
Overview
Background
Christy is registered pharmacist with more than 17 years’ experience as a clinical educator and educational researcher, in both academic and clinical settings. Her clinical education experiences have been underpinned by my formal postgraduate qualifications, Master of Education (Clinical Education) and Doctor of Philosophy (Pharmacy Education). Her Doctor of Philosophy (University of Queensland, 2014) examined pharmacy curriculum and its influence on professional identity formation. This research has served as a platform for an ongoing research program in workplace learning in medical and health professional education, which has been recognised internationally.
Availability
- Associate Professor Christy Noble is:
- Available for supervision
Fields of research
Qualifications
- Bachelor of Pharmacy, The University of Queensland
- Postgraduate Diploma, The University of Queensland
- Masters (Coursework) of Education, University of Leeds
- Doctor of Philosophy, The University of Queensland
Research interests
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Workplace learning
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Qualitative research methods
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Professional identity formation
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Clinical supervision
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Feedback
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Feedback literacy
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Assessment literacy
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Clinical assessments
Research impacts
Christy's research is mainly situated in the field of health professions education with a particular interest in workplace and interprofessional learning. Her medical and health professions education research contributions illuminate learning opportunities that exist in practice i.e. clinical settings and provide insights on how workplace learning can be augmented.
The key impacts of my research include:
- Development and implementation of innovative feedback literacy programs to improve healthcare students and junior doctors engagement in workplace feedback. Our findings have demonstrated that health care students are more actively engaged in workplace feedback thus generating improved learning outcomes.
- Implementation and evaluation of interprofessional co-supervision model of pharmacists supervising junior doctors to improve prescribing practices. The program has demonstrated, through comprehensive reflective activities, improve pharmacists’ interprofessional capability and ability to facilitate junior doctor prescribing learning. Our findings suggest that pharmacist and junior doctor co-working improved as a result of this program.
- Identification of key features of productive learning environments for health care professionals (including medical practitioners and pharmacists).
Works
Search Professor Christy Noble’s works on UQ eSpace
Featured
2019
Journal Article
“It’s yours to take”: generating learner feedback literacy in the workplace
Noble, Christy, Billett, Stephen, Armit, Lyn, Collier, Leigh, Hilder, Joanne, Sly, Christine and Molloy, Elizabeth (2019). “It’s yours to take”: generating learner feedback literacy in the workplace. Advances in Health Sciences Education, 25 (1), 55-74. doi: 10.1007/s10459-019-09905-5
2025
Journal Article
Mandatory research projects during medical specialist training in Australia and New Zealand: a survey of trainees' experiences and reports
Stehlik, Paulina, Withers, Caitlyn, Bourke, Rachel C., Barnett, Adrian G., Brandenburg, Caitlin, Noble, Christy, Bannach-Brown, Alexandra, Keijzers, Gerben B., Scott, Ian A., Glasziou, Paul P., Veysey, Emma C., Mickan, Sharon, Morgan, Mark, Joshi, Hitesh, Forrest, Kirsty, Campbell, Thomas G. and Henry, David A. (2025). Mandatory research projects during medical specialist training in Australia and New Zealand: a survey of trainees' experiences and reports. Medical Journal of Australia, 222 (5), 231-239. doi: 10.5694/mja2.52611
2025
Journal Article
How to Approach Qualitative Observational Research in Workplace Learning
Noble, Christy, Ajjawi, Rola, Billett, Stephen and Goldszmidt, Mark (2025). How to Approach Qualitative Observational Research in Workplace Learning. The Clinical Teacher, 22 (1) e70005, e70005-1. doi: 10.1111/tct.70005
2025
Journal Article
The Possibilities of Observational Research in Workplace Learning: The Case of Video‐Reflexive Ethnography
Noble, Christy, Billett, Stephen, Furness, Linda, Carrigan, Brendan, O’Shannessy, Megan, Teodorczuk, Andrew and Ajjawi, Rola (2025). The Possibilities of Observational Research in Workplace Learning: The Case of Video‐Reflexive Ethnography. The Clinical Teacher, 22 (1) e70010, e70010-1. doi: 10.1111/tct.70010
2025
Journal Article
Pharmacogenomic curriculum in Australian medical schools: a content analysis study
Thomas, Jade, Yong, Faith R., Kryzyaniak, Natalia, Noble, Christy and Freeman, Christopher R. (2025). Pharmacogenomic curriculum in Australian medical schools: a content analysis study. Pharmacogenomics, ahead-of-print (ahead-of-print), 1-9. doi: 10.1080/14622416.2025.2452834
2024
Journal Article
Pandemic impacts on rural general practice: Trainees and supervision team working and learning together
Brumpton, Kay, Sturman, Nancy, O'Shannessy, Megan, Noble, Christy and Billett, Stephen (2024). Pandemic impacts on rural general practice: Trainees and supervision team working and learning together. Australian Journal of Rural Health, 32 (5), 1054-1061. doi: 10.1111/ajr.13185
2024
Journal Article
“Luck of the draw really”: a qualitative exploration of Australian trainee doctors’ experiences of mandatory research
Brandenburg, Caitlin, Hilder, Joanne, Noble, Christy, Liang, Rhea, Forrest, Kirsty, Joshi, Hitesh, Keijzers, Gerben, Mickan, Sharon, Pearson, David, Scott, Ian A., Veysey, Emma and Stehlik, Paulina (2024). “Luck of the draw really”: a qualitative exploration of Australian trainee doctors’ experiences of mandatory research. BMC Medical Education, 24 (1) 1021, 1-11. doi: 10.1186/s12909-024-05954-6
2024
Journal Article
Integrating the sustainable development goals into health professions’ curricula: using the nominal group technique to guide their contextualisation
McCormack, Joanna, Noble, Christy, Rutherford, Shannon, Ross, Lynda J. and Bialocerkowski, Andrea (2024). Integrating the sustainable development goals into health professions’ curricula: using the nominal group technique to guide their contextualisation. BMC Medical Education, 24 (1) 972, 1-13. doi: 10.1186/s12909-024-05968-0
2024
Journal Article
Reimagining rural clinical education from lessons learnt during COVID
Billett, Stephen, Noble, Christy, Sturman, Nancy, O'Shannessy, Megan, Brumpton, Kay and Le, Anh Hai (2024). Reimagining rural clinical education from lessons learnt during COVID. The Clinical Teacher, 21 (4) e13732, 1-7. doi: 10.1111/tct.13732
2024
Journal Article
Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies
Stahl, Garth, Oberg, Glenys, Fairbairn, Kirsten, McLay, Kate, Noble, Christy, Sale, Martin, Mandrusiak, Allison, MacMahon, Stephanie, Findlay, Wendy and Zafar, Sobia (2024). Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies. Reflective Practice, 25 (5), 1-22. doi: 10.1080/14623943.2024.2372882
2024
Conference Publication
Internationalising health professions education researcher development: a collective approach in two continents
Pearson, Alison, Forbes, Roma, Mattick, Karen and Noble, Christy (2024). Internationalising health professions education researcher development: a collective approach in two continents. Association for the Study of Medical Education Annual Scholarship Conference, Warwick, United Kingdom, 10-12 July 2024.
2024
Journal Article
How can healthcare organisations increase doctors' research engagement? A scoping review
Brandenburg, Caitlin, Stehlik, Paulina, Noble, Christy, Wenke, Rachel, Jones, Kristen, Hattingh, Laetitia, Dungey, Kelly, Branjerdporn, Grace, Spillane, Ciara, Kalantari, Sharmin, George, Shane, Keijzers, Gerben and Mickan, Sharon (2024). How can healthcare organisations increase doctors' research engagement? A scoping review. Journal of Health Organization and Management, 38 (2), 227-247. doi: 10.1108/jhom-09-2023-0270
2024
Conference Publication
Productive feedback conversations in healthcare
Cracknell, Carolyn, Molloy, Elizabeth, Clements, Tamara, Griffiths, Leonie, Woodward-Kron, Robyn, Cheshire, Lisa, Rane, Vinita, Noble, Christy, Ng, Louisa, Keast, Jennifer and Ryan, Anna (2024). Productive feedback conversations in healthcare. Ottawa 2024, Melbourne, VIC, Australia, 24-28 Febuary 2024.
2024
Conference Publication
Developing feedback literacy for assessment: how can we take collective action?
Noble, Christy, Sibbald, Matthew and Molloy, Elizabeth (2024). Developing feedback literacy for assessment: how can we take collective action?. Ottawa 2024, Melbourne, VIC, Australia, 24-28 February 2024.
2024
Journal Article
Health workforce under pressure—how do we sustain our future?
McCormack, Joanna, Noble, Christy and Mattick, Karen (2024). Health workforce under pressure—how do we sustain our future?. Medical Education, 58 (1), 5-7. doi: 10.1111/medu.15267
2024
Book Chapter
Mixed methods research: The sum is greater than the parts
Scarff, Catherine, Noble, Christy, Kumar, Koshila and Hu, Wendy (2024). Mixed methods research: The sum is greater than the parts. Starting Research in Clinical Education. (pp. 99-106) edited by Eliot Rees, Alison Ledger and Kim Walker. Chichester, West Sussex United Kingdom: Wiley-Blackwell.
2023
Conference Publication
Advancing Health Professional Education Research at UQ
Forbes, Roma and Noble, Christy (2023). Advancing Health Professional Education Research at UQ. UQ Teaching and Learning Week, St Lucia, QLD Australia, 30 October - 3 November 2023.
2023
Journal Article
Education and educational interventions: moving beyond information provision
Mattick, Karen and Noble, Christy (2023). Education and educational interventions: moving beyond information provision. BMJ Quality & Safety, 33 (1) 016273, bmjqs-2023. doi: 10.1136/bmjqs-2023-016273
2023
Journal Article
Developing residents’ feedback literacy in emergency medicine: Lessons from design‐based research
Noble, Christy, Young, Jessica, Brazil, Victoria, Krogh, Kristian and Molloy, Elizabeth (2023). Developing residents’ feedback literacy in emergency medicine: Lessons from design‐based research. AEM Education and Training, 7 (4) e10897, 1-11. doi: 10.1002/aet2.10897
2023
Conference Publication
Co-designing digital dashboards to enhance student engagement in work-integrated learning (WIL)
Wozniak, Helen, Gibson, Justine, Noble, Christy, Claydon, Rachel, Bowker, Shari, Bakharia, Aneesha, Kull, Anna, Ward, Kym, Garrard, Robert, Olupeliyawa, Asela, Bird, Kathryn, Ochayi, Daniel, Kodiyattu, Zack and Low, Zachary (2023). Co-designing digital dashboards to enhance student engagement in work-integrated learning (WIL). ANZAHPE 2023: Turning tides: Navigating the Opportunities, Gold Coast, QLD Queensland, 26-29 July 2023.
Funding
Past funding
Supervision
Availability
- Associate Professor Christy Noble is:
- Available for supervision
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Available projects
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Enhancing interprofessional feedback practices: a video-reflexive ethnography study
Effective interprofessional feedback in clinical practice enhances health care professionals’ performance and, ultimately, improves patient outcomes. However, enacting effective feedback in busy and complex clinical settings is challenging. This project aims to better understand the relational and socio-cultural characteristics of interprofessional feedback. Specifically, we ask, how are in situ interprofessional feedback (i.e., between practitioners from different professions) processes enacted in clinical settings. Moreover, using an innovative methodology – video-reflexive ethnography (VRE) – where ordinary daily feedback exchanges will be filmed and reflected on by health care professionals – this project will also contribute to enriching feedback experiences of health care professionals s. You will work with experienced supervisors in medical education, interprofessional learning and social sciences. Successful outcomes of this project will be peer-reviewed publications in high-impact journals and the chance to contribute to enhancing healthcare professional experiences of feedback and ultimately, enhance both medical education and clinical practice.
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Translating feedback evidence into medical practice: can implementation science help?
Effective feedback by supervisors and peers is necessary for medical practitioners to improve their practice. Despite much evidence describing best feedback practices, variation in enactments of feedback in clinical settings results in missed opportunities for performance improvement. Tailored methods of implementing feedback evidence into practice, informed by better understanding of the barriers and enablers to effective feedback, may reduce this variation and improve practice. Implementation science is a relatively new approach which provides tools for enhancing uptake of evidence into practice. It has used both within clinical practice and in school-based education programs. However, there are few published examples of its application in clinical education. This project will apply implementation science tools and methods to enhance feedback practices in clinical settings. Using mixed methods, the PhD candidate will:
- Conduct a systematic literature review of feedback practices in medical education
- Determine barriers and facilitators to effective feedback practices in the workplace
- Develop tailored implementation strategies to enhance feedback practices
- Evaluate the feasibility and acceptability of the implementation strategies.
With experienced supervisors in medical education and implementation science, this project will result in high-quality research outputs including publications and conference presentations. It will provide the candidate with opportunities to improve the experience of giving and receiving feedback, and enhance both medical education and clinical practice.
Supervision history
Current supervision
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Doctor Philosophy
Enhancing professional identity formation of pharmacy students for effective collaborative interprofessional practice: an international design-based research study
Principal Advisor
Other advisors: Professor Ian Coombes, Professor Nick Shaw
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Doctor Philosophy
Effective learning in Paediatric Oncology in low-income and middle-income settings in the Pacific region
Principal Advisor
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Doctor Philosophy
Examination of constructions of health information exchange, as a specific action of person-centred care, occurring for and between professionals and patients.
Associate Advisor
Other advisors: Associate Professor Rebecca Olson
Media
Enquiries
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