Staff Profile

I am a prosthetist/orthotist by background. After working clinically for a number of years I moved into prosthetic and orthotic education working in the UK at the University of Salford, and in Norway at Oslo Metropolitan University. In 2020 I moved into medical education here at Newcastle. 

I completed my Phd from Lancaster University in 2012. My thesis was "Troublesome or Threshold: the experience of difficult concepts in prosthetics".

Currently, I have various roles within the Medical Education programme and the School of Medicine.

I am module leader for the modules Scholarship in Medical Education and Advancing Teaching and Learning. These are both modules on the Masters and Diploma in Medical Education. I also supervise students on the Advanced Study Module (dissertation).

Previously, I was module leader for Utlising Technology in Medical Education and Assessment in Medical Education, in addition to the modules listed above.

At previous higher education institutions I have been responsible for modules on clinical prosthetics and orthotics research methods, public health, anatomy, physiology and pathology, undergraduate dissertations, interprofessional education and others.

• Articles

  • Hill S, Bregazzi R. An introduction to assessing clinical skills. South Sudan Medical Journal 2023, 16(2), 64-67.
  • Hill S. The difference between troublesome knowledge and threshold concepts. Studies in Higher Education 2020, 45(3), 665-676.
  • Hill S, Rusaw DF, Goihl T, Hjerman AK, Schwannborg LR, Bauge K. Development of national curriculum guidelines using a modified RAND/UCLA appropriateness method. Quality in Higher Education 2020, 26(3), 323-336.
  • Hill S. Threshold concepts in prosthetics. Prosthetics and Orthotics International 2017, 41(6), 548-555.
  • Hill S. Troublesome knowledge: why don't they understand?. Health Information & Libraries Journal 2010, 27(1), 80 - 83.
  • Grant MJ, Munro W, McIsaac J, Hill S. Cross-disciplinary writers' group stimulates fresh approaches to scholarly communication: a reflective case study within a higher education institution in the North West of England. New Review of Academic Librarianship 2010, 16(supp 1), 44-64.

• Book Chapter

  • Hill S. Knocking on the Door: How do students enter the disciplinary community of practice?. In: Eamon, O'Doherty, ed. The Fifth Educationn in a Changing Environment Conference Book 2009: Critical Voices, Critical Times. Santa Rosa, CA, USA: Informing Science Press, 2011, pp.99-116.