Teaching and learning
The Teaching and Learning 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, programmatic assessment and evaluation. Our research is currently focussed on progress testing, clinical assessment and feedback for learning, 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.
- Associate Professor Agnes Dodds
- Dr Justin Bilszta
- Dr Ngaree Blow
- Dr Lisa Cheshire
- Mr Neville Chiavaroli
- Professor Clare Delany
- Dr Charlotte Denniston
- Dr Anita Horvath
- Professor Jill Klein
- Associate Professor Jonathan Knott
- Dr Terry Judd
- Professor Elizabeth Molloy
- Dr Kate Reid
- Associate Professor Anna Ryan
- Professor Stephen Trumble
- Mr Brett Vaughan
- Deakin University
- Monash University
- University of British Columbia, Canada
- University of Toronto, Canada
- University of Western Ontario, Canada
- Western Sydney University
- Cheshire. The e-portfolio: encouraging flexible and self-regulated learning. Learning and Teaching Initiative Grants 2019—Round 2: Category 3.
- 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
- Ryan. Timing and Content of Feedback for Test-Enhanced Transfer of Learning through Multiple-Choice Questions: A Multi-Institutional Experiment. Stemmler Fund awarded by University of Toronto.
- Ryan. Written Assessment - from hurdling obstacles to mastery learning. Learning and Teaching Initiative Grants 2019—Round 2: Category 3.
- Molloy E, Ajjawi R, Bearman M, Noble C, Rudland J, Ryan A (2019) Challenging feedback myths: values, learner involvement and promoting effects beyond the immediate task. Medical Education 2019;00:1-7 doi: 10.1111/medu.13802
- Henderson, M., Ryan, T., Boud, D., Dawson, P., Phillips, M., Molloy, E. & Mahoney, P. (2019). The usefulness of feedback. Active Learning in Higher Education. https://doi.org/10.1177/1469787419872393
- Henderson M , Phillips M, Ryan T, Boud D, Dawson P, Molloy E, and Mahoney P (2019): Conditions that enable effective feedback. Higher Education Research & Development. 10.1080/02602938.2019.1599815
- Molloy E, Ajjawi R, Noble C (2019). Attending to emotion in feedback. In Henderson M, Ajjawi R, Boud D, Molloy E. The Impact of Feedback in Higher Education. Palgrave MacMillan, Sydney.
- Henderson M, Ajjawi R, Boud D & Molloy E (2019).Why focus on impact. Ch 1 in Henderson M, Ajjawi R, Boud D & Molloy E (2019).The impact of Feedback in Higher Education. Palgrave MacMillan. Sydney.
- Ajjawi R, Boud D, Molloy E, Henderson M (2019). Improving feedback research in naturalistic settings Ch 14 in In Henderson M, Ajjawi R, Boud D, Molloy E. The Impact of Feedback in Higher Education. Palgrave MacMillan, Sydney.
- Henderson M, Molloy E, Ajjawi R, Boud D (2019). Designing feedback to impact learning. Ch 15 In Henderson M, Ajjawi R, Boud D, Molloy E. The Impact of Feedback in Higher Education. Palgrave MacMillan, Sydney.
- Henderson M, Ajjawi R, Boud D, Molloy (2019). Ensuring feedback influences learning. Ch 2 in Henderson M, Ajjawi R, Boud D, Molloy E. The impact of Feedback in Higher Education. Palgrave MacMillan, Sydney.
- Molloy, E., Boud, D., & Henderson, M. (2019). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 1–14. doi:10.1080/02602938.2019.1667955
- Macneil, C., Foster, F., Nicoll, A., Monfries, R., Coulson, L., Osman, H., Grainger, M., Cotton, S. (2019). Effectiveness of a professional development training program in increasing knowledge of mental health clinicians specialising in early psychosis. Early Intervention in Psychiatry, 13(4), 1003-1010. https://doi.org/10.1111/eip.12785.
- Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., & Molloy, E. (2018). What makes for effective feedback: staff and student perspectives. Assessment & Evaluation in Higher Education, 44(1), 25–36. doi:10.1080/02602938.2018.1467877
- Dawson, P., Henderson, M., Ryan, T., Mahoney, P., Boud, D., Phillips, M., & Molloy, E. (2018). Technology and feedback design. Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy, 1-45. doi:10.1007/978-3-319-17727-4_124-1
- Judd, T., Ryan, A., Flynn, E., & McColl, G. (2017). If at first you don’t succeed … adoption of iPad marking for high-stakes assessments. Perspectives on Medical Education, 6(5), 356–361. doi:10.1007/s40037-017-0372-y
- Ryan, A., McColl, G. J., O’Brien, R., Chiavaroli, N., Judd, T., Finch, S., & Swanson, D. (2017). Tensions in post-examination feedback: information for learning versus potential for harm. Medical Education, 51(9), 963–973. doi:10.1111/medu.13366
- Goss, B. D., Ryan, A. T., Waring, J., Judd, T., Chiavaroli, N. G., O’Brien, R. C., ... & McColl, G. J. (2017). Beyond selection: the use of situational judgement tests in the teaching and assessment of professionalism. Academic Medicine, 92(6), 780-784. doi:10.1097/acm.0000000000001591
- Candidate perceptions of the Multiple Mini Interview as a Selection Tool for Medicine
- Guiding assessment for learning in Indigenous health
- Predicting achievement in medical school: The role of selection measures and student characteristics
- Refinement of Feedback in Progress Testing
For further information about this research, please contact Associate Professor Agnes Dodds
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