Meet one of our newest members, Patrick Rubie.

Dr Patrick Rubie is a paediatric anaesthetist at the Children’s Hospital at Westmead, Sydney. Patrick has been an active educator for the whole of his career, starting with tutoring pharmacy and science students while he was in medical school. More recently, he has been presenting and organising anaesthesia department education activities for the last 5 years, is an active Advanced Paediatric Life Support Instructor and teaches in the Sydney University Medical School Program.

"I am completing a Masters Degree in Clinical Education through the University of Melbourne. My research interests include anaesthesia crisis resource management education, simulation education and workplace-based assessments.

I was told about ANZAHPE by my Masters Degree supervisors and have seen showcase presentations of the wonderful work being done here. I am particularly inspired by the collaborative and inclusive aspects of the association and the willingness to discuss new ideas with each other on how to improve the education we deliver. Being in ANZAHPE is exciting for me because I love being part of a network of like-minded health practitioners with a passion for education."

Meet one of our newest members, Anthony Summers.

Anthony Summers has been a Lecturer in Nursing for 10 years, and still occasionally works clinically as a Nurse Practitioner. Anthony has been at the University of the Sunshine Coast for the last 6 years, where he lectures across both undergraduate and postgraduate nursing programs.

My interest in HPE centres around academic misconduct and exploring why students engage in academic misconduct and how academics deal with it. I have spent time researching both these topics. Recently, I have been appointed as an Academic Assurance Fellow for the School of Health at the University, and will be using this role, alongside other Fellows, to review and ensure assessments across the School maintain integrity.

I have been engaged on the periphery of ANZAPHE for a few years and found that it is becoming important for my work. The more I engage with the content produced, the more meaningful my work becomes.

Meet one of our newest members, Roslin Botlero.

I am a medical graduate with a master’s and PhD in public health, currently working as the international postgraduate student program coordinator, educator and public health researcher at Monash University.

With over a decade of experience in teaching across medicine and public health courses my work focuses on developing reflective, socially accountable health professionals, with particular interests in inquiry-based student-centred learning and supporting diverse and international student cohorts. I teach across undergraduate medical and postgraduate public health programs, where I enjoy creating learning environments that connect theory to real-world health challenges.

My research interests focus on international student experience, chronic disease prevention and control, and women’s health with an emphasis on translating evidence into policy, practice, and education. I am especially interested in how education and behavioural research can work together to strengthen prevention efforts and improve health outcomes across populations.

I heard about ANZAHPE through a colleague and was drawn to its strong reputation as an inclusive and collaborative community for health professions educators. I chose to join ANZAHPE to expand my professional network, collaborate with like-minded educators and researchers, and continue learning from others who are committed to evidence-informed teaching and meaningful impact. Being part of ANZAHPE supports my goal of contributing positively to health professions education through both teaching and research.

Congratulations to Danielle Ní Chróinín on her Associate Fellowship with ANZAHPE.

Danielle is a Consultant Geriatrician and leads the program of aged care research at Liverpool Hospital. She is a Conjoint Associate Professor with UNSW Medicine. She holds dual fellowships in Geriatric and General Medicine, with over 20 years experience in clinical and academic medicine, here and in Ireland. She is a member of several research and professional bodies, and has led/helped with development of guidelines particularly in the orthogeriatric space. Her research focusses on clinically meaningful, collaborative and multidisciplinary research focusing on patient-centred care of older persons. She is an enthusiastic (if over-caffeinated) teacher, with roles within the hospital, UNSW and RACP, with several teaching accolades. In her spare time, she runs around after her children who have active social lives and many birthday parties to attend.

"As a geriatrician, I am very lucky to work in a team-focused specialty. And in the same way that being supported and inspired by colleagues on the ward helps optimise the care I provide to patients and carers, when it comes to teaching and supervision, I enjoy being surrounded by a group of educational experts and enthusiasts. This is what ANZAHPE offers. Since I first became involved in the association a few years ago, I have enjoyed- and benefitted from- the many offerings which ANZAHPE affords, such as online presentations, SIGs, and research collaborations, and I would like to ‘give back’. Like many who wear clinician-researcher-teacher hats, my research interests incorporate a mix of clinical and education-related, but no matter the setting or the participant population, the research questions are driven by a desire to optimise the care which we can offer to our patients. Educational research makes me think about what I’m doing and why, so when I greet a group of students or trainees, I’m trying to deliver evidence-based teaching, just as I aim to provide (and teach) evidence-based medicine. Of course, the evidence base isn’t always perfect, and that’s when I’ll look at seeing whether that gap can be closed.

I’m a fan of FoHPE, because the research which features therein often addresses questions which clinician teachers encounter in day to day practice. And now it’s open access too, which means the knowledge can be even more easily shared. ANZAHPE’s strengths of shared expertise and promotion of high quality health professional education and innovation help ensure that, as educators, we can equip our students and trainees to deliver the best care possible to our patients."

2025 ANZAHPE Grant Submission

Invitation to Collaborate

Climate change is the defining public health and ethical challenge of this generation. For midwifery, a profession grounded in advocacy, equity, and stewardship for future generations, responding is integral to practice. Education is the critical moral lever that equips practitioners to recognise climate-related harm, act responsibly within constrained systems, and advocate for change aligned with professional values. Policy and practice must then translate knowledge into consistent, system-level improvement.

Our international survey, Global perspectives on climate change awareness and sustainable healthcare practices among midwives, has now closed and produced an international dataset on knowledge, attitudes, workplace education, sustainable initiatives, PPE use and disposal, and barriers to change. These data will inform peer-reviewed publications and provide foundational evidence for a 2027 Australian Research Council (ARC) application focused on climate-responsive, environmentally sustainable maternity care.

The ARC program in development will co-design education that embeds sustainability across curricula, develop policy guidance for health services and regulators, and generate implementation resources to shift everyday practice. Consequences of inaction: avoidable harm, widening inequities, and an underprepared workforce are unacceptable for women, babies, and communities who already bear disproportionate climate risk. Our goal is measurable, transferable, and commensurate with the scale of the challenge.

I invite ANZAHPE colleagues to join the ARC team. We are seeking collaborators in health professions education, curriculum design, assessment, simulation, policy development, systems thinking, behaviour change, implementation science, qualitative and mixed methods, and maternity and women’s health. Opportunities include co-analysis, co-authorship, education-focused work packages, and collaborative grant writing.

To express interest or request further information, please contact: Dr Carolyn Hastie, RM, PhD, Senior Lecturer, School of Nursing and Midwifery, Griffith University c.hastie@griffith.edu.au

Expressions of interest by 30 April 2026 are welcome; we will convene a meeting to outline roles, timelines, authorship, governance, and pathways for education, policy, and practice impact.

Dr Carolyn Hastie, RM, PhD

Senior Lecturer, School of Nursing and Midwifery, Griffith University

c.hastie@griffith.edu.au

Congratulations to Dr Cindy Jones on her Associate Fellowship with ANZAHPE.

Dr Cindy Jones is an experienced academic and researcher, currently serving as Associate Professor of Behavioural Sciences and Co-Head of the Bachelor of Medical Studies in the Bond Medical Program. She holds a PhD in Health and a Graduate Certificate in Higher Education and provides senior academic leadership in health professional education, including curriculum innovation, assessment design, and accreditation-aligned curriculum renewal. Her work also includes reciprocal international partnerships involving international clinical placement opportunities and cultural health education programs, as well as the supervision of higher degree research students and the delivery of professional development for health educators.

Dr Jones is nationally and internationally recognised for her research in social and behavioural science, with a particular focus on improving dementia care, including evidence-informed health professional education. Her research examines innovative health technologies and psychosocial interventions, with a strong emphasis on translation into education and practice. This includes the development of the Engagement of a Person with Dementia Scale and the nationally funded Sexualities & Dementia: Education for Health Professionals resource developed with Dementia Training Australia.

She is Co-Lead of the Collaborative for Research in Understanding Stigma in Healthcare (CRUSH) at Bond University, focused on reducing stigma in healthcare through research and education, and leads interdisciplinary and international research alliances. Dr Jones holds adjunct appointments at Griffith University and Kaohsiung Medical University (Taiwan), has published over 100 peer-reviewed papers, secured more than $4 million in competitive research funding, and holds editorial roles across leading international journals. She has been recognised among the world’s top 2% of scientists by Elsevier and Stanford University annually from 2021 to 2025 and regularly delivers keynote presentations at national and international conferences.

"My scholarly interests centre on advancing evidence-informed and compassionate health professional education, particularly in the areas of ageing, dementia care, and mental health stigma. My work integrates behavioural science, curriculum design, educational leadership, and applied research to enhance learning experiences and promote patient-centred care outcomes. I have a particular interest in the use of innovative and emerging technologies to support health student learning and reduce stigma within healthcare education.

I am applying for Associate Fellowship with ANZAHPE to continue my commitment to educational scholarship, curriculum development, and leadership in health professions education. ANZAHPE’s emphasis on collaboration, educational quality, and scholarly practice aligns closely with my professional values, and I am keen to contribute through mentorship, interdisciplinary collaboration, and the dissemination of evidence-based educational approaches."

2025 ANZAHPE Grant Submission

The quality of health equity learning in health professions education may benefit from a semiotic (sign process) theory of biological-environment relations termed biosemiotics.

Our research group aims to test this hypothesis by producing an online learning module of biosemiotic concepts relevant to social health determinants known to indirectly and adaptively produce chronic illnesses.

Key biosemiotic concepts include lifeworld, the species-specific field of sign perception from which living things make meaning of their ecological niche. Sign information in life- world is multisystem and dynamic; a sign being ‘a difference that makes a difference’. Semiosis is a process of sign sensing, perception of value difference, and interpretation of meaning of environmental changes. The structuration of health by powerful sign information from adverse social, political, and commercial determinants complexly model internal semiotic meanings of illness. The purpose of treatments and equity actions is to restore the imbalance of positive and negative signs communicating inequity of health outcomes between people differently and unfairly exposed to structural determinants. The biosemiotic process is theorised to cross biological barriers to internal organs, organelles, and the cell nucleus, that produce external symptoms and signs of illness. Biosemiotic theory links external sign processes to internal signalling and biomolecular mechanisms of illness, with psychological responses intermediating biomolecular and social changes.

Ethically, the impacts of external health determinants on patients’ illness presentation need to be fairly represented in a holistic clinical encounter and causal attribution. Biosemiosis, tied to lifeworld signs, may offer a tangible paradigm for representing systemic health determinants in clinical practice, equity advocacy, and research. The clinical goal is to make visible the invisible presence of additional, contextual burdens embodied in an equity patient’s or group’s illness.

To acknowledge external, structural causes of illness, people may use counterfactual reasoning to differentiate extrinsic, structural causes from intrinsic causes attributed to the individual e.g. genes, or cultural beliefs. In current human societies, the significant negative extrinsic signs are global crises in socioeconomic, climatic, and other systemic inequalities. These communicate and distribute inequities in individual and population health that are beyond patients’ control, e.g. by health behaviours.

Increased student visibility of inequities may be correlated with emotional empathy, and research of semiotic solutions with cognitive empathy. An inter-disciplinary health research project, to map an inequitable sign field or ‘semiosphere’, may identify sign targets for remodelling the lifeworld to be more health promoting.

Transformative teaching of social health injustice requires the wave-like weaving of content knowledge of biomedical illness with context knowledge of lifeworld health inequities, as in Maton’s Legitimation Code Theory. Patients’ social identities are less fundamental to the social determinants of health that operate to unfairly maldistribute vital health care resources. Chronic inequities in women’s, immigrants’ and Indigenous wellbeing may benefit from a 3-D perspective of illness causation inclusive of biological mechanisms, socio-political biosemiotic processes, and psychological intermediation. This may offer a stronger biopsychosocial account by which graduates reason illness causation, plan treatment, and promote health equity in times of rapid social change.

Kingsley Whittenbury PhD

Congratulations to Anna Vnuk, on her revalidation of Fellowship with ANZAHPE.

With a background in general practice, I first started working health professional education over 30 years ago, teaching medical students clinical skills at Flinders University.  More recently, I have had the pleasure of working for James Cook University in Cairns, a very beautiful part of the world! I undertook a Masters of Clinical Education at UNSW and a Doctor of Education at Flinders.  My research has always focused on the student experience – mostly the experience of learning physical examination, but also becoming self regulated learners, use of learning strategies, dealing with professionalism dilemmas and, most recently, the financial impacts of compulsory placement. 

ANZAHPE is a wonderful organisation to be a part of.  I have gained a lot from the ANZAHPE conferences, particularly developing research collaborations.  I have been pleased to be able to be part of the ANZAHPE management with my four years on ANZAHPE board of management.  I am part of the Diversity, Equity and Inclusion subcommittee and look forward to continuing my involvement in this area.

Congratulations to Kylie Fitzgerald on her Fellowship with ANZAHPE.

Kylie is a senior lecturer in Medical Education and a registered allied health professional. She is has been working in the Doctor of Medicine program at the University of Melbourne Medical School since 2021 across several roles including faculty development, course advice and leading a medical education elective. Her work spans medical, allied health, and specialist training contexts, with roles in teaching, research, curriculum design, faculty development, and accreditation across Australia and New Zealand. Kylie has contributed extensively to ANZAHPE as a mentor, reviewer, conference contributor and values the organisation’s cross-disciplinary community of practice.

Her scholarly interests are currently focused on faculty development, small group facilitation approaches and clinical education.

Meet one of our newest members, Matthew Griffiths.

Matthew Griffiths is a public-health learning specialist working at the intersection of health professions education (HPE), field epidemiology, and systems strengthening.

My background is in designing and facilitating experiential, practice-based learning for health professionals, with a particular focus on how learning translates into real-world decision-making. Over the past two decades, I have worked with universities, ministries of health, and international organizations—most extensively with Field Epidemiology Training Programs across Australia, Asia, and the Pacific.

My interest in HPE lies in how professionals learn in complex, high-stakes environments, and how facilitation, reflective practice, and learning design can support sense-making and action rather than simple transmission of content. Alongside practice, I remain engaged in scholarship that bridges theory and lived educational experience.

I first engaged with ANZAPHE when I presented at the 2024 conference. I found it to be the most suitable academic home for my work—neither overly theoretical nor overly instrumental, but grounded in thoughtful practice and meaningful scholarship. I gained more from that conference than from the other conferences where I presented that year, and it confirmed my desire to be more actively involved in this community. This experience ultimately led me to join ANZAPHE as a member.