Faculty recognises teaching and learning excellence

7 Nov 2016

The University of Queensland’s Faculty of Medicine has acknowledged excellence and innovation across its education programs.

The Faculty has presented awards at its annual Teaching and Learning Showcase, at a ceremony at the Mayne Medical School on UQ’s Herston campus.

Associate Dean (Academic) Geoff Marks said the awards give recognition to academics renowned for the excellence of their teaching, as well as learning and teaching support programs making an outstanding contribution to the quality of student learning and experience.

“These talented, and dedicated individuals are ensuring that UQ graduates receive the best combination of practical and theoretical teaching, mentoring and support."

Awards for Teaching Excellence

Prasad Chunduri (School of Biomedical Sciences)

Prasad Chunduri is continually evolving his course for better student outcomes through the development, and scholarly evaluation, of many learning activities, resources, assessment and feedback.  Including active learning workshops similar to a flipped classroom model, workshops that address specific deficiencies in first year students (e.g. bridging the gap between students' and academics' expectations of the depth of understanding required of biological concepts), learning resources such as MathBench, which improves students' quantitative skills, as well as technology-led advancements for quick, rich and personalised feedback to large classes.

Awards for Programs that Enhance Learning

Enhancement of Anatomy Learning in the Doctor of Medicine Program

Vaughan Kippers, Peter Wragg, Peter Landy, Yacoomb Omar, Kristy Weir and Louise Ainscough (School of Biomedical Sciences)

The team has enhanced teaching and learning in anatomy and histology in Phase I of the MD Program and ensured coherent integration with related disciplines including physiology, pathology and clinical practice.  Students have positively embraced the introduction of practical examinations, with the combination of teaching approaches, formative assessment opportunities and practical assessments resulting in enhanced learning experiences and higher than expected academic standards for students. 

Case-Based Learning in the Clinical Sciences

Tammy Smith, Jenny Bowes, Matthew Brandt, Michelle Chong, Janet Clarkson, Sharon Darlington, Jenny Fitzgerald, James Fraser, Louise Green, Mary Kelleher, Cherri Ryan and Mitchell Shaw (School of Medicine)

The Clinical Lead Educators (CLEs) undertook a significant re-design of the curriculum for Clinical Science in Years 1 and 2 of the medical program. Pivotal to this was the innovative change from Problem-Based to Case-Based Learning. The CLEs developed a real-world Case-Based Learning model for the diverse student cohort that encourages development of clinical science knowledge with regular opportunity for application, ultimately enhancing clinical reasoning skills essential for Years 3 and 4 of the program and beyond. 

Citations for Outstanding contribution to Student Learning

Mary-Louise Manchadi (School of Biomedical Sciences)

For designing engaging lectures, practicals and ‘supported uncertainty’ experiences that enable students’ in-depth theoretical and practical education in interdisciplinary biomedical science courses.

Charlotte Young (School of Public Health)

For playing a pivotal role in designing innovative strategies that deliver engaging learning experiences to support students in their journey to becoming self-directed learners.

Preetha Thomas (School of Public Health)

For connecting with diverse student cohorts using teaching approaches that motivate and influence learning via active engagement with engaging course materials.

Tutors, Clinical, Research or Professional Practice Supervisors Award

Judit Kibedi (School of Biomedical Sciences)

For overseeing the activities of up 1500 science students and 25 tutors per year, with a pedagogical approach that centres on mentorship to drive student’s positive perceptions of the learning environment, journey of learning and inspiration to grow.

Early Career Citation Awards

Tracey Langfield (School of Biomedical Sciences)

For implementing student self-regulation activities to create a supportive and collaborative learning environment to guide undergraduate students through the transition from school to university. Tracey’s physiotherapy experience renders her the ability to apply anatomy knowledge to patient examples emphasising the critical relevance of anatomy to future, evidence-based health professionals.

Media: Kim Lyell, k.lyell@uq.edu.au+61 7 3346 5214, 0427 530 647.