Dr Eleonora Leopardi
Lecturer
School of Medicine and Public Health
Career Summary
Biography
Shaping the next generation of healthcare professionals
Dr Eleonora Leopardi is passionate about preparing current medical students to face the healthcare challenges that humanity will face in the next 50 years. She believes in fostering self-directed and self-regulated learning in students from the earliest stages of their training, in order to prepare them for continuous professional development and lifelong learning throughout their career.
Her PhD research has explored the medical school learning environment and its influence over the students' learning strategies. The multi-sited ethnography she conducted has demonstrated the crucial role played by student culture in influencing the students' attitude and behaviour towards learning Medicine and becoming doctors. Moreover, the study has highlighted the effect of the geo-socio-political context of the medical school over the environment within the institution
Her future work involves delving into the student culture of Gen Z learners and understanding the local and global networks that students form, as well as creating a productive and dynamic learning environment through disruptive educational innovations.
Leading Medical Education within the Joint Medical Program
Dr Leopardi believes that scholarship of teaching and learning in Medical Education is the key attribute for educators and clinicians to transform medical students into the best doctors they can be. In keeping with this, she has played a pivotal role in the creation of MERIT Net - the Medical Education, Research, Innovation and Teaching Network - of which she is currently interim Lead. During her tenure as interim Lead, Dr Leopardi is working to develop a community of medical educators committed to excellence in developing and delivering the Joint Medical Program (JMP).
The MERIT Net community aims to maintain the JMP at the forefront of the Medical Education field, setting an example in Australia and worldwide in terms of social accountability, student experience, and critical research. The MERIT Net is a nurturing environment which forges future Medical Education leaders.
Delivering outstanding student experience
Dr Leopardi is the Academic Liaison for Phase 1 (Year 1 and Year 2) of the JMP at the Central Coast Clinical School. In leading and shaping the delivery of Phase 1 in Gosford, she has been committed to delivering an outstanding student experience for the inaugural cohort of 32 students, and subsequent cohorts. Thanks to Dr Leopardi's work, the Central Coast Phase 1 students have been immersed in a positive and vibrant learning environment, rife with opportunities for clinical exposure, involvement in research, and interprofessional learning.
Dr Leopardi has facilitated the creation a collaborative network involving all the medical students in the building, within and across the cohorts. She has been supportive of student-run initiatives and associations, while at the same time creating valuable learning relationships with the Local Health District and the Central Coast community.
Qualifications
- Doctor of Philosophy in Medicine, University of Newcastle
- Bachelor of Medicine & Surgery, University of Rome
Keywords
- Clinical Education
- Ethnography
- Game-based Learning
- Health Professions Education
- Hidden Curriculum
- Learning Environment
- Medical Education
- Medicine
- Pediatric Surgery
- Public Health
- Qualitative Research
- Student Culture
Languages
- Italian (Mother)
- English (Fluent)
- Spanish (Working)
Fields of Research
Code | Description | Percentage |
---|---|---|
390102 | Curriculum and pedagogy theory and development | 100 |
Professional Experience
UON Appointment
Title | Organisation / Department |
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Lecturer | University of Newcastle School of Medicine and Public Health Australia |
Academic appointment
Dates | Title | Organisation / Department |
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15/1/2021 - | Lecturer in Clinical Education | College of Health, Medicine & Wellbeing - The University of Newcastle School of Medicine and Public Health Australia |
15/1/2018 - 15/1/2021 | Associate Lecturer in Medical Education | Faculty of Health and Medicine, The University of Newcastle School of Medicine and Public Health Australia |
Teaching appointment
Dates | Title | Organisation / Department |
---|---|---|
16/2/2016 - 21/12/2017 | Casual Academic | The University of Newcastle - Faculty of Health and Medicine School of Medicine and Public Health Australia |
Awards
Award
Year | Award |
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2022 |
2022 College of Health Medicine and Wellbeing Equity, Diversity and Inclusion Award College of Health, Medicine & Wellbeing - The University of Newcastle |
Research Award
Year | Award |
---|---|
2018 |
AMEE Postgraduate Travel Award The Association for Medical Education in Europe |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Journal article (3 outputs)
Year | Citation | Altmetrics | Link | |||||
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2015 |
Guicciardi S, Riforgiato C, Leopardi E, 'Students of today, physicians of tomorrow. Educational priorities for innovative teaching methods in medicine', Recenti Progressi in Medicina, 106 72-73 (2015) In the past three years there has been increasing debate regarding the educational system of physicians in Italy, mainly due to the implementation of radical changes in the select... [more] In the past three years there has been increasing debate regarding the educational system of physicians in Italy, mainly due to the implementation of radical changes in the selection and admission criteria to medical courses. From the students' point of view, it is possible to identify different educational challenges to be faced in order to develop a more adequate learning system. First of all, it is necessary to elaborate an accurate planning of the physicians based on the needs of the Italian Healthcare System with a proportionate regulation of access to medical and specialty courses. Secondly, there is the strong need to update the traditional curricula based on a biological reductionist perspective with innovative and integrated courses that could teach new essential topics in a radically changed and globalized world, such as global health or medical ethics. Thirdly, it is crucial to introduce innovative teaching methods that could help students improve and evaluate their practical skills and participate actively in their own education, developing the attitudes and competences needed in their future profession.
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2014 |
Crocoli A, Martucci C, Leopardi E, Padua M, Serra A, Cacchione A, et al., 'A dedicated protocol and environment for central venous catheter removal in pediatric patients affected by oncohematological diseases', Journal of Vascular Access, 15 486-491 (2014) Purpose: The removal of long-term central venous catheters (CVCs) is not performed according to evidence-based guidelines, thus conveying the message that it is a procedure of sec... [more] Purpose: The removal of long-term central venous catheters (CVCs) is not performed according to evidence-based guidelines, thus conveying the message that it is a procedure of secondary importance. Our study aims at comparing the experience at Bambino Gesù Pediatric Hospital before and after the implementation of a dedicated protocol and the identification of a specific area to perform such a procedure under the so-called nonoperating room anesthesia (NORA). Methods: Starting on January 1, 2010, an appropriate protocol regarding long-term CVC removal was applied. Then, data from all patients who underwent CVC removal under NORA regimen were compared with patients who have undergone the same procedure before the beginning of such protocol in terms of complication rate, duration of procedure, and costs. Results: Between January 2010 and December 2012, 266 patients were evaluated for long-term CVC removal under a NORA regimen. Of these, 194 underwent the procedure. In the period from January 2007 to December 2009, 60 out of 82 patients scheduled for elective removal of long-term CVC in the operating theatre were eligible for this study. Median procedure time was 7 min for removal in NORA and 10 min for the operating theatre (p=0.016); no complications occurred. Conclusion: Long-term CVC removal is an often-neglected procedure, carrying a small, but definite rate of complications. Our study shows that CVC removal performed in NORA regimen is safe and feasible, also allowing multiple procedures in the same session with prompt management of possible complications and reduction of the anxiety and pain associated with the procedure.
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2014 |
Guarino S, Leopardi E, Sorrenti S, De Antoni E, Catania A, Alagaratnam S, 'Internet-based versus traditional teaching and learning methods', Clinical Teacher, 11 449-453 (2014) Background: The rapid and dramatic incursion of the Internet and social networks in everyday life has revolutionised the methods of exchanging data. Web¿2.0 represents the evoluti... [more] Background: The rapid and dramatic incursion of the Internet and social networks in everyday life has revolutionised the methods of exchanging data. Web¿2.0 represents the evolution of the Internet as we know it. Internet users are no longer passive receivers, and actively participate in the delivery of information. Medical education cannot evade this process. Increasingly, students are using tablets and smartphones to instantly retrieve medical information on the web or are exchanging materials on their Facebook pages. Medical educators cannot ignore this continuing revolution, and therefore the traditional academic schedules and didactic schemes should be questioned. Analysing opinions collected from medical students regarding old and new teaching methods and tools has become mandatory, with a view towards renovating the process of medical education. Methods: A cross-sectional online survey was created with Google® docs and administrated to all students of our medical school. Students were asked to express their opinion on their favourite teaching methods, learning tools, Internet websites and Internet delivery devices. Data analysis was performed using spss. Results: The online survey was completed by 368 students. Although textbooks remain a cornerstone for training, students also identified Internet websites, multimedia non-online material, such as the Encyclopaedia on CD-ROM, and other non-online computer resources as being useful. Discussion: The Internet represented an important aid to support students' learning needs, but textbooks are still their resource of choice. Among the websites noted, Google and Wikipedia significantly surpassed the peer-reviewed medical databases, and access to the Internet was primarily through personal computers in preference to other Internet access devices, such as mobile phones and tablet computers.
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Conference (3 outputs)
Year | Citation | Altmetrics | Link | ||
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2020 | Leopardi E, Jones N, 'Challenging the students independent decision-making to foster preparedness for practice. A purposely-designed serious game: the JMP Phase1 Amazing Race', Melbourne (2020) | ||||
2019 |
Leopardi E, Duvivier R, Veysey M, Brosnan C, 'Exploring the learning environment: invisible forces influence the students learning strategies', Vienna, Austria (2019)
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2018 |
Leopardi E, Brosnan C, Duvivier R, Veysey M, 'Learning strategies don t form in a vacuum: a comparative ethnographic study', Learning strategies don t form in a vacuum: a comparative ethnographic study, Basel, Switzerland (2018)
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Thesis / Dissertation (1 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2021 | Leopardi E, The medical school learning environment and its effects on the students choices in learning: formal, informal and hidden curriculum in action, University of Newcastle (2021) |
Grants and Funding
Summary
Number of grants | 2 |
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Total funding | $14,615 |
Click on a grant title below to expand the full details for that specific grant.
20222 grants / $14,615
Examining medical student research skills and preparedness to ‘do research’: A mixed methods study$10,000
This mixed-methods study will explore the students’ perspectives and learning strategies in engaging with the research curriculum, and the supervisors’ reflections and experiences.
Funding body: The University of Newcastle
Funding body | The University of Newcastle |
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Project Team | Eleonora Leopardi, Meredith Tavener, Esther Robinson, Adam Collison, Vanessa Murphy, Natasha Weaver, Christine Paul |
Scheme | 2022 Strategic Research Pilot Grant Scheme |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Building Our Leaders Development and Empowerment Scheme$4,615
Funding body: College of Health, Medicine and Wellbeing, University of Newcastle
Funding body | College of Health, Medicine and Wellbeing, University of Newcastle |
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Scheme | Building Our Leaders - Development and Empowerment Scheme |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Dr Eleonora Leopardi
Position
Lecturer
Central Coast Clinical School
School of Medicine and Public Health
College of Health, Medicine and Wellbeing
Contact Details
eleonora.leopardi@newcastle.edu.au | |
Link | Personal webpage |
Office
Room | G093.09.20 |
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Building | Central Coast Clinical School and Research Institute (CCCSRI) |
Location | Central Coast , |