Professor Hilary Neve
I am Associate Head of School and Professor of Medical Education at the University of Plymouth Peninsula School of Medicine. I am also Director of Professionalism, Small Group Learning and Social Engagement. I am currently responsible for the undergraduate curriculum in terms of the underpinning education strategy and its implementation.
I am a National Teaching Fellow, Principal Fellow of the Higher Education Academy and a GP at Adelaide and St Levan Surgeries, Plymouth.
My research interests include threshold concepts, the hidden curriculum, capability, shared decision making and Problem Based Learning
Key publications are highlightedJournals
Other academic activities
Neve H, Hothersall EJ, Rodrigues V. Exploring Threshold Concepts in Population Health. Clinical Teacher. In Press
Wearn A, Clouder L, Barradell S & Neve H. A qualitative research synthesis exploring professional touch in healthcare practice using the threshold concept framework. Advances in Health Sciences Education [AHSE-D-18-00581R1]. https://doi.org/10.1007/s10459-019-09901-9
Neve, H. Learning to become a primary care professional: insights from threshold concept theory. Leading article. Education for Primary Care, 2019;30(1):5-8. 1-4. doi:10.1080/14739879.2018.1533390
Martindale L, Barradell S, Neve H and Land R. 2018. Editorial: Special issue on threshold concepts in health and social care. International Journal of Practice-based Learning in Health and Social Care 6 (1), ii–iv
Land R, Neve H, Martindale L. 2018. Threshold Concepts, Action Poetry and the Health Professions: An Interview with Ray Land. International Journal of Practice-based Learning in Health and Social Care Vol. 6 No 1 Special Issue: 45-52
Neve H, Collett T. Empowering students with the hidden curriculum. Clinical Teacher. Published online: 27 Nov 2017. DOI: 10.1111/tct.12736
Collett T, Stephen N, Neve H. 2017. Using audio diaries to identify threshold concepts in “softer” disciplines: a focus on medical education. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 12(2) Special Issue: Threshold Concepts and Conceptual Difficulty. 12(2): 97-115.
Neve H, Bull S, Lloyd H, Gilbert K, Mattick K. 2017. Evaluation of an innovative evidence-guided PBL approach. Clinical Teacher 14: 1-7.
Neve H, Morris R. 2017. Twelve tips for promoting professionalism through reflective small group learning. MedEdPublish, 2017, 6, , 43, doi:https://doi.org/10.15694/mep.2017.00004 http://www.mededpublish.org/manuscripts/879
Burr S, Neve H, Leung Y. Evaluating your Professionalism. 2016. British Journal of Hospital Medicine 77(11): 634-637.
Neve H, Lloyd H, Collett T. 2016: Understanding students’ experiences of professionalism learning: a ‘threshold’ approach. Teaching in Higher Education. DOI: 10.1080/13562517.2016.1221810.
Neve H, Wearn A, Collett T. 2016. What are threshold concepts and how can they inform medical education? Medical Teacher 38(8): 850-853.
Neve H, Hanks S. “When I say…capability.” 2016. Medical Education; 50: 610-611.Chapters in edited books
Neve H, Gilbert K, Lloyd H. 2018. Threshold Concept or Threshold Capability? Using audio-diaries to explore PBL in medical education. Threshold Concepts and Problem-based Learning Savin-Baden M, Tombs G (Eds)
Morris R, Neve H. 2017. Learning and teaching professionalism. In: The ABC of Learning and Teaching in Medicine, 3rd edition. BMJ Books: Wiley Blackwell.