I have a range of advanced skills, in teaching different types of students. I introduced new teaching approaches within e-learning. This is all centered around facilitating the development of evidence-based healthcare, its application to practice and identifying areas for research in clinical practice (all designed according to the QAA criteria for level 7 education http://www.qaa.ac.uk). I have a strong role in leading interprofessional, postgraduate healthcare education in the School of Medicine and a wealth of experience in supporting learners across different disciplines, through face-to-face teaching and online teaching strategies. I am m passionate about helping and facilitating healthcare professionals to learn / learn collaboratively, in order to improve healthcare for patients.
I am an Acting Senior Lecturer in the School of Medicine. My roles include:-
- running part-time, interprofessional, level 7, postgraduate education in pain management (PGCert/PGDip/MSc in Pain Management - Primary and Community Care), via e-learning
- running an interprofessional, level 7, sessional 20 credit module - Foundation in Primary Care Pain Management
- supporting other part-time, interprofessional, level 7, e-learning programmes that deliver postgraduate healthcare related education
- run a module 'Social, Historical and Contemporary Context of Medical Education, for the Intercalated BSc in Medical Education
Education and qualifications
- 2017 - Leading Innovation in Education and Healthcare (Harvard, Macy Boston).
- 2007: Postgraduate Certificate in Health Professions Education
- 2002: MSc in Pain Management
- 1989: Registered General Nurse
- 2017 - current - Programmes Director for 4 MSc programmes
- 2017 - current Senior Lecturer, Centre for Medical Education, School of Medicine, Cardiff University
- 2013 - 2017: Acting Senior Lecturer, Centre for Medical Education, School of Medicine, Cardiff University
- 2002 - 2013: Lecturer, School of Medicine, Cardiff University
- 2002 - 2004: Acute Pain Nurse
- 1996 - 2002: Research Nurse / Teaching Assistant
- 1898 - 1996: Staff Nurse in Critical Care
Nursing and Midwifery Council (Registration)
Royal College of Nursing
- Working party, developing competencies for nurses, in pain management
- International Associate for the Study of Pain (IASP)
British Pain Society
- Pain Education Special Interest Group (committee member/treasurer)
- Primary Care Special Interest Group
- Pain and Disability working group
- 2002 - 2004: Lectuer, University of Wales College of Medicine (merged with Cardiff University in 2004)
- 2013. British Pain Society, Pain Management Programmes, Special Interest Group Meeting. Pain Education – Assessing the Impact.
- 2014. British Pain Society, Pain Education Study Day. Building a Pain Education Community.
- 2014. Pain train the trainer residential weekend, Cape Town, South Africa.
- 2015. Northern Ireland Pain Summit. Lessons from Wales.
- 2016. British Pain Society ASM. Workshop – Using Technology to Educate Pain Practitioners: Evaluation of Evidence and Impact.
Committees and reviewing
- 2011 - 2013 Member of the steering group for the Graduate Studies Project.
- 2014 - Academic representative on the PGT review policies and processes for considering and approving the validation of new programmes and programme amendments.
- 2015 - present: Member of the extenuating circumstances committee.
- 2015 - Member of the ‘Programme Delivery’ working group during Medic Way Forward.
- 2013 - 2104 - Member of the Academic Feedback Special Interest Group (SIG) (Assessment Matters Project).
- 2012 - present: Chair of Programme Management Boards and Exam Boards.
- 2016 - present: Member of the MEDIC21 Patient Newtork Group
- Teaching experience at undergraduate and postgraduate students from a range of health care professions and from level 6 and 7.
- Teaching healthcare professionals in clinical practice (pain nurse role),
- Ensuring that the education delivered is of high quality, research focused, clinically relevant and evidence based
- Peer review of teaching within and outside the programmes’ team.
- Reviewing and responding to student, faculty and external examiner feedback and developing action plans to improve on strengths and address. weaknesses raised
- Acting on feedback.
- Academic mentoring under and post graduate students, which includes online face to face, synchronous support.
- Piloting, leading and introduction of technology and appraising such e.g. Turnitin’s Grade Mark, Blackboard Collaborate, Panopto etc.
- Undergraduate and postgraduate education through face-to-face teaching e.g. seminars, workshops, lectures, small group work.
- Postgraduate online, synchronous IP, small group work.
Collaborate on a qualitative piece of research with my students on the use of ‘film’ in pain education with a national team of clinical and research experts. To this end, the research group used themes from a published meta-ethnography to produce a video of an actor recounting what it was like living with chronic pain. I used this video to engage with small IP groups of healthcare professionals who discussed these themes, which students evaluated very highly (Struggling to be me).
Our research findings demonstrated that students felt real empathy and understanding (biopsychosocial impact) for the actor and had changed their views and practice (Toye and Jenkins 2015, Toye et al 2015). Whilst there were some comments on challenges with technology (connection), they also reported that it was better than written information / communication.
Toye F, Jenkins S. 2015. ‘It makes you think’ – exploring the impact of qualitative films on pain clinicians. British J Pain. 9(1); pp. 65-9.
Toye F, Jenkins S, Seers K, Barker K. 2015. Exploring the value of qualitative research films in clinical education. BMC Medical Education. 15(214). DOI: 10.1186/s12909-015-0491-2.
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