I have led the design and implementation of this program and overseen the program's successful growth into a robust credit pathway into the Bachelor (Honours) allied health programs. My teaching is innovative and student-centric, using new technologies, evidence-based learning tasks, and expertise from the broader community.

I currently teach and coordinate three core speech pathology courses for second year (25 students) and third-year (13 students) speech pathology students, as well as four core courses in the Associate Degree of Allied Health (HEA1100, HEA1200, HEA2100 and HEA2200). Additionally, I teach digital health to 45 allied health students (HMS2101).

I ensure each course I develop involves consideration of the needs and beliefs of First Nations Peoples, to ensure the students I work with are culturally sensitive and safe.

One way I include First Nations perspectives in my work is by engaging with First Nations advisors in the design and implementation of the course and by continually reflecting on my values and beliefs so I can continue to evolve my teaching in this space.

I approach working with diverse learning groups by creating an inclusive learning environment, providing clear expectations and assessment criteria, using inclusive language, and encouraging respectful communication and teamwork.

I am a leader in curriculum development and strive to integrate new technologies and evidence-based practice into my teaching. One example of this is the Unify podcast, which is designed to generate conversations from an interdisciplinary lens, provide a bridge between theory and practice, and interweave community perspectives and clinician expertise into the curriculum.

I am an active member of the Learning and Teaching Community at UniSQ. My teaching draws on current research, and I design my courses to integrate learning activities and assessments that promote deep understanding and practical application.

Asad, M. M., Naz, A., Churi, P., & Tahanzadeh, M. M. (2021). Virtual reality as a pedagogical tool to enhance experiential learning: A systematic literature review. Education Research International, 2021, Article 7061623. https://doi.org/10.1155/2021/7061623

Bayley, K. E. (2022). The impact on practice of authentic assessment as part of a university postgraduate taught programme of study for nursing and healthcare professionals: A literature review. Nurse Education Today, 112, 105622. https://doi.org/10.1016/j.nedt.2022.105622

Gillies, R. M. (2016). Cooperative Learning: Review of Research and Practice. Australian Journal of Teacher Education, 41(3). https://doi.org/10.14221/ajte.2016v41n3.3

Johnson, R., Purcell, A., Power, E., & Cumming, S. (2021). A scoping review of predictors of speech-language pathology student success. International Journal of Language & Communication Disorders, 56(1), 78-86. https://doi.org/10.1080/2050571X.2021.1899572

Lee, C., & Schmaman, F. (1987). Self-efficacy as a predictor of clinical skills among speech pathology students. Higher Education, 16(4), 407–416. doi:10.1007/BF00129113

Muntz MD, Franco J, Ferguson CC, Ark TK, Kalet A. Telehealth and Medical Student Education in the Time of COVID-19-and Beyond. Acad Med. 2021 Dec 1;96(12):1655-1659. doi: 10.1097/ACM.0000000000004014. PMID: 35134026; PMCID: PMC8603435.

O’Neill, G., & Short, A. (2023). Relevant, practical and connected to the real world: what higher education students say engages them in the curriculum. Irish Educational Studies, 1–18. https://doi.org/10.1080/03323315.2023.2221663

Pavey, J., & Donoghue, D. (2003). The use of role play and VLEs in teaching Environmental Management. Planet, 10(1), 7–10. https://doi.org/10.11120/plan.2003.00100007

Seidel, R. J., & Chatelier, P. R. (1997). Virtual reality, training’s future?: Perspectives on virtual reality and related emerging technologies (Vol. 6). Springer Science & Business Media.

Sogunro, O.A. (2004). Efficacy of role-playing pedagogy in training leaders: Some reflections. Journal of Management Development, 23(4), 355-371.

Rao, D. & Stupans, I. (2012). Exploring the potential of role play in higher education: development of a typology and teacher guidelines. Innovations in Education and Teaching International, 49(4), 427-436.

A challenge in developing the coursework for the ADAH was creating the introductory, first-year courses for the program at a tertiary level, while also incorporating the practical components of the Certificate IV. The students had to show evidence of being competent in the elements of the Certificate IV for the RMEA to award it after completion of the ADAH. Another challenge was developing content that was suitable for students from a diverse range of academic backgrounds while being inclusive and engaging and fostering essential skills like empathy and communication (V2).

To address these challenges, I collaborated extensively with experienced staff and curriculum designers at UniSQ, as well as colleagues in Paramedicine, who teach similar skills in their courses (V5). I discussed the course with peers and colleagues who had experience in teaching students in a similar setting, such as RMEA staff (V5). Additionally, I reviewed relevant literature and considered the technological resources available at UniSQ (K3, K4).

Based on evidence from the literature and my discussions with colleagues and peers, I implemented two innovative learning approaches:

1.      Role-Play and Scenario-Based Learning:
Role-play was identified as an effective strategy for teaching complex and ambiguous concepts (Sogunro, 2004). It supports cognitive, affective, and behavioural learning, and encourages reflection and decision-making (Rao & Stupans, 2012; Pavey & Donoghue, 2003).

In tutorials, students worked in groups of three, practising scenarios that required them to act as patients, carers/family members, and observers. This approach reduced pressure on individual students and allowed them to build confidence. To encourage engagement, I used a “think-pair-share” model, where students practised, discussed outcomes, and shared insights with the class. ‘Think-pair-share has been shown in the literature to enhance critical thinking and is a useful pedagogy for cooperative learning (Gillies, 2016) (K1, K3, V3). I also thought it would be useful to reduce pressure on individual learners and promote class cohesion (V1). A formative assessment aligned with this activity, helping students prepare for their end-of-trimester role-play assessment. Feedback from students indicated that this method increased their comfort and competence in skills such as communication, de-escalation, and empathy.

2.      Virtual Reality (VR) Technology:
To provide experiential learning opportunities, I incorporated a VR activity called A Walk Through Dementia (See A1: Virtual Reality Experience: A Walk Through Dementia). This immersive simulation allowed students to experience the perspective of someone with dementia navigating a busy street. Reflection sessions were integrated into the activity to deepen learning and encourage critical thinking (Asad et al., 2021).

While the role-play and VR activities were well-received, I sought to continuously improve the course based on student feedback and my observations (K5). For example:

·         I introduced tutor-led demonstrations of role-play scenarios to provide students with clear examples of expected skills (K3).

·         A reflection tool (developed in H5P and uploaded into StudyDesk) to encourage students to reflect on the task and apply it to their future work in healthcare. The reflection task is available on this Padlet here.

·         I developed a checklist for students to use during role-plays, enabling them to track specific components such as greeting patients and providing reassurance. This checklist encouraged self-assessment and deeper engagement with the learning objectives (K4). An example of this is included on the padlet, here.

The course has now been taught multiple times, and the outcomes have been positive. Students have demonstrated increased confidence and competency in critical healthcare skills, which was reflected in both their assessments and feedback. The VR activity and role-play sessions were highlighted as particularly engaging and effective.

Reflecting on this experience, I learned the importance of tailoring learning activities to the diverse needs of students while using evidence-based practices to support their development (V3, K1). Collaboration with colleagues and the integration of innovative technologies proved to be essential in creating an inclusive and impactful learning environment (V5). This experience has strengthened my commitment to equity in education and to continuously improve my teaching practice in response to student needs and feedback (V4).

To achieve this, I joined the UniSQ Technology Demonstrators Community and participated in the Nolej.io pilot. This platform, designed to create engaging and interactive learning experiences that can be embedded into H5P and StudyDesk, has enabled me to efficiently create engaging digital content to enhance the learner experience. By experimenting with this technology, I have gained new insights into creating dynamic and user-friendly online content. My involvement has ensured that my courses meet contemporary educational standards and support students in developing critical digital skills (K4, V3).

Additionally, I presented at the UniSQ Learning and Teaching Showcase in 2023, focusing on using Portfolios as assessment tools in the Associate Degree of Allied Health (ADAH). This process encouraged me to reflect on how technology can support not only assessment but also student engagement and feedback (K3). By preparing for and delivering this presentation, I gained confidence in utilising and advocating for innovative tools in higher education and contributed to fostering a culture of continuous professional learning among colleagues (V5, K3). My participation in these activities reflects a commitment to continuous professional development, staying informed of emerging trends, and using evidence-informed approaches to drive effective practice (V3).

I am a connected and engaged member of the speech pathology profession, both nationally and internationally. I hold Certified Practising Speech Pathologist (CPSP) status with the peak body for the profession, Speech Pathology Australia. I am also an International Affiliate of the American Speech and Hearing Association (ASHA) and a member of the Dysphagia Research Society. These affiliations ensure I'm exposed to the latest research and professional development opportunities within the profession.

In 2024, I was invited to review abstracts for the 2025 Speech Pathology Australia Conference. This was a great way to gain exposure to the research that is currently happening in the profession. Another way I enhance my practice as an educator is through engaging with the broader health community and learning from others who are experts in their field (V5). For the past two years, I have been a co-host in a podcast, called Unify, which is recorded with a colleague at UniSQ. We aim to create relevant, engaging episodes that can be integrated into students' learning tasks, by interviewing health professionals and leaders in health disciplines. By remaining connected with the speech pathology community, and the wider health community, I am exposed to new ideas and approaches and am constantly reviewing my views and practices to ensure they are appropriate and relevant (K3). This means I can deliver up-to-date and evidence-based educational experiences to students.

Reflecting on this, I have learned that quality educational experience can’t, and shouldn’t be delivered in isolation. I have learned the value of adaptability and the importance of seeking professional development opportunities that align with teaching challenges. By embracing innovative tools and collaborating with colleagues, I have enhanced not only my practice but also the broader learning environment for students and pears (V4).

A course I developed in 2023, SPY2200 Communication and Swallowing Across the Lifespan, includes an external, full-day observation placement, I noticed that some students were struggling with course content and were feeling overwhelmed with placement requirements. These challenges appeared to impact their confidence and ability to engage fully in the program.

To address this, I took a proactive approach by meeting with the students I identified as needing additional support. I arranged these meetings alongside the Program Director, creating a supportive and collaborative environment to better understand their concerns. During these meetings, we explored each student’s progress in the course, discussed the specific difficulties they were experiencing, and identified potential barriers to their learning (K2). This included academic challenges, placement-related concerns, and personal circumstances that could be impacting their studies (V1). This personalised approach to support assists with retention in the program, as students feel supported and are reassured, they can overcome challenges and succeed in the program. Through these conversations, I was able to suggest tailored supports, such as connecting students with UniSQ’s academic learning services for assistance with time management or study skills. I also arranged a session with the UniSQ Wellbeing Team. The aim of this was to provide students with strategies and resources to prepare for their first placement. By fostering these connections, I aimed to promote engagement and equity, ensuring all students had the opportunity to transition confidently into Trimester 3 and ultimately into their third year of the program (V2).

I consulted the literature as I wanted to see what evidence existed for additional support for health students. Interestingly, I found research pertaining specifically to support for speech pathology students. One early study reported that well-being in speech pathology students is a predictor of clinic performance (Lee and Schmaman, 1987), while more recent research reported higher prevalence of anxiety in health professional students than the broader population (Macauley et al., 2018). Thus, identifying speech pathology students less likely to succeed allows them to seek early support and ensure educators can provide that support (Johnson et al., 2020).   

Reflecting on this experience, I have learned the importance of providing early, targeted interventions to support retention and success (K1, K2). The students who participated in these meetings reported feeling more prepared and supported as they moved into subsequent trimesters. Moreover, this approach helped me identify broader areas for improvement in how course content and placement expectations are communicated, leading to refinements in the course structure to better address potential challenges for future cohorts (K5, V4).

To overcome these challenges, I designed an assessment involving a mock, Zoom-based telehealth session, where students demonstrated their telehealth skills by engaging with a simulated client. Given the number of students, I needed to ensure that each student received appropriate feedback while maintaining the quality and fairness of the assessment, within time constraints. Initially, I engaged assistance from Southern Queensland Rural Health (SQRH) by enabling students to access their pre-existing, purpose-built telehealth modules Also, from the literature, I knew that mock telehealth training could improve opportunities for experiential learning, and help develop students' professional identity (Muntz et al., 2021).

To assess the students, I utilised both immediate and delayed feedback strategies. During the mock session, I provided immediate, real-time feedback by prompting students for additional information when needed. This helped students adjust their communication approaches and ensured they could demonstrate their telehealth skills more effectively (V2, K2). After the task, I allocated marks based on their performance, providing delayed feedback to students in the form of detailed written comments. This allowed them to reflect on their overall performance and receive feedback on their strengths and areas for improvement (V3, K3).

The use of immediate feedback during the assessment aimed to promote active learning, allowing students to adjust their approaches in real time. Delayed feedback, on the other hand, provided more detailed and structured insights into their performance, helping them set specific goals for future improvement (V5, K4). This dual approach balanced the need for timely, constructive input while maintaining a fair and comprehensive assessment process.

Students reported that the combination of immediate and delayed feedback was highly beneficial, as it allowed them to adjust during the task and also gave them a clear understanding of their overall performance post-assessment. Many students indicated that the feedback helped them build confidence in their telehealth skills, which contributed to improved performance in subsequent assessments and real-world applications (V1, V4). In addition, the use of an authentic assessment enabled students to demonstrate skills they will be able to use when working as a health professional. Authentic assessment is an effective assessment mode for health students, enhancing the conceptualisation of learning (Bayley, 2022).

Reflecting on this process, I learned the importance of balancing immediate and delayed feedback to support both short-term learning adjustments and long-term skill development. I also recognised the value of incorporating student feedback to refine my assessment practices further, ensuring they align with learning objectives and foster continuous improvement in students' professional competencies (V5, K1).

The background image of this Padlet is Dr Anna Girardi, 3rd-year speech pathology student, Josh, and Anna's daughter, Grace, in a speech pathology photoshoot to advertise the new speech pathology program at UniSQ that commenced in 2023.

I structured the session to provide both a theoretical foundation and hands-on practice. The session began with an evidence-based lecture on the "five moments of hand hygiene" and the role of hand hygiene in preventing healthcare-associated infections (K1, K2). Following the lecture, students rotated through the mock nursing wards, where they practised handwashing techniques using an ultra-violet (UV) based hand hygiene training kit. This experience allowed students to immediately visualise areas they missed during handwashing under UV light, emphasizing the importance of technique (K4).

The collaboration with medical science staff enriched the experience as they could provide students with the theoretical background to infection control. The practical exercise meant students were also able to experience completing the task in a realistic environment (V3). This approach was particularly effective in engaging students, as the use of a realistic environment and hands-on technology resonated with their preferred learning styles (V1).  The session demonstrated how interdisciplinary collaboration and the use of authentic learning environments enhance student engagement (V2). This is supported by the literature, with studies demonstrating that ‘real-world’, practical and career-related tasks are highly appreciated by learners in higher education (O’Neill & Short, 2023). From this experience, I learned that integrating diverse expertise, creating learning experiences that have relevance to the workplace, mimicking real-life work experiences are important for learner satisfaction and engagement (K4).