• 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
Redesign of Phase 1 Foundations Individual Assignment

Redesign of Phase 1 Foundations Individual Assignment

In 2022/2023 I undertook a redesign of the MFAC1501 Foundations individual assignment. The Foundations course is the initial course for first year medical students during Phase 1 of the medical program. The assignment has been further refined for the 2024 iteration of the course, following my successful appointment as co-convenor for MFAC1501.

I recognised that students entering the

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Design-3
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Use of Technology and Online Teaching - Enhancing online learning with live-streamed practicals during the COVID-19 pandemic

Use of Technology and Online Teaching - Enhancing online learning with live-streamed practicals during the COVID-19 pandemic

During the COVID-19 pandemic, the shift to online learning brought unexpected challenges and opportunities for innovation. Our first- and second-year medical students exhibited remarkable resilience, but the journey also introduced uncertainty, resulting in decreased motivation, engagement, and enjoyment for some. Recognizing the significance of laboratory experiences in experiential learning

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Leadership-3
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Introduction of Assessment Rubric and Formative Peer-Review for Group Project in MFAC1522 Beginnings, Growth and Development 2023

Introduction of Assessment Rubric and Formative Peer-Review for Group Project in MFAC1522 Beginnings, Growth and Development 2023

I have taught the Quality of Medical Practice (QMP) component of the Phase 1 Medicine program on the Port Macquarie Rural Clinical Campus (PMQ-RCC) for the last 6 years, while not being convenor of the course, I have made significant contributions to the teaching of this component locally. In each of the Phase 1 Medicine courses, the students undertake an individual assignment and a group

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Design-3
Design-4
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Teach-4