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
2022
Conference Publication
A cross-disciplinary partnership between staff and students to support learner growth in diverse clinical settings
Wozniak, Helen , Gibson, Justine , Noble, Christy , Claydon, Rachel , Bowker, Shari and Bakharia, Aneesha (2022). A cross-disciplinary partnership between staff and students to support learner growth in diverse clinical settings. ANZAHPE Festival 2022, Online, 8-19 July 2022.
2021
Journal Article
Relationship between research culture and research activity of medical doctors: a survey and audit
Brandenburg, Caitlin, Noble, Christy, Wenke, Rachel, Hughes, Ian, Barrett, Anthony, Wellwood, Jeremy and Mickan, Sharon (2021). Relationship between research culture and research activity of medical doctors: a survey and audit. Journal of Multidisciplinary Healthcare, Volume 14, 2137-2150. doi: 10.2147/jmdh.s319191
2021
Conference Publication
Psychologically safe for what? The influence of psychological safety on feedback conversations
Noble, Christy, Ajjawi, Rola, Bearman, Margaret, Brumpton, Kay, Dick, Marie-Louise, French, Matthew and O'Shannessy, Megan (2021). Psychologically safe for what? The influence of psychological safety on feedback conversations. Australian & New Zealand Association for Health Professional Educators (ANZAHPE) 2021 Conference, Online, 6, 8, 12, 14 July 2021.
2021
Journal Article
Observational studies in health professional education research
Tai, Joanna, Fischer, Juan and Noble, Christy (2021). Observational studies in health professional education research. Focus on Health Professional Education, 22 (1), 94-111. doi: 10.11157/fohpe.v22i1.536
2021
Journal Article
Selection criteria for Australian and New Zealand medical specialist training programs: another under-recognised driver of research waste
Withers, Caitlyn, Noble, Christy, Brandenburg, Caitlin, Glasziou, Paul P. and Stehlik, Paulina (2021). Selection criteria for Australian and New Zealand medical specialist training programs: another under-recognised driver of research waste. Medical Journal of Australia, 215 (7) mja2.51250, 336-336.e1. doi: 10.5694/mja2.51250
2020
Journal Article
Becoming clinical supervisors: identity learnings from a registrar faculty development program
Noble, Christy, Young, Jessica, Hourn, Ellen and Sheehan, Dale (2020). Becoming clinical supervisors: identity learnings from a registrar faculty development program. Perspectives on Medical Education, 10 (2), 125-129. doi: 10.1007/s40037-020-00642-9
2020
Journal Article
Utilizing pedagogically rich work activities to promote professional learning
Billett, Stephen and Noble, Christy (2020). Utilizing pedagogically rich work activities to promote professional learning. Education et Didactique, 14 (3), 137-150. doi: 10.4000/educationdidactique.7943
2020
Journal Article
Exploration of clinicians’ perspectives of using a bereavement risk screening tool in a palliative care setting: a qualitative study
Lawler, Lois, Noble, Christy, Plunkett, Emily, Wenke, Rachel and Johns, Lise (2020). Exploration of clinicians’ perspectives of using a bereavement risk screening tool in a palliative care setting: a qualitative study. Bereavement Care, 39 (3), 133-140. doi: 10.1080/02682621.2020.1828769
2020
Journal Article
What influences allied health clinician participation in research in the public hospital setting: a qualitative theory-informed approach
Wenke, Rachel, Noble, Christy, Weir, Kelly A. and Mickan, Sharon (2020). What influences allied health clinician participation in research in the public hospital setting: a qualitative theory-informed approach. BMJ Open, 10 (8) e036183, 1-11. doi: 10.1136/bmjopen-2019-036183
2020
Journal Article
Outcomes of a funding initiative to promote allied health research activity: a qualitative realist evaluation
Hilder, Joanne, Mickan, Sharon, Noble, Christy, Weir, Kelly A. and Wenke, Rachel (2020). Outcomes of a funding initiative to promote allied health research activity: a qualitative realist evaluation. Health Research Policy and Systems, 18 (1) 71, 71. doi: 10.1186/s12961-020-00572-2
2020
Journal Article
Factors influencing junior doctor workplace engagement in research: An Australian study
Phang, Dana T. Y., Rogers, Gary D., Hashem, Fahid, Sharma, Siddharth and Noble, Christy (2020). Factors influencing junior doctor workplace engagement in research: An Australian study. Focus on Health Professional Education: A Multi-Professional Journal, 21 (1), 13-28. doi: 10.11157/fohpe.v21i1.299
2020
Journal Article
Developing occupational therapists’ capabilities for decision-making capacity assessments: how does a support role facilitate workplace learning?
Matus, Janine, Mickan, Sharon and Noble, Christy (2020). Developing occupational therapists’ capabilities for decision-making capacity assessments: how does a support role facilitate workplace learning?. Perspectives on Medical Education, 9 (2), 74-82. doi: 10.1007/s40037-020-00569-1
2020
Journal Article
How do trainee doctors learn about research? Content analysis of Australian specialist colleges’ intended research curricula
Stehlik, Paulina, Noble, Christy, Brandenburg, Caitlin, Fawzy, Peter, Narouz, Isaac, Henry, David and Glasziou, Paul (2020). How do trainee doctors learn about research? Content analysis of Australian specialist colleges’ intended research curricula. BMJ Open, 10 (3) e034962, e034962. doi: 10.1136/bmjopen-2019-034962
2020
Journal Article
Using video‐reflexive ethnography to understand complexity and change practice
Ajjawi, Rola, Hilder, Joanne, Noble, Christy, Teodorczuk, Andrew and Billett, Stephen (2020). Using video‐reflexive ethnography to understand complexity and change practice. Medical Education, 54 (10) medu.14156, 908-914. doi: 10.1111/medu.14156
2019
Journal Article
How do foodservice dietitians and dietetic students learn about environmental sustainability? A scoping review protocol
McCormack, Joanna, Noble, Christy, Ross, Lynda, Cruickshank, Denise and Bialocerkowski, Andrea (2019). How do foodservice dietitians and dietetic students learn about environmental sustainability? A scoping review protocol. BMJ Open, 9 (11) e032355, e032355. doi: 10.1136/bmjopen-2019-032355
2019
Journal Article
Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task
Molloy, Elizabeth, Ajjawi, Rola, Bearman, Margaret, Noble, Christy, Rudland, Joy and Ryan, Anna (2019). Challenging feedback myths: Values, learner involvement and promoting effects beyond the immediate task. Medical Education, 54 (1) medu.13802, 33-39. doi: 10.1111/medu.13802
2019
Journal Article
Enriching medical trainees’ learning through practice: a video reflexive ethnography study protocol
Noble, Christy, Billett, Stephen, Hilder, Joanne, Teodorczuk, Andrew and Ajjawi, Rola (2019). Enriching medical trainees’ learning through practice: a video reflexive ethnography study protocol. BMJ Open, 9 (8) e031577, 1-9. doi: 10.1136/bmjopen-2019-031577
2019
Journal Article
Pharmacy student professional identity formation: a scoping review
Noble, Christy, McKauge, Leigh and Clavarino, Alexandra (2019). Pharmacy student professional identity formation: a scoping review. Integrated Pharmacy Research and Practice, Volume 8, 15-34. doi: 10.2147/iprp.s162799
2019
Book Chapter
Enhancing feedback literacy in the workplace: a learner-centred approach
Noble, Christy, Sly, Christine, Collier, Leigh, Armit, Lyn, Hilder, Joanne and Molloy, Elizabeth (2019). Enhancing feedback literacy in the workplace: a learner-centred approach. Augmenting health and social care students’ clinical learning experiences: outcomes and processes. (pp. 283-306) edited by Stephen Billett, Jennifer Newton, Gary Rogers and Christy Noble. Cham, Switzerland: Springer Nature. doi: 10.1007/978-3-030-05560-8_13
2019
Journal Article
Preface
Billett, Stephen, Newton, Jennifer, Rogers, Gary and Noble, Christy (2019). Preface. Professional and Practice-based Learning, 25, vii-xvii.
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
Effective learning in Paediatric Oncology in low-income and middle-income settings in the Pacific region
Principal Advisor
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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
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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