Highly experienced educational leader, project manager, and researcher.

Active researcher who published two papers addressing Australia wide medical curriculum in the same year; while also delivering a full teaching load to national, international, undergraduate and postgraduate students, across multiple campuses.

Successful project manager who has delivered complex projects, including the accreditation of a Monash faculty priority course, first round, by successful engagement with stakeholders. 

Teacher who highly engages with students to make sure that subject content is relevant, and that research and current pedagogy informs subject content and education delivery. Specialist clinicians who value time and quality learning report a very high level of satisfaction.

Nutrition in chronic disease and pedagogical challenges to collaborative technologies.

Main Achievements :

Appointed Coordinator of the Clinical Research Methods (CRM) course at the Masters, Diploma and Certificate levels.

Published two papers addressing Australia wide medical curriculum in the same year as delivering a full teaching load to national and international, undergraduate students located in multiple campuses.

• Teaching load spanned the specialty streams of Master in Clinical Research Methods, Master in Health Services Management, Bachelor of Health Sciences, and Bachelor of Medicine and Bachelor of Surgery (Honours). 
• The key stakeholder, Frankston Hospital Peninsula Health, recognised delivery for teaching Evidence Based Clinical Practice (EBCP).

Led the accreditation of the Monash Clinical Research Methods (CRM) course which was endorsed, first round, by successful consultation with all stakeholders.

• Developed student recruitment program for CRM course that targeted hospital-based clinicians. The plan attracted support from major public and private hospitals, as well as associations for data mangers. The revenue improvement to be reported late 2017

Developed a wholly online unit for highly skilled clinicians that applied current pedagogy, and demonstrated understanding of discipline knowledge and clinical practice, and fits with the digital age.

• Components included higher order learning outcomes that align with assessments; engaging subject content; meaningful teaching and learning activities; and weekly student feedback.
• Developed a panel of subject experts to guide curriculum development and a cohort of graduate students to review and comment on the application of subject content, practice activities, and assessments.  Across all evaluation parameters,
• clinicians reported an improvement in satisfaction from 3/5 to 4.9/5. The outcome was an invitation to present the project at the Monash Learning Lunch Box Presentation Series.