Curriculum, Assessment and Evaluation

Research Overview

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
Associate Professor Christopher (Chris) White, PhD candidate
Mr Piyapong Khumarin, PhD candidate
Ms Whitney Rose, RA


Department of Medical Education

  • Dr Anita Horvath
  • Associate Professor Anna Ryan
  • Dr Christine Fairbank
  • Associate Professor David Smallwood
  • Associate Professor Eleanor Flynn
  • Professor Geoff McColl
  • Dr Helen Feniger
  • Ms Jayne Lysk
  • Professor Jill Klein
  • Associate Professor 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
  • Professor Stephen Trumble
  • Professor Clare Delany
  • Dr Barbara Goss


Judd, Ryan, Flynn. Interview response to changing MMI scoring processes. Learning and Teaching Initiative Grant, University of Melbourne,

Delany, Ewen, 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

Research Publications

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.

Sellitto T, Ryan A, Judd T.(2016). ‘Video selfies’ for feedback and reflection.Medical Education, 50 (5) 572-573, DOI: 10.1111/medu.13023

Cunningham N, O’Brien R, Weiland T, van Dijk J, Dilley S (2016) Intensive simulation versus control in the assessment of time to skill competency and confidence of medical students to assess and manage cardiovascular and respiratory conditions – a pseudo-randomised trial Advances in Simulation 1:15

DOI 10.1186/s41077-016-0016-z

Ryan, A,O’Mara, D, Siddiqui, Z, Ward, H & Fraser, J. (2016) Benchmarking in Australia using the International Foundations of Medicine Clinical Science Examination. Medical Journal of Australia; 204 (9): 345.DOI: 10.5694/mja15.01377

Findyartini A, Hawthorne L, McColl G, Chiavaroli N(2016) How clinical reasoning is taught and learned: Cultural perspectives from the University of Melbourne and Universitas Indonesia BMC Medical Education 16:185

DOI 10.1186/s12909-016-0709-y