Language and dialogue: 

An important aspect of learning anatomy is mastering the language and I believe that when students grasp the language, their engagement increases as does their confidence in participating in discussions. I aim to create a culture of dialogue. For example, early in the course I use a team activity based on De Bono’s Thinking Hats to establish a ‘safe’ environment for peer-to-peer engagement in learning, strategically using media reporting to invite discussion, and promote reflection on learning. I sustain this active dialogue in the online environment by using forums, ePortfolio journals and Facebook. This has been useful to pinpoint troublesome concepts. For example, I identified that many students who speak English as their second language confused terms used in anatomy like ‘quadriceps’ and ‘quadratus’ and I have become more deliberate in ensuring that my tutors communicate the meaning of words to students. The positive effect of encouraging active dialogue is evidenced in CATEI student feedback that includes: ‘great assistance when you wanted to improve your learning – she was easy to talk to and had time to walk you through it’ (ANAT2511 student, 2012), and ‘She was always enthusiastic…I found her style easy and friendly which made my learning experience enjoyable and forced me to keep on top of things so that I could discuss in the lab.’ (ANAT3141 student, 2012), and ‘not giving away too much info when questions need answering, rather guiding and encouraging students input’ (ANAT3121 student, 2011).  This have published in a book chapter (Polly et al., in press). 

Overall impact, evidence and recognition from peers, institution and the broader community 

My contributions to student learning are widely recognised by my peers in the Faculty, University, and the broader community and is summarised here. Over the last five years this has included 4 Teaching Awards, and invitations to present my teaching innovation at international conferences (2013, 2015, 2016).