I have a strong skill set in HTML coding that enables me to leverage many digital resources available to support teaching and assessment. This is illustrated in the way I was able to transition the Phase 1 Medicine practical exam for Physiology and Pharmacology from a paper based exam to an online exam using Questionmark OnDemand. Knowledge of HTML allowed me to format questions in a manner

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

The Smart Sparrow adaptive eLearning platform that allowed academics to develop rich, interactive online learning activities. Adaptive tutorials had been developed for most courses in Physiology, and this supported the rapid shift to online learning in 2020 due to the COVID-19 pandemic. However, with the sale of Smart Sparrow to Pearson Education, it was necessary to migrate all the content to