My educational design follows a consistent cycle: identify a learning need, develop an authentic and evidence-informed response, evaluate its effectiveness, and embed it sustainably. I have applied this approach from individual activities to whole-course redesigns and technology-enabled resources, working with students, academics, clinicians and educational technology specialists.

Responsiveness to student feedback is central to this work. When I became co-convener of PATH3206 Cancer Pathology in 2017, students reported that histology-focussed practical classes were had limited relevance to their career aspirations. I redesigned all practicals around the longitudinal narratives of three patients with cancer. Students follow each patient from diagnosis through treatment to recovery or death, integrating histopathology with clinical diagnosis, biostatistics, screening, treatment and research ethics. This converted disconnected content into authentic tasks reflecting knowledge application in practice. More than 90% of students reported improved learning and retention, while 24/57 students providing qualitative feedback in 2018 identified the practicals as a course highlight. Overall course satisfaction increased from 79.2% in 2017 to 93.5% in 2018 and 100% in 2019; course ratings subsequently remained above the school average throughout 2020–2026. The design and evaluation were disseminated through a peer-reviewed publication (Publication 1).

I applied the same evidence-responsive approach to PATH3205 Molecular Basis of Disease. Its online activities were highly valued during COVID-19 restrictions (2020), but satisfaction declined as restrictions eased in 2021, 2022. I led educational research demonstrating that prevailing restrictions independently influenced students’ perceptions (Publication 2) and translated this evidence into curriculum renewal. I restored face-to-face practicals, increased tutorials from five to eight, restructured five content modules into four connected modules, and constructively aligned case-based assessments with learning outcomes. These assessments tested application and reduced susceptibility to generative-AI-produced answers, supporting equity. Following implementation in 2023, the course rating increased from 4.69/6 in 2022, below the School mean to 5.00/6, comparable to the School mean.

Technology allowed me to extend authentic learning beyond conventional classes. In 2019, I led development of an interactive liver pathology module for approximately 500 Phase 1 medical students. Working with an immersive technology team, I combined three-dimensional animations, videos, audio, reconstructed CT images and interactive clinical cases to connect anatomical, radiological and pathological concepts. Students’ self-rated knowledge increased from 3.93 to 7.04 on a ten-point scale after completing the module.

I also worked with educational developers and hospital clinicians as clinical editor for seven adaptive online tutorials for medical students, interns and junior doctors. The modules converted specialist guidance on hypercalcaemia, thyroid and liver function tests, thrombophilia testing, and other topics into interactive resources for applying laboratory results in clinical contexts. My role included liaising between content experts and developers to ensure clinical accuracy and effective digital presentation. When SmartSparrow platform was phased out, I worked with developers to convert the resources into H5P modules. This preserved the content, maintained uninterrupted availability and transferred it to a sustainable platform.

Together, these activities demonstrate sustained improvement through learner-responsive design, objective evaluation, purposeful use of technology and active stewardship of educational resources.