Dr Graeme Horton
Senior Lecturer
School of Medicine and Public Health (Medical Education and Professional Development)
- Email:graeme.horton@newcastle.edu.au
- Phone:(02) 4921 7775
Looking ahead to an exceptional student experience
Looking ahead to an exceptional student experience
Dr Graeme Horton talks about his passion for student wellbeing and inter-professional learning after working at the University of Newcastle for 14 years.
Career Summary
Biography
A career in medical education has enabled Dr Horton to combine a keen interest in the scholarship of teaching and learning with continuing fulfilment from a wide range of roles in clinical medicine and preventative healthcare in regional and rural communities. He trained in rural general practice in locations including Alice Springs, rural Tasmania and the Western Plains of NSW. An anaesthetics training post at the Royal Shrewsbury Hospitals, UK completed the requirements for a Fellowship in Advanced Rural General Practice. He has worked in remote communities of the Northern Territory as a District Medical Officer of the Aerial Medical Service, and now works in general practice in Newcastle.
Research Expertise
Dr Horton completed a Masters of Environmental Studies (with merit) at the University of Newcastle in 2006 and as a member of the Management Committee of Doctors for the Environment, Australia co-authored the “Climate Change Health Check 2020 report for the Climate Institute in 2008, about which he presented at the 61st United Nations Department of Public Information/ NGO conference. His publications in peer-reviewed journals include a number of articles on the links between preventative health advice and environmental sustainability and on the health impacts of climate change. In 2018 he obtained a PhD which explored on the attitudes of Australian medical students to the incorporation of the topic of climate change health impacts in the medical school curriculum with supervisors from the University of Newcastle and the University of Melbourne.
Teaching Expertise
Since 2006 Dr Horton has been involved in professional development of problem-based learning tutors and for written assessment writing. He is a regular participant at item writing workshops for the Australian Medical Council examinations for which he is also a clinical examiner. Dr Horton is Associate Dean of Interprofessional Learning and Student Wellbeing for the School of Medicine and Public Health at UON. He has co-authored book chapters on interprofessional communication and on student support.
Administrative Expertise
Since first joining the University of Newcastle as a Rural Undergraduate Support and Coordination academic in 2005, Dr Horton's roles in the medical program have included Chair of the Rural Implementation Committee in 2008, Coordinator for the Year 3 Professional Practice course from 2006 to 2008. and Year 3 Chair of the Joint Medical Program of the University of Newcastle and the University of New England in 2009 and 2010. He was Discipline Lead in Medical Education 2010 to mid- 2012 and from 2011 to 2018 was Program Convenor for the Bachelor of Medicine and from 2017-2018 Convenor of the new BMedSc/MD Program. He is now Program Convenor of the Master of Clinical Medicine (Leadership and Management).
Collaborations
Dr Horton is the Joint Medical Programs representative on the Consortium Policy Committee of the International Database for Enhanced Assessments and Learning (IDEAL) Consortium. He convened the 2015 combined conference of the Australian and New Zealand Association of Health Professional Educators (ANZAHPE) and the Asian Medical Education Association (AMEA) which hosted 600 delegates. From 2011 to 2018 he was the Joint Medical Program representative on Test Management Committee of the UMAT Consortium.
Qualifications
- Doctor of Philosophy in General Practice, University of Newcastle
- Bachelor of Medicine, Bachelor of Surgery, University of Sydney
- Graduate Diploma in Rural General Practice, Royal Australian College of General Practitioners
- Graduate Certificate in Population Health, University of Newcastle
- Master of Environmental Studies, University of Newcastle
Keywords
- Peer review of teaching
- climate change
- e-learning
- e-portfolio
- environmental education
- environmental health
- medical education
- problem-based learning
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 390110 | Medicine, nursing and health curriculum and pedagogy | 100 |
Professional Experience
UON Appointment
| Title | Organisation / Department |
|---|---|
| Senior Lecturer | University of Newcastle School of Medicine and Public Health Australia |
| Senior Lecturer | University of Newcastle School of Medicine and Public Health Australia |
| Senior Lecturer | Priority Research Centre (PRC) for Healthy Lungs | The University of Newcastle School of Medicine and Public Health Australia |
| Senior Lecturer | University of Newcastle School of Medicine and Public Health Australia |
Academic appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 1/1/2006 - | Membership - Executive Committee of Australian Association of Academic General Practice | Executive Committee of Australian Association of Academic General Practice Australia |
| 1/1/2006 - 31/12/2010 | Membership - Management Committee, Doctors for the Environment | Management Committee, Doctors for the Environment Australia |
Invitations
External Examiner
| Year | Title / Rationale |
|---|---|
| 2010 |
Year 5 Medicine OSCE exams Organisation: James Cook University Description: Provision of Quality Assurance for OSCE examinations |
Speaker
| Year | Title / Rationale |
|---|---|
| 2011 |
Healthcare and Climate Change Organisation: Association and Communication Events Description: Australian Health Care Congress |
| 2008 |
National Public Health Reform Summit Organisation: Inforrma Description: Climate change and health impacts for Australia |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (4 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2019 |
Horton G, Bishop J, Hu W, Vogan C, 'Supporting Learner Well-being', Understanding Medical Education Evidence, Theory, and Practice, John Wiley & Sons, Oxford, UK 485-496 (2019)
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| 2019 | Palmer L, Horton G, 'Communicating about end-of-life care and decisions', Critical Conversations for Patient Safety: An Essential Guide for Healthcare Students, Pearson, Victoria 236-250 (2019) | ||||
| 2014 |
Levett-Jones T, Gilligan C, Outram S, Horton G, 'Key Attributes of Patient-Safe Communication', Critical Conversations for Patient Safety: An Essential Guide for Health Professionals, Pearson Australia, Frenchs Forest, NSW 12-25 (2014) [B2]
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Journal article (19 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2021 |
Griffin B, Horton GL, Lampe L, Shulruf B, Hu W, 'The change from UMAT to UCAT for undergraduate medical school applicants: impact on selection outcomes', Medical Journal of Australia, 214 84-89 (2021) [C1] Objectives: To assess whether the change from the Undergraduate Medical and Health Sciences Admissions Test (UMAT; 1991¿2019) to the University Clinical Aptitude Test (UCAT) for t... [more] Objectives: To assess whether the change from the Undergraduate Medical and Health Sciences Admissions Test (UMAT; 1991¿2019) to the University Clinical Aptitude Test (UCAT) for the 2020 New South Wales undergraduate medical degree intake was associated with changes in the impact of sex, socio-economic status and remoteness of residence, and professional coaching upon selection for interview. Design, setting, participants: Cross-sectional study of applicants for the three NSW undergraduate medical programs for entry in 2019 (4114 applicants) or 2020 (4270); 703 people applied for both intakes. Applicants selected for interview were surveyed about whether they had received professional coaching for the selection test. Main outcome measures: Scores on the three sections of the UMAT (2019 entry cohort) and the five subtests of the UCAT (2020 entry); total UMAT and UCAT scores. Results: Mean scores for UMAT 1 and 3 and for all four UCAT cognitive subtests were higher for men than women; the differences were statistically significant after adjusting for age, socio-economic status, and remoteness. The effect size for sex was 0.24 (95% CI, 0.18¿0.30) for UMAT total score, 0.38 (95% CI, 0.32¿0.44) for UCAT total score. For the 2020 intake, 2303 of 4270 applicants (53.9%) and 476 of 1074 interviewees (44.3%) were women. The effect size for socio-economic status was 0.47 (95% CI, 0.39¿0.54) for UMAT, 0.43 (95% CI, 0.35¿0.50) for UCAT total score; the effect size for remoteness was 0.54 (95% CI, 0.45¿0.63) for UMAT, 0.48 (95% CI, 0.39¿0.58) for UCAT total score. The impact of professional coaching on UCAT performance was not statistically significant among those accepted for interview. Conclusions: Women and people from areas outside major cities or of lower socio-economic status perform less well on the UCAT than other applicants. Reviewing the test and applicant quotas may be needed to achieve selection equity.
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| 2020 |
Schwerdtle N, Horton G, Kent F, Walker L, McLean M, 'Education for sustainable healthcare: A transdisciplinary approach to transversal environmental threats', Medical Teacher, 42 1102-1106 (2020) [C1] Global Environmental Changes are dynamic and complex, crossing disciplines, sectors, regions, and populations and shaping the health of current and future generations. GECs presen... [more] Global Environmental Changes are dynamic and complex, crossing disciplines, sectors, regions, and populations and shaping the health of current and future generations. GECs present an unprecedented challenge demanding a response of equal scale and complexity involving unfettered collaboration beyond disciplines with implications for global health. At this critical point, health professions¿ education should have moved on from building consensus about the relevance of education for sustainable healthcare (ESH) to active implementation. In this commentary, we discuss why transdisciplinary problem-solving and interprofessional education should be considered in education for sustainable healthcare. We review types of collaborative educational practices, outline opportunities, challenges, and resources to enable implementation.
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| 2020 |
Gilligan C, Loda T, Junne F, Zipfel S, Kelly B, Horton G, Herrmann-Werner A, 'Medical identity; perspectives of students from two countries', BMC MEDICAL EDUCATION, 20 (2020) [C1]
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| 2020 |
Schwerdtle PN, Maxwell J, Horton G, Bonnamy J, ' 12 tips for teaching environmental sustainability to health professionals ', Medical Teacher, 42 150-155 (2020) [C1] Background: As recognition of the health impacts of climate change and other environmental challenges increases, so too does the need for health care professionals to practice hea... [more] Background: As recognition of the health impacts of climate change and other environmental challenges increases, so too does the need for health care professionals to practice healthcare sustainably. Environmental sustainability in healthcare extends beyond our traditional understanding of environmental health, which is often limited to environmental hazards and disease. Health services, professional organizations, and training institutions are increasingly forming climate and sustainability position statements and policies accordingly. To prepare future health professionals for global environmental change, environmental sustainability must be meaningfully integrated into health curricula. Aim: To provide educators with 12 tips for integrating environmental sustainability into health professional education. Methods: The authors reviewed the literature relating to climate change, environmental sustainability and health, and health professional education. By combining findings from this search with reflections on their own experience in clinical and public health teaching across nursing and midwifery, paramedicine, medicine, and public health, the authors developed recommendations for integrating environmental sustainability into health professional education. Results: These 12 tips can be used to teach students and qualified health professionals in nursing, allied health, and medicine to practice healthcare in an environmentally sustainable manner. Conclusions: Empowering health professionals to practice environmentally sustainable healthcare has economic, social, health, and environmental benefits. Teaching environmental sustainability to health professionals enhances existing learning by updating curricula with the latest evidence of how environmental determinants of health are rapidly changing and enables both educators and students to make an important contribution to safeguarding human health, the environment, and healthcare for future generations.
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| 2020 |
Madden DL, Horton GL, McLean M, 'Preparing Australasian medical students to practise environmentally sustainable health care', MEDICAL JOURNAL OF AUSTRALIA, (2020)
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| 2018 |
Pond D, Mate K, Stocks N, Gunn J, Disler P, Magin P, et al., 'Effectiveness of a peer-mediated educational intervention in improving general practitioner diagnostic assessment and management of dementia: a cluster randomised controlled trial.', BMJ open, 8 1-12 (2018) [C1]
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| 2018 |
Lynagh M, Horton G, Nair BK, Walker M, Kelly B, Powis D, 'Student selection for medicine: Still a Thorny issue', Archives of Medicine and Health Sciences, 6 (2018) [C1]
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| 2015 |
Bonevski B, Magin P, Horton G, Bryant J, Randell M, Kimlin MG, 'An internet based approach to improve general practitioners' knowledge and practices: The development and pilot testing of the "ABC's of vitamin D" program', International Journal of Medical Informatics, 84 413-422 (2015) [C1]
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| 2012 |
Bonevski B, Girgis A, Magin PJ, Horton GL, Brozek I, Armstrong B, 'Prescribing sunshine: A cross-sectional survey of 500 Australian general practitioners' practices and attitudes about vitamin D', International Journal of Cancer, 130 2138-2145 (2012) [C1]
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| 2012 |
Bell E, Horton GL, Blashki G, Seidel BM, 'Climate change: Could it help develop 'adaptive expertise'?', Advances in Health Sciences Education, 17 211-224 (2012) [C1]
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| 2012 |
Pond CD, Brodaty H, Stocks NP, Gunn J, Marley JE, Disler P, et al., 'Ageing in general practice (AGP) trial: A cluster randomised trial to examine the effectiveness of peer education on GP diagnostic assessment and management of dementia', BMC Family Practice, 13 1-9 (2012) [C3]
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| 2011 |
Bonevski B, Magin PJ, Horton GL, Foster M, Girgis A, 'Response rates in GP surveys: Trialling two recruitment strategies', Australian Family Physician, 40 427-430 (2011) [C1]
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| 2010 | Hanna E, McCubbin J, Strazdins L, Horton GL, 'Australia, lucky country or climate change canary: What future for her rural children?', International Public Health Journal, 2 501-512 (2010) [C1] | ||||||||||
| 2010 |
Horton GL, Hanna L, Kelly BJ, 'Drought, drying and climate change: Emerging health issues for ageing Australians in rural areas', Australasian Journal on Ageing, 29 2-7 (2010) [C1]
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| 2009 |
Green EIH, Blashki G, Berry HL, Harley D, Horton GL, Hall G, 'Preparing Australian medical students for climate change', Australian Family Physician, 38 726-729 (2009) [C1]
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| 2008 |
Fogarty A, Blashki G, Morrell E, Horton GL, 'The GreenClinic Pilot - Educational intervention for environmentally sustainable general practice', Australian Family Physician, 37 681-683 (2008) [C1]
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| 2007 |
Horton GL, Magin PJ, 'Healthy patients, healthy plant: Green recommendations for GP health promotion', Australian Family Physician, 36 1006-1008 (2007) [C1]
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Conference (15 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2020 | Madden DL, McLean M, Horton GL, Canny B, Haq B, Roiko A, et al., 'Preparing health professionals to practice environmentally sustainable healthcare', EUROPEAN JOURNAL OF PUBLIC HEALTH (2020) | ||||
| 2019 |
Horton G, Gilligan C, Wilson A, 'Equipping learners for proactive interprofessional problem-solving', Canberra (2019)
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| 2012 | Horton GL, 'Implications of the timing of a health equity selective on student preferences for overseas experience', Abstracts. Rendez-Vous 2012, Thunder Bay, Canada (2012) [E3] | ||||
| 2012 | Horton GL, Paterson NE, Walker BL, Worthington A, 'Nedelsky standard setting for MCQs: Panelists' perceptions of usefulness', Abstracts.15th Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions, Kuala Lumpur, Malaysia (2012) [E3] | ||||
| 2012 | Beckett L, Carroll G, Horton GL, Nagel A, McKeown P, 'iPad innovation: The introduction of iPads to an undergraduate medical degree', ANZAHPE 2012. Conference Proceedings & Programme, Rotorua, New Zealand (2012) [E3] | ||||
| 2010 | Studdert CL, Horton GL, Griffin B, Smyth R, 'Investigating emerging technologies in medical teaching & learning: From idea to implementation - Where are we now?', ANZAME 2010: Overcoming Barriers, Re(E)Forming Professional Practice, - (2010) [E3] | ||||
| 2009 |
Magin PJ, Horton GL, 'ECG who am I?: An educational tool to promote ECG and dermatological systematic interpretive skills', General Practice Education and Training Annual Convention. Abstracts, Adelaide, SA (2009) [E3]
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| 2009 |
Pond CD, Magin PJ, Paterson NE, Horton GL, Goode SM, Swain J, et al., 'Diagnosing dementia in general practice: A team approach?', National Dementia Research Forum 2009, Sydney, NSW (2009) [E3]
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| 2009 | Blashki G, Towle N, Horton GL, 'The role of the health sector in mitigating climate change', 10th National Rural Health Conference: Rural Health: The Place To Be: Program, Cairns, QLD (2009) [E3] | ||||
| 2009 | Blashki G, Horton GL, McGain F, 'Assessing the risks to healthcare facilities due to climate change', Informa's 2nd Annual Green Hospitals Conference. Agenda, Melbourne (2009) [E3] | ||||
| 2009 | Studdert CL, Smyth R, Horton GL, 'Investigating emerging technologies in medical teaching and learning', ANZAME09 Handbook, Launceston, NSW (2009) [E3] | ||||
| 2009 | Horton GL, Smyth R, 'ECG who am I?', ANZAME09 Handbook, Launceston, NSW (2009) [E3] | ||||
| 2008 |
Horton GL, Magin PJ, 'ECG who am I? An enjoyable and interactive learning activity', AMEE 2008 Final Abstract Book, Prague, Czech Republic (2008) [E3]
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| 2008 | Horton GL, Blashki G, Fogarty A, Morrell E, 'GreenClinic - A pilot program to promote environmentally sustainable general practice', 2008 General Practice & Primary Health Care Research Conference: Program & Abstracts, Hobart, TAS (2008) [E3] | ||||
| 2008 | Blashki G, Horton GL, King D, Castleden B, 'A climate of change: What doctors can do about climate change?', Wonca Asia Pacific Regional Conference combined with the RACGP Annual Scientific Convention: Abstract Guide, Melbourne, VIC (2008) [E3] | ||||
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Grants and Funding
Summary
| Number of grants | 4 |
|---|---|
| Total funding | $80,921 |
Click on a grant title below to expand the full details for that specific grant.
20141 grants / $2,000
2014 Canadian Conference on Medical Education, Ontario Canada, 26-29 April 2014$2,000
Funding body: University of Newcastle - Faculty of Health and Medicine
| Funding body | University of Newcastle - Faculty of Health and Medicine |
|---|---|
| Project Team | Doctor Graeme Horton |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2014 |
| Funding Finish | 2014 |
| GNo | G1400314 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20122 grants / $76,921
The validity of UMAT and other selection tools for predicting student academic and non-academic performance in a medical program$75,000
Funding body: ACER (Australian Council for Educational Research)
| Funding body | ACER (Australian Council for Educational Research) |
|---|---|
| Project Team | Associate Professor Marita Lynagh, Professor Brian Kelly, Doctor Graeme Horton, Emeritus Professor David Powis, Associate Professor Miles Bore, Conjoint Associate Professor Donald Munro, Professor Ian Symonds, Conjoint Professor Nicky Hudson |
| Scheme | UMAT Consortium Research Grant |
| Role | Investigator |
| Funding Start | 2012 |
| Funding Finish | 2012 |
| GNo | G1201096 |
| Type Of Funding | Grant - Aust Non Government |
| Category | 3AFG |
| UON | Y |
15th Ottawa conference: assessment of competence in medicine and the healthcare professions, Kuala Lumpar, 11-13 March 2012$1,921
Funding body: University of Newcastle - Faculty of Health and Medicine
| Funding body | University of Newcastle - Faculty of Health and Medicine |
|---|---|
| Project Team | Doctor Graeme Horton |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2012 |
| Funding Finish | 2012 |
| GNo | G1200029 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20111 grants / $2,000
AMEE Conference 2011, Vienna, Austria, 29 - 31 August 2011$2,000
Funding body: University of Newcastle - Faculty of Health and Medicine
| Funding body | University of Newcastle - Faculty of Health and Medicine |
|---|---|
| Project Team | Doctor Graeme Horton |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2011 |
| Funding Finish | 2012 |
| GNo | G1100833 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
Research Supervision
Number of supervisions
Current Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2021 | PhD | Who Are We Now? A Retrospective Cohort Study Evaluating the Effect of The Global Effects of, and Response to, Shared Trauma Through the Lens of the Covid-19 Pandemic in 2020 on the Professional Identity of Medical Students and Medical Professionals at Various Stages of Practice | PhD (Medical Education), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
| 2019 | PhD | Assessing the Effectiveness of Preventative Interventions for Workplace Stress and Burnout, and the Potential Mediating Role of Psychological Flexibility. | PhD (Public Health & BehavSci), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
News
Global health and medical powerhouse
March 27, 2015
Dr Graeme Horton
Position
Senior Lecturer
School of Medicine and Public Health
College of Health, Medicine and Wellbeing
Focus area
Medical Education and Professional Development
Contact Details
| graeme.horton@newcastle.edu.au | |
| Phone | (02) 4921 7775 |
| Fax | (02) 4921 7165 |
Office
| Room | Bowman Building BB1-09 |
|---|---|
| Building | Bowman Building |
| Location | Bowman Building , |
NEWS • Mar 27.2015
Global health and medical powerhouse
More than 650 of the world’s leading health and medical educators are in Newcastle for the ANZAHPE AMEA 2015 conference
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