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Professor Michal Tombs
(she/her)
PhD, C. Psychologist, SFHEA, Postgraduate Research Lead in Medical Education
- Available for postgraduate supervision
Overview
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 joined the Medical Education Team at Cardiff University 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), leads the Learning & Teaching in Clinical Education modules, and is the PGR lead in Medical Education.
Publication
2024
- Tombs, M. and Balkheyour, A. 2024. Evaluation of self-directed learning activities at King Abdulaziz University: A qualitative study of faculty prceptions. [Online]. medRXiv. Available at: https://doi.org/10.1101/2024.10.20.24315769
- Godoi, A. et al. 2024. Construction and validation of a medical career readiness inventory. Clinical Teacher 21(4), article number: e13733. (10.1111/tct.13733)
- Alothman, S. and Tombs, M. 2024. Identification of the challenges teachers face in teaching small problem-based learning (PBL) groups in the College of Medicine, King Faisal University, Kingdom of Saudi Arabia: a qualitative study. MedEdPublish 14, article number: 63. (10.12688/mep.20163.1)
- Emma-Okon, B., Tombs, M., Akomolafe, R. and Ayannuga, O. 2024. Teaching pre-clinical medical students remotely in Nigeria post Covid-19 pandemic: can past experiences shape future directions?. BMC Medical Education 24(1), article number: 515. (10.1186/s12909-024-05508-w)
- Tombs, M. and Strange, H. 2024. Using qualitative questionnaires in medical education research. Perspectives on Medical Education 13(1), pp. 280-287. (10.5334/pme.1102)
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: 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.
Articles
- Godoi, A. et al. 2024. Construction and validation of a medical career readiness inventory. Clinical Teacher 21(4), article number: e13733. (10.1111/tct.13733)
- Alothman, S. and Tombs, M. 2024. Identification of the challenges teachers face in teaching small problem-based learning (PBL) groups in the College of Medicine, King Faisal University, Kingdom of Saudi Arabia: a qualitative study. MedEdPublish 14, article number: 63. (10.12688/mep.20163.1)
- Emma-Okon, B., Tombs, M., Akomolafe, R. and Ayannuga, O. 2024. Teaching pre-clinical medical students remotely in Nigeria post Covid-19 pandemic: can past experiences shape future directions?. BMC Medical Education 24(1), article number: 515. (10.1186/s12909-024-05508-w)
- Tombs, M. and Strange, H. 2024. Using qualitative questionnaires in medical education research. Perspectives on Medical Education 13(1), pp. 280-287. (10.5334/pme.1102)
- 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.
Book sections
- 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.
Monographs
- 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
Thesis
- Tombs, M. 2011. Motivation to learn: test of a model in different training contexts. PhD Thesis, Cardiff University.
Websites
- Tombs, M. and Balkheyour, A. 2024. Evaluation of self-directed learning activities at King Abdulaziz University: A qualitative study of faculty prceptions. [Online]. medRXiv. Available at: https://doi.org/10.1101/2024.10.20.24315769
- 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: 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
- 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)
Research
Michal currently leads the School of Medicine Medical Education Research (SoMMER) special interest group. An applied psychologist by background, her research focuses on the application of psychological theories in a diverse range of clinical settings and medical education. This includes research projects that span across the broad spectrum of occupational psychology such as training and development, evaluation, educational leadership, and recruitment and retention.
Michal is particularly interested in researching informal learning and the hidden curriculum in Medical Education, exploring the context in which clinicians work and study and how it impacts motivation and attitudes towards learning that are the bedrocks for progress and survival of organisations. Another particular area of interest is recruitment and retention in undergraduate and postgraduate medical education.
Teaching
PGR Lead in Medical Education at the Centre for Medical Education (C4ME)
Module Leader – Learning & Teaching in Clinical Education
Module Leader - Educational Research Skills
Dissertation / MSc Co-Ordinator
Member of the School of Medicine Research Degree Committee
Biography
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.
Honours and awards
2024 - Centre for Medical Education Nomination for Teacher Award (SURGAM)
2003 - 2009 PhD funded by School of Psychology, Cardiff University
2012 - Wales Leadership Programme for Senior Civil Servants in Wales under AcademiWales Flagship (£17.5K) in collaboration with colleagues at the Business School (Dr Jonathan Deacon) in USW.
2010 - Co-applicant on a collaborative project with Glamorgan University and Powys Social Services, funded by Wales Office for Research and Development (WORD) (£80K).
2012 - Awarded a Teaching Innovation Grant for the value of £3K to develop and maintain a web-based resource of psychological tests and measures.
Professional memberships
A Senior Fellow of the Advanced HE Academy.
Member of the Association for the Study of Medical Education
Chartered Psychologist and Associate Memebr of the British Psychological Society (BPS)
BPS Certificate of Competence in Occupational Testing (Level A) and the BPS Certificate of Personality Testing (Level B) and a qualified Assessor for the BPS Qualification in Psychometric Testing.
Academic positions
2016-Present day: Senior Lecturer / Reader in Medical Education, Cardiff University
2010-2016: Senior Lecturer in Psychology, University of Wales Newport and University of South Wales
2003-2010: Professional Tutor in Occupational Psychology, Cardiff University
External Examining:
2023 - Present day MSc in Health Profession Education, University of Limerick
2016-2021 MSc Occupational Psychoogy, Kingston University
2010-2015 MSc Business Psychology, Worcester University
Committees and reviewing
Chair, ASME Research Metgodology Group (RMG) SIG, Association for Medical Education
Events and RMG rep, ASME Educational Research Committee (ERC)
Editor of How To series (C4ME publication)
Editorial Board Member - BMC Medical Education
Supervisions
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 in medical education.
Past PGR students
Majed Alqahtani (joint supervisoion with Professor Steve Riley) - High-fidelity simulation in Emergency Medical Service (EMS) education (Awarded 2024).
Mohammed Algabgab (joint supervisoion with Professor Steve Riley) - Feedback in Emergency Medical Service (EMS) education (Awarded 2024).
Current PGR students
Dr Hashim Samir (Joint supervision with Professor Mike Robling) - Simulation Education of Medical Ultrasound, current situation and future directions (2020-present day)
Dr 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)
Dr Sejal Bhatt - WCAT Clinical Fellow (Joint supervision with Dr Heather Strange and Prof Steve Riley) - The educational journey of the F3 trainee: Exploring intersectionality (2024 - Present day)
Current supervision
Hashim Samir Samir
Majed Abdullah Alqahtani Alqahtani
Mohammed Algabgab
Assim Javaid
Sejal Bhatt
Opeyemi Sogaolu
Emily Farrow
Contact Details
+44 29206 87431
Neuadd Meirionnydd, Room 9th floor, University Hospital of Wales, Heath Park, Cardiff, CF14 4YS