I lead a small team to deliver the biomedical component of the Phase I Medical Program, UNSW Medical School. This includes course co-ordination, and mentorship of junior members of my team and encouraging their professional development.

A significant part of my current role is pastoral care of students, which includes managing equity learning plans for students with disabilities, special consideration requests and a variety of other roles to support wellbeing and mental health, in consultation with university policies. I also work closely with the Indigenous Lead to support cultural safety and provide individualised support to students who identify as being indigenous.

My current role also entails significant day-to-day communication with course convenors and the dean of education for the delivery of the academic program, which includes lectures, co-ordinating student clinical placement, tutorials, anatomy practicals involving cadavers and scientific wet-lab practicals. I also routinely liaise with course convenors, senior academics and Student Wellbeing Leads for the individual pastoral care of students. I am in continuous liaisons with the Director of Indigenous Health Education to promote cultural safety and sensitivity in management of indigenous students at both an individual and whole student body level, as well as for developing improvements in the medical curriculum with regards to aboriginal health.

A significant part of my current role as Senior Lecturer and Phase I Academic Lead at UNSW Medical School is close consultation with the executive team and external bodies to ensure the smooth delivery of the course, responding to student feedback and development of policy. For example through such consultations we have identified significant areas for improvement in the curriculum with regards to indigenous health and I will work collaboratively with the executive team and Indigenous Academic Leads to enact these changes. I also demonstrated this ability to function in a collaborative environment during a visit from the Australian Medical Council (AMC) to UNSW and Wagga campus. I liaised closely with executives and my team to prepare for this visit and will work closely to address the feedback we received from the AMC.

A significant facet of this role is dynamically responding to student feedback to enact changes to improve student learning and the student experience. I work closely with the Dean of Learning, Phase I convenors and other rural medical campuses to address student feedback. Given I teach at a rural campus online and hybrid delivery forms a significant mode of delivery and I work with lead academics to ensure this is delivered to the highest standard possible. This is important to ensure that rural students are not disadvantaged with regards to their learning and student experience compared with Sydney students.  For example due to a policy issue rural campuses do not have access to cadavers and must travel to Sydney for intensive teaching of anatomy practicals involving cadavers and join Sydney students online for cadaver teaching delivered face-to-face for Sydney students. To ensure equity I have ensured rural students are given extra anatomy tutorials and extra learning materials to go through for hybrid anatomy cadaver sessions.