Miss Kate Dundas
Lecturer
School of Humanities, Creative Ind and Social Sci (Health Behaviour Sciences)
- Email:kate.dundas@newcastle.edu.au
- Phone:(02) 40420547
Career Summary
Biography
Kate Dundas (MN; MCN) has worked at the university since 1997 in various academic capacities and roles initially within the School of Nursing and in the School of Medicine and Public Health since 2008, developing and teaching innovative curriculum across Allied Health, Education and Medicine in both undergraduate and postgraduate programs.
Ms Dundas’ background as a clinician was in critical care before moving into staff and student clinical education within Hunter New England Health and conjointly with the University during the 1990's. Concurrently as part of her role she set up medical facilities for the Singleton Safehaven assisting Kosovar refugees during 1999. This rolled into similar positions for the Department of Immigration at Curtin and Woomera Immigration and Reception Processing Centres looking after the health needs of thousands of refugees between late 1999 and 2002. Upon returning to Newcastle in 2002 she managed and evaluated the heart failure arm of the Chronic Disease Management Project rolled out across Hunter New England Health and concurrently worked in general practice til 2005 managing child and women's health as well as chronic diseases; specifically, diabetes, asthma and cardiovascular disease.
Teaching Expertise
Current course coordination in undergraduate health and education programs:
Studies in Population Health and Health Promotion ('PUBH1080')
Strategies for Health Behaviour Change in the Community (PUBH2060)
These undergraduate public health courses and beautiful insights into studies of public health encompassing population health and health promotion. Other responsibilities include facilitation of public health modules within other undergraduate education courses (PUBH1020 and PUBH1030).
Current course coordination in Master of Public Health program:
Foundations of Health Promotion (HPRO6715)
Health Promotion Planning and Evaluation (HPRO6900)
These postgraduate courses provide an introduction to the theory and practice of health promotion right through to planning and evaluation for quality health policy, research and practice.
Module Facilitation Master of Public Health Courses:
Introduction to Public Health - PUBH6300:
- Module 3 (Ethics in Public Health Practice)
- Module 12 (Comparative Global Health Systems)
Chronic Disease and Injury Control - PUBH6301
- Module 8 (Diabetes Control)
In addition to these roles, Ms Dundas facilitates small groups of students completing their Health Equity Selective (MEDI3014) as part of the Bachelor of Medicine. She is also part of the development of the new Bachelor of Public and Community Health (BPCH) due to roll out in 2020. The BPCH program has been selected as the Faculty “prototype” for the NeW Education Framework. Ms Dundas is passionate about helping all students (and professionals) who want to become educated citizens, understand the true meaning of public health and it's scope within communities beyond the health sector. Ms Dundas is undertaking a PhD with the SMPH thesis titled “Teaching public health in Australia”.
Conference presentations
- Kate Dundas, Vibeke Hansen, Sue Outram, Erica L James. A “light bulb moment” in understanding public health: Evaluation of the ‘This is Public Health’ photo essay and reflective task by undergraduate students. CAPHIA TEACHING AND LEARNING FORUM (2017)
- Kate Dundas, Vibeke Hansen, Sue Outram, Erica L James . A 'light bulb moment' in understanding public health: Evaluation of the 'This is Public Health’ photo essay and reflective task by undergraduate students. World Congress on Public Health 2017 Digital Poster.
- Kate Dundas Sue Outram Erica James Kathleen Butler Natalie Johnson Dianne Kirby. A Workshop to Increase The Capacity Of Health Professional Educators To Prevent And Manage Incivility And ‘Sticky Moments’ In Tertiary Learning (2015) ANZAPHE / AMEA (Australian & New Zealand Association for Health Professional Educators (ANZAHPE) and the Asian Medical Education Association (AMEA) Workshop Newcastle
- Sam Erevbenagie Usadolo & Dundas, Kate (2015) Some Challenges of Public Health Communication as an HIV/AID Intervention (Australian & New Zealand Association for Health Professional Educators (ANZAHPE) and the Australasian Medical Education Association (AMEA) Workshop Newcastle
- Kate Dundas, Erica James, Sue Outram and Natalie Johnson School of Medicine and Public Health, University of Newcastle, NSW Preventing and managing incivility in tertiary learning spaces:a five step approach for academics teaching public health in Australian Universities CAPHIA TEACHING AND LEARNING FORUM (2014)
- Outram S, Dundas K. An Invitation to Join the “This is Public Health Sticker Campaign”. ANZAHPE 11. Alice Springs, July 2011.
- Dundas, K Engaging Undergraduate Students in Public Health: Use of WEB 2.0 Technologies and E Infrastructure in Fostering Educated Citizens and Public Health Leaders
- All Together Better Health 5 Conference, Manly, February 2010
- Dundas, K 'This is Public Health' Sticker Campaign. All Together Better Health 5 Conference, Manly, February 2010
- Dundas, K ‘This is public health campaign’. The University of Western Australia, October 2009
- Dundas, K . Using WEB 2.0 Technologies in Fostering Educated Citizens in Public Health. The University of Western Australia, October 2009
- Outram S, Dundas K. This is public health campaign. ANAPHI teaching and learning conference, Canberra, August 2009.
- Outram S, Dundas K. Engaging health professional students in a multidisciplinary core public health course: Who has the answer? ANAPHI teaching and learning conference, Canberra, October 2008.
Qualifications
- Master of Nursing (Advanced Practice), University of Newcastle
- Diploma of Health Science (Nursing), University of Newcastle
- Bachelor of Nursing, University of Newcastle
- Graduate Diploma in Nursing (Advanced Practice), University of Newcastle
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 420605 | Preventative health care | 30 |
| 420603 | Health promotion | 50 |
| 420317 | Patient safety | 20 |
Professional Experience
UON Appointment
| Title | Organisation / Department |
|---|---|
| Lecturer | University of Newcastle School of Humanities, Creative Ind and Social Sci Australia |
Academic appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 1/1/2019 - | Program Convenor Bachelor of Public and Community Health | School of Medicine & Public Health, Faculty of Health & Medicine, University of Newcastle | Australia Bachelor of Public and Community Health Australia |
| 30/1/2008 - | Lecturer | University of Newcastle - Faculty of Health and Medicine, School of Medicine and Public Health School of Medicine and Public Health Australia |
Professional appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 30/1/2001 - 30/1/2002 | Chronic Disease Management Project Cardiac Liaison | Hunter Area Health Service Australia |
| 30/11/1999 - 1/1/2001 | Clinic Manager Curtin and Woomera IRPC | Department of Immigration & Multicultural & Indigenous Affairs Health Immigration Processing and Reception |
| 30/1/1995 - 30/11/2006 |
Clinical Nurse Specialist High Dependency Cardiac and Surgery |
Hunter Area Health Service Australia |
Teaching appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 30/11/1996 - 30/11/1999 | Hospital Educator | Hunter Area Health Service Australia |
Awards
Teaching Award
| Year | Award |
|---|---|
| 2018 |
2018 Deputy Vice Chancellor Educator Innovation and Impact Award Office of the DVC (A), The University of Newcastle, Australia |
| 2018 |
School of Medicine and Public Health Teaching award University of Newcastle - Faculty of Health and Medicine, School of Medicine and Public Health |
| 2015 |
Public Health Teaching Award for Excellence and Innovation in Public Health Teaching Council of Academic Public Health Institutions Australia |
| 2012 |
Faculty Teaching and Learning Excellence Award Faculty of Health and Medicine, University of Newcastle |
Invitations
Speaker
| Year | Title / Rationale |
|---|---|
| 2009 | ‘This is public health campaign’ |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Journal article (4 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2019 |
Luu X, Dundas K, James EL, 'Opportunities and Challenges for Undergraduate Public Health Education in Australia and New Zealand', Pedagogy in Health Promotion, 5 199-207 (2019) [C1]
|
Nova | |||||||||
| 2019 |
Dundas K, Johnson NA, Paras L, Hancock S, Barker D, Chiu S, James EL, 'Does Increasing the Experiential Component Improve Efficacy of the This Is Public Health Photo Essay Task? A Nonrandomized Trial', Pedagogy in Health Promotion, 5 178-189 (2019) [C1] Opportunities for evaluating experiential learning activities in tertiary public health education are growing. It has previously been shown that utilizing the ¿This is Public Heal... [more] Opportunities for evaluating experiential learning activities in tertiary public health education are growing. It has previously been shown that utilizing the ¿This is Public Health¿ (TIPH) sticker campaign as an experiential photo essay task led to increased understanding of public health. Emerging mobile technologies such as geocaching, which provide an opportunity to increase the experiential component of the TIPH photo essay task, have not been evaluated. This study aimed to determine whether adding geocaching to the TIPH photo essay task increased the efficacy of learning about public health, when compared with the TIPH photo essay task alone. A two-arm nonrandomized trial was conducted with 785 allied health and preprofessional teaching students studying first-year public health courses. Students were allocated to either the TIPH photo essay task (n = 210) or the TIPH photo task plus geocaching (n = 92) according to the course they were enrolled into. The primary outcome was the quality of the definition of public health provided by students, which was assessed using the Definition of Public Health Rating Scale. Data were analyzed using a linear mixed model. Of 302 (39%) students who consented to participate, 212 (70%) provided baseline and follow-up data. After adjusting for baseline demographic differences, the geocaching group had improved knowledge of public health at follow-up according to the Definition of Public Health Rating Scale (increasing 0.29 units more than the traditional group; p =.03). As this increase in knowledge score is unlikely to be of practical significance, the additional burden of implementing geocaching may not be justified.
|
Nova | |||||||||
| 2017 |
Dundas KJ, Hansen V, Outram S, James EL, 'A "Light Bulb Moment" in Understanding Public Health for Undergraduate Students: Evaluation of the Experiential "This Is Public Health" Photo Essay Task', FRONTIERS IN PUBLIC HEALTH, 5 (2017) [C1]
|
Nova | |||||||||
| 2014 |
Outram S, Dundas K, Johnson NA, 'The educated citizen: A case study and guide for teaching public health to undergraduates in Australian universities.', Focus on Health Professional Education: A Multi-disciplinary Journal, 15 32-40 (2014) [C1]
|
Nova | |||||||||
| Show 1 more journal article | |||||||||||
Conference (2 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2020 |
James E, Dundas K, White V, 'Personalising pedagogy in undergraduate public health education: operationalising Big Picture Learning design at the University of Newcastle.', Canberra (2020)
|
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| 2019 |
Dundas K, Johnson N, Paras L, Majeed T, Luu X, James E, 'Micro Credentials: Is It Feasible To Use Them In Public Health Education?', Micro Credentials: Is It Feasible To Use Them In Public Health Education?, Canberra (2019)
|
Grants and Funding
Summary
| Number of grants | 8 |
|---|---|
| Total funding | $60,000 |
Click on a grant title below to expand the full details for that specific grant.
20193 grants / $15,000
That we might sit down and talk$5,000
The Deputy Vice-Chancellor (Academic) awarded this research investment under the tEN Research Investment Scheme. This is an initiative of the NeW Education Framework and is designed to provide encouragement, mentoring, support and resources to enable University educators to undertake high-quality research in teaching and learning. The investments are supported by a series of research development workshops and network events to support educators in the field of scholarship of teaching and learning. Through the tEN Research Stream, educators produce quality research outputs, develop excellence and equity in learning and teaching, test and generate new and emergent pedagogies, and embed a critical, research-informed approach.
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Chris Krogh Kate Dundas |
| Scheme | Centre of Excellence for Equity in Higher Education |
| Role | Investigator |
| Funding Start | 2019 |
| Funding Finish | 2019 |
| GNo | |
| Type Of Funding | International - Competitive |
| Category | 3IFA |
| UON | N |
Establishing the feasibility and preliminary efficacy of peer generated MCQs as an active learning strategy$5,000
To encourage learning, deeper thinking, and productivity in the blended learning environment teaching public health content, our target is to transform the traditional cognitively passive learning behaviors (taking class notes, selective study for exams etc.) and introduce more cognitively active learning behaviors (grasping difficult concepts, summarizing own insights etc.). One evidence-based approach designed to achieve this target is the implementation of ‘authentic assessments’ that assess the learning of students, introduce innovative ways of learning and enhance student engagement. Multiple choice questions (MCQs) have been identified as an effective and efficient method of assessing students' grasp over content. However, recently, our team has started to critically review the use and benefit of the traditional approach to MCQs (i.e. teacher initiated questions designed to simply test knowledge) and instead consider the role of MCQs as a learning activity that may enhance reflection and depth of understanding and therefore directly contribute to student learning
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Dr Tazeen Majeed, Professor Erica James, Kate Dundas |
| Scheme | tEN Research Investment Scheme |
| Role | Investigator |
| Funding Start | 2019 |
| Funding Finish | 2019 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Trialling an innovative approach to online lectures (OLLs)$5,000
| Most universities have now moved to providing online lectures (OLLs) to provide more flexible delivery of content traditionally presented in a face-to-face (FTF) format. Many institutions have also mandated their use as part of broader policies on virtual, blended and ‘flipped’ learning approaches to higher education. Online lectures typically entail a 50-minute audio-recording accompanied by written text presented on slides with occasional use of images, brief videos, and links to other resources. However, evidence shows that students’ interest and attention in lectures diminishes after 18 minutes, with guidelines recommending that recorded lectures be no longer than 15 minutes.1 Others have recommended that OLLs need to be broken into brief segments, relevant, focussed, tightly aligned with assessment and have greater effort invested into pre-production.2,3Preparation for the recording, including engaging delivery, the inclusion of dynamic elements such as animations, and rehearsed presentations is key to the pre-production process. Despite these recommendations, it appears that few academic staff in health and medicine have adopted them and/or evaluated their impact on student and learner-related outcomes. This project will involve the development and initial evaluation of an innovative approach to OLLs (ie. 5 x 8-minute segmented professionally prepared OLL videos). This pilot study will establish the feasibility and acceptability of this approach with the view to expanding into a larger scale randomised trial of innovative OLLs vs traditional OLLs (50-minute ECHO recorded lecture) vs face-to-face 50-minute lecture format, in 2019. Students enrolled in courses which include the topics “Introduction to Public Health” and “Introduction to Health Promotion” will be invited to take part in this pilot study by viewing the innovative OLLs and completing a brief online evaluation survey immediately afterwards. If this pilot study is successful, in 2019 the study will be expanded to include the randomisation of students in the Joint Medical Program and other undergraduate health and education programs. |
Funding body: 2018 Strategic Pilot Grant - Research and Teaching, Faculty of Health and Medicine, University of Newcastle
| Funding body | 2018 Strategic Pilot Grant - Research and Teaching, Faculty of Health and Medicine, University of Newcastle |
|---|---|
| Project Team | Associate Professor Marita Lynagh, Dr Conor Gilligan, Dr Natalie Johnson, Dr Lorraine Paras, Kate Dundas |
| Scheme | 2018 Strategic Pilot Grant - Research and Teaching, Faculty of Health and Medicine, University of Newcastle |
| Role | Investigator |
| Funding Start | 2019 |
| Funding Finish | 2019 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20182 grants / $15,000
Establishment of industry partners for an ARC Linkage Grant: Implementing Big Picture Education in to a Bachelor Degree.$10,000
The SMPH developed a new AQF level 7 undergraduate degree; the Bachelor of Public and Community Health (BPCH). Deputy Vice-Chancellor (Academic) Darrell Evans selected this degree as the Faculty Health and Medicine prototype for the NeW Education Framework. The BPCH will be a market leader in innovative curriculum design as it will be the first Bachelor program internationally to integrate ‘Big Picture Learning’ as the underlying pedagogy. Big Picture pedagogy is based on research that shows that we learn best when we are personally motivated; by putting students at the centre of decisions around what, how and when they learn nurtures engaged and independent learners. Students work in small-groups (known as ‘advisories’) to identify “passion projects” and devise learning objectives and a combination of academic work, self-directed study, and internships to achieve their goals. The BPCH will operationalise Big Picture Learning throughout the 3-year Degree via a sequential series of courses referred to as ‘professional pathways’.
This world-first innovation requires comprehensive evaluation and provides an excellent opportunity for an ARC Linkage Grant focused on the implementation. Big Picture Education is our Industry Partner. Identifying innovative ways to evaluate the impact of teaching and learning activities (beyond student satisfaction) is at the cutting edge of educational research.
Funding body: 2018 Strategic Pilot Grant-Research and Teaching, Faculty of Health and Medicine, University of Newcastle
| Funding body | 2018 Strategic Pilot Grant-Research and Teaching, Faculty of Health and Medicine, University of Newcastle |
|---|---|
| Project Team | Professor Erica James, Kate Dundas |
| Scheme | 2018 Strategic Pilot Grant- Research and Teaching, Faculty of Health and Medicine, University of Newcastle |
| Role | Investigator |
| Funding Start | 2018 |
| Funding Finish | 2018 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Evaluation of a novel teaching tool and learning activity to introduce students to critical appraisal of evidence$5,000
Students, especially those in health and medicine, need to be able to critically assess evidence in order to provide effective evidence-based clinical practice and to engage in research. However, many students struggle with this concept, especially in their early years of education. This project evaluated a novel teaching tool and learning activity – the Media Doctor Australia (MDA) Student Rating Tool. This tool introduced students to the critical appraisal of evidence through the assessment of health news stories published in the lay media using a 10-item rating tool. This tool was adapted from the MDA rating tool, which was developed and validated by the Chief Investigator. This novel learning module teaches students to evaluate the quality of information contained in media stories about new health interventions, such as pharmaceuticals, diagnostic tools and surgical procedures, while encouraging collaborative practice as students working together to reach consensus in their ratings. The tool contains items including the appraisal of novelty, evidence, availability, harms and benefits, conflict of interest and cost of the intervention. The learning module leads students through a series of interactive educational processes including critical assessment, differentiating absolute and relative comparisons, consensus and oral presentations.
Funding body: 2018 Strategic Pilot Grant - Research and Teaching, Faculty of Health and Medicine, University of Newcastle
| Funding body | 2018 Strategic Pilot Grant - Research and Teaching, Faculty of Health and Medicine, University of Newcastle |
|---|---|
| Project Team | Dr Amanda Wilson, Dr Conor Gilligan, Kate Dundas |
| Scheme | 2018 Strategic Pilot Grant - Research and Teaching, Faculty of Health and Medicine, University of Newcastle |
| Role | Investigator |
| Funding Start | 2018 |
| Funding Finish | 2018 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20122 grants / $20,000
An e-learning video resource to assist academics to manage challenges which arise when teaching about social disadvantage. $10,000
Funding body: Learning Development | The Centre for Teaching and Learning | University of Newcastle
| Funding body | Learning Development | The Centre for Teaching and Learning | University of Newcastle |
|---|---|
| Project Team | Outram S, Dundas K, Butler K, Buchman A |
| Scheme | Teaching and Learning |
| Role | Investigator |
| Funding Start | 2012 |
| Funding Finish | 2018 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Peer Review of Indigenisation of UoN Curricula$10,000
Funding body: Centre for Teaching and Learning, The University of Newcastle
| Funding body | Centre for Teaching and Learning, The University of Newcastle |
|---|---|
| Project Team | Butler K, Outram S, Dundas K |
| Scheme | Teaching and Learning Grant |
| Role | Investigator |
| Funding Start | 2012 |
| Funding Finish | 2012 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20111 grants / $10,000
Enhancing the capacity of academic staff to teach about disadvantaged and minority groups$10,000
Funding body: Centre for Teaching and Learning, University of Newcastle
| Funding body | Centre for Teaching and Learning, University of Newcastle |
|---|---|
| Project Team | Outram S, Gilligan C, Levett-Jones T, O’Toole G, Butler K, Dundas K |
| Scheme | Teaching and Learning Project Grants |
| Role | Investigator |
| Funding Start | 2011 |
| Funding Finish | 2011 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Research Projects
This is Public Health Campaign 2008 - 2018
The This is Public Health (TIPH) campaign was created by the Association of Schools and Programs of Public Health (ASPPH) to brand public health and raise awareness of how public health affects individuals, families, communities, and populations. The simple statement – This is Public Health - has proven to be a powerful tool in raising awareness about and support for public health efforts. The University of Newcastle joined the campaign in 2008 operationalising this across multiple allied health and education degrees.
Big Picture Learning Design 2017 -
The Bachelor of Public and Community Health is the first degree in the world to embrace the internationally-recognised Big Picture design for learning. As a prototype for the NEW Education Framework the degree will commence in 2020 after many years of pedagogical development. Big Picture Education is proud to be partnering with the University of Newcastle to roll out this new degree - the first in the world to use the internationally-recognised Big Picture design for learning. The design encourages personalised learning which allows students to discover their areas of passion in the rich and varied public health sector. The Big Picture design for learning is personalised and passion-based, based on research that shows we learn best when we are personally motivated. There is an emphasis on the development of curiosity, critical thinking and problem-solving skills, and upon community engagement.
Within this degree there are 8 majors available to undergraduates that all lead to diverse, rewarding careers:
- Health Promotion
- Environmental Health
- Global Health
- Social Marketing
- Social Justice & Health Inequity
- Health Sociology & Anthropology
- Epidemiology & Data Sciences
- Integrated Systems & Health Administration
Edit
Miss Kate Dundas
Positions
Lecturer
Discipline of Health Behaviour Sciences
School of Humanities, Creative Ind and Social Sci
College of Human and Social Futures
Lecturer
Discipline of Health Behaviour Sciences
School of Medicine and Public Health
College of Health, Medicine and Wellbeing
Focus area
Health Behaviour Sciences
Contact Details
| kate.dundas@newcastle.edu.au | |
| Phone | (02) 40420547 |
| Fax | (02) 40420044 |
Office
| Room | Level 4 |
|---|---|
| Building | HMRI Building John Hunter Hospital CAMPUS |
| Location | Other , |