transformational leadership, instructor behaviors, and motivation to learn: a mediated model. Le Travail Humain 79, pp. 169-185. (10.3917/th.792.0169)
- Coombes, E. and Tombs-Katz, M. 2015. Interactive therapeutic music skill-sharing in the West Bank: An evaluation report of project Beit Sahour. Approaches: An Interdisciplinary Journal of Music Therapy 9(1), pp. 67-79.
- Tombs, M. 2013. Physical activity and cognitive function in a student population. Research in Higher Education 31, pp. 91-94.
- Patrick, J., Smy, V., Tombs, M. and Shelton, K. H. 2012. Being in one's chosen job determines pre-training attitudes and training outcomes. Journal of Occupational and Organizational Psychology 85(2), pp. 245-257. (10.1111/j.2044-8325.2011.02027.x)
- Patrick, J., Scrase, G., Ahmed, A. and Tombs, M. 2009. Effectiveness of instructor behaviours and their relationship to leadership. Journal of Occupational and Organizational Psychology 82(3), pp. 491-509. (10.1348/096317908X360693)
- Tombs, M. 2004. The Personality Assessment Inventory (PAI) and its use within the occupational assessment process. Journal of Occupational Psychology Employment and Disability 6(2), pp. 79-84.
Gosodiad
- Tombs, M. 2011. Motivation to learn: test of a model in different training contexts. PhD Thesis, Cardiff University.
Gwefannau
- Emma-Okon, B., Akomolafe, R., Ayannuga, O. and Tombs, M. 2023. Teaching pre-clinical medical students remotely in Nigeria post Covid-19 pandemic: Can past experiences shape future directions?. [Online]. Research Square: Research Square. (10.21203/rs.3.rs-2854973/v1) Available at: https://doi.org/10.21203/rs.3.rs-2854973/v1
- Eun Song, J. and Tombs, M. 2022. Teaching medical students about Kawasaki Disease: The development and evaluation of a digital educational resource. [Online]. medRxiv: (10.1101/2022.10.01.22280590v1) Available at: https://www.medrxiv.org/content/10.1101/2022.10.01.22280590v1
- Carrier, J. et al. 2022. A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic. [Online]. medRxiv: Cold Spring Harbor Laboratory. (10.1101/2022.03.04.22271892) Available at: https://doi.org/10.1101/2022.03.04.22271892
Monograffau
- Browne, J. and Tombs, M. 2023. How to turn your dissertation in medical education into a publication. Cardiff: Cardiff University. Available at: https://www.cardiff.ac.uk/medicine/resources/healthcare-professionals
- Tombs, M. and Pugsley, L. 2020. How to: understand research philosophies and paradigms in medical education. Cardiff University.
- Tombs, M. 2019. How to use the Critical Incident Technique (CIT) in medical education research. Cardiff: Cardiff University. Available at: https://www.cardiff.ac.uk/__data/assets/pdf_file/0004/1480540/How-to-Use-the-Critical-Incident-Technique-in-Medical-Education-Research.pdf
- Tombs, M. and Morgan, P. L. 2018. Changes in new recruits' motivation and intentions to use a learning portfolio: a longitudinal investigation. Police Journal 91(2), pp. 188-202. (10.1177/0032258X17699227)
- Patrick, J., Smy, V., Tombs, M. and Shelton, K. H. 2012. Being in one's chosen job determines pre-training attitudes and training outcomes. Journal of Occupational and Organizational Psychology 85(2), pp. 245-257. (10.1111/j.2044-8325.2011.02027.x)
- Tombs, M. 2011. Motivation to learn: test of a model in different training contexts. PhD Thesis, Cardiff University.
- Patrick, J., Scrase, G., Ahmed, A. and Tombs, M. 2009. Effectiveness of instructor behaviours and their relationship to leadership. Journal of Occupational and Organizational Psychology 82(3), pp. 491-509. (10.1348/096317908X360693)
Ymchwil
Ar hyn o bryd mae Michal yn arwain grŵp diddordeb arbennig yr Ysgol Meddygaeth Ymchwil Addysg Feddygol (SoMMER). Yn seicolegydd cymhwysol yn ôl cefndir, mae ei hymchwil yn canolbwyntio ar gymhwyso damcaniaethau seicolegol mewn ystod amrywiol o leoliadau clinigol ac addysg feddygol. Mae hyn yn cynnwys prosiectau ymchwil sy'n rhychwantu sbectrwm eang seicoleg alwedigaethol megis hyfforddiant a datblygu, gwerthuso, arweinyddiaeth addysgol, a recriwtio a chadw.
Mae gan Michal ddiddordeb arbennig mewn ymchwilio i ddysgu anffurfiol a'r cwricwlwm cudd mewn Addysg Feddygol, gan archwilio'r cyd-destun y mae clinigwyr yn gweithio ac astudio ynddo a sut mae'n effeithio ar gymhelliant ac agweddau tuag at ddysgu sef y sylfeini ar gyfer cynnydd a goroesiad sefydliadau. Maes arall o ddiddordeb penodol yw recriwtio a chadw addysg feddygol israddedig ac ôl-raddedig.
Addysgu
Arweinydd PGR mewn Addysg Feddygol yn y Ganolfan Addysg Feddygol (C4ME)
Arweinydd Modiwl – Dysgu ac Addysgu mewn Addysg Glinigol
Arweinydd Modiwl - Sgiliau Ymchwil Addysgol
Traethawd Hir / Cydlynydd MSc
Aelod o Bwyllgor Gradd Ymchwil yr Ysgol Meddygaeth
Bywgraffiad
Michal studied Psychology at Swansea University (1994-1997) and completed an MSc in Occupational Psychology at Cardiff University (1998). After qualifying as a Registered Practitioner Psychologist (Occupational), she returned to Academia to study for a PhD under the supervision of Professor John Patrick into the topic of Motivation to learn (Completed in 2011). Before joining the medical education team she worked for University of Wales, Newport and the University of South Wales as a Course Leader of the BSc Psychology programme. Michal was responsible for leading the Psychology undergraduate course at Newport through BPS accreditation.
Anrhydeddau a dyfarniadau
2024 - Enwebiad y Ganolfan Addysg Feddygol ar gyfer Gwobr Athro (SURGAM)
2003 - 2009 PhD wedi'i ariannu gan yr Ysgol Seicoleg, Prifysgol Caerdydd
2012 - Rhaglen Arweinyddiaeth Cymru ar gyfer Uwch Weision Sifil yng Nghymru o dan AcademiWales Flagship (£17.5K) mewn cydweithrediad â chydweithwyr yn yr Ysgol Fusnes (Dr Jonathan Deacon) yn PDC.
2010 - Cyd-ymgeisydd ar brosiect cydweithredol gyda Phrifysgol Morgannwg a Gwasanaethau Cymdeithasol Powys, wedi'i ariannu gan Swyddfa Ymchwil a Datblygu Cymru (WORD) (£80K).
2012 - Dyfarnwyd Grant Arloesedd Addysgu am werth £3K i ddatblygu a chynnal adnodd ar y we o brofion a mesurau seicolegol.
Aelodaethau proffesiynol
Uwch Gymrawd yr Academi Addysg Uwch.
Aelod o'r Gymdeithas ar gyfer Astudio Addysg Feddygol
Seicolegydd Siartredig a Memebr Cyswllt Cymdeithas Seicolegol Prydain (BPS)
Tystysgrif Cymhwysedd BPS mewn Profion Galwedigaethol (Lefel A) a Thystysgrif Profi Personoliaeth BPS (Lefel B) ac Aseswr cymwys ar gyfer Cymhwyster BPS mewn Profion Seicometrig.
Safleoedd academaidd blaenorol
2016-presennol: Uwch Ddarlithydd / Darllenydd mewn Addysg Feddygol, Prifysgol Caerdydd
2010-2016: Uwch Ddarlithydd mewn Seicoleg, Prifysgol Cymru Casnewydd a Phrifysgol De Cymru
2003-2010: Tiwtor Proffesiynol mewn Seicoleg Galwedigaethol, Prifysgol Caerdydd
Archwiliad Allanol:
2023 - MSc mewn Addysg Proffesiwn Iechyd heddiw, Prifysgol Limerick
2016-2021 MSc Seicoogy Galwedigaethol, Prifysgol Kingston
2010-2015 MSc Seicoleg Busnes, Prifysgol Caerwrangon
Pwyllgorau ac adolygu
Cadeirydd, Grŵp Metgodoleg Ymchwil ASME (RMG) SIG, Cymdeithas Addysg Feddygol
Digwyddiadau a chynrychiolwyr RMG, Pwyllgor Ymchwil Addysgol ASME (ERC)
Golygydd y gyfres How To (cyhoeddusrwydd C4ME)
Meysydd goruchwyliaeth
Michal supervised numerous postgraduate students on a range of projects in Medical Education and Occupational Psychology and is keen to hear from you if you are interested in conducting research into informal learning and the hidden curriculum in medical education. As an expert in the field of Psychometric testing she will also be keen to hear from you if you are interested in researching selection and recruitment in Medical education.
Current PGR students
Majed Alqahtani (joint supervisoion with Professor Steve Riley) - High-fidelity simulation in Emergency Medical Service (EMS) education (2019-present day).
Mohammed Algabgab (joint supervisoion with Professor Steve Riley) - Feedback in Emergency Medical Service (EMS) education (2019-present day).
Hashim Samir (Joint supervision with Professor Mike Robling) - Simulation Education of Medical Ultrasound, current situation and future directions (2020-present day)
Assim Javaid - WCAT Clinical Fellow (Joint supervision with Professor Steve Riley) - Preparing medical students for the demands of clinical work through innovative educational solutions on decision making and priritisation. (2020-present day)
Goruchwyliaeth gyfredol
Hashim Samir Samir
Myfyriwr ymchwil
Majed Abdullah Alqahtani Alqahtani
Myfyriwr ymchwil
Mohammed Algabgab
Myfyriwr ymchwil
Ymgysylltu
With extensive experience of research in the field training, Michal is now a source of expertise for the BPS Occupational Psychology in Policy Group on the topic of continuous learning. She provided a range of research and consultancy services to organisations such as South Wales Police, Devon & Cornwall Constabulary, and the Ministry of Defence in the area of organisational training and presented her work nationally and internationally.