Hilary Neve

Year of NTFS award: 2016

Institution at time of NTFS award: University of Plymouth

My roles include Director of Professionalism, Small Group Learning and Social Engagement. I am currently responsible for the medical undergraduate curriculum’s underpinning education strategy and its implementation. I am also a Principal Fellow of the HEA and a GP at Adelaide and St Levan Surgeries, Plymouth. My research interests include threshold concepts, the hidden curriculum, capability, shared decision-making, multi-morbidity consultations and problem based learning (PBL). I have particular interests in professionalism learning and assessment and in how leadership, global health, inequalities in health, gender equality and the climate crisis can be effectively included in health profession education.

Professor Hilary Neve, Dr Jennie Winter and Dr Cathy Coelho
Professor Hilary Neve, Dr Jennie Winter and Dr Cathy Coelho

My passion, as a GP, for providing high quality ethical, equitable and patient-centred health care, underpins my educational work, along with a deep interest in pedagogic ideas and scholarship. I championed and developed the small group learning activities which are central to our undergraduate curriculum, enabling students to reflect on and make sense of their clinical experiences. I led major re-designs of the professionalism and PBL programmes, professionalism assessment processes, innovative PBL cases reflecting doctors’ broader roles and PBL scaffolding process, dramatically improving student feedback and their understanding of professionalism. I aim to ensure students are prepared for practice in increasingly complex and global settings. I supported and trained a team of 80 small group facilitators and established a forum for senior faculty to co-construct a pedagogic strategy that guides and informs the medical undergraduate programme. 

I regularly presents at local, national and international conferences and have published papers on professionalism, the hidden curriculum as a tool for empowering medical students and the use of pioneering audio-diary methodology to research threshold concepts in medical education. I was co-chair of the UK Council for Teachers of Professionalism and co-lead the international Threshold Concepts in Health special interest group.

My current work includes:

  • using the threshold concept framework to explore students’ lived experience of learning in a range of settings including social engagement and problem-based learning
  • exploring student’s development of ways of thinking and practising through analysis of their reflective writing
  • developing and evaluating a capability framework (with Sally Hanks)
  • collaborating with Dr Edmund Jack and Professor Richard Byng to develop, promote and research the SHERPA model for consulting with patients with multiple morbidity
  • reviewing and updating Year 1 and 2 of our curriculum
  • developing a five year strategy for students to learn clinical reasoning and develop patient-centred communication skills such as motivational interviewing
  • promoting students’ reflective writing skills and developing a multi-professional team to assess this
  • teaching around social accountability and global health
  • 'failing to fail' and objective assessment.

My pedagogic expertise:

  • threshold concepts
  • capability
  • hidden curriculum
  • professionalism
  • problem and enquiry-based learning.