I utilise the latest technology in both learning and research endeavours.

1. Technological engagement in delivery of teaching material.

• The previous teaching of the Quality Medical Practice (QMP) course was delivered using a traditional pedagogical lecture method, which is evidenced to produce poorer student outcomes compared to other methods of information delivery. Coming from a research background, I have continually endeavoured to overhaul the delivery of teaching material based on literature to provide improved student outcomes based on several metrics (Dance, 2023).
• In performing this, I have integrated into my lectures, various eLearning methods, including interactive quizzes, real-time polls, multimedia, and real-time question / answer tools, amongst others. This is done in a bespoke manner to each teaching cohort, such that I am able to provide a comfortable and safe learning environment for students, where they are encouraged to engage with the teaching material and provide personal insights without compromising personal ideals and opinions.

2. Use of current technologies in re-designed practica.

• As outlined in the 'design and development' section, I have created customised learning sessions for student groups to engage in scientific literature and data analysis in the Medicine Society & Health and BGDB terms. The previous iterations of these practica utilised statistical software that is commonly used in a research environment (SPSS), but is not the be-all-and-end-all of the field. As such, students are now introduced to a choice of different software, with reduced emphasis on the software themselves, while accentuating the reasons and outcomes of robust methodology.
• The experience has previously been a mixed one, as students have been unenthusiastic about learning a statistical software, but can be taught to appreciate the usefulness of such a tool in evidence-based medicine (EBM). This is evident in an unexpected disparity in feedback between current students undertaking the course and students who have completed the course. 
• As such, my use of technologies in teaching these units takes into consideration the role of teaching technologies as a means, and not as an ends. Students are encouraged to engage in learning putting their own sociocultural situations as the primary focus of learning.
• With this as the basis of small-group teaching, I have created an inclusive space where students with different backgrounds, interests, and inclinations are encouraged to participate and relate to the teaching material. In future iterations, this is expected to encourage critical use of the teaching material amongst students, instead of isolating the majority who may not find the material relevant to their personal situations.  

3. Improvements to the QMP eMed and Moodle interfaces.

• The Medicine programme utilises various technological platforms, of which, eMed and Moodle are mainstay interfaces engaged by students. Unfortunately, there have been barely any improvements to these platforms since the inception of the module. I have embarked on a long and difficult task to overhaul the content and ease of use of the platforms so that students are more willing to engage in the activities provided therein. 

4. Cutting-edge technologies in research.

• Although now employed in an Education Focused role, I am still actively engaged in collaborations within my field of research. In contrast to the efforts I have put into the simplification of the Medicine programme, I have upscaled my technical expertise in utilising complex statistical analytical methods. 
• Resources provided by UNSW (e.g. Katana computing system), as well as the national PAWSEY centre are centre-pieces of my research collaborations, of which I have utilised to great effect, resulting in upcoming publications. I am keen to integrate such methods in the teaching of medical research to the students, in particular with regard to their 4th year Independent Learning Projects (ILPs); I have engaged the coordinator for said ILPs to better integrate this outcome with current QMP teaching in the first three years of the Medicine degree.