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Associate Professor Christy Noble
Associate Professor

Christy Noble

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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

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

  • Workplace learning

  • Qualitative research methods

  • Professional identity formation

  • Clinical supervision

  • Feedback

  • Feedback literacy

  • Assessment literacy

  • 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:

  1. 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.
  2. 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.
  3. 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

94 works between 2008 and 2025

1 - 20 of 94 works

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

“It’s yours to take”: generating learner feedback literacy in the workplace

2025

Journal Article

Enhancing Workplace Learning: A Video Reflexive Ethnography Study

Noble, Christy, Ajjawi, Rola, Furness, Linda, Carrigan, Brendan, O'Shannessy, Megan, Teodorczuk, Andrew and Billett, Stephen (2025). Enhancing Workplace Learning: A Video Reflexive Ethnography Study. The Clinical Teacher, 22 (3) e70096, e70096. doi: 10.1111/tct.70096

Enhancing Workplace Learning: A Video Reflexive Ethnography Study

2025

Journal Article

Factors shaping learning in clinical environments for healthcare professionals in low- and middle-income countries: a scoping review protocol

Soosay Raj, Trisha, Noble, Christy, Moreira, Daniel C. and Gray, Amy Zigrida (2025). Factors shaping learning in clinical environments for healthcare professionals in low- and middle-income countries: a scoping review protocol. BMJ Open, 15 (3) e095787, 1-5. doi: 10.1136/bmjopen-2024-095787

Factors shaping learning in clinical environments for healthcare professionals in low- and middle-income countries: a scoping review protocol

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

Mandatory research projects during medical specialist training in Australia and New Zealand: a survey of trainees' experiences and reports

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, 1-5. doi: 10.1111/tct.70005

How to approach qualitative observational research in workplace learning

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, 1-5. doi: 10.1111/tct.70010

The possibilities of observational research in workplace learning: the case of video‐reflexive ethnography

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

Pharmacogenomic curriculum in Australian medical schools: a content analysis study

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

Pandemic impacts on rural general practice: Trainees and supervision team working and learning together

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

“Luck of the draw really”: a qualitative exploration of Australian trainee doctors’ experiences of mandatory research

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

Integrating the sustainable development goals into health professions’ curricula: using the nominal group technique to guide their contextualisation

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

Reimagining rural clinical education from lessons learnt during COVID

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

Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies

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.

Internationalising health professions education researcher development: a collective approach in two continents

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

How can healthcare organisations increase doctors' research engagement? A scoping review

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.

Productive feedback conversations in healthcare

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.

Developing feedback literacy for assessment: how can we take collective action?

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

Health workforce under pressure—how do we sustain our future?

2024

Other Outputs

Building feedback literacy authentically: Digital peer feedback approaches to enhance future employability in caring professions

Stahl, Garth, Fairbairn, Kirsten, McLay, Kate, MacMahon, Stephanie, Matthews, Kelly, Noble, Christy, Sale, Martin, Mandrusiak, Allison, Findlay, Wendy and Zafar, Sobia (2024). Building feedback literacy authentically: Digital peer feedback approaches to enhance future employability in caring professions. St Lucia, QLD Australia: The University of Queensland. doi: 10.14264/64a9021

Building feedback literacy authentically: Digital peer feedback approaches to enhance future employability in caring professions

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.

Mixed methods research: The sum is greater than the parts

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.

Advancing Health Professional Education Research at UQ

Funding

Past funding

  • 2023 - 2024
    Maximising the effects of feedback in regional emergency medicine
    Emergency Medicine Foundation Ltd
    Open grant
  • 2022 - 2024
    Developing feedback literacy to navigate transitions: Researching the effects of an authentic interprofessional learning approach
    U21 Health Services Group Research Development Fund HK
    Open grant
  • 2020 - 2021
    Enriching medical trainees' learning through practice: towards a focus on patient-inclusive learning - Study 1 and Study 2
    Queensland Rural Medical Education Limited
    Open grant
  • 2020 - 2021
    Safe learning environments for rural GP trainees: understanding the relationship between emotions, psychological safety and feedback
    General Practice Training Queensland
    Open grant
  • 2010 - 2011
    What does the title 'BPharm(Hons)' mean to the pharmacy profession?
    Pharmaceutical Society of Australia
    Open grant
  • 2009 - 2010
    Pharmacy graduates' perception of the curriculum: how does this relate to student outcomes?
    Pharmaceutical Society of Australia
    Open grant

Supervision

Availability

Associate Professor Christy Noble is:
Available for supervision

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Supervision history

Current supervision

  • Doctor Philosophy

    Effective learning in Paediatric Oncology in low-income and middle-income settings in the Pacific region

    Principal Advisor

  • Doctor Philosophy

    Advancing interprofessional workplace learning for students in primary healthcare

    Principal Advisor

    Other advisors: Professor Ian Coombes

  • 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

For media enquiries about Associate Professor Christy Noble's areas of expertise, story ideas and help finding experts, contact our Media team:

communications@uq.edu.au