• Design-1: Designs curricula, learning activities and resources to enable a range of learners to achieve course and program learning outcomes
  • Design-2: Engages students as partners in development of curricula, learning activities and resources
  • Design-3: Designs and sequences assessment tasks aligned with course and program learning outcomes
  • Design-4: Provides students with constructive, actionable feedback on their performance and analyses assessment results to inform teaching practice
Graduate entry bridging course. Co-convenor 2024/25

Graduate entry bridging course. Co-convenor 2024/25

Co-convenor of the GEBC (Graduate entry bridging course) for the 2024/25 period. It was eye-opening to see how much was involved from a logistics point of view - booking seminar rooms, liaising with presenters regarding timing of lectures. I led one of the teaching sessions involving clinical case presentations, as well as marked the formative Assessment (2500 word essay). The students are

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Design-4
Clinical peer practice/students experimental subjects (CPPSES) advisory group

Clinical peer practice/students experimental subjects (CPPSES) advisory group

The CPPSES is a working party that was created to initially address the concern that was raised around consent and guidelines for consent in the situation of students acting as surrogate patients for clinical examinations. These practical classes occur across a number of different schools including medicine, pharmacology, physiotherapy, neuro psych and neurophysiology.

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Design-1