I have played a key role in adapting and improving teaching and assessment criteria at School and Faculty levels at UNSW.

1. Re-design of course teaching material and method

• Upon accepting the role of Course Convenor for Quality Medical Practice (QMP), I was faced with a difficult challenge in that the course  material had been outdated and the delivery of the course still adhered to a traditional pedagogical approach. Although there were many useful, relevant, and important teaching points, students did not optimally benefit from them due to the state of the course.
• The challenge I undertook began with a systematic overhaul of the materials and methods utilised, such that the student experience could be enhanced. This began with a simplification and re-defining of the course objectives and major teaching themes. This narrowed down the scope of teaching to focus on clinically relevant outcomes, and shave off items too theoretical in nature to be relatable to students.
• Based on student feedback, I also re-created all teaching material, beginning with lecture material and tutorial content. 
• Future work will now focus on re-vamping online interactive and quiz material, followed by restructuring of the QMP Moodle site, with potential integration with other course Moodle sites.

2. Modification of teaching syllabus

• Following through from the previous re-design effort, I have also re-defined the teaching syllabus by removing elements too detached from the students' medical course, and introducing elements that are relevant to both biological sciences and clinical practice. 
• This modification has spanned over the breadth of the UNSW Medicine programme - from Phases 1, 2, and 3. Currently, there is a lack of integration across the QMP elements in all phases, and I am working to transition these elements better, while improving on their relevance to the course content in each Phase.
• The delivery of the syllabus has been reported by students are very dry and unengaging, which has resulted in poor student outcomes and questionable translation efficacy going into clinical practice. I pride myself in having introduced my own style of teaching and blending this with engaging methods, for example the use of real-time polling, interactive quizzes, multi-tiered visual aids, and dank memes.

3. Creation of novel group-based practica

• One of the major points of student feedback revolved around two practica taught in the 2nd year terms of Society & Health and BGDB. Overall, there was mixed perceptions on the outcomes of the practica, and negative impressions of the delivery, due to the group projects involving specialised statistical software for analysis and interpretation.
• Combining the students' feedback and important learning outcomes, I have re-designed the BGDB practicum to focus more on clinically relevant outcomes than the minutiae of statistical theory and programming methods. As such, the practicum is now based on interrogating scientific methods (specifically multivariate analyses) in a practical, medical sciences, setting with a more informal format akin to a scaled-up journal club.
• To further involve student involvement, I have engaged current and past students in the teaching activities so that they may actively mould the current and future teaching of the course.

4. Streamlining of assessment criteria

• The practica mentioned above is an integral component of the Year 2 Medicine, and with the undertaken re-design, I have invented an bespoke assessment for each practicum. Further to this, a continuously improved rubric is being designed to quantify objectives, assessment, and outcomes, all of which are to be modified yearly based on student feedback and the latest developments in medical statistics. The backbone of the teaching and assessment is a practical peer-review process based on the high-impact factor journal, Nature magazine.  
• As a committee member of various course design groups, I am actively involved in the creation of examination questions, both for my own discipline, as well as for others. This includes constructive feedback to improve student assessment with the intent of complementing student understanding of all subjects. As such, the questions are designed in a very methodical manner, and there is active peer collaboration to help improve all question generation.
• Lastly, I have also set a practical tone to the assessment criteria; instead of focusing on the mathematical and statistical components of QMP, the assessment criteria are now more intricately designed with a medical context. Although this approach has been previously attempted, student feedback has been waning, and as such, a larger emphasis is now given to incorporating QMP elements in other disciplines instead of treating it as a stand-alone subject.