Dr Moss is a Senior Teaching Fellow within the National Heart and Lung Institute. His main teaching responsibilities are to the undergraduate School of Medicine, predominatly within phase 1 of the 6-year MBBS programme.
In his brief time at Imperial College he has developed a reputation for engaging and innovative approaches to teaching, for working in close collaboration with students and providing support to colleagues whenever requested.
He studied Physiology at undergraduate level at the University of Leeds, where he selected modules in areas including cardiovascular physiology, respiratory physiology, exercise physiology and environmental physiology. After graduating, he worked in the Clinical Biochemistry and Haematology laboraties within Leeds Teaching Hospitals NHS Trust. This role involved the receipt, preparation and analysis of thousands of blood samples every day. After a year, he enrolled on a Ph.D. at Sheffield Hallam University. During his studentship he undertook research studies investigating (i) the effects of a pragmatic lifestyle intervention in obstructive sleep apnoea hypopnoea syndrome (OSAHS); (ii) the effects of exercise training in abdominal aortic aneurysm (AAA) disease; (iii) the effects of ageing and fitness on skin blood flow; (iv) the effects of high-intensity interval training (HIIT); and, (v) the effects of treatment compliance on macro- and microvascular function in OSAHS. His first post-doctoral research post was at University College London working on a large prospective multi-centre cohort trial investigating novel predictors of outcomes in recent-onset chest pain.
Outside of work, he is a keen SCUBA diver and instructor, and an active member of his local BSAC branch.
Educational research interests
Gamification of learning - can games and playful activities promote learning?
Barriers to technology-enhanced learning - how can we promote technology (choice and use) that actually enhances learning?
Concept mapping for student - is concept mapping an effective teaching tool for integrating medical sciences?
Team-based learning - how can TBL best support physiology teaching?
Attendance & engagement - how do students triage the value of attending scheduled teaching sessions?
Curriculum mapping - how can curriculum mapping support students, educators and stakeholders in a modern MBBS curriculum?
Grants, awards & nominations
2012: Inspirational Teacher Nomination, Sheffield Hallam University
2015: Innovation in Education award, £3,400, School of Medicine
2016: Asthma UK, £23,400 (coawarded with Prof. Andy Bush and Uddhav Vaghela)
2017: President's Medal for Outstanding Contribution to Excellence in Teaching, Imperial College London (see here)
2017: Excellence Fund for Learning and Teaching Innovation, £78,205
2017: Student Academic Choice Award nomination - Best Teacher & Best Tutor, Imperial College Union
2018: Student Academic Choice Award shortlistee - Best Innovation, Imperial College Union
2019: Student Academic Choice Award nomination - Best Teacher, Imperial College Union
At Imperial College, Dr Moss teaches on the following courses:
- Module Lead: Phase 1a Bioregulatory Systems (20 ECTS): He oversees a topic leadership team of six and a wider teaching team of 50 .
- Module Lead: Phase 1b Bioregulatory Systems (20 ECTS): This module is currently in development and due for launch in 2020/21
- Topic Lead: Phase 2 Remote Medicine (Hyperbaric Medicine)
- Assessment Lead: Phase 2 Remote Medicine (Module 1)
B.Sc. Medical Bioscience
Cardiac & Thoracic Biology (Y2, module lecturer)
- Education Day, Imperial College London, UK
- Primary Care Day, Imperial College London, UK
- Talking Teaching, Imperial College London, UK
- GSELCONF, Plymouth, UK
- Transform MEdEd, Singapore, Singapore
- World Class Study in London, Kuala Lumpur, Malaysia
- Teaching Seminar Series, University of Leeds, UK
- Technology Enhanced Learning, Abertay Univeristy, UK
- British Endocrinological Society Meeting, Brighton, UK