Curriculum, Assessment and Evaluation
The Curriculum, Assessment and Evaluation group undertakes research in a broad range of areas related to the development, implementation and evaluation of entry to practice and other medical programs. The development of the Melbourne MD has provided a unique opportunity to evaluate new and existing aspects of curriculum design, assessment and evaluation.
Our research is currently focussed on progress testing, clinical assessment and feedback, diagnostic reasoning, clinical patient contact, and competence and learning objectives in internship. The effective application of learning technologies and innovation within these areas is a key sub-theme and draws on the group’s expertise in learning analytics, mobile and online learning, and simulation-based education.
Dr Catherine Scarff, PhD candidate
A/Prof Christopher (Chris) White, PhD candidate
Mr Piyapong Khumarin, PhD candidate
Dr Lisa Cheshire, Masters of Education (Research) student
Dr Melissa Lee, Medical Education Fellow
Ms Whitney Rose, RA
Department of Medical Education
- Dr Anita Horvath
- Dr Anna Ryan
- Dr Christine Fairbank
- A/Prof David Smallwood
- A/Prof Eleanor Flynn
- Prof Geoff McColl
- Dr Helen Feniger
- Ms Jayne Lysk
- Prof Jill Klein
- A/Prof Jonathan Knott
- Dr Terry Judd
- Dr Justin Bilszta
- Dr Kate Reid
- Dr Lisa Cheshire
- Mr Neville Chiavaroli
- Dr Robert Dowsett
- Dr Robert O'Brien
- Dr Sandra Petty
- Dr Simone Elliott
- Prof Stephen Trumble
- A/Prof Clare Delany
- Dr Barbara Goss
Judd, Ryan, Flynn. Interview response to changing MMI scoring processes. Learning and Teaching Initiative Grant, University of Melbourne,
Delany, Ewan, Harms, Remedios, Nicholson, Andrews, Kosta, McCullough, Edmondson, Bandler, Shannon, Reid. Guiding assessment for learning for indigenous health at level 9 of the Australian Qualifications Curriculum Framework. Office of Learning and Teaching Project Grant.
Dodds, Reid et al. Predicting achievement in medical school: the role of selection measures and student characteristics. GAMSAT Consortium
This research project is available to PhD students to join as part of their thesis.
Please contact the Research Group Leader to discuss your options.
Ryan A, Ewing H, O'Brien R. Practice Interviews for final year medical students. Medical Education. 2014; 48: 528-529.
Chiavaroli N, Trumble S, McColl G. The principles of problem-based learning are more important than the method. MJA. 2013; 199(9): 588-590
Fairbank C, Reid K, Minzenmay K. Women's experience of working as a Clinical Teaching Associate teaching sensitive examinations: A qualitative study. Medical Teacher. 2014, 1-6, Early Online.
Judd T. Task Selection, task switching and multitasking during computer-based independent study. Australasian Journal of Educational Technology. 2015; 31(2): 193-207.
Ong C, Dodds A, Nestel D. Beliefs and values about intra-operative teaching and learning: a case study of surgical teachers and trainees. Adv in Health Sci Educ. 2015; published online 21 November 2015.
- Predicting achievement in medical school: The role of selection measures and student characteristics
- Guiding assessment for learning in Indigenous health
- Refinement of Feedback in Progress Testing
- Experiences of working as a Urological Teaching Associate teaching sensitive exams: A qualitative study
For further information about this research, please contact