My role as Training Coordinator at RACGP in Central Sydney is add to the collaborative success and delivery of the Australian General Practitioner Training (AGPT) program. My central focus is maintaining relationships with practices within my catchment, while supporting registrar's career goals and Fellowing as specialist GPs with RACGP. I work closely with the local and regional operations and education team members to ensure forecasting and planning of numbers of registrars, supporting registrars with one-on-one training advice sessions, supporting and accrediting community general practices as educational facilities, maintaining operating procedures and identifying gaps for quality improvement.

Footology is an ethically based business that uses evidence-based practice to treat patients with foot and lower limb issues, seeing people as people, rather than seeing people as dollar figures. As the business became successful, a steep learning curve ensued: time management, meeting deadlines, managing budgets and financials, contract negotiation, policy writing, marketing programs, management techniques for staff, working well with a wide array of people, human resources and how to think laterally - any problem can be solved.My focus was always on a collaborative, non-hierarchical approach to get the best out of each person in my team and not stifle them. This approach also works for me, working within a team is how I shine and it brings my best out. Footology highlighted my passion for business, and the shown me a drive and determination to succeed I was not aware I possessed.

My role at SimConverse, an AI start-up, was to build simulations focusing on improving communication skills for medical, nursing and allied health learners. I am passionate about simulation education as a powerful tool for improving healthcare outcomes and fostering lifelong learning. My role was to design and deliver engaging and effective simulations that cover a wide range of topics, from basic history taking to complex scenarios such as end-of-life conversations, suicide prevention, and leadership challenges. I worked with diverse clients from the private sector, government, and universities, both nationally and internationally. Unfortunately, a change of business location to the USA has resulted in my redundancy.

This position has further developed my organisational, management and leadership as Course Coordinator and Lecturer for three courses. “Introduction to Podiatry Clinical Skills” gives a high level introductory overview of the scope of podiatry with hands on clinical sessions at the Hospital clinic, tutorials to build skills, and orthoses labs. "Diabetes and Wound Care" is a highly academic subject with embedded practical skills sessions and clinical time at the local Hospital where students see high risk patients with complex medical needs. The third subject, “Seminars and Case Reports” changes gear with developing professional based skills around research reviews, negotiation and idea pitching, and developing a short business plan for their pretend practice. It allows them to investigate different areas of practice within the safe environment of the University to assist them with career development. It finishes with a series of case seminars to help transition them from University to their professional career. This fixed term 12-month position has allowed further skill development of clinical teaching and student support, and also encompasses tutoring in academic subjects within research, rheumatology, high risk foot.

Simulated learning has been given somewhat of a leg up with online teaching being required during the COVID pandemic, but is poorly understood. This project used a mixed methods approach to assess the use of simulated learning across all academics in the School of Health Sciences, with view to incorporate this pedagogy into curriculum and improve the knowledge and accessibility to novel ideas within the School.

This fixed term position has allowed further skill development of teaching, management and leadership as Unit Coordinator (UC) for 4th year capstone units “Podiatric Practice 3” and “Podiatric Practice 4” and UC and Lecturer of “Pathomechanics and Sports Medicine”, and “Musculoskeletal Disorders and Imaging”. The COVID pandemic meant all of these highly practical Units needed to be altered to be delivered and examined online, whilst still meeting all Regulatory requirements for the Program. I was appointed Academic Course Advisor to assist students in their progression and provide support for their challenges. In addition, the senior position meant also attending Directors Meetings, Course Leader Meetings and Course Review boards to bring this information back to the team. I have taken active steps to be involved with promotion of the Course though social media, made a video for Open Day and am updating the WSU Podiatry webpage with the Marketing team. I have communicated with research teams at the University to assist with the Podiatry Deans and Australian Podiatry Association’s concern around student enrolment and retention in the profession across the country. I am involved in the START project which is looking at the experiences of first year students through the pandemic and am actively seeking research development opportunities. I look forward to a solid career in academia.

My initial time at the University was within the UniClinic Teaching Clinic, where students were able to practice their skills to diagnose, treat and manage patients, putting into practice what they're learnt in a lecture theatre. My role was to oversee 15-20 students as they managed of their patients; to mentor them, guide their clinical decision making; and to push their knowledge in a non-judgemental and supportive environment.More recently I was employed as a casual academic across three subjects: Foundations of Research and Evidence Based Practice (FREBP), Podiatric Practice 4 (PP4), and Musculoskeletal Disorders and Imaging (MSK). This role has enabled presenting tutorials in FREBP for the School of Health’s first-year students, encompassing all Health programs within the University, and marking extensively using Turnitin. Within the Podiatry school, I presented lectures and tutorial materials in MSK and written and presented lectures on current research in Orthoses in Paediatrics to PP4. I was encouraged to apply for an upcoming fixed term position.

Working within the quality team, my role at this short-term contract was to support quality control, run tests for non conformance issues of product and re-testing, auditing and documentation.

Working within the Quality Assurance team on a short term contact, I was tasked with creating a product specification library for all 400 Sonoma products. This included photographs, product dimensions, country of origin as per the recently revised ACCC guidelines, ingredient listings as per FSANZ guidelines, nutrient information panel calculations, and characterising ingredients.

Working within a team that integrated food, art and journalism, I was exposed to all aspects required to publish the magazine, from initial concept development right through to layouts for the cover,then once on the shelves, the marketing of it across social media and the webpage. This internship was my primary university placement, and when I was invited back to extend the time I spent there, I was delighted - I loved my time here. My duties included food preparation assistance at photo shoots, proofreading recipes, recipe price calculations, assisting with collation of online recipes, research for use in articles and testing recipes for reprinting. I was lucky enough to be given the task of developing a recipe for use in the magazine, a cauliflower cracker-style biscuit, which was published in the September 2017 issue and is now on the taste.com.au website: http://www.taste.com.au/recipes/cauliflower-crackers/FGcce5AI

In the University Teaching Clinic, students were able to practice their skills to diagnose, treat and manage patients, putting into practice what they're learnt in a lecture theatre. My role was the registered Podiatrist who was there to oversee the student's management of their patients, to mentor them and guide their clinical decision making to push their knowledge in a non-judgemental and supportive environment. I had a smaller group of 10 students and managed the one clinical facility, and ran end of day tutorials where each student could discuss and share what conditions they had seen throughout the day.

I was employed to write a course for students to prepare them for when they were graduated. The course was split into two sections, firstly to cover the practical aspects of what happens when they become registered - dealing with Medicare and DVA, provider numbers and continuing education requirements for re-registration. Secondly, I wrote a course to introduce running a podiatry practice (marketing, budgeting, HR, OH&S, legal structures and IT) to allow the students to start thinking about how podiatry in private practice works behind patient contact. This gives those who wish to proceed in that arena a stable platform to build on, those who are unsure a bit of information, and those who do not an overview which makes them better employees.

In the University Teaching Clinic, students were able to practice their skills to diagnose, treat and manage patients, putting into practice what they're learnt in a lecture theatre. My role was one of the registered Podiatrists who are there to oversee the student's management of their patients, to mentor them and guide their clinical decision making to push their knowledge in a non-judgemental and supportive environment.

The hospital ran a high risk foot service for those people with at risk feet (diabetes, PVD, neuropathy) who were currently ulcerating or at higher risk of ulceration. My role was one of a team of podiatrists treating these patients to treat these wounds and heal the patients, prevent complications and ultimately amputations.