Miss Kate Dundas

Lecturer

School of Medicine and Public Health (Health Behaviour Sciences)

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 JohnsonSchool 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
119999 Medical and Health Sciences not elsewhere classified 100

Professional Experience

UON Appointment

Title Organisation / Department
Lecturer University of Newcastle
School of Medicine and Public Health
Australia

Academic appointment

Dates Title Organisation / Department
1/01/2019 -  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
30/01/2008 -  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
30/01/2001 - 30/01/2002 Chronic Disease Management Project Cardiac Liaison Hunter Area Health Service
Australia
30/11/1999 - 1/01/2001 Clinic Manager Curtin and Woomera IRPC Department of Immigration & Multicultural & Indigenous Affairs
Health Immigration Processing and Reception
30/01/1995 - 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’
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Journal article (4 outputs)

Year Citation Altmetrics Link
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)
DOI 10.1177/2373379919863304
Co-authors Natalie Johnson
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)
DOI 10.1177/2373379919861399
Co-authors Xuan Luu, Erica James
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]
DOI 10.3389/fpubh.2017.00116
Citations Web of Science - 1
Co-authors Sue Outram, Erica James
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]
Co-authors Sue Outram, Natalie Johnson
Show 1 more journal article
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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. 

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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
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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: 

  1. Health Promotion 
  2. Environmental Health 
  3. Global Health 
  4. Social Marketing 
  5. Social Justice & Health Inequity 
  6. Health Sociology & Anthropology 
  7. Epidemiology & Data Sciences 
  8. Integrated Systems & Health Administration


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Miss Kate Dundas

Position

Lecturer
Discipline of Health Behaviour Sciences
School of Medicine and Public Health
Faculty of Health and Medicine

Focus area

Health Behaviour Sciences

Contact Details

Email kate.dundas@newcastle.edu.au
Phone (02) 40420547
Fax (02) 40420044

Office

Room Level 4
Building HMRI Building John Hunter Hospital CAMPUS
Location Other

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