Celebrating 500 Fellows at Swansea University – our newest Principal Fellow | Dathlu 500 Cymrawd ym Mhrifysgol Abertawe – ein Prif Gymrawd diweddaraf

Angharad Davies

For me, the key to Principal Fellowship is educational leadership firmly embedded in the context of my profession and underpinned by subject experience.

About you

I’m Angharad Davies, a clinical associate professor and honorary consultant medical microbiologist at the medical school. I have been teaching in various healthcare-related settings for over twenty years, first during my time in specialist clinical training and as an MRC Clinical Research Training Fellow, and then here in Swansea. In particular I am interested in teaching on antimicrobial use and resistance, which has become a major threat to healthcare systems globally. In addition to my teaching roles for medical students and others in the medical school I also teach a wide range of healthcare professionals from across Wales and have a UK national role as the Royal College of Pathologists’ joint lead for Undergraduate and Foundation Education. I am Health and Care Research Wales’ Specialty Lead for Infection and a member of Council of the Academy of Medical Educators.


Why did gaining Fellowship recognition matter to you? Why apply?

In clinical practice, historically teaching has tended to be taken for granted as something that everyone ‘just does’ as part of their wider clinical role, and has not always been valued as a specific skill. This is changing gradually, for example with the creation of the Academy of Medical Educators. After I had been in my Royal College role for a while, and been asked to undertake a number of other external roles, I realised that I no longer ‘just did’ teaching but actually had extensive experience of education within my discipline, at hospital, university and national level. Educational experience should be recognised just as we value clinical experience, to ensure students receive teaching which is informed by best practice both clinically and educationally. My decision to apply for Principal Fellowship was a reflection of this.


What did you “glean” from the process of preparing an application with reference to the UK PSF?

I found the application process very constructive. Having to consider evidence for each of the UK PSF descriptors for Principal Fellowship really made me think about my educational practice holistically. It helped me to see clearly how it fits into the context of my academic and clinical practice as a whole, in a way I hadn’t really considered before. All the activities I am involved with – such as clinical practice, clinical research, my involvement in a range of equalities work – support and contribute to my educational role and are interlinked, not disparate unrelated activities. My Principal Fellowship application drew all these threads together.


How it has impacted the way in which you think about educating learners in the Higher Education environment?

For me it has crystallised the value and impact of practice-driven teaching.


What is the most important element of the UKPSF in your opinion – the Areas of Activity, Core Knowledge or Professional Values – or any particular one and why?

They are all important, but for me ultimately it has to be core knowledge. This is what defines one’s discipline; without it, one would not have much of value to share with students and it is enthusiasm for the subject material that makes a successful educator. The other elements are developed around that.


What were good parts of the application process? What things were more challenging?

The process was challenging, but in a positive way. At first I thought I would struggle to write 7000 words but by the end of the process I had to cut ruthlessly! As described above, it helped me to see my academic practice as whole and put all its elements into an overall context. The SALT team provides excellent support to those applying for Fellowship at all levels.

In particular I am grateful to Prof Jane Thomas who helped me understand the requirements and gave me the confidence to proceed.


How you have continued to apply the standards of the UK PSF in your work since gaining that recognition? i.e. maintaining good standing.

I was only awarded Principal Fellowship recently but since then have run a week-long CPD course for healthcare staff. I had attended a British Society for Antimicrobial Chemotherapy study day just the week before which outlined new state-of-the-art therapeutic developments. I was able to incorporate that information into my own teaching material so that it was completely up-to-the-minute. This field is changing very rapidly so my own CPD is really crucial.


For someone not sure about applying, what words of encouragement could you offer?

If you are active in teaching in HE, Fellowship at the appropriate level is not only good to have in your portfolio but is a very useful process in itself for analysing what you are doing and why. The requirement for reflective writing encourages you to think about aspects of your practice which you may be unconscious of or take for granted – it certainly really impacted on my outlook. The SALT team members are extremely helpful and approachable and you will be well supported.


What top tips would you offer to someone preparing a Fellowship application – any category?

Set yourself a firm deadline – it’s easy for more ‘urgent’ work constantly to take priority. Taking advantage of the SALT writing retreats can help with this.


What’s the key criterion for you about being a Principal Fellow?

For me, the key to Principal Fellowship is educational leadership firmly embedded in the context of my profession and underpinned by subject experience.[:cy]Angharad Davies

I mi, y peth allweddol i Brif Gymrodoriaeth yw arweinyddiaeth addysgol wedi mewnblannu’n gadarn i mewn i gynnwys fy mhroffesiwn ac wedi tanategu gan brofiad y pwnc.

Amdanoch chi

Angharad Davies ydw i – rydw i’n Athro cysylltiedig clinigol ac yn ficrobiolegydd meddygol ymgynghorol anrhydeddus yn yr ysgol feddygaeth. Rydw i wedi bod yn dysgu mewn amrywiaeth o osodiadau gofal iechyd am dros ugain mlynedd, yn gyntaf yn ystod fy amser yn ymarfer fel arbenigwr clinigol ac fel Cymrawd Ymarfer Ymchwil Clinigol yr MRC (MRC Clinical Research Training Fellow) ac yna yma yn Abertawe. Mae gen i ddiddordeb penodol ar ddysgu am ddefnydd wrthmicrobaidd a gwrthsafiad, sydd wedi dod yn fygythiad enfawr i systemau gofal iechyd ledled y byd. Yn ychwanegol i fy rolau dysgu i fyfyrwyr meddygol ac i eraill yn yr ysgol feddygol, rydw i hefyd yn dysgu amrywiaeth eang o weithwyr proffesiynol gofal iechyd ar draws Cymru ac mae gen i rôl genedlaethol y DU fel cyd-arweinydd Addysg Israddedig a Sylfaenol y ‘Royal College of Pathologists’. Rydw i’n Arweinydd Arbenigol Heintiau ar gyfer Ymchwil Iechyd a Gofal Cymru ac yn aelod o Gyngor yr ‘Academy of Medical Educators’.

 


Pam oedd cael cydnabyddiaeth Cymrodoriaeth yn bwysig i chi? Pam gwneud cais?

Yn ymarfer clinigol, yn hanesyddol mae dysgu wedi tueddu cymryd yn ganiatadol fel rhywbeth mae pawb ‘ond yn gwneud’ fel rhan o’u rôl clinigol ehangach, nid yw wastad wedi cael y gwerth o sgil penodol. Mae hyn yn newid yn araf, er enghraifft gyda’r creadigaeth o’r “Academy of Medical Educators”. Ar ôl i mi fod yn fy rôl yn y “Royal College” am gyfnod, a gofynnwyd imi ymgymryd â  nifer o rolau allanol eraill, sylweddolais nad oeddwn bellach ‘ond yn’ dysgu, roedd gen i profiad helaeth o addysg o fewn fy nisgyblaeth, yn yr ysbyty, prifysgol ac ar lefel cenedlaethol. Dylid profiad addysgol cael ei gydnabod yr un fath â phrofiad clinigol, i sicrhau bod myfyrwyr yn derbyn dysgeidiaeth sydd wedi seilio ar ymarfer gorau yn clinigol ac yn addysgol. Roedd fy mhenderfyniad i geisio am Brif Gymrodoriaeth yn adlewyrchiad o hyn.


Beth gwnaethoch chi ei “gasglu” o’r broses o baratoi cais i Fframwaith Safonau Proffesiynol y DU?

Fe wnes i ffeindio’r broses cais yn adeiladol iawn. Wrth orfod ystyried tystiolaeth i bob un o ddisgfrifwyr yr UK PSF ar gyfer Brif Gymrawd, fe wnaeth i mi feddwl am fy ymarfer addysgol yn gyfannol. Fe wnaeth helpu i mi weld yn glir sut mae’n ffitio i mewn i gynnwys fy ymarfer academaidd a chlinigol yn gyfan mewn ffordd nad ydw wedi ystyried o’r blaen. Mae’r holl weithgareddau rydw i ynghlwm â – megis ymarfer clinigol, ymchwil clinigol, fy ymglymiad mewn amrywiaeth o waith cydraddoldeb – yn cefnogi a chyfrannu i fy rôl addysgol ac maent yn gydgysylltiol, nad ydynt yn weithgareddau gwahanol. Fe wnaeth fy nghais Brif Gymrawd tynnu’r rhain i gyd at ei gilydd.


Sut mae hyn wedi cael effaith ar y ffordd rydych yn ystyried addysgu dysgwyr yn yr amgylchedd Addysg Uwch?

I mi, mae wedi atgyfnerthu gwerth ag effaith o ddysgu gyrrir gan ymarfer.


Beth yw’r elfen bwysicaf o Fframwaith Safonau Proffesiynol y DU yn eich barn chi?

Maent i gyd yn bwysig, ond i mi mae’n rhaid taw Gwybodaeth Graidd yw’r ateb. Dyma beth sy’n diffinio disgyblaeth rhywun; hebddo, ni fyddai lawer o werth i rhannu gyda’r myfyrwyr. Y brwdfrydedd ar gyfer y pwnc sy’n gwneud addysgwr llwyddiannus. Mae’r elfennau eraill yn cael ei ddatblygu o amgylch hynny.


Beth oedd rhannau da’r broses ymgeisio? Pa bethau oedd yn fwy heriol?

Roedd y broses yn heriol, ond mewn ffordd bositif. Yn gyntaf roeddwn yn meddwl buasem wedi ffeindio hi’n anodd ysgrifennu 7000 o eiriau ond erbyn diwedd y broses, bu rhaid i mi dorri geiriau allan yn ddidostur! Fel dywedir uchod, fe wnaeth helpu mi i weld fy ymarfer academaidd yn gyflawn ac i roi bob elfen i mewn i gynnwys holliach. Mae tîm SALT yn darparu cefnogaeth arbennig ar bob lefel.

Rydw i’n ddiolchgar iawn i’r Athro Jane Thomas a wnaeth helpu i mi ddeall y gofynion a rhoi’r hyder i mi fynd yn ei flaen.

 


Sut rydych chi wedi parhau i gymhwyso safonau Fframwaith Safonau Proffesiynol y DU yn eich gwaith ers cael y gydnabyddiaeth honno? Hynny yw, cynnal safon dda.

Ond yn ddiweddar enillais Brif Gymrodoriaeth ond ers hynny rydw i wedi cynnal cwrs DPP (CPD), wythnos o hyd ar gyfer staff gofal iechyd. Fe wnes fynychu diwrnod astudio gan “British Society for Antimicrobial Chemotherapy” ond wythnos yn gynt a wnaeth amlinellu datblygiadau therapiwtig diweddaraf. Roeddwn i’n gallu cynnwys y wybodaeth yna i mewn i adnoddau dysgu fy hun, felly roedd yn gyfoes i’r munud. Mae’r maes yma yn newid yn gyflym iawn ac felly mae DPP fy hun yn hanfodol.


Ar gyfer rhywun sydd ddim yn siŵr am ymgeisio, pa eiriau o anogaeth allwch gynnig?

Os rydych yn dysgu mewn AU, nid yw ond cael Cymrodoriaeth ar y lefel briodol yn dda i gael yn eich portffolio ond mae’n broses ddefnyddiol iawn i ddadansoddi beth rydych yn gwneud a pham. Mae’r gofyniad o ysgrifennu adlewyrchol yn annog i chi feddwl am ardaloedd o’ch dysgu rydych efallai yn anymwybodol o neu yn cymryd yn ganiataol – fe wnaeth wir effeithio ar fy rhagolwg i. Mae tim SALT yn gynorthwyol iawn, hawdd mynd ato a fyddwch â chymorth da iawn.


Pa argymhellion y byddech yn eu cynnig i rywun sy’n paratoi cais am Gymrodoriaeth – unrhyw gategori?

Rhowch dyddiad cadarn i’ch hun – mae’n hawdd i waith fwy “pwysig” gymryd blaenoriaeth. Cymrwch mantais o enciliadau ysgrifennu SALT sydd yn gallu helpu â hyn.

 


Beth yw’r criterion allweddol i chi ar gyfer bod yn Brif Gymrawd?

I mi, y peth allweddol i Brif Gymrodoriaeth yw arweinyddiaeth addysgol wedi mewnblannu’n gadarn i mewn i gynnwys fy mhroffesiwn ac wedi tanategu gan brofiad y pwnc.

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