2015 UNSW Vice Chancellor's Award for Teaching Excellence - Outstanding Contributions to Student Learning. Awarded for development of curricula and resources that reflect a command of the field of physiology. This was based on the impact of work in three key areas:

• The use of 'challenge questions' to engage undergraduate

Mental health is both an important public health issue and a personally relevant issue for medical students navigating the demands and complexities of their training. In the Beginnings, Growth and Development B course (BGDB, Phase 1 Medicine), the 'Teenage Mental Health' learning scenario provides a context for exploring mental health, risk and protective factors, regulating emotions, and non-

Course convenor for NEUR3121 Molecular and Cellular Neuroscience, since designed and implemented in 2009. Consistent overall course satisfaction above 95.7% agreement (5.28 / 6) in the past four years, which is above the mean scores for the School of Medical Sciences and Faculty of Medicine in this period. This has been sustained over the past 10 years, with a mean score for overall

There is good evidence in the learning and teaching literature demonstrating the impact of audio feedback on the student experience. I use audio recordings in online activities to ‘feed forward’ as well, reasoning that the same impact on the student experience can be gained by providing short audio snippets that provide guidance, insight, or a stimulus to students as they move through the