Celebrating our SBS winners of this year’s MDHS Learning and Teaching Initiative (LTI) Seed Funding

Our researchers from the Department of Anatomy & Physiology, A/Prof Charles Sevigny, Dr Charlotte Clark, and Dr Kate Hatzopoulos, are being granted University LTI funding for their projects.

The MDHS Learning and Teaching Initiative (LTI) Seed Funding supports quality learning and teaching and allows teachers to collaborate, innovate and nurture ideas and people.

Our SBS researchers are having the projects they lead funded by the University’s LTI funding:

A/Prof Charles Sevigny leads Using large language models (LLMs) to provide assessment and individualised feedback at scale.

A/Prof Charles Sevigny part of Physical examination skills in the digital innovation age: Technology-enhanced collaborative practice in entry-to-practice health professions education, led by Dr Mark Merolli and a collaboration involving Health Sciences, the Dental School, the MCSHE, and Biomedical Sciences.

Dr Charlotte Clark leads Uplifting skill development and programmatic assessment design across the Bachelor of Biomedicine. Clark’s team have implemented several positive changes to core subjects within the Bachelor of Biomedicine over the past few years and have completed a preliminary programmatic skill and assessment evaluation. This LTI will enable them to incorporate aspects of staff-student co-creation to extend this work and implement further programmatic skill development and assessment opportunities.

Dr Kate Hatzopoulos leads Enhancing student outcomes and professional skills by integrating multimedia into human dissection modules. Dr Hatzopoulos states the project will “enhance the success of the interactive human dissection modules introduced in 2023 by incorporating multimedia assets to ensure we can provide students with a comprehensive and engaging learning experience”, to engage students who are enrolled in ANAT30007 Human Locomotor Systems, with a potential to expand into all anatomy subjects offered.

The projects supported by the initiative are those on student well-being, patient-centred care, programmatic assessment, technology-enhanced collaborative practice, the use of large language models for assessment and feedback, and more.

With their ambitious initiatives, we congratulate our researchers on taking a step forward in improving learning and teaching at the University of Melbourne.